Cypress Magazine 2021 by Mulgrave School

P E R S P E C T I V E S

ARTWORK BY GRADE 8 STUDENT, BRIA LOEVEN

I N T E L L E C T UA L AG I L I T Y I S ABOUT BEING A B L E TO P I VOT, DISCERN THE VA LU E S , H O N O U R DIFFERENCE AND D I S AG R E E M E N T, A N D E F F E C T I V E LY A D D R E S S VA R I O U S PERSPECTIVES. DREW VODREY (he/him)

Upper School Teacher, DP Theory of Knowledge & MYP Individuals & Societies Curriculum Coordinator

CONT COVER ART BY CLASS OF 2021 GRAD STUDENT, DEVON SEYBOLD

3 5 7 9 11 13 15 16 17 19 21

WHERE WE ARE IN PLACE AND TIME

MISSION, VISION, & STRATEGIC PLAN THE IMPACT OF THE PANDEMIC GROUNDHOG DAY LESSONS

ACCESSING PERSPECTIVE THROUGH DEBATE G10 HUMANITIES CURRICULUM ADDS NEW THREADS THE IMPORTANCE OF PRONOUNS WHY DO WE NEED ALLIES? RISING TO THE CHALLENGE MEET OUR NEW DIRECTOR OF DEI INDIGENOUS REFLECTIONS - GEX

TENTS 23 25 26 27 29 31 33 35 37 39 41

ART AS ACTIVISM

FROM THE PERSPECTIVE OF AN INANIMATE OBJECT FOCUSSING ON POSITIVE EDUCATION ALL TRAILS LEAD TO MULGRAVE YOU DON’T HAVE TO SWEAT IT

A TALE OF TWO COUNTRIES AFGHAN SCHOLARS AN ENRICHED STUDENT BODY THE IMPACT OF SCHOLARSHIPS BECOMING ALUMNI ANTHEM FOR THE CLASS OF 2021 FIND YOUR FIT

ALUMNI SECTION

WHERE WE ARE I N PL ACE AN D TIME

DEAR FRIENDS IN THE MULGRAVE COMMUNITY AND BEYOND, I was thinking about how to frame the introduction to this edition of Cypress Magazine under the broad theme of ‘perspectives’. The answer came while speaking to a Junior School student who, when asked ‘which unit of inquiry are you studying?’, replied ‘where we are in place and time’. Where we are in place and time. In a pandemic? Emerging from a pandemic? Recovering from a pandemic? Feeling loss? Feeling hope? Probably all of these, to varying degrees. This is the beauty, and challenge, of perspectives. Even with a shared experience such as this global pandemic, each of us will take away something different. It can be difficult to understand someone else’s viewpoints, but it is incredibly enriching and important to be surrounded by diversity of background, thought, and outlook. This ethos is strongly entrenched in our vision and values and it is one of the things that I cherish most about the Mulgrave community; it is also one of the things we continue to strive for.

This magazine is about looking back, but it is also about looking ahead. I feel that we can do so with optimism and enthusiasm (it’s in our DNA, by the way). We can break free of closed-in pandemic mindsets and look ahead to how we reestablish in-person connection within our community. We have some catching up to do, especially in welcoming our new 2019 and 2020 families properly and celebrating grads of this year and last. I can’t wait to have parents back in the school as volunteers, to see our students rise to the challenge of competitive sport, and to have the inter-mingling of divisions and grades. We will look and plan ahead on the basis of reflections and perspectives, including many of those in this magazine and key learnings from the pandemic. And we will also do so with vision. Our ambitious strategic plan for the coming three years will guide us with a focus on wellbeing, personalisation (including embracing the best of technology), and further development of key skills that will underpin happiness and success in the future.

Warm regards,

JOHN WRAY (he/him) HEAD OF SCHOOL

The guiding statements of the International Baccalaureate Organisation and our school are both grounding and aspirational. There is such power in education to build a future that not only recognises different perspectives, but which values and embraces them as enriching.

THE IB MISSION STATEMENT The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

MULGRAVE SCHOOL’S VISION By inspiring excellence – the continuous pursuit of personal best - in education and life, Mulgrave strives to equip lifelong learners to thrive in a culturally diverse and interdependent world and to embrace, with passion and confidence, their responsibility always to do their best to support others and to make a difference by serving their communities, both locally and in the world at large.

SNEAK PEEK OF OU R ST R AT EG IC P L AN After deep consultation, extensive research, and thoughtful discussion, we are excited to embark on our new 20212024 strategic plan which focusses on the following three areas. Watch for more information in the fall!

PERSONALISATION

STUDENT HEALTH AND WELLBEING

SKILLS DEVELOPMENT

Engaging Student Agency (voice) and Technology to continue to support increased Personalisation of learning, curriculum and support within and beyond the IB programme frameworks.

Increased focus on Student Health and Wellbeing with more emphasis on Social and Emotional Learning and the increased use of Experiential Outdoor Education.

Continued focus on students’ Skills Development with special emphasis on Creativity, Global Citizenship, and Social Entrepreneurship.

COV I D : T H E G O O D, T H E B A D A N D T H E IMPACT OF THE PA N D EM I C O N A MULGRAVE EDUCAT I ON LINDSEY BERNS (she/her) | DEPUTY HEAD OF SCHOOL

In March 2020, we were in the midst of developing Mulgrave’s 2021-24 Strategic Plan, and had just identified three main areas of focus: student health and well-being; personalisation of learning, including through the use of technology; and skill development, including global citizenship. At the time, of course, we could not have anticipated how the world - and the world of education - were about to be radically transformed by the COVID-19 pandemic. But more than a year later, as we reflect on what we’ve learned from our pandemic experiences, we find that those three themes emerge again and again. We’ve seen how decisions made in one part of the world can affect the lives of people thousands of kilometres away, and understood that we are indeed global citizens and “all in this together.” We’ve seen that community, connection, and a shared sense of purpose are vital for individual well-being - for adults as well as children. And we’ve remembered that the best teachers 7

don’t just teach Math or Chinese - they teach students, and each student has different needs, different strengths, and different goals to strive towards. As a school, we had developed learning continuity plans to prepare for the possibility of an extended campus closure, and so were better prepared for the lockdown than many other schools. Still, when the time came, our faculty faced an extraordinary challenge. Teachers at Mulgrave take great pride in developing a classroom culture characterised by close relationships and collaboration, where students feel encouraged to take risks and challenge themselves in the pursuit of their personal best. How, we wondered, could we replicate that special culture...over Zoom? Every lesson had to be reimagined, every activity rethought. Most importantly, our teachers knew that in order to learn, students need to feel safe, they need to feel seen, and

“WE CAN DO HARD THINGS”

GLENNON DOYLE

they need to feel that they belong. So they decided to prioritise connection: more frequent Advisory sessions, regular one-to-one check-in meetings with each student, referrals to the school counsellors and learning strategists for students in need of additional support. If I had a hundred pages, I could only begin to describe the teamwork, creativity and innovation the faculty displayed during those months of ‘e-Learning’, or the patience, compassion and grace they extended to our students and to one another. When our campus finally reopened for in-person learning, we faced new challenges in the form of safety protocols and restrictions that forced us to radically reconsider...nearly everything. We knew that some of the changes we had to make, like suspending music performances and athletic competitions, would be painful but temporary. But in other areas, we sensed a golden opportunity to try out new ideas and different ways of doing things that might actually work better, in the long term, for our students and our community. Here are a few of the lasting changes we intend to make as a result of what we’ve learned: • To reduce the number of people using the entrances and corridors, we had to stagger school drop-off and pick-up times, so the start time for the Middle and Senior Schools was pushed back to 9:00am. Educational research suggests that adolescents, because of their circadian rhythms, are better rested and more able to learn when school starts later, and our teachers are certainly finding this to be the case. The students love it, too. Win-win! • Many of our teachers have now developed real expertise in designing online instructional

experiences and blending online and in-person instruction in innovative ways. This year, we’ve been piloting online modules in certain subjects, allowing selected students to complete some of their learning in a self-paced online format, with teacher support available as needed. This introduces more flexibility into those students’ daily schedules, and promotes the development of the self-management and organisational skills that are so important for future success. • Spending time in nature promotes both physical and mental well-being, and this year, ‘outdoors’ has also been the safest place to be. We are greatly increasing our emphasis on outdoor education and on ‘taking learning outdoors’ - encouraging students to inquire and learn about the world using the forest as their classroom. • While not being able to welcome parents into the building has been one of the most challenging aspects of this pandemic year, there were some silver linings. When we were forced to move all our Parent-Student-Teacher Conferences, Coffee Mornings and Open Doors online, we found that participation actually increased, and many parents appreciated the convenience of being able to attend without having to take time away from work or childcare responsibilities. Moving forward, we will offer both online and inperson options for these types of events. We’ve learned a lot from COVID - about new and different ways of teaching and learning, and supporting and caring for one another. But perhaps the greatest lesson I’ve learned about our community is summed up by a sign I noticed recently in one of our Grade 5 classrooms: “WE CAN DO HARD THINGS.” 8

GROUNDHOG DAY L E SS ON S MARTIN JONES (he/him) ASSISTANT HEAD OF SCHOOL, ENRICHMENT & INNOVATION

Some of you might be familiar with the infamous movie Groundhog Day, a Bill Murray classic that features the February holiday and is a bit of a lesson in redemption. There have been times during this pandemic that I have felt like Phil, the main character from this movie, waking up and reliving the same scenario day after day. And while the routine can feel tedious, especially when we have had to limit the people we see and the places we go, there are, at the same time, so many moments of joy and clarity that infuse me with energy and hope for the ways in which we will emerge as an even stronger community as a result of facing this adversity together. One of the ways in which I am continually inspired on a day-to-day basis is through watching our students engage in a range of co-curricular activities. This year, we have seen an extraordinary uptake in our various clubs and teams, despite the fact that games and ‘formal’ concerts and performances have been curtailed. I have watched many of our athletic teams practice throughout the year, and it brings such pride to see 9

our student athletes competing against themselves and one another, working hard to hone their skills, as well as the authentic leadership and collaboration skills they are continually applying. The number of students who have maintained this commitment despite the restrictions to games and competitions, and the way in which existing teams have welcomed new students who are in search of an opportunity to maintain their personal well-being through athletics, has also been impressive. The performing arts team has been working tirelessly to maintain opportunities for students to engage through creative arts. The various ensembles and theatre groups continue to encourage students to develop confidence in public speaking and performance. These are further examples of the way in which students demonstrate core skills which they are learning in classes but applying in very authentic contexts. Our outdoor education team has adapted to changing protocols by offering an array of

seasonal day trips. Students have engaged in cross-country skiing, kayaking, and various activities focussed on environmental sustainability. Through these experiences, I continue to observe students who genuinely enjoy being outside and understand the power of a ‘refresh’ through their connection with nature.

Clearly the need for students to engage, connect, interact, and spend time with one another has been highlighted during the pandemic. We are fortunate that our students, parents and teachers have continued to encourage and prioritise this essential component of the holistic educational experience that Mulgrave promotes and provides.

The Mulgrave Centre for Entrepreneurs and Changemakers (MCEC) has focussed on developing our YELL (Young Entrepreneurs Leadership Launchpad) programme this year, and I have had the pleasure of connecting with these students as they grapple with their business plans and deliberate over their strategies when asking for start-up money from investors. This real world opportunity for risktaking, collaboration, and presentation and public speaking skills is yet another example of students applying their classroom skills in a very authentic manner. I am so looking forward to witnessing the success of these young businesspeople and the growth of their ventures.

Like Phil in Groundhog Day, we have been blessed with an opportunity to reassess our values and prioritise what matters most. Yes, in-person learning has been possible, and we have made the most of a year filled with limitations, but we have also been reminded that our students only truly thrive when they can connect and engage in meaningful ways with both their peers and their teachers and that it is these shared experiences that are central to a Mulgrave experience. At some point, when we are able to return to a more ‘normal’ life, I am hopeful that these experiences will have left an indelible reminder of our need to connect, to engage, and to enjoy these shared experiences. Our lives are all so much more enriched and fulfilled through doing so. 10

ACC E S S I N G PERSPECTIVE T H R O UG H DEBATE An intensely lit stage lined with poised students ready to do battle with mastery of argument and prose: it’s the image that comes to mind when we think about debate. But, Drew Vodrey, MYP Individuals & Societies Curriculum Coordinator and Teacher and debate team coach, emphasises that competitive debate and the life-skill are two very different things. “Competitive debate may be exciting to watch but it is focussed on winning, it’s about dominating another team. But through the practice of non-adversarial debate, students gain skills that are two-fold,” explains Drew. “First, it pushes them into contentious or broad issues, such as domestic and international policy, values, and current events that spark examination through multiple lenses. Second, students are encouraged to debate from a side that is not their own to see how others view various issues and advocate for them. To create a genuine and authentic argument from another point of view is a very rich learning experience.” Development of the skill typically begins in the Junior and Middle School with a false binary of two ideas (for example, girls are better than boys). By Senior School and the IB Theory of Knowledge course, students mature into a more nuanced approach where they can discriminate the finer aspects of an argument to see micro-interpretations (such as assessing religious beliefs as they relate to cultural and community connections). The ability to access all of these perspectives and explore them thoroughly opens one’s mind to many possibilities. “Students learn to access different points of view and that there can be a spectrum of thought,” adds Drew. “This enables them to think more critically and use their skills to navigate what does and doesn’t make sense. Intellectual agility is about being able to pivot, discern the values, honour difference and disagreement, and effectively address various perspectives. We focus on improving the argument, not just turning up the volume.” Our world is full of varied perspectives, some overtly in opposition and others more subtly nuanced. By developing debate skills and the capacity to access other points of view, even if they disagree, students expand their thinking and find their way to their own set of beliefs and convictions.

G10 HUMANITIES C U R R IC ULUM ADDS NE W T HR EA DS

In 2015, Alexandra McIntyre, Upper School Humanities Teacher, was selected by the BC Ministry of Education to review the humanities curriculum. Her application highlighted not only her recently acquired Master of Education, but also her independent school perspective. “The team recognised the blind spots in BC’s outdated humanities curriculum and set about reimagining it for the 21st century. Grade 10 was a natural spot for restructuring as it focuses on both critical and historical thinking,” explains Alexandra. We live in an ever-changing world, yet the injustices of the past continue to resonate today. Racism, whether overt or systemic, has fuelled much of this injustice and it is essential that students are equipped to be informed upstanders and advocates. The deaths of George Floyd and Breonna Taylor, as well as violence towards people of Asian descent, sparked ongoing conversations for Mulgrave students this year as they learned about history, economics, and geography. Our faculty are passionate about discussing current events and build these important elements into their teaching framework. In 2017, Alexandra finalised the new G10 curriculum with the BC Ministry of Education threading in important issues and events including LGBTQ+, gender equality, the work of the Truth and Reconciliation Commission, and the civil rights movements in Canada and the United States; furthermore, there is a renewed emphasis on environmental activism, and First Peoples identities and governance. “The units are designed to be open and include broad issues that incorporate diversity, equity, inclusion, social justice, and decolonisation. A challenge in humanities is ensuring graduates are well-versed in a wide range of topics and able to have varied conversations with individuals around the globe,” mentions Drew Vodrey, Humanities teacher. As an IB school, Mulgrave embraces the philosophy and mission of the IB curriculum, which focusses on developing inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. We work on integrating current events into the curriculum so students have a global perspective while understanding the varied opinions and perspectives of others. As true global citizens, our graduates have social responsibilities which are critical in our ever-changing world.

ALEX WAS HONOURED TO RECEIVE THE 2021 AMHERST COLLEGE SWIFT MOORE TEACHING AWARD UPON NOMINATION FROM ALUMNUS RAFAEL GONZALEZ, 2017.

GLOBAL CITIZENSHIP: NEW GRADE 10 CURRICULUM In the coming academic year, we are excited to introduce a new humanities course for all of our Grade 10 students. The main objective is to enable students to become familiar with, and reason about, key social justice, diversity, equity, and inclusion issues in a 20th and 21st century framework. During the study of this course, our G10 students will explore a range of social science methodologies; additionally, they will develop higher level thinking and problem solving skills that will serve them well when they move on to more specialised social science subjects. The course is called Global Citizenship 10, and it sets out to equip students to become responsible, active citizens within the diverse communities to which they belong. By further developing their critical thinking skills and understanding of complex societal issues across the globe, students will learn how to better communicate about significant developments, events, and issues that impact them directly and indirectly. Each unit will support the skill development needed for individuals to become active and informed citizens who participate purposefully in civic affairs and can influence public decision making. The Grade 10 Global Citizenship course is organised into the following six units: • Foundational Unit: Explores the nuances associated with identity and the key themes of diversity, equity, and inclusion.

• Social Justice: Engages with understanding one’s identity in relation to others and supports students’ analysis of social injustice that has occurred within Canadian society. • Human Rights: Explores the notion of equity and violations related to racial rights, LGBTQ+ rights, Indigenous rights, and workers’ rights. • Peace and Conﬂict: Focusses on understanding the complexities of colonial legacy and genocide as well as the mechanisms to promote peace and inclusion globally. • Sustainability and Poverty in a Globalised World: Focusses on the role that poverty and environmental degradation play in diversity, equity, and inclusion and analyses the policies and political institutions needed to create meaningful change in our societies. • Engaged Citizen Project: a Diversity, Equity, and Inclusion investigation: Applies the theories and concepts learned throughout the course through a critically evaluative position on the challenges and solutions associated with diversity, equity, and inclusion. Our humanities courses provide students with opportunities to explore a variety of perspectives in order to solidify their own point of view. By exploring these complex and inter-related topics, students will also engage in an in-depth reflection on the factors that inform their own identities, as individuals and as citizens, in addition to refining their understanding of local and global citizenship as active, responsible, sustainable, and aware. 14

T H E I M P O R TA N C E OF PRONOUNS Mulgrave is dedicated to creating an inclusive community. It is a place where culture is something to be celebrated and diversity is of great value. That is why normalising the use of pronouns is so important. Girl or boy, pink or blue, princesses or superheroes...from birth we are assigned a sex, a decision made based on our infant bodies that can determine the course of our lives. However, sex and gender are not always black and white; gender especially exists as a continuum. To understand the gender continuum, one must first acknowledge the difference between sex and gender. Sex is a biological determination based on a combination of chromosomes, hormones, and anatomy. While these three things often align, they don’t have to. When you go beyond humans it gets even more complicated. In clownfish colonies, the female is the largest fish. If the female dies, the biggest male gains weight and becomes the female for that group. Fungi, like molds and mushrooms, have up to 36,000 sexes! Gender is often assumed due to societal binary perception: male

or female. By using this binary we continue to invalidate the identity of many individuals in society who fall somewhere in between. Pronouns (she/him/they/ze/zir) are a recognition of a person’s gender identity. Therefore it is crucial to use the correct pronouns when communicating with other individuals. Not only is misgendering an individual disrespectful but also an act of invalidation. To create a more inclusive and accepting environment, here are a few things that you and our school can do: • Include pronouns on contact cards, ID and other communications when you are comfortable doing so • Teach and learn about the importance of pronouns and using the correct ones • Include pronouns when introducing yourself if you are comfortable doing so • When unsure of a person’s pronouns, normalise using they/them

NIKA NEELY (she/they) & The GSA GRADE 8 STUDENT

This piece was inspired by my view on this subject, which is LGBTQ+. I thought about how many people see the change in themselves but others sometimes don’t. The phrase ‘love is love’ really connects to this drawing because no matter who you love, you are still you. TATIANA CALDERON (she/her) GRADE 7 STUDENT

ALUMNI PERSPECTIVES W HY DO WE N EED ALLIE S? Our school values emphasise humility, empathy, and inclusion. We are continually growing and developing as an organisation, spurred by students, alumni, members of our community, and beyond. To gain their perspective, we reached out to some alumni with a few questions about sexual orientation and gender identity, inclusion, and allyship. Here are some of their responses:

WHY DO YOU THINK IT IS

REFLECTING ON YOUR MULGRAVE

WHY IS ALLYSHIP SO IMPORTANT

IMPORTANT FOR A PRESCHOOL

EXPERIENCE, WHAT COULD HAVE

IN A SCHOOL COMMUNITY?

TO G12 SCHOOL TO HAVE

BEEN DONE TO MAKE THE SCHOOL

AN INCLUSIVE AND OPEN

MORE INCLUSIVE OF SEXUAL

ENVIRONMENT, IN PARTICULAR,

ORIENTATION AND GENDER

RELATING TO SEXUAL

IDENTITY DIVERSITY?

ORIENTATION AND GENDER I wish for Mulgrave to consider ways

IDENTITY? I believe everyone has the right to be their truest self and that it’s important starting at a young age to teach this and acceptance. ALUMNA (she/her) | 2011

School should be a place where you

LGBTQ+ education can start at a very early age, such as with an inclusive classroom library. MAC (she/he/they) | 2019

deserves to feel like they can go and talk to someone, feel safe and heard. ALUMNA (she/her) | 2011

that these conversations can become normalised within the school so that no student ever asks “Do I belong here?”. Even something as simple as adding pronouns to the nameplates outside of classroom doors* tells visitors what’s important in our community. AVA THOMPSON (she/her) | 2018

feel safe. It is much harder to focus and learn when you feel unsafe.

Allyship is important as everyone

*We are sharing our pronouns much

What we practice in school shapes a lot of our thinking after we leave. Allyship is so important in a school community because the energy we put into that space is what we will take out of it, too, and being an ally means growing in a space where everyone knows they are welcome. AVA THOMPSON (she/her) | 2018

more deliberately now and have begun with inclusion in our email signatures. Door signs and name badges are being updated, too.

Allyship isn’t just sticking a rainbow flag on the door, it’s listening to the members of that community, educating yourself, standing up for what is right.

Providing information is only one step, but integration needs to follow and that can require more creativity. It was difficult to provide exposure opportunities for students to practice genuine acceptance and inclusion when there were a limited number of ‘out’ queer people within the Mulgrave

Learn the correct terminology, learn what pronouns are, learn the basics of gender identity, gender expression, and sexual orientation. Avoid making stereotypical jokes or assumptions. By doing this, you are showing active allyship and support. MAC (she/he/they) | 2019

student community. MAC (she/he/they) | 2019

R I S I N G TO T H E CHALLENGE In response to the outcry over racialised police violence, the Black Lives Matter movement has shifted to the forefront of the world’s attention. In a climate where many adults may have felt discouraged about the prevelence of prejudice, discrimination, and bigotry in all its forms, young people have risen to the challenge by fighting for justice and equality. Ghazal A-K (G12) has been eager to fight for change since a young age, but her desire intensified when she was introduced to the BLM movement in Grade 10 through the Global Nomads club: “Discussions surrounding the reason for the movement’s inception in 2013 were very eyeopening. Fast-forward to George Floyd’s death seven years later and nothing seems to have changed. I was outraged.” In the month that followed, Ghazal attended two different peaceful protests, one of which was the Freedom March in downtown Vancouver. The event commemorates the end of slavery in the United States more than 150 years ago and serves as another opportunity to speak up against racism. “At the end, there was a massive celebration of black culture with food, fashion, and music. That’s when I personally felt a switch because I was faced with the reality of how much we are influenced by, consume, and exploit black culture. I saw first-hand the privilege of my skin colour,” shares Ghazal. As part of her commitment to social justice, she partnered with The Bail Project for her birthday this year and requested donations to the initiative instead of gifts. She raised $1000 towards helping provide free bail assistance to innocent activists put in jail following the mass protests in the wake of George Floyd’s death. But change won’t happen overnight, nor will it take place without a collective force driving it. This past year has allowed us to recognise the pattern, to accept that systemic racism didn’t start with George Floyd and that religious discrimination didn’t only rear its ugly head with the killing of a Muslim family in Ontario; there were many others who came before. So what can we do to ensure we don’t become disjointed from the cause once the waters settle? For Ghazal, the answer is multifaceted. “Without a doubt, the biggest challenge is maintaining momentum, and everyone will have a different approach to doing so. I think continuing to talk

about race is key because it’s the only way to get comfortable with having those uncomfortable conversations. I’ve already seen improvements in the way we address this issue in my own family, amongst my own peers.” Ghazal credits Mulgrave for offering an open, safe, and supportive environment where multidimensional topics such as race, religion, sexual orientation, and culture are covered without judgement, in and outside the classroom: “All Mulgravians should join at least one club that deals with DEI, and definitely take part in Ms. McIntyre’s Tuesday Tea Talk! Opportunities like these encourage students to acknowledge and break down any misconceptions, stereotypes, or microaggressions they may unknowingly put forth.” For Sara S and Caia F (both G9), it was Social Studies that allowed them to explore the BLM movement and make connections closer to home. “Racism exists in the Canadian context, as well, although it may be less obvious. We have a tendency towards passiveness, in the sense that if it does not hit our news as frequently, then it must not be an issue we’re facing. But in reality, racism is an issue that affects everybody,” notes Sara. In the same way the #BlackLivesMatter hashtag became the most sustained effort to bring attention to the cause of racial justice, the girls’ activism has also found a platform on social media. In September of last year, they created @poc.thrive on Instagram – an account focussed on raising awareness and celebrating all people of colour. It’s a space where they are able to propagate resources and information for others to become educated about the pressing need to strive for positive change. According to Caia, it was the best way to try to create a network of people who may share contrasting opinions, but speak the same social media language and thus can try to learn from one another. Caia states, “Our society is quick to move on to the next thing, so our goal was to support all the accomplishments of the fight this year in a way that was sustainable and permanent. We’ve posted a variety of different things, including a series on missing and murdered Indigenous women, and we are gearing up to feature a few pieces on Asian hate.” As with any activism, persuading people to listen and engage in respectful dialogue will always be an uphill battle, but the motivation behind it remains crystal clear. While Ghazal, Sara, and Caia have drawn their own conclusions, the underlying message is the same: the younger you are, the better it is to get involved and keep learning. These are big, complex, intersecting issues with no simple solutions, but if we want a just and equitable society, we have to be able to find common ground. This generation of young activists are looking to put their words into action and we are proud to support them.

INTRODUCING M U LG R AV E ’ S N E W D I R E C TO R O F D I V ER S IT Y, EQUITY, AN D IN C LUSI ON

ALYSSA UKANI (she/her) GRADE 11 STUDENT

In the fall, Mulgrave will welcome Cynthia Roberson as our new (and first-ever) Director of Diversity, Equity, and Inclusion. In this role, she aims to support, teach, and advocate for members of the Mulgrave community in the areas of diversity, equity, inclusion, and justice (DEIJ). This includes making connections with staff and across the school, as well as re-examining policy to ensure that the DEIJ principles are being upheld and that everyone in our community feels safe and comfortable expressing and sharing their identities.

to continue to have those kinds of experiences. The only way I felt to be effective, was to do it from the inside,” she says.

Ms. Roberson has been an advocate for most of her life. Starting in high school, she and a group of her peers advocated for African-American and Asian-American representation on their student council. She continued to advocate for her students when she began teaching.

Ms. Roberson continued to advocate for equity and inclusion at each of the schools she worked at. “This is before I even knew there was a DEI track. I didn’t know it was a job…I was just doing it because I knew it needed to be done.” Once she discovered the established DEIJ sector of education, it felt like the stars aligned. For Ms. Roberson, one of the most exciting things about Mulgrave, other than meeting all of the staff and students who eagerly await her arrival, is that “the work was already being done and that the community was interested in the work… because, believe it or not, that is actually pretty rare in the DEI space.”

After graduate school, Ms. Roberson began teaching at a school in Philadelphia as a literacy coach, then transitioned to work in corporate America. She knew she had to return to education, though, when she saw her daughter having the same types of struggles she had during her time in school. “I decided I didn’t want her, or anyone that looks like her,

She got her Masters in Education and has taught in the US, Nigeria, and China. Throughout those experiences, Ms. Roberson was most surprised by the universality of the challenges. “The challenges don’t change. The population of students change, the teachers change, the demographic of teachers change, but the challenges don’t change.”

“YOU DON’T HAVE TO WAIT FOR SOMEONE ELSE TO AGREE WITH YOU. YOU DON’T HAVE TO WAIT FOR SOMEONE ELSE TO WANT TO DO IT TOO. DO IT.”

I N D I G E N O U S T E AC H I N G A N D L EA R NIN G During GEx week, Middle School students participated in activities linked to the UN Sustainable Development Goals. My cohort focused on Quality Education and Health and Wellness. One of the focal points was understanding perspectives through an Indigenous lens. We were captivated by Dallas Yellowfly’s passionate story (courtesy of 3 Crows Productions). His story brought forth empathy amongst us students and many of us now better understand how numerous Indigenous Peoples live with intergenerational trauma - the ‘survivors of survivors’ as Yellowfly put it. My classmate, Katherine B, relished the opportunity to connect with a variety of people and learn about Indigenous People’s history. She referenced the Talaysay Tours session in Stanley Park where we gained an understanding of how the current pollution in the harbour has stopped Indigenous People’s ability to gather shellfish and food.

Alice P found the blanket exercise, an interactive activity where blankets helped demonstrate the way that Indigenous Peoples and their land were divided and taken from them, helped deepen her understanding of the injustices done to Indigenous Peoples. All of the activities helped us to better understand and value the natural beauty of Vancouver. We learnt to appreciate Indigenous People’s approach to life as the original stewards of the land and how implementing their agricultural practices could make modern farming more sustainable and mitigate climate change. Many students have also shared with me that learning through the perspective of Indigenous Peoples affected by colonisation was very impactful. I truly believe the GEx week has spurred Mulgravians to realise that the privilege of an enlightened education enables you to stand up and take action to better life for others.

STEPS TOWARD RECONCILIATION:

While the past and ongoing treatment of Indigenous People in Canada is not a problem we can immediately fix and our deep discussions taught us that there is no definite solution, there are various ways we as allies can show our support, even if that starts with ‘unlearning’. It starts with listening. To move to a more equal future, we must change the ingrained beliefs we currently hold. Our GEx partners educated us, and it is now our turn to take action. Across Mulgrave, classes are learning about Canada’s history and even the youngest can help to educate and inform. Together, we can take steps to learn the truth and support the process of reconciliation. The resources and ideas in the side bar are from reputable sources. ULWIANA MEHTA-MALHOTRA (she/her) GRADE 9 STUDENT

EDUCATE YOURSELF: • Understand the mistreatment of Indigenous People and how it has affected them. Do this by listening to them tell you their story. One way is to participate in a blanket exercise (search Indigenous Medical Alliance Blanket Exercise on YouTube). • Familiarise yourself with the term ‘intergenerational’ and the trauma it continues to carry to help discard judgmental attitudes. • Learn who the land you live on belongs to, and acknowledge it (see native-land.ca) as part of meetings, classes, and organisational routines. • Look to the Truth and Reconciliation website (trc.ca) for resources. • Support local Indigenous communities by attending cultural events and exploring art, such as movies and literature. • Visit a local Indigenous organisation or friendship center (see vafcs.org for programmes). • Participate in Secret Path Week, Orange Shirt Day, Bear Witness Day, and National Indigenous People’s Day. SUPPORT INDIGENOUS-LED GRASSROOTS CHANGE MOVEMENTS AND CAMPAIGNS: • Donate or volunteer; Ask how you can help? (visit truenorthaid.ca) • When looking for organisations to support, ensure that they have connections with their cause (do your due diligence on what this organisation has already achieved in the community). • Sign at 215pledge.ca, a petition run by the Downie Wenjack Fund to create an action plan to recognise the children who died in Canada’s residential schools. • Contact Reconciliation Canada to find other ways to get involved. INITIATE AND EDUCATE OTHERS: • Join groups with people who are passionate about Indigenous issues or even start your own! • Ask an Indigenous representative or Elder to visit your school or organisation to share their knowledge, - But ensure you learn about and follow proper protocols (e.g. you may need to present an Elder with tobacco or an honorarium during their visit). Most importantly, work with your local Indigenous communities before embarking on any journeys. Indigenous voices matter, and we need to listen to their stories. 22

Undone - Oil on canvas 24” x 24” 2018 Inspired by photographs taken by Getty Photographer John Moore of families separated at the US-Mexico border, this painting depicts the heartbreaking moment when a Honduran mother has to remove her young daughter’s shoelaces before the girl is taken away and incarcerated.

Art is more than simply adornment; the influences and experiences of an artist’s life, and their own perspectives, can profoundly shape their expression bringing thought-provoking messages to the world through creativity. Such is the case with Mulgrave parent, Tammy Seybold. Her daughter, Devon, is also an accomplished artist and created the wonderful piece on the front cover of this magazine. We’re honoured to have Tammy’s thoughts and responses to questions shared here.

Delineation - Binary, ink and gold leaf on wood panel, 12” x 12” 2018

WHEN WAS THE FIRST TIME YOU CONNECTED YOUR ART TO A PERSONAL RESPONSE TO A CURRENT EVENT? While I have drawn and painted my whole life, it wasn’t until I was living in Hong Kong and witnessing the pro-democracy, or Umbrella Movement, protests there that I felt a pressing need to document the changes I was witnessing. Having been born in Berkeley, and educated there as well, I have long believed in the importance of free speech and peaceful dissent in ethical governance. Regardless of where you stand on the issue, one had to recognise that this was a highly significant nodal point in Hong Kong’s history, and one that should be documented. For me, the most personal way to record this historic time was through my art. I committed to creating a piece of artwork for each day the protesters occupied the streets in that autumn of 2014. HOW DID THE PROCESS OF CREATING THE ART MAKE YOU FEEL OR HELP YOU PROCESS EMOTION? For all of my ‘political’ or protest pieces, the impetus to create them actually grew out of feelings of my own helplessness or impotence. Whether it be the paintings I created after the killing of black civilians by the police, when witnessing refugee families torn apart, or after the horror of a mass shooting, I find creating art sometimes is the

only thing I can do to combat feelings of despair and frustration. For me, taking any kind of action, even if it might seem small in scale compared to the monstrosity of the event, feels cathartic.

Breonna Taylor - acrylic on canvas, 24” x 20” 2020

HOW DO YOU SEE ART AS A MEANS FOR SUPPORTING CHANGE IN POLICY, ATTITUDES, AND/OR SOCIETY? Visual art, especially protest art and street art, is an ideal conduit for unedited beliefs and emotions of a people. As we have learned, even journalism can be highly influenced by its ownership or outside interests, as can what we view on our screens. For me, the direct nature of taking pen to paper, or brush to canvas, is such a personal and authentic act, and it has power in that authenticity. When that truth is shared in exhibitions or through social media, the message is magnified. It can create community through sharing online, and provide support for the oppressed. In the most hopeful scenario, it inspires others to question their own beliefs or inspires positive change. HOW DOES THIS KIND OF ART DIFFER FROM OTHER SUBJECTS THAT YOU PAINT? Often these pieces are created more spontaneously and boldly, since they are made in direct reaction to a significant or disturbing event. For example, while I might work on my other paintings intermittently and over time, the protest art I create is usually done in two or three long and intense sessions, and the bold brushwork and intensity of gesture usually reflects this.

Tammy at the June 5, 2020 Black Lives Matter rally in Vancouver with her painting of George Floyd

WHY IS ART IMPORTANT TO YOU AND WHY DO YOU CONTINUE TO INVEST TIME AND RESOURCES INTO YOUR DEVELOPMENT AS AN ARTIST? I once had an artist friend say to me that if you are given a talent in an area, you have a moral obligation to at least try to create beauty with it, and to share that beauty with the world. While somewhat extreme, I would say that if we as artists - by which I mean anyone who can create: sing, dance, design, write - if we put our truth and beauty out there it can act as a powerful foil to the deceit and hatred present in our world. That is what drives me. WHAT EXAMPLE DO YOU HOPE TO SET FOR DEVON AND OTHER YOUNG PEOPLE LIKE HER? I hope that I have shown Devon that when faced with some of the most horrible events and forces in society, to not be rendered inert by despair. Certainly, there is time for mourning and reflection, but when faced with feelings of helplessness, often the best solution is to take action, no matter how small. Just the act of creating in the face of destruction or despair is a personal, if not societal, victory. TAMMY FLYNN SEYBOLD (she/her) MULGRAVE PARENT

It’s me, Hut. We need to talk! I love that I’m your favourite doll, but I need a break. I am tired of being your favourite. I don’t like that I am always in your room. I’d love to go outside more often. I just need a break from your room. Can you please use a different doll for a while too? I’m tired and I don’t like when you squish me so hard. It hurts! I need to rest! Your tired friend, Hut

Alright, listen. It’s your favourite friend Mr. Mask. We need to talk. Can you stop wearing me or am I going to get mad because I’m getting dirty and I feel sad? Can you stop putting me in the dirty hook? I would appreciate it if you gave me a break. Can you please stop wearing me so much? Maybe wear a different mask for a while. Please put me in a clean hook. I don’t like it when you put me right on after you eat! Can you wash your mouth before you put me on? Please give me a bath, too. I need rest!

Alright, listen! It’s me, Book. We NEED to talk! It drives me CRAZY when you fold my paper too much! I hate being folded! I wish you would read me more! Every time you put me in that dusty cabinet I want to sneeze! Please stop putting me in the dusty cabinet. I would rather sit on your bedside table. It would be greatly appreciated if you would start using bookmarks. How about using bookmarks once in a while? Is that too much to ask? I’m going to seriously lose it. PLEASE read me.

From your dirty friend, Mr. Mask

Your sadly folded friend, Book

FROM THE PERSPECTIVE OF AN INANIMATE OBJECT Students in Grade 2 learned about perspective through an interesting and creative assignment. As part of the transdisciplinary theme How We Express Ourselves, the class examined how perspectives can shape their understanding of feelings and ideas. “They investigated the concepts through the story How The Crayons Quit, specifically looking at the crayons’ perspectives and reasons for their feelings,” explains Ms. Debinski. “From there, students chose an inanimate object that they used every day. They created observational drawings of their inanimate objects from different perspectives (orientations) and wrote a letter to themselves from the object’s perspective.” Students not only had to describe the likes and dislikes of their inanimate object, but also include thoughtful reasons for those perspectives and how changes in the letter recipient’s (the students) behaviours could help. They really got their creative juices flowing, and might just treat a book or mask slightly differently in the future, too!

FOCUSSING ON POSITIVE EDUCATION In 2016, Mulgrave began researching ways to further nurture our students’ social and emotional wellbeing across the curriculum. The ultimate goal is to have cohesive practices and a common language from PK to Grade 12 to help students gain a greater understanding of their social-emotional health and wellbeing. Our leadership team was interested in a programme that would help students discern their own individual strengths and learn to be inclusive in recognising and celebrating the strengths of others. Through research, our former Director of Character Education, Alison Wall (now Enriched Pathway and CAS Coordinator), discovered the Positive Education framework and the Values in Action (VIA) 24 Character Strengths. She realised this philosophy aligned perfectly with our IB Learner Profile, as both focus on developing caring, balanced, and reflective individuals. Karyn Mitchell, the Principal of the Junior School, is now implementing and sharing the programme through weekly wellbeing lessons in every Junior School classroom from Grades 1 to 6. “Each week, we engage in breathing exercises and focus on aspects of the Positive Education framework,” explains Karyn. “Not only are we helping students expand their character strengths, we are also teaching and learning what it means to feel emotion and how to explain these feelings to others.” Each week, a lesson is taught in one area of the Positive Education curriculum to help students understand the foundational concepts. Lessons incorporate many different elements, including teaching breathing techniques, empathy, compassion, kindness, self-knowledge, leadership, and teamwork development. These lessons aren’t just for students; part of their homework includes sharing with their families what they’ve learned, and how they can practice the techniques at home. Our Junior School counsellor, Kelly Harris, also works closely with each class to supplement the lessons that Karyn is teaching. Positive Education has become a vital aspect of our curriculum and continues to foster resilience in our students’ lives.

A L L T R A I L S L E A D TO M U LG R AV E A beautiful trail that circles the perimeter of the school was created last summer to facilitate outdoor education opportunities and help students connect with nature during the day. Grade 4 students recently used this trail to participate in an orienteering programme, using a map and compass to look at graphical lines, find checkpoints, and develop spatial awareness based on visual representations. “All of this was done within one school period,” explains Amir Fishman, Director of Outdoor Education. “We are incredibly lucky to walk outside our building and engage in sustainable outdoor activities in arguably the most beautiful part of the world.” It’s clear that a robust outdoor education programme is not just about exercise and improving physical wellbeing - it also plays a valuable role in student learning. “Being in a classroom requires a lot of effort for the neurological pathways in our brain, and students can become quite fatigued,” says Amir. “Being outside rejuvenates one’s ability to concentrate on studies. In fact, simply twenty minutes of time spent outdoors provides an incredible boost of attention and focus.” There is also the social and emotional wellbeing aspect of being outside. Students and alumni often describe their fondest memories as those they share with peers in an outdoor setting, whether it’s learning how to crosscountry ski or simply taking a peaceful walk. What’s more is that the Approaches to Learning (ATL) skills of teamwork, communication, problem solving, and risk-taking are all developed when our students engage in meaningful outdoor activities. In this environment, being able to make good risk assessments is a quality that can be developed and transferred to the classroom. Outdoor education provides an authentic approach to learning, and its value differs for each student. Some see immersing themselves in nature as a social opportunity; some see it as meditative; others, physical. Amir says, “Outdoors is a space where everyone is welcome. Not everyone needs to be on the side of a cliff to find enjoyment. A ‘forest bath’ is as equally valid as climbing a cliff. Reading poetry and meditating outside is as equally valid as conducting field studies and collecting river samples. All these ways of appreciating nature are beneficial and profound.” 27

A CONTINUED COMMITMENT TO OUTDOOR EDUCATION The Outdoor Education department currently oversees a variety of initiatives, including our fall, winter, and spring camps from Junior School through Upper School, LEAP electives, and the Duke of Edinburgh and Get Out programmes. Historically, the department has been primarily involved with adventure education - now, their goal has shifted to embed the curriculum through authentic, experiential outdoor learning opportunities and to make the outdoors more accessible to a wider range of students. The sky is literally the limit - we can’t wait to see what lies ahead for Outdoor Education.

YOU DON’T HAVE TO SWEAT IT

Muscles bulging. Sweat dripping. Full workout gear. And an hour of your time. That’s the amount of intensity needed for fitness progress, right? As it turns out, this fallacy is one that Tanja Totzauer (Coach T) has been working hard to dispel for both students and staff alike. “A lot of people have the misconception that if they come for a workout, they have to have all their gear, put in an hour, and leave dripping in sweat. In reality, a lot of our students and staff come to the fitness centre for 10-20 minutes in their uniform or work attire, and still get in a great workout - they’re even sore the next day!” As we approach the completion of the new Athletics and Performing Arts Centre, Coach T will be working hard to get as many students involved in fitness training as possible, not just our athletes. “It’s not just about staying fit physically, but mentally and emotionally as well. A lot of our students have demanding workloads and they come for workouts to reduce stress, especially during exams. It’s so important for students to move their bodies and make that mind-body connection.” The same goes for our staff. Encouraging and educating staff to schedule a short block of time in their day to dedicate to movement has been a priority for Coach T, as it can greatly improve wellbeing and productivity. So, what’s the vision? “My goal is to have people alter their perspective around fitness and challenge the mindset that ‘the more you sweat, the better’. I want people to understand that it’s about consistency, feeling good, moving your body, and normalising fitness to make it part of your daily schedule.” To show how quick and easy it can be, Coach T has put together a mini workout series that can be done from anywhere. All you need is a chair!

STEP DOWNS

Start with one foot on the chair

Slowly step down from the chair with control, as your knee bends reach your arms forward

Tap your foot to the ﬂoor but do not put any weight on it, keep all the weight on the front foot

Push yourself back up, arms return to your sides as your front leg straightens

2 3 4

Start with the top of one foot resting on the chair and transfer weight to front foot

Start with your toes on a chair and hands on the ﬂoor directly under your shoulders. Keep your head in line with your spine and hips high by tucking your chin and looking towards your feet

SPLIT SQUATS

While maintaining upright posture begin to bend the front knee

Continue to lower your hips and bend your knee while keeping your torso upright

Pause at the bottom of the movement and drive through your front leg to bring your body back up to the start position

PIKE PUSHUPS

Begin lowering your head towards the ﬂoor by bending your elbows, tightening your core, and keeping your legs straight

Continue through the range of motion as far as you can, pause at the bottom

Press back up to your starting position

PLANK ABDUCTIONS

Start in a plank position with your toes on a chair and hands under your shoulders

Lift one leg oﬀ of the chair using your core and glutes

Slowly bring that leg away from the chair and the body, and lower it to touch the ground without bending your knees or changing your plank position

Slowly bring that leg back to the start position without touching your toes to the chair. Repeat given repetitions on one side before switching legs

A TA L E O F

TWO COUN T R I ES

First experiences in a new country can be exciting, intriguing, and at times, overwhelming. When Zoya first came to Canada, there was one thing that took her by surprise. “It’s so quiet here! Back home, there’s always some type of noise, like children playing in the alleys,” she explains. A second scholarship student in Grade 11 (who requested anonymity), on the other hand, was taken aback on his very first day at Mulgrave. “Mr. Wray, as well as teachers and students, were standing at the front entrance to welcome me. I didn’t expect that - it was very emotional.” Zoya and her classmate are part of a small group of highachieving students from Afghanistan who have received scholarships to study at Mulgrave. Thanks to generous donors in our community, these promising students are able to receive an exemplary education that they can take with them wherever their paths in life may lead. Making the transition to study in Canada did require some adjustment. “In my first year here, there were two layers of difficulty: the language layer, and an academic layer on top of that. That was a bit challenging. The IB system is also different - it is more analytical compared to my previous school. I needed to change the way I was learning so I could adapt,” our Grade 11 student says. 31

The differences between Canada and their home country were also quite significant. Zoya notes, “In Afghanistan, sometimes there are accidents or explosions. Also, being a girl is very difficult because you can’t go outside alone, especially in the evening. Here, I feel safe and at peace.” But both students agree that there is much more to Afghanistan than meets the eye. “Some students we meet have a perception of Afghanistan that it is wartorn,” explains the student. “While there is some truth to that, there are a lot of aspects of the country that are positive, which the media does not show.” The future is bright for these two. Zoya will pursue a nursing degree at a Canadian university next year. “Being a nurse requires empathy and courage, and I strive to have both those qualities.” Her peer, who is a year younger, hopes to enter the field of biotechnology. “Research in this field is thriving, and is important now especially because of COVID.” When asked about his dreams for the future, he concludes, “I ultimately want to serve the Afghan people in some way. I will try to give them what I am given here every day at Mulgrave.”

Our scholarship programme for students from Afghanistan has been in existence for several years. Catch up on the latest goings-on with our alumni!

PAST ROSHAN THOMAS SCHOLARSHIP RECIPIENTS:

MAHSA | 2020 Fondest memory: Going on field trips. In Afghanistan, students do not have this opportunity. Mulgrave provided me the amazing chance to go to different places and meet new people. Current path: Studying nursing at Ryerson University. I have always wanted to serve and take care of people.

SUNITA | 2017 Fondest memory: Mulgrave made it easier for people like me to feel welcome because of the appreciation for diversity. One day I walked into school and saw banners wishing a Happy Nawruz, Afghan’s New Year. I was very touched! Current path: In my 4th year studying Bachelor of Interactive Arts and Technology at Simon Fraser University. My goal is to pursue a Masters in Architecture.

HUSSAIN | 2012 Fondest memory: Playing ground hockey with my classmates. It was fun as the teachers walking by would sometimes join us too! Current path: I graduated in 2017 from Trent University with a business administration degree and a minor in philosophy. During this time, I took a keen interest in sustainability with a focus on renewable energy development for rural communities. While I have worked in finance for the past three years, this year I will be starting my Masters of Science in Sustainable Energy Development. 32

A N E N R I C H E D S T U D E N T B O DY T H E IMPAC T OF SCHOLAR SHIP S

Sophie Lesjak graduated from Mulgrave as a member of the Class of 2017. She was the first non-Sparks student to earn an entrance scholarship to Mulgrave and is a perfect example of how our student body is enriched through our financial assistance programme. While at Mulgrave for her Grade 11 and 12 years, Sophie took full advantage of the depth and breadth of the Diploma Programme and our enrichment opportunities. She was an active participant in a variety of extracurricular activities, including as a member of the only Titan’s Varsity Girls Soccer team in the past decade. Sophie found many ways to develop herself from a leadership perspective, and despite her short time at the school, she was elected as a Grade 12 Prefect, a member of both the Grad and Semi-Formal Committees, and invited to sit on the Council of International Schools’ (CIS) Global Citizenship committee during Mulgrave’s international certification process. Sophie contributed in so many ways to building community - such an important part of the Mulgrave experience. After graduation, Sophie headed off to the east coast of the US to take a place at Wesleyan University in their Liberal Arts programme. Over the past four years, Sophie has had a remarkable journey that has included complexity and adventure, and contributed to her

understanding of the world and what she wants to make of her life. As a Mulgravian, Sophie was a very dedicated French student. Ms. Soper remembers her fondly: “Sophie is one of those students whom a teacher never forgets. She brought so much to our French class - not only her finely-tuned intellect and strong language skills, but, as well, her equally sharp wit. Sophie’s energy, wonderful sense of humour and healthy perspective on life kept her on an even keel even during the most stressful moments of the Diploma Programme. That girl is a one-of-a-kind, valuable addition to humanity.” Ms. Soper mentioned that Sophie demonstrated an appreciation for her terrible French jokes. Perhaps in spite of the jokes but thanks to Ms. Soper’s lessons, Sophie chose to maintain her language studies at university, leading to a three-month study abroad programme in Paris through a partnership between Wesleyan and Vassar. It was the experience of a lifetime, and one that led to her decision to choose French Literature as one of her two majors (sociology is the second). Still glowing from the ‘je ne sais quoi’ of life in France, she returned to a world that was quickly complicated by COVID, which forced her to leave her Connecticut campus and return to Vancouver to complete the school year online.

Not knowing what to expect for the fall semester of her Senior year and definitely not interested in another round of courses online, Sophie took the path less travelled and spent several weeks as a WWOOFer with Worldwide Opportunities on Organic Farms. She provided labour to a brand new organic herb farm in a tiny town in upstate New York in exchange for room and board. Working with her hands and being part of a group of people who are passionate about the land and its bounty was refreshing, and an experience that she will never forget. Now back at Wesleyan for the spring term, Sophie is enjoying a return to some normalcy. Her university is providing vaccinations for students, so life on campus has its original vibrancy. Wesleyan also has incredible housing options, and Sophie is currently living with five friends in an on-campus bungalow. Sophie will complete her final semester in the fall, and says that like her parents who both have advanced degrees, she will most likely end up going to graduate school, but doesn’t want to hurry the process. “I want to take some time to just work and live. I’ve spent my summers in New York City and love it there. I’d like to get some life experience first living in Manhattan or Brooklyn, though getting the chance to live and work in Paris would be a dream come true.” Sophie’s solid foundation, reflective nature, and sparkling personality inspire confidence in and affection for her. There is no doubt that she will forge a path that will lead her to accomplish whatever she sets out to do. Thanks for catching up with us, Sophie! We can’t wait to hear about the adventures you will have in the coming years.

All Mulgrave scholarships are based on financial need. 34

This past year has definitely been a year like no other. Approaching my senior year, excited for so many fun experiences, great memories, and what was looking to be a promising basketball season...so much anticipation and so much of that taken away. It was really hard to swallow. Accepting the fact that a lot of the things that the Class of 2021 was looking forward to were not going to happen left a lot of us, and kids our age around the world, quite sad and empty. It was a tough feeling and some part of us will always be pained by the fact that we didn’t get to experience so many things that we would’ve if not for the pandemic. However, even though it was really hard, I did my best to make the most of the year and take advantage of the opportunities COVID presented me with. With the extra time associated with the pandemic as a result of online school, no co-curricular activities, and few in-person gatherings, I ensured I was productive with my time to reach new levels in the areas important to me. I made sure to really hone in on my academics, as well as make the most of the time to train more than anyone else so that I could become the best basketball player I could be. Through my determination and commitment to my academics and athletics, I have been accepted to a great business programme (Sauder School of Business) and I have a solid shot at playing for the Thunderbirds Basketball Team. Becoming an alum is the next step of my Mulgrave journey, and I am really excited to be a part of it. Being at Mulgrave since Kindergarten, I have been able to see and experience the really strong culture and relationships formed through student interaction, as well as with teachers and staff. We are so lucky at Mulgrave to have such a close community, and I know that even though we are graduates, as alumni, the bonds will not disappear but instead will get stronger and stronger. I look forward to staying in touch with my friends and teachers. As for the next steps, as the former Mulgrave point guard, I especially look forward to beating the future varsity basketball teams at all of the alumni homecoming games to come ;)

ISAAC MANJI (he/him) | 2021, STUDENT BOARD CO-CHAIR

BECOMING ALUMNI

ANTHEM FOR THE CLASS OF 2021 SOO GYUNG BAK (she/her) G12 STUDENT

I’ve been asked to write, a poem, an anthem for the titter-totter of our feet, barely adults we’re still kids when laid along the length of the universe, it’s sweet, that we’re almost at the last floor of this tower, tonight, and with foot off the edge of a building sky high I swear we’ll be alright, remember each room we left breathless, or entered collapsing, imploding frustration, self-deprecation, struggling to find the next breath, yet somehow we’ve found our ways here today and tomorrow is only a few twirls of the hour hand away so who’s to say we can’t make it to tomorrow, and so we breathe, and so we reminisce. Remember middle school, and its hesitance that grew from easy consequence, what was serious we know now isn’t and it’s hard to realise but the foolishness of youth wasn’t foolish at the time, and that’s just fine. just breathe. we had the map tests, with the capitals for bonus marks to get, the taste of hi-chew and white rabbit, plus design class don’t forget it’s “may I go to the washroom” not “can I” Mr. Gilley, it’s the taste of challenge to figure out what you found fun. recall discomfort, recall chatter, squirming under sweat-slick skin with the rush from PE, the change room between 2 classes almost akin to quicksand as we begin to tiptoe among gym bags,

half the lockers untrustworthy, and the air with its humidity, tis puberty, humour me, liberty’s middle school’s property— remember dancing? before COVID’s rapid spiel, when hand in hand and breath in breath we would just bounce like awkward seals against the floor in time to swing, in time to salsa, hiphop, jazz, the bitter pills of showcase on the backtrack. and what of Kirkwood? that we watched get trounced like every homeroom but Ms. Brunswick’s. when fidget spinners were the thing, clever fingers selling slime, entrepreneurs shut down because “that’s a parallel market” and teachers banned it but that’s not why, because slipping into the world of media and news we became startlingly aware of what money does to people. Unit of account, store of value, econ students we know, sure, but perhaps the friendships of grade 8 could have crumbled under the allure of money. we’ve lived pre-COVID, breathed preTrump, mere 8th graders brushing back hair behind ears on the blurred doorstep of chaos. when Toradora and Charlotte still saw the light of day, when Eagle Starter Band was ‘bout to be the talk of town with chant of trains on water, boats on tracks, those are the times that we can never quite get back but we’re not Orpheus, and we’re

all allowed to still look back. for when we get lonely in the skin of teens that we’ll soon shed like winter coats seeking spring and summer what isn’t forgotten won’t quite leave. First time sitting exams in the gym, half of us finished with still an hour left on the clock, sitting ducks in the cold of the squeaky gym floors, squeaky foldable desks and the chair legs. And so they count heads, while we count threads either bored out of our minds or stupid anxious because those were our exams! And that was 3 years ago. Time skip, step into the senior school, dancing on the edge just flitting hops as we navigate the chasm of DP while still tethered to the kindness of the MYP, extended math crushed many, but I’m sure it’s better now, I hope, with the curriculum rush I’m not quite sure but it’s better than Kuroko no Basuke’s Japanese Lunchtime Rush! Torvald, Norvald, and the socratic seminars with taps on backs, April fool’s essays on theatres as vehicles of intention, grade 10, Camp Squeah, the food not the most horrible, but barefoot in the cafeteria, orienteering, haunted chapel, no coffee tea for us in sight. A few months later, Manning Park, snow flurries, crystallize your breath on sight and feel the sting the lightning sing within your nose, within your lungs from all the cold. Flattening snow

to set up shelter, later packing snow into some counters for a breakfast, rushed and stressed, but Setareh, please don’t doubt me when I say your pancakes were the best. Skiing and tubing, cabins alight like fairy lights, for many, perhaps, the thought that this is the best time of my life, just for a moment, a flitting thought rang true, the mindless enjoyment, the exhilaration of losing your thought process just to simply enjoy and enjoy and delight in—please please never forget, never forget it. Grade 11 camp, flipped canoes, pink tomato soup, horrible food, semi-formal: tipsy twirls, buffets, enthuse the dance floor, view the jewels stringing from the soles of our shoes, twinkling like the glitter of friends’ eyes, their eyes, her eyes, his eyes, everyone aglow with crystal-crusted corals under the refraction of dawn-light diving past the surface of the sea. But the sea is temperamental, before long the water darkened, distress churned sadistically in throats as COVID took and took and took, and we were all afraid it would tear our world asunder. And it did. Online, touch-starved, the consequence of even dining out too frightening, vaccines hurried along, we didn’t know if they would work, or what would work, if we’d have school, if our relatives ‘cross seas were still okay, would be alright, and what if what if what if fight just left us. all those older, oh our parents, teachers, babushka, grandfather, they can’t they can’t they can’t— and then the sea vaporised, afire as the injustices of our systems burned into our retinas the rawness of murder the foul stench of singed hair burned hearts charred tongues as we fought for what we needed but still confined at home, tenderness wrenched into burning by all the steam. still aching, we couldn’t relax. EEs, failed chemistry experiments, IAs, IAs, IAs, SATs and ACTs, wondering when we’d recover we peer beyond our tower up up and out towards a future,

university, applications, interviews atrocities playing dress-up, dress shoeclad feet still raised over our confidence we play with chances finding just the right sliver of humility to balance on, fumbling our hands over numbers spilling past test sheets as we wait for predicted grades, result delays, acceptances, the like we tumbled into mock exams with all the grace of quivering hippopotamuses, within the test rooms feel like Jekyll’s devolution taken place, reduced to` amoebas unsure of what just happened in the exam rooms once we leave we were all unsure, and that is what we were sure of. but in uncertainty we were given the chance to build our certainty. Mulgrave walls and corridors alight with art just look at what your hands have made. Be proud of what you’ve made of living in this world, and all the ship masts that you’ve stayed with your own beauty, let’s set ourselves a-sea, like pirates— novice ones reduced to writing math tests in semi suits and dresses, “special lunches” we wrenched from treasure chests in search of newfound normalcy. And things did get better, I believe. Yes drama paper 1s we first found frightening but jujutsu kaisen and genshin took our minds off them. Chauvin guilty of all charges, the gutter of the world is perpetual but sometimes we get to peek at the starlit sky beyond and think that ah, this is worth fighting for. we breathe life into each new day for the thrill of gotcha, the wet stick of a shirt to a back, the temptation to lean back and recall memories: Artsapalooza, Bhangra, the delight of ‘Blue Stocking’ and Mulgrave’s other plays, a time when we didn’t know the ending of Banana Fish, the little huff of laughter for having Mr. Wilson folders for his emails, the ridiculousness of edublog, sports tournaments, dance recitals, vacations overseas, many many birthdays— we measure our lives in memories. when we are gone they’ll be gone with us, and so we trek further.

Dampened by Vancouver rain, we froze in the embraces of youthful turmoil, only to melt as we found pieces of ourselves in what we came to mean to others. There may be countless things we couldn’t say, couldn’t have said, ended up not saying, I’m saying that this is the end to all such chances. Farewell is farewell, and stepping through the threshold we leave behind chances and moments we can never get back. Even as we hold onto the threads of silvery connections, some flimsy, some bold, some strengthened by the slow trickle of amber, we crystallize and crystallize that which we refuse to let go of. But a fundamental change is exactly that, and as we feel the last few pieces of high school fall into place, we cement the fact that we’ve completed that stage, and it’s time to move on to another. Farewell is imminent. Bittersweet it’s the treat of the last few traces of childhood. It’s good things we lock under picture frames, glass untouchable, youth under casing, we are forced to look past the picture frame the bitter we turn into lines in a diary, to close and only look back on when we want the sting of embarrassment and shame to see how far we’ve come since then. And success isn’t the only thing heralding flight, for no matter how you choose to live your life, forward is forward, and time doesn’t tread back. All of us, the philosophers, historians, economists, geographers, mathematicians, scientists, linguists, artists, actors, siblings, friends, we craft new chances, we do it ‘cause we can. And so I wrap this poem up to bring it to a close, because there is a certain confidence in me that we’ll be fine, we’ll be alright. So here’s to us, here’s to our future, here’s to new memories, faith, love.

F I N D YO U R F I T MULGRAVE’S CLASS OF 2021 Finding the right fit for post secondary study is a deeply personal experience for our graduates. They each have their own vision, priorities, and means of making their decisions. Sometimes, the path has been clear for years, and for others it comes together in joint exploration with their university counsellor and loved ones during their last year at Mulgrave. We invite you to explore the student stories below. From their specific and specialised programme goals, to the personal connections that are held dear, we know that our students have put a great deal of consideration into creating a future that is the perfect fit for them.

L E A R N M O R E AT F I N DYO U R F I T. M U LG R AV E .CO M

GABI NOVAK

ROY ZHANG

JIA RUI (CINDY) GAN

Gabi suffered a serious leg injury while ski racing,

Roy is a man with a plan. Even before starting

Cindy has had a dynamic and engaging

ending her competitive career. Getting an intimate

his Grade 10 year, he knew he was interested

presence in Mulgrave’s art scene since she

look at the Canadian health system during her

in pursuing architecture as his career. He took

joined the school in Grade 6. A committed

recovery, Gabi focussed her energies on the

studio courses and looked into the requirements

visual and performing artist, Cindy has

sciences with the thought of pursuing medicine

for the development of his portfolio early on.

narrowed her post-secondary pursuits to visual

as a career goal. Consistent with this aspiration

art and design (although she hasn’t ruled out

was her involvement with MERT (Mulgrave

“With my family, I visited universities with

Emergency Response Team), in addition to her

strong architecture programmes across the US,

volunteer commitments as a ski instructor for the

including Illinois Tech, Pratt Institute, Rhode

“I love making art and felt that I could make a

disabled in Whistler. Her counsellors challenged her

Island School of Design, University of Oregon,

living more successfully than in the performing

assumptions, providing a good balance of opinions

Cal Poly and Syracuse University. All of these

arts. I knew that I wanted to study in the US due

when it was time to apply to schools that would

schools provide a 5-year Bachelor of Arts in

to the quality of art schools and the general art

help her achieve her ambitions.

Architecture and would prepare me for the

‘vibe’ and scene in major cities like New York and

certification exam without requiring the 2-year

Chicago. My time with my university counsellor

Master’s programme.”

was very helpful; I received a lot of support

“Initially, I focussed on Canadian schools, but when the US went test-optional due to COVID, I

acting after her undergrad degree).

completing my many applications, getting

decided to apply there as well. I also explored the

At the end of the journey, it was the Southern

feedback on my essays, and meeting deadlines.

option of direct-entry medicine and applied to

California Institute of Architecture (Sci-ARC)

But being able to just check-in, unwind, and

Irish medical schools. After many conversations

that won his heart with its incredible work

share what was on my mind reduced my stress

with university counsellors, peers, and my family,

and studio spaces, faculty, and personalised

and made the process seem less daunting.”

I decided that Dartmouth College was the right

admissions process.

fit for me. Dartmouth has a tight-knit community

Cindy had a spectrum of well-respected art

(reminding me of Mulgrave), and is surrounded

Roy has a well-developed set of executive

school acceptances and scholarships on her

by the outdoors where I can run, bike, and ski.

functioning skills, a mature and measured approach,

palette of choices. She ultimately landed on

Dartmouth’s undergraduate programme will allow

and incredible art skills; the perfect balance of form

Rhode Island School of Design (RISD), which

me to explore many different subject areas before

and function for his career path. You can explore

she points out gives her great access to both

deciding on a major.”

some of his work at roysportfolio.com.

Boston and New York City.

ILHAM HAKIM

JED DECOOMAN

DEVON SEYBOLD

I truly couldn’t have done it without my university

Since he was four years old, Jed has been in his

Sometimes graduation can present itself as an

counsellor. Knowing that I wanted to pursue

element on a baseball field. Watching his older brother

opportunity to return to a place of familiarity.

medicine, she helped me find volunteer options

play competitive, high-level ball at the post-secondary

With much of Devon’s extended family in

at hospitals (I ended up at BC Children’s) to

level, Jed knew he also wanted to pursue his passion.

California and herself having lived there prior to

gain first-hand experience and introduced me to

joining Mulgrave in Grade 7, looking towards our

many medical conferences to learn more about

“Originally, I wanted to apply to Ivy League schools,

the field. Ultimately, I know that I already have

but our university counsellors encouraged me to

southern neighbour’s universities came naturally.

established connections and a strong network

think a bit differently. They shared information on

In Grade 11, Devon visited a few universities in the

in Vancouver that will give me better chances of

the grades I would need to maintain and the classes

California region. UC Berkeley came out on top,

landing research positions if I attend UBC.

required for entrance, and got me thinking about

as she immediately felt at home on the campus

my longer-term goals. I wanted to pursue a school

and was pleasantly surprised by the genuine,

I’m inclined towards accepting the offer from

where coaches could help me advance my skills and

positive feedback she received from students.

UBC as I already have a foundation there that I

support my efforts to make it to the Major Leagues.

can build upon. My mentor graduated from UBC

UCSB is the right opportunity for me as I’ll play in

“My brother goes to Berkeley, and I always

Medical School and I was able to attend some

a highly competitive environment and enjoy my

envisioned myself going back to that area too; it

lectures with her.

university experience.”

felt like all the signs pointed in that direction.”

ALEXANDER IVANOV

ZIA JANMOHAMED

Mulgrave students are known for their early focus

Zia has always been focussed on studying pediatric

Joaquin has been an aspiring developer and

on a path that blends their skills and interests,

neuro or cognitive science, and knew she wanted

entrepreneur for years; his G10 personal project - a

and leads towards a specific job or profession.

to pursue entry to universities that would best

productivity timer - blended his design skills with

Alexander is not one of those students, but

prepare her for top grad schools in this field.

business acumen. He was able to further hone those

for all the right reasons. Indeed, Alexander is a

JOAQUIN REVELLO LERENA

capabilities in the summer of 2020 at the UPenn

passionate disciple of physics and maths who has

Zia applied to and was accepted to neuro and

Management and Technology Summer Institute.

decided, with the support of his family and his

cognitive science programmes across the country

It therefore comes as no surprise that Joaquin

university counsellor, to follow a path that enables

and received several annual scholarships. Of

committed himself in early decision to the University

research opportunities while still leaving the door

the schools she ultimately considered, she was

of Pennsylvania.

open to a variety of career pathways.

drawn to McGill for its unique cognitive science programme, location, and community.

“I can see myself as an engineer one day,

“I’ve always known I wanted to be an engineer. I love physics and aerospace engineering, but I

maybe computer science, but for now, I am

“I like Montreal as it is a vibrant city, rich in

have developed a passion for business, too. This

less interested in building and designing and

culture. I also think that McGill’s Ismaili Students

programme will help me fulfil my long-term dream

more keen to look at the phenomena of maths

Association will allow me to stay connected and

of creating access to affordable space travel.”

and physics rather than the application.”

maintain my ties to our Ismaili community”.

AL U M S TAY I N G CO N N E C T E D

DURING VIRTUAL TIMES Over the past 18 months, Mulgrave’s mission statement of ‘Inspiring Excellence in Education and Life’ has been tried and tested in ways we never thought imaginable. Through it all, our school spirit, deep friendships, and the resilience of our community guided us along an extremely challenging journey. In so many ways, being forced apart by COVID has brought us closer than before. Continually connecting with alumni, I am constantly struck by the strength of the values shared by Mulgravians, past and present. Nothing exemplifies that more than those who are first responders and essential workers, selflessly demonstrating tremendous compassion and humanity as they cared for others and protected their communities. Working tirelessly, these inspirational alumni became the quiet heroes of the pandemic. Other alum shifted gears quickly to keep their entrepreneurial dreams alive or growing; not only looking inward to survive but also outward to see how they could help others. And despite the uncertainty, resilience shone through for those who took on new areas of study, attained their degree, or started on a new career path. There were still many moments to celebrate; the graduation of the Class of 2020, engagements, small

personal weddings, and new family members all brought joy and provided us with many reasons to smile. And now, we look forward. We have some catch-up celebrating to do to honour our Class of 2020 and ‘21 and more fully welcome them to the ranks of alumni, as well as to reconnect the Classes of ‘09, ‘10, and ‘11 through in-person reunions. Save the date for these special events as well as Homecoming (in the new Athletics and Performing Arts Centre!) on December 18, 2021. We’ll send more info out on Mulgrave Connect so be sure that you have your profile set up (mulgraveconnect.com). If you are not in the Lower Mainland, one thing that we learned to do well this last year is connecting virtually! I look forward to continuing that with alum scattered around the world. I am inspired by all of you; knowing our alumni community continues to grow even stronger as we reconnect is exciting. Thank you for being a part of our incredible community.

MARK STEFFENS (he/him) DIRECTOR OF COMMUNITY DEVELOPMENT & ALUMNI ENGAGEMENT

MNI ALUMNI MISSION

TO BUILD AND SUSTAIN OUR COMMUNITY OF PAST, PRESENT, AND FUTURE STUDENTS, FAMILIES, AND STAFF.

S T R AT E G I C G OA L S GOAL #1

GOAL #2

GOAL #3

GOAL #4

Increase the connections between our alumni (students, families, and faculty) and the current Mulgrave community to:

Continue to develop organisational structures that foster leadership within each grad class as well as the alumni students and parent community, while nurturing connections with grads around the world

Build on the culture of service within our student body to establish a foundation and tradition of giving within our alumni community

Increase authentic interaction on the various Mulgrave’s alumni social media platforms, including:

• enrich current students’ educational experience • offer networking opportunities to alumni • strengthen the bond between graduated students to the school

• • • • •

Mulgrave Connect Instagram LinkedIn Facebook Twitter

KEEP CALM

AND IN T R OSP EC T

Hello! My name is Christie, and I am an Alumni Representative for the Class of 2020. I finished my first year at the University of British Columbia (Faculty of Science), and I plan to specialise in biochemistry this upcoming year. Our graduation year was a journey, to say the least. With the pandemic, we were unable to close off our final year at Mulgrave with the usual festivities. I’m extremely grateful for the efforts by the school community to try and provide us with a ‘normal’ graduation. As time passes, I realise how much I’d adapted to the environment at Mulgrave; the tightknit community was something I didn’t appreciate as much during my time there, especially since the start of online learning. After a much-needed summer break, it was time to transition to university! At UBC, our entire first year was online. At first, I didn’t mind staying at home all day. I believed it would provide me with more time 43

to finish my assignments and stay more organised. Online learning was not the smoothest ride, and it quickly became boring as well as a burden (not to mention increasingly difficult). I began to realise the importance of the usual in-class environment and how socialisation with my peers contributed to my mental wellbeing. I found myself to be less and less interested in the work I was doing. My days became repetitive, and there were times where I was considerably stressed out. Even more, I felt as if I was alone in my anxiety, and that no one else was feeling the same way I was. As my first semester came to a close, I was burnt out and unmotivated. I took the winter break for some self-reflection. Why did I start feeling this way? I used to know what I wanted to do in my academic career but now I don’t know which path is right for me. I ended up realising how much time I spent just working. I never really set time aside for any of my other interests or to talk to my peers more. How would I know if I was alone in

“AN EXAM IS JUST A PIECE OF PAPER, AND WE ALL LIVE ON A FLOATING ROCK IN SPACE!”

my experiences if I didn’t ask anyone else about theirs? My lifestyle was unbalanced and I hadn’t realised it until I tipped off too much to one side and stayed there. As the new year came around, I made the decision that I was not going to have a repeat of my first semester. I reconnected with more of my friends, started baking and cooking again, and took time out of my schedule to go on a walk or go to the gym. I started to not feel so alone anymore, and my friends have been a huge support system for me (and myself for them). Although there were still times in my second semester where I was stressed and anxious, I felt more in control of my mental health and took the time to enjoy my life outside of school. My grades improved, and I realised how much better I felt physically and mentally. I realised the options I had in terms of a future career path, and the flexibility of my programme will allow me more time in figuring out what I want to do and provide me with multiple choices. I ended up applying for a summer job at a clothing store and I’ll take two courses during the summer. I regained balance in

my life and understood the importance of maintaining my mental wellbeing. I always knew it was an important topic to talk about but I never had such a personal struggle with my mental health to actively realise how much it can affect my day-to-day life. For all the future graduates reading, surround yourself with people who make you feel supported and seen, especially during this pandemic (safely of course). It can be so easy to get caught up in school or situations going on around the world that you end up not taking the time to relax. Academics can become stressful but you are not alone in your struggles. University is a whole new environment and it’s normal to feel overwhelmed by the upcoming changes in your life. After all, an exam is just a piece of paper, and we all live on a floating rock in space! There is so much more to life than school, and finding your balance and doing what makes you happy, as cliché as it sounds, is key. CHRISTIE YANG | 2020 44

T H E N E X T G E N E R AT I O N J O I N S M U LG R AV E As first-time parents, the prospect of sending our soon to be 3-year old off to preschool this fall was daunting to say the least. When my husband and I realised Mulgrave offered a PK3 programme, we were immediately interested and wanted to learn more. As a member of the Class of 2005, I immediately felt welcomed by Mulgrave and even though I was meeting new faces, I was reminded how strong the community spirit is and has always been to the school. While the school has evolved over the years, and in many ways seems different from the place I left behind, Mulgrave’s identity has only been solidified as the core principles remain strong. Teachers are passionate about what they do and enrich students’ education by providing safe and individualised learning opportunities. I am excited to be part of the Mulgrave community as a parent! ERIN (CHRISTIE) MUMFORD | 2005 45

SUMMER ON

A S C HOON ER

There is a sailboat etched on the back of the Canadian dime; it has been there since 1937. The ship is none other than the Bluenose fishing schooner. I feel fortunate to call the replica of that famous ship my home for six months over the summer. Earlier in the year I applied for one of the 14 deckhand positions on board the Bluenose II and was delighted to be offered one of these coveted spots, particularly during the 100th anniversary of the original ship’s maiden voyage. The Bluenose is an icon in Canadian history for not only being the undefeated champion of the International Fisherman’s Cup but also for holding the record for largest catch ever recorded in Lunenburg, Nova Scotia for many years. She is a point of pride among Nova Scotians and Canadians for outsailing the American schooners. As such, she has been nicknamed The Queen of the North Atlantic. Built in 1963, Bluenose II was made to look like the original above decks but has an engine and modern navigation equipment as well as her traditional sailing rigging. She is 161 ft from the bowsprit to stern, with a foremast standing 118 ft and a mainmast at 125 ft tall. She now sails as the ambassador of the North Atlantic in the memory of the original, and to remind Nova Scotians and Canadians of a time when the schooner fishery dominated the east coast. I first heard about the opportunity to be a deckhand on the Bluenose II from a friend while completing my Bachelor of Science in Forestry at the University of New Brunswick. Although I have only sailed dinghies and worked on small power boats in the past, I knew instantly that working on the Bluenose II was something I would love to try. I realised after living in landlocked Fredericton, New Brunswick, how much I missed being close to the ocean. After graduating from Mulgrave, I have been lucky enough to keep finding opportunities that have excited and intrigued me. First, it was moving across the country to pursue a degree in a field I knew very little about. Then, to my first summer job in forestry, where I moved to northern Alberta for four months to do field work in the foothills of the Rocky Mountains, and the next summer in Northern Ontario doing similar work. Now, I am aboard a historic sailing vessel. Though I never could have imagined this is where I would be, I am so excited that I am. Our season began on April 1st at the ships’ home port in Lunenburg Harbour, Nova Scotia. My crewmates and I worked hard to sand and scrape all of the surfaces of the boat before repainting, varnishing, and oiling to prepare the Bluenose II. I am shocked at just how much maintenance work there is to keep a wooden sailboat afloat. Our summer is looking a little different than in the past due to COVID; the Bluenose II usually allows visitors on the deck and offers harbour tours but instead, we will do more sailing and go to more communities, some of which have not been visited for more than 30 years. I am so excited for sailing to start at the beginning of June, and to see the coast of Nova Scotia. I am really looking forward to sailing the Bluenose II under full sail (11,139 sq ft), seeing the Cabot Trail (Cape Breton) from the ocean, and experiencing the legendary high tides in the Bay of Fundy. Hopefully, we will be lucky enough to see some cool wildlife like whales, sharks, and sunfish. EMMA BERTON | 2016

E XC E L L E N C E I N B U S I N E S S Q & A WIT H A TOP 30 UND ER 3 0 Recently, Armaan Ali, Class of ‘12, was recognised in the 2021 Forbes 30 under 30 Directory and as one of the Top 100 Stanford Alumni in Technology. These tremendous accomplishments are a true reflection of Mulgrave’s mission statement: Inspiring Excellence in Education and in Life. Armaan kindly took time out of his schedule to introduce us to his company, share his passion for business, and explain how his time at Mulgrave (highlights of which include being a member of the tennis, debate, and basketball teams as well as starting a charity book drive with his sister) influenced his current success. Tell us about Human Capital, the company you founded and now run as CEO. Human Capital is a venture firm for engineers. We believe great engineers build great companies, and invest in people and startups that share that mindset. We help entrepreneurial engineers develop the skills, knowledge, and network they need to become great founders, and help founders build great companies by investing capital, advising them, and helping them build and scale engineering teams. We have more than $500M USD in assets under management, invested in 11 companies before they became unicorns (including Brex, Livongo, and Snowflake), and placed engineers as early hires at 16 unicorns (including Anduril, Robinhood, and Gramammarly).

What do you love most about what you do? I love seeing great people do great things with other people, and knowing I had a part in them coming together - and in creating a place where other people can do the same, and get the same excitement from seeing it happen for them. I also love that I get to work with my best friend - my cofounder (and roommate for 5 years), Baris - every day. What was your favourite class at Mulgrave? Why? English with the incredible Marlena Morgan, who was also my debate coach. She taught me that everything is about reasoning. She encouraged people to think outside the box as long as they grounded their thinking in sound logic. That’s stuck with me over the years. Each time I face a problem, I boil it down to first principles, then reason my way through to a solution. What’s something you’ve learned since Mulgrave that you think would help our students as they look to the years ahead? Depth of appreciation is more important than breath of appreciation. How much you’re valued by your biggest advocate is more important than how many people like you. What were some of your early influences outside of school, but before college?

My grandfather and his brother started a Bangladeshi confectionary business that went from selling biscuits at the local market to owning a large portion of the national confectionary market. I grew up being around and looking up to him from a young age - his vision, passion, grit, hard work and dedication. Much of who I am comes from him. What advice would you give to any of our alumni and students who are interested in pursuing investing or venture capital? Many believe that you have to be a good operator before becoming a good investor. There are plenty of incredible investors who were operators in a past life, but I don’t think that’s a prerequisite, and it’s not the path for everyone (myself included). My advice: find someone whose investing style you admire. Emulate them. Make slight adjustments as you iterate on your framework. Stop, reflect, learn and adapt. Become your own breed of investor along the way. The investment industry can be a very stressful environment. How do you maintain a work-life balance? I’ve been purposeful about building a few daily habits that allow my mind and body to decompress and refresh. Every day, I take an ice bath, meditate for 23 minutes, and work out. What does winning the Forbes 30 under 30 award mean to you both personally and professionally? More than anything else, to me, it’s a recognition of the work of the entire Human Capital team over the last few years. There’s no way Baris or I would have been there without the people we’re lucky enough to be surrounded by.

Several tips for increasing wellness during food shortages and preparing for the future:

A RECIPE FOR EATING WELL

Buy (bulk) frozen vegetables and fruit • Produce that are flash frozen retain their nutritional quality but are able to span months versus days in the household. Buy a supply of canned staples: chickpeas, beans, ﬁsh, tomatoes, and vegetables • These products will be shelf-stable for years (check the expire date) and can be used in soups, salads, pasta dishes, and on their own when need arises.

At the start of the pandemic, our community saw supply and food hoarding. How strange it was to walk into a grocery store to be met with empty shelves. This experience gave many people fear over the fragility of their community’s dependence on others to supply our basic needs. Many thought about or started a garden with the aim of growing a small supply of food. Others waited impatiently to stock up whenever they saw store shelves restocked or paid the higher price for more exclusive brands. Food habits also changed this year. More families are cooking at home and sharing meals around the table. This can be seen as a positive impact of COVID. On the flip side: more families have been unable to access the cheaper, quick meals or ingredients they relied on. Many no longer have the financial income they use to. Hunger drove up the demand on food banks and other food relief programmes as the pandemic progressed. As we slowly start to shake the grip COVID-19 had on our community, I urge everyone to take stock of where they access food, how secure they feel in that access, and to support local whenever possible. If planes, trains, and automobiles (or semi-trucks) stop delivering our Mexican avocados or Californian strawberries, ensuring we have access to food nearby will be vital. And for all those who took up gardening this last year, we’ve learned that having access to a good supply of food takes time and is hard work! Let us continue to support local, give to our community systems when we are fortunate enough, and ask for help when we need it.

Support a local food charity or look into how you can access one • Backpack Buddies is a local charity that helps provide meals to children and families. • Vancouver Coastal Health’s Food Asset Map shows community kitchens, food banks, and other sources of cheap or free meals. Look into Community Supported Agriculture (CSA) • CSA subscriptions are a one-time payment (split payments also possible) to support a farm at the beginning of harvest pay for the upfront costs. • What you get is a weekly produce box that can feed a family of four or two hungry veggie lovers. The cost spread out over the season usually averages about $30/week and you are supporting a local farm.

KAITLIN BERRIS | 2008

THANK YOU DR. LIZ HENDREN | 2005

SHELBY (AYERS) HENRIKSON | 2010

DR. ANIKA TUNGUSOVA | 2010

JAMIE (LABRON) WOLFF | 2008

MEGAN (NELSON) LAWRENCE | 2007

GRAHAM GILLEY | FACULTY

T H A N K YO U

TO OUR FRONTLINE WORKERS

As part of Mulgrave’s values, our sense of community and friendship is founded on humility, empathy, commitment, and inclusion. As the world turned its attention to COVID-19, several of our alumni lived out these values; as first responders and healthcare professionals, they stepped up to the challenge selflessly to care for those dealing with the direct effects of the virus. Dr. Liz Hendren ‘05, Shelby (Ayers) Henrikson ‘10, Dr. Anika Tungusova ‘10, Jamie (Labron) Wolff ‘08, Megan (Nelson) Lawrence ‘07, and Graham Gilley (faculty) are true heroes. From the entire Mulgrave community, we THANK YOU!

KATRINA KERNAGHAN

FIONA HUMBERT-DROZ

CINDY (NICHOLSON) BRODY

KELCY TIMMONS CHAN

2012

2007

2004

2015

SEBASTIAN MARIN 2018

Katrina recently accepted

After successfully completing

May 10, 2021 was a very

A passionate artist,

Sebastian continues to follow his passion for film making.

her dream job as Manager

the first year of her Masters

special day for Cindy

Kelcy was recognised for

of Record Label & Industry

degree in Speech-Language

and her family as they

excellence and appointed

While studying at Ryerson,

Partnerships at Tik Tok.

Pathology, UBC graduate

welcomed daughter Grace

the position of Live Painter

Sebastian has created the latest

Congratulations on attaining

Fiona continues to work as

into the world.

for Michael Lin’s Archipelago

music video for The Blue Daisies

this amazing position!

a Communicative Disorders

exhibition at the Museum

(featuring Peter Peng ‘18) and

Assistant (CDA) with Speech

of Contemporary Art in

is currently working on a

Therapy Works.

Toronto.

number of independent films.

LAUREN WIERENGA

SHANIL VERJEE

ARELL BRYSKI

YANG GE

MARCUS HANN

2017

2018

2012

2014

2009

After several years of

While continuing her

A dedicated scholar, Yang

We are pleased to share the

Following her passion

focussed studies, Shanil

studies at UBC, Arell

continues his work as a

news that Marcus ‘14 and

for a career in medicine,

completed her Bachelor of

recently accepted the

neuroscience-focussed PhD

Charlotte Philpotts ‘13 were

Lauren was honoured to

Arts at Claremont McKenna

position of Clinical

student at the University of

engaged on October 3,

become a psychiatrist. She

College, majoring in

Research Assistant

British Columbia, working

2020 and plan to exchange

continues to call Queen’s

international relations.

at Vancouver General

on developing novel drugs

wedding vows in the

her home and is extremely

Hospital.

for improving cognitive

summer of 2022. We wish

grateful to everyone who

disabilities in patients

them all the very best as

has supported her on this

with schizophrenia and/or

they celebrate this special

journey!

Alzheimer’s disease.

moment!

ASHLEY (SZARKOWICZ) KALETA

ERICA NEWMAN

CHRIS FRENCH

ANDERS MECH

2010

2007

2013

2009

2012

We are thrilled to share the

In March 2021, Erica and her

With a goal of keeping fit

Anders was recently recogised

After beginning a career

BRENNA DOWLING

news that Ashley and her

husband welcomed their

even during a pandemic,

for excellence within Canada’s

in education, Brenna

partner are expecting their

first child into the world.

Chris took the opportunity

Armed Services and awarded the

was thrilled to announce

first child. We wish them

Congratulations on the new

to complete his third half

position of Deck Officer on the

her engagement in May

the very best as they begin

bundle of joy!

marathon in May 2021 with

Royal Canadian Navy’s newest

2020. We wish them the

their journey together as

an impressive time of 1hr

ship. Anders and his team are

very best as they make

parents.

34min! Chris will begin

currently preparing to conduct

plans for a wonderful

his Masters of Community

the first circumnavigation of

wedding celebration.

and Regional Planning at

North America by a Canadian

UBC in September.

warship since 1954!

GEORGE COLLISTER

ADAM CHANDANI

ALEXANDRA ZHOU

ALLY GOULT

2018

2013

2015

2013

MARK BAKHET 2013

George and Eric Bleim

As the Director of Sales

Alex continues to

After receiving her

Mark celebrated a major

started Vancouver BBQ

at Onica, a Rackspace

strive for excellence in

Master’s degree and

accomplishment when he

Boys in 2015. Connor

Technology company,

education as she pursues

becoming a registered

received his law degree

Hughes and Mike Arnold,

Adam was part of the

doctoral studies at the

clinical counsellor, Ally

from the Peter A. Allard

fellow Mulgrave alum, took

team that was awarded

Cavendish Laboratory at

opened Wave Wellness

School of Law at UBC. He

over and this year passed it

2021 AWS (Amazon

Cambridge University.

Counselling and Coaching

is currently articling with

down to George’s younger

Web Services) Migration

with her sister Emma,

DuMoulin Black LLP.

brother, William.

Partner of the Year.

Class of 2015.

ANGELA JOANNOU

JENNI (HUGHES) BOWLES

SOPHIE CHAPPELL

RANNA MEHR

2015

2010

2014

2017

2007

Angela is returning from the

In a ceremony surrounded

After completing her

We are proud to celebrate

We are excited to watch

ALANNA LINDER

Royal College of Surgeons

by family and friends,

Bachelor of Fine Arts with

Ranna as she earns her

our alumni families grow.

in Ireland to take on a family

Jenni (Hughes) Bowles

theatre specialisation at UVic,

Bachelor of Arts (Honours),

Happy 2nd birthday to

residency at UBC.

married the love of her

Sophie has been accepted

International Relations

Alanna’s son!

life on January 31, 2020.

to the Drama Therapy MA

and Management from the

Congratulations!

programme at Concordia for

University of St. Andrews.

September 2021.

SYDNEY WHITE

ANDREA AGUILAR

MATTHEW CHASMAR

SARAH ORSMOND

2016

2015

2018

2016

JEREMY COX 2010

After celebrating

Following her passion

Honing the leadership

We are proud to announce

Jeremy’s recent endeavour

the milestone of her

for music and

skills he developed at

that Sarah recently released

Spring Tide, a short film

undergraduate degree from

marketing, Andrea was

Mulgrave, Matthew was

her first album, Ella and

directed by Jean Parsons,

UBC, Sydney is thrilled to

recently promoted

recently elected President

Her Dreams. Listen to this

premiered at the 2021

study law at Oxford in the

to Director of Digital

of Huron University College

amazing debut on Spotify.

Vancouver International

fall of 2021.

Strategy and Marketing

Students’ Council.

at Six Shooter Records.

Film Festival.

BRONWEN CAMPBELL

ANNIE YANG

ANGELA (SI YING) CHEN

CHLOE SCOTT

2019

2020

2019

2009

SHAE DE JARAY 2006

Continuing her studies in

Leveraging her

Congratulations to Angela

As an environmental

Demonstrating creativity and resillience in business,

business administration at

entrepreneurial spirit,

on accepting an internship

scientist, Chloe recently

St. Francis Xavier University,

Annie has launched her

at Open Door Law

accepted the position of

combined with a strong

Bronwen has accepted a

own jewellery business.

Corporation.

Research Associate, Arctic

commitment to serving his

summer job with Parks

Based in Vancouver,

Programme at Clear Seas

community, Shae and his team

Canada doing social media

Ann’s Closet specialises

Centre for Responsible

at Deep Cove Brewery quickly

content and photography

in handmade, high quality

Marine Shipping.

pivoted their business model

at the Jasper Field Unit.

pieces at affordable prices.

to produce and supply hand sanitiser during the pandemic.

AAZAN HABIB

HANNAH RAHIM

ALIYA BHATIA

HUNTER RIGATTI

2011

2016

2004

2016

2008

Demonstrating excellence

An outstanding

In the early stages of the

As an undergrad, Hunter

2021 was a milestone year

in the world of finance,

scholar, Hannah was

COVID lockdown, Aliya brought

finished at the top of his

for Antonia and her partner

Aazan was recognised

the recipient of the

together a group of Vancouver

class and received a Natural

as they welcomed their

by The Technical Analyst

University of Calgary’s

entrepreneurs to create Get

Sciences and Engineering

first child into the world.

(a UK-based professional

President’s Award.

Social Box. With a mission to

Research Council of

Congratulations!

publication) with awards

She now works

“keep the spirit of community

Canada Undergraduate Student Research Award.

for Best Multi-Asset

with the Boston

alive by getting social in a new

Research, Best Institutional

Consulting Group.

way...” they enabled businesses

He is now pursuing

Equities, and Technical

to keep in touch with their

a Masters in Forestry

Analyst of the Year.

customers virtually.

Management at UBC.

ANTONIA KOLIC

PEDRAM HOSSEINI

NIKA MAGHSOUD

JOSEPHINE BREMAN

JOLEE TUNG

2006

2014

2010

2015

CARLOS MARTIN 2014

Pedram and his family

After seven years of

2020 was a very good

Congratulations to Jolee

Pursuing his passion for AI,

welcomed their son

dedicated study, Nika

year for Josephine as she

for being named one of

Carlos is a PhD student and

Parker on April 30, 2021.

recently received her

not only began a Masters

the Top 5 Rising Stars in

Egleston Scholar studying

A proud father, Pedram

Doctor of Pharmacy

degree in international

Oliver Wyman’s We Are The

computer science and

looks forward to the day

degree from UBC. She has

development at the

City awards. These awards

applied mathematics at

when he can enrol his son

expressed her gratitude for

University of Amsterdam,

showcase the UK pipeline

Columbia University. His

at Mulgrave.

her time at Mulgrave, which

but also got engaged to

of female talent below

research interests encompass

provided her with the skills

the love of her life.

management and identify 100

machine intelligence,

role models across different

computational physics, and

industries and professions.

theoretical computer science.

necessary for her success.

D E PA R T I N G

FACULT Y

This year, we say farewell to a few long-serving Mulgrave faculty as they transition to well-deserved retirement or move on to different adventures in other parts of the country. These teachers have not only shared their knowledge and expertise and challenged students to be their best, but have encouraged and inspired students and colleagues alike. To stay in touch, be sure to look them up on Mulgrave Connect.

LEE HARDY

ROB EAKIN

FRENCH TEACHER | 18 YEARS

LIBBY SOPER

HUMANITIES TEACHER | 20 YEARS

MATH TEACHER | 15 YEARS

Merci pour ces 18 ans de beaux souvenirs que je chérirai pour toujours, mais de nouveaux horizons s’ouvrent devant moi, donc il est temps que je m’envole!

I sincerely value the joys associated with athletes, volunteers, club members, and students over the twenty years of life altering experiences. Colleagues inspired me onward and upward.

It’s been an incredible 15 years of memories with both students and staff. I’ll miss the community but can’t wait for what’s next in my journey as a teacher.

MEGAN COLLINS

NATASSJA BY

COUNSELLOR | 13 YEARS

CHORAL TEACHER | 10 YEARS

I am so honoured to have shared space and time with so many beautiful students, families, faculty and staff at Mulgrave, and I am grateful for the personal and professional opportunities that have helped me keep learning and growing. It has been a privilege to be part of the Mulgrave community.

My Mulgrave highlights: Banff, Whistler, Sun Peaks, and Seattle music festivals. Yule Duel in Gastown. GEx to China, Costa Rica, Kenya, and Tanzania. Starting and ending my days singing and laughing with choir!

G O N E TO O S O O N BUT NEVER FORGOTTEN

RACHAEL DENG It is with great sadness that we share the news that Rachael Deng from the Mulgrave Class of 2018 passed away suddenly on April 27th, one day before her 21st birthday. Rachael was studying at UC Berkeley. We have conveyed our sincere condolences to her family on behalf of the Mulgrave community and will always remember Rachael for her bright smile and infectious energy. 54

2 020 -21 M U LG R AV E ALUMNI EVENTS ALUMNI DAY OF SERVICE Service to one’s community continues to be something that is near and dear to our alumni. Our 2020 Alumni Day of Service celebrated the various ways our alumni give back. Whether it was by donating blood, supporting their local women’s shelter, shopping for seniors unable to leave their home, working with Kids Help Phone, coaching little league soccer, or volunteering as a Big Sister, our alumni are staying true to values shared by all Mulgravians. Scroll through the Mulgrave Connect feed to discover how they embraced this special day. RETURN OF THE MULGRAVIANS October 2020 marked Mulgrave’s first Return of the Mulgravians event. Over two days, more than 25 alumni joined Zoom panel discussions to share their university experiences and career paths with students in the Senior School. It was a fantastic opportunity for current students to learn about different journeys after graduation and gain some valuable advice about creating a less stressful and more fun university application process. WINTER HOMECOMING Built on a solid sense of tradition, Mulgrave’s Winter Homecoming holds a special place in our alumni’s hearts. Although COVID prevented us from connecting in person, our alumni community still came together for several virtual events. Coaches Corner enabled connections with Mulgrave’s coaching staff. In contrast, a KAHOOT game had participants testing their Mulgrave memory while the Y2K Virtual Basketball game had alumni brushing up on their gaming skills. Congrats to the Jones family who dominated the KAHOOT, and to Mark Bakhet who took home bragging rights as the Y2K Tournament Champion. CLASS REUNIONS Ten years seems like an eternity while you are in school, but time flies by when your 10year reunion is on the horizon. Although delayed due to the pandemic, the Class of 2009 seized the opportunity to reconnect via Zoom. Chloe Scott brought together about a quarter of her graduating class to share stories, catch up with former teachers, and discover where life has taken everyone since crossing the stage in their cap and gown. The Class of 2010 also embraced the opportunity to reconnect. A fantastic team of volunteers led by Alex Bleim created the largest 10-year reunion to date. Keep watching Mulgrave Connect for the date of the next reunion, which will be held in person. CONNECTING WITH MULGRAVE TEACHERS Lunch with Libby and Live with Lee allowed alumni around the world to connect with two of Mulgrave’s beloved teachers. While Libby tested attendees’ language skills, Lee was the testee for his encyclopedic knowledge of world events and general trivia. The conversations were light-hearted, rich with laughter, and filled with memories. At the heart of all of the conversations were alumni tales of how these two amazing teachers made a difference in the lives of so many Mulgravians. MULGRAVE GALA Destination: Inspired was an evening to remember! More than 220 households, including parents, students, faculty and staff, alumni, alumni families, and board members, gathered around their screens, in the comfort of their own homes, to watch John Wray and Elizabeth Calderon host the gala live from Mulgrave. We surpassed our fundraising goal and together, we secured $320,460 for our scholarship programme. A huge thank you to alumni Daniel Qin, Maddie Campeau, and The Blue Daisies for their performances, and for showcasing how they have developed their skills since graduation.

If you would like to organise a reunion or get-together with your class, please contact msteffens@mulgrave.com

HOMECOMING DECEMBER 18 S AV E

THE DATE

Join us on Saturday, December 18th in the newly opened Athletics and Performing Arts Centre for the annual Alumni Homecoming Basketball Game and Winter Social! Check your Mulgrave Connect account or social channels for details and updates. There will be a special in-person celebration for the Classes of 2020 and 2021 to commemorate and acknowledge their graduation since we couldn’t gather due to the pandemic. We will also host in-person reunions for the Class of 2009, 2010, and 2011.

M U LG R AV E CO N N E C T Mulgrave Connect is a simple and easy-to-use social networking platform on which our alumni can find one another and share their own personal and professional journeys. The system provides exclusive access to a robust and growing network of Mulgrave Alumni who are eager and willing to share their wisdom and advice. This is a valuable tool that will not only connect our alumni but has the potential to provide support to Mulgrave’s

current students as they approach graduation, postsecondary education, and the world of work. Mulgrave Connect is ready and waiting for our Alumni to join the platform. Simply visit: Mulgraveconnect.com and follow the prompts. Sign-up is intuitive and takes only a few minutes. Just like that, you’re a member of the Mulgrave Connect Alumni Community!

Cypress Magazine 2021

Articles inside

ANTHEM FOR THE CLASS OF 2021

FIND YOUR FIT

BECOMING ALUMNI

INDIGENOUS REFLECTIONS - GEX

AN ENRICHED STUDENT BODY - THE IMPACT OF SCHOLARSHIPS

A TALE OF TWO COUNTRIES - AFGHAN SCHOLARS

YOU DON’T HAVE TO SWEAT IT

ALL TRAILS LEAD TO MULGRAVE

FROM THE PERSPECTIVE OF AN INANIMATE OBJECT

FOCUSSING ON POSITIVE EDUCATION

ART AS ACTIVISM

MEET OUR NEW DIRECTOR OF DEI

WHY DO WE NEED ALLIES?

GROUNDHOG DAY LESSONS

THE IMPORTANCE OF PRONOUNS

G10 HUMANITIES CURRICULUM ADDS NEW THREADS

RISING TO THE CHALLENGE

MISSION, VISION, & STRATEGIC PLAN

ACCESSING PERSPECTIVE THROUGH DEBATE

THE IMPACT OF THE PANDEMIC