Magazine
June 2013
Visit TCIS online @ www.tcis.or.kr
Taejon Christian International School
Prestige
On the Cover: Student art by 11th grade IB Visual Art student, Korte Zickefoose. At 27 meters long, this piece aims to draw awareness to persecution that is being experienced by Christians in North Korea. There is one tally mark for every Christian that has been oppressed for their faith in North Korea. The piece represents 70,000 men, women and children.
Front Inside Cover: Student art by 11th grade IB Visual Art student, Sharon Cho. This painting on wood canvas comes from a series of paintings inspired on a reflective process of “identity.�
CONTENTS Headmaster’s Letter
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Welcome to “Prestige” magazine
Alumni Highlight
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This issue: Kenny Kim, class of 2004
College Admissions
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Graduating Class of 2013 College Admissions Report
Co-Curricular Activities
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• TCIS hosts international APAC events • Spring Musicals and student learning
Residence Life
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Residence program establishes home atmosphere in the new campus
KCA Connection
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Mr. Marc Mullinax reflects on his time at the old campus, when TCIS was Korea Christian Academy
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TCIS Partnerships
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International Festival
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21st Century Learning
Educational partnerships with KAIST and the IBS to help develop Daejeon’s “International Science Business Belt”
The 49th annual TCIS celebration of community and cultural diversity
Renowned educational technology specialist presents to TCIS faculty on technology and 21st century learning
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IB Research Programs
• PYP Program: Exhibition • MYP Program: Personal Projects • DP Program: Extended Essay
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Summer Endeavors
Experiences of students who have chosen profitable ways to spend their summers; gaining life experience and furthering their education
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TCIS Admissions
Information about applying for admission to TCIS
Magazine Design & Layout Craig Gordon Magazine Printing Chun Il Printing, Daejeon
Taejon Christian International School
Welcome to TCIS Prestige Magazine Dr. Thomas Penland, Head of School
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s the Head of School at TCIS, it is a pleasure to announce the publication of the first edition of our new school magazine, Prestige. I send special greetings to all our friends who for many years followed TCIS through Views and Visions. TCIS moved to a new campus in Techno Valley in August 2012; thus we decided now is the time for a new look for our school magazine. I congratulate the TCIS marketing team led by Ms. Jung Eun Joo and Mr. Craig Gordon for the outstanding depiction of life at TCIS in this first edition.
Head of School Dr. Thomas J. Penland Assistant Head of School Dr. Ryan Roberts Secondary Division Principal Mr. Mark Pleasants Primary Division Principal Mr. George Zickefoose Board of Trustees Chairman Dr. Kim Sung Young Board of Trustees Dr. Lee Sangtaek Mr. Chu Younggil Dr. Lee Jaehee Ms. Kang Youngja Mr. Chu Dongwook Dr. Park Sangjin Rev. Park Yong Sung Mr. Synn Seung Kook
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One definition of prestige is “admiration and respect based on acknowledged achievements.” TCIS is a prestigious international school here in Korea. The facilities of the new TCIS campus in Techno Valley rival those of international and private schools in any region of the world. However, TCIS is much more than just a world-class campus with state-of-the-art facilities. TCIS was the first school in Korea to be authorized to offer all three International Baccalaureate programs. However, TCIS is much more than just IB education. TCIS is the first “10G” campus in Korea at the PK-12 education level. However, TCIS is much more than just broadband and high-speed digital education. TCIS is prestigious because of our student product. Our seniors graduate from TCIS with a vision to be “world changers.” They accept a calling to live a “life of contribution” rather than a “life of acquisition.” In a way, this aspect of TCIS is an oxymoron; we are a prestigious school striving to instill humble, servant leadership as a way of life on the campus and amongst the alumni. As a TCIS stakeholder, friend, or partner, enjoy this first edition of Prestige. Your support and contributions have enabled TCIS to thrive again this school year. If you are a potential new community member, come join a prestigious international school that is defined by its final product, our students. With gratitude and humility, Thomas J. Penland, Ed.D. Head of School
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CIS Head of School (Dr. Thomas J. Penland) and Institute for Basic Science President (Dr. Se-Jung Oh) signed an MOU agreement on April 22, 2013, for the purpose of recruiting prominent scientists from all around the world and providing TCIS’s IB education to their children while they are staying in Daejeon.
“While students are being educated at TCIS, not only will they achieve a feeling of accomplishment but also develop the desire to become a leader for the purpose of making the world a better place. We will try hard to nurture our students to provide the best education, and I hope to have alumni who would be future Nobel Prize Winners,” said Dr. Thomas Penland. With IBS and TCIS working together, there will be great improvements in science camps and in the plans to support science education in various ways in the near future. (below) Heads of TCIS and IBS at the signing of the MOU agreement. (photos right) Students at Winter Science Camp tour KAIST facilities.
by Kate Oh, Admissions Officer/Marketing
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fter signing an MOU agreement with KAIST, the first annual joint “TCIS - KAIST Winter Science Camp” was held from December 26 to 29, 2012. This four-day science camp successfully hosted a total of 63 participants, including secondary school students from TCIS and other international schools. This camp was a great opportunity for the campers not only to participate in hands-on science related programs, but also to experience dorm life at TCIS and connect with six TCIS alumni who are currently pursuing science-related majors at KAIST, Duke University, University of Michigan, and Mt. Holyoke College. The primary goal of the Science Camp was to bring excitement, expertise and relevance to secondary school science classes; furthermore the program was designed to benefit all participants in a practical way. Mr. Lawrence Kok, TCIS IB science teacher, spearheaded the program by engaging all students in daily academic topics coordinated with hands-on experiments and followed up by the writing of lab reports. This program was especially beneficial for students who are interested in pursuing the full IBDP (International Baccalaureate Diploma Program). Employing engaging role models and hands-on activities that are stimulating and relevant to their own lives, the program aimed to increase interest and confidence in science among secondary students and to provide information about how science is done. Campers went on daily field trips to KAIST to tour the laboratories of professors in Biology, Chemistry, and Physics, who explained and demonstrated their current research interests. All participants had opportunity to visit laboratories that are not open to the public, including the HUBO Robotic Lab and Satellite lab. The TCIS - KAIST Winter Science Camp concluded with a banxquet hosted by TCIS. The camp participants and their families were invited to attend the banquet and see what students had accomplished during the four days. TCIS is planning to host the TCIS - KAIST Winter Science Camp annually during the winter break. Detailed information about the second annual TCIS - KAIST Winter Science Camp will be announced in October 2013.
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TCIS Partnerships
According to Dr. Se-Jung Oh, the IBS will continue to build a system that provides a comfortable life-style for the researchers’ family members as well as excellent education for their children. He expressed his anticipation through this agreement that it would greatly assist the recruitment of outstanding scientists to successfully operate the “International Science Business Belt.”
TCIS Partners with KAIST and IBS for the Development of Science in Daejeon
Taejon Christian International School
TCIS Alumnus Shares about Life, Memories and Lessons Learned
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fter graduating from TCIS in 2004, I had the fortunate opportunity to attend Stanford University in northern California. As a student, I took advantage of the many resources available to me to continue pursuing my interests, including designing purpose-oriented layout on the Stanford Daily newspaper, solving real world problems on the Environmental Consulting Group, leading efforts to raise awareness on Korea with the Korean Student Association, learning to become a better leader through the Lambda Phi Epsilon fraternity, and when I had the time, coaching the local middle school basketball team. Living in an environment with so many talented peers and faculty humbled and motivated me. After successfully graduating from Stanford University with a B.S. in Management Science & Engineering in June 2008, I joined AT&T’s Leadership Development Program (LDP). The program is two and a half years long. Each participant is placed in three rotations managing front line employees in the core areas of the business. My rotations consisted of managing internet/TV installation technicians in Northern California, leading Korean sales and service call center representatives in LA, and developing new processes to improve the network quality in Atlanta. The program provided me with a broad perspective on the operations of a large corporation. Since graduating, I worked a year and a half in the mobility marketing strategy group and recently joined a new organization as a business development manager working to launch a new line of revenue for AT&T. I’ve been very fortunate to have been exposed to great leaders and mentors. Although I am still learning a ton from AT&T, I am an aspiring entrepreneur, dreaming to create value in the society. In preparation for my startup life (hopefully soon), I’ve attended startup competitions during my free time and studied real estate so that I could at least sustain myself during my ventures. It’s been a fun ride and I anxiously look forward to all the challenges and adventure that lie ahead of me! As Mr. Brian Munson (TCIS) taught us in one of his classes, “Carpe Diem!” 6
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(photo) Mr. Kenny Kim
Alumni Highlights
by Kenny Kim, class of 2004
“What are some of your best memories at TCIS?” Dormitory life with friends and caring staff. For most of the dorm students, it was our first time living away from the shelter and safeguards of our families. Although difficult at first, I quickly built bonds with people that I can now proudly say are my second family. Several memories that my dorm friends would immediately recognize - gym nights, study hour, lights out, snow fights, sign out, ping pong, dorm outings, wrestling nights, and many more. Dragon Athletics. Practicing, training, competing, improving, traveling, winning, and sometimes even losing in my favorite sports with my best friends are a few of my most cherished memories at TCIS. More than just competing, being part of a team helped me grow and learn so much more about myself. LASA Trips. This experience was invaluable in gaining perspective on my life and the world around me. Seeing and interacting with impoverished locals in the Philippines, who seemed to appreciate life and full of only love to share, was an experience that I will never forget. TCIS Newspaper. Out of all my extra curricular activities, the one that provided me with the most learning and growth was running the Golden Dragon newspaper. Mr. Munson inspired and supported me and my staff with almost full autonomy to report, design, and publish stories that were relevant and meaningful to the student body.
“Is there any one thing that stands out to you as being the best thing about TCIS?” At the end of the day, the one thing that allowed me to have such a great experience at TCIS was the community of wonderful people - teachers, administration, coaches, staff, and of course, students. People were extremely genuine and engaged in trying to help each other to grow as a person, whether that is academically, physically, spiritually, and socially. Looking back, I definitely under appreciated the quality of work the senior leaders in the TCIS community, including Dr. Penland and Mr. Brent, did to hire great staff and foster the “TCIS culture.” Thank you!
“What advice would you give to current students at TCIS?”
49th TCIS International Festival: A Celebration of Culture and by Barbara Smith-Jang Community
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he 49th annual TCIS International Festival was held on Saturday, May 4, 2013, for the first time on the new TechnoValley campus. Affectionately known as “I-Fest,” the yearly event dates back to 1964 when KCA (later to become TCIS) first held a Halloween Carnival for its students. In 1974, the carnival was shifted from October 31 to later in November and re-named the Harvest Festival. This was held continuously until 1997, when it was again revamped into the International Festival and moved to early March. In 2004, I-Fest moved to Children’s Day and has remained in early May ever since.
My four years at TCIS were, by far, still the best years of my life. I made wonderful friends, grew so much as an individual, and created unforgettable memories. Although every student will have a different path that works for them, I hope the following advice from an old alumni can help spark some ideas to incorporate as you progress through high school: Plan early to build your story and stick with it. In high school, you have just over three years (Freshman to beginning of Senior year) to make an impression on the college admissions offices and differentiate yourself from several million applicants around the world. With increasing competitiveness, academics alone is not going to get you into the top tier schools. They want the best and most capable students who can help improve their organization in some way, not only improving academic prestige, but also improving the student life on campus, increasing the chances to win athletic championships, etc. For a more thorough list, check out all the different metrics that are used to rank colleges through sites like US News College Rankings. You have to find a way to set yourself apart from other applicants by building your resume to help the college clearly address several of the college ranking metrics. It is so crucial that you understand the above concept early so that you can plan your high school career, make trade-off decisions on where to focus your limited resources, and stick to a plan that will show colleges a progressive story about you. And yes, you have to make sacrifices given the limited time and energy that you have. You cannot set yourself up for success if your goal is over ambitious. Focus on your strengths to help narrow down your number of activities and build a coherent and progressive story of your development and value proposition to the college. That will set you apart from other applicants and leave an impression on the admissions officers reading through thousands of applicants because people remember good stories, not a list of awards and clubs. Good luck!
(photo) Students, teachers, parents and people from all over the city of Daejeon sit on the lawn and watch the afternoon’s stage events. With the strong support of the Parent-Teacher Association (PTA), I-Fest celebrates our cultural diversity with opportunities for parents, students, and faculty to work together creating games, activities, exhibitions and cuisine from various countries around the globe. This event is not only for TCIS students, faculty and parents but for the whole community of Daejeon. This year a kindergartener from India sold homemade curry and chappathi with her father, a Taiwanese teacher guided students in making and selling Chinese dumplings, and a group of Korean parents made and sold Mexican tacos. Secondary students gain hands-on experience in planning, organizing, implementing and evaluating activities. The TCIS family spends the whole day together, sharing their rich diversity and getting to know one another informally in this festive setting. The grand finale of every I Fest is the closing fireworks right on campus which are enjoyed by young and old.
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Taejon Christian International School
Graduating Class of 2013 College Admissions Report by Dr. Thomas Penland, Head of School
College Admissions
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he graduating Class of 2013 has demonstrated again the extraordinary success of TCIS education. The latest college admissions acceptance report obtained in the middle of May affirmed that this is another exemplary class of high school scholars. The graduating class of seventysix (76) seniors has been admitted to over two hundred and seventy (270) colleges and universities worldwide for the coming fall. These include Cambridge University in London considered by many as one of the top five universities in the world. Also, it includes four Ivy League admissions; three (3) to the University of Pennsylvania and one (1) to Brown University. The Class of 2013 also boasts a KAIST admission as well. Unlike many schools who have multiple Ivy League acceptances but are based on one or two students the above TCIS acceptances to Cambridge, KAIST, and Ivy League schools represent six different students. This is further evidence of a strong cohort of high school scholars at TCIS.
The Taejon Christian International School Graduating Class of 2013
Furthermore, there are many, many other highly selective college and university admissions from this distinguished class of graduates. The class is still receiving admission decisions particularly from Korean and Asia universities. The Class of 2013 also boasts admissions to twelve (12) different prestigious Art/Design schools. Finally, the Class of 2013 has already received notification of over 3,000,000 USD in Merit Scholarships from colleges and universities worldwide. This number will continue to increase throughout the month of May and June. Truly the Class of 2013 joins the tradition of highly honorable and historic graduating classes at TCIS. We are proud of all our seniors and look forward to their successes ongoing as proud TCIS Dragon Alumni.
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This year saw four student admissions to Ivy League schools
Faculty Development
Instructive Discussions in 21st Century Learning by Dr. Thomas Penland, Head of School
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world leader in integrating the use of computer technology into 21st century educational practice spent four days working with TCIS and GSIS faculty members in January 2013. Dr. Alan November of November Learning (www.novemberlearning.com) was the Keynote Speaker at the East Asia Regional Council of Overseas Schools (EARCOS)Leadership Conference in Malaysia last November and will be the Keynote Speaker at the IB World Heads of Schools Conference in Argentina this coming October. He has researched with Dr. Eric Mazur, Dean of Applied Physics at Harvard, on what is called the “flipped classroom” approach to learning in the 21st Century. Flipped classrooms, very simply explained, tend to use what has always been considered as homework now as class work and the lessons which were traditionally class work given now as homework. Dr. November demonstrated repeatedly how using various technology in the classroom allows students to share their work with a much broader audience in order to gain highly valuable feedback. He demonstrated how students can use technology to explore different solutions anonymously, avoiding the fear of public failure in the classroom. Dr. November also demonstrated how students can do more authentic research by allowing and avoiding cultural, political and seach engine filters. The sessions were
highly engaging with participants interacting with one another in first person physical encounters, interacting digitally with each other via technology, and at the same time interacting with various other educators worldwide who were following the training online. During the final session on Saturday, the TCIS and GSIS faculty were joined by faculty members and administrators from other leading international schools in Korea as a group of hundreds of educators and TCIS parents collaborated to explore ways to change the art of teaching forever to adapt to our “digital native” students of the 21st century. Dr. November stated many times during his visit “how impressed he was with the thoughtful and intentional layout of the new TCIS campus and the quality of education occurring at the school.” The visit and training sessions demonstrated again the value of the TCIS & GSIS partnership as both schools shared in the cost of the visit and together attracted Dr. November, a very difficult speaker and trainer to schedule, to include them in a visit to Asia this winter. The visit also provided more evidence of TCIS’s intention to remain a leader in “world-class” international education worldwide. (top) Dr. Alan November speaks to TCIS & GSIS departmental faculty in a focus group setting. (bottom) Dr. November at TCIS, interacting with a room full of international educators from Korea and digitally from around the world.
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21st Century Learning
Dr. Alan November, a prestigious Ed-Tech leader, works with TCIS & GSIS educators on how to enhance creative and effective technology use in the classroom
Taejon Christian International School
Asia Pacific Activities Conference
TCIS Hosts International APAC Competitions Co-curricular Activities
by Paul Rader, Athletic Director
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CIS has the distinct honor of being one of two schools in Korea to be a member of the prestigious Asia-Pacific Activities Conference (APAC). Member schools consist of elite international schools in Beijing, Shanghai, Hong Kong, Japan, the Philippines, and Vietnam, all of which are considered leaders in the field of education, not only in Asia, but also in the world. APAC is a unique opportunity for TCIS students, and these are experiences and offerings that are not available at other international schools in Korea. APAC is recognized throughout Asia as the premier international athletics and fine arts conference for numerous reasons, such as its organizational structure, philosophy, activities offerings, its commitment to creating unique and meaningful educational experiences for students in its member schools. Our students have numerous opportunities, both in athletics and the arts, to participate in APAC tournaments and festivals either abroad or here at TCIS during grades 9-12. One of the foundational aspects of APAC is the home stay component. When we travel to other countries for events, the host school provides home stay living for our students. While this helps reduce costs, it is also an amazing experience for our students to develop as global citizens, and to experience real life in another person’s home and culture. All events rotate from country to country and from school to school, so many students will get to experience numerous homes and cultures during their four years of APAC. When it is our turn to 10
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host events, we pride ourselves on providing excellent home stays for our guests, which demonstrates Korean hospitality and culture.
multiple cultures. This is an incredibly valuable experience for TCIS students as we help prepare them for an increasingly global society.
TCIS has proven itself to be a valuable and contributive member to the APAC organization. When we host tournaments and festivals, the feedback has been remarkably positive regarding the school community, our facilities, and our organization as hosts. Over 150 students in grades 9-12 participated in APAC events this school year. For athletics, we sent students to compete in the Rugby tournament in Shanghai; Tennis to Seoul; Cross Country to Guam; Girls Soccer to Vietnam; and Boys Soccer to China. For the fine arts, we sent Orchestra to Beijing; Dance to Japan; Forensics to the Philippines; Theater to Seoul; and Band to Hong Kong. The amazing thing is that next year, each of these activities will be held in a different school location, allowing for students to experience
This past October, we hosted for the first time here at TCIS boys and girls volleyball. It was our first APAC event on our new campus, and we were able to showcase our brand new facilities to the other APAC schools. Everyone was very complimentary of the new campus, and it was commented that our facilities are ‘top of the line.’ Our school spirit was on display as our entire school community came to the opening ceremonies and our opening game against our old rival Seoul Foreign School. Our girls defeated SFS in three sets in front of our home crowd to get off to a great start. The rest of the tournament ran smoothly, and we believe that our students and guests had a fantastic experience here in Korea, and will remember Korea and Daejeon fondly.
(left) Teammates and fans look on with breath held during a tense moment in the competition.
In February, we hosted the Boys Basketball Super Tournament, in which we hosted all 11 of the other schools teams. It was a highly competitive and charged atmosphere throughout the tournament, as the trophy for the super tournament can only be earned once every three years. The TCIS boys played in the opener against tournament favorites Hong Kong Int’l School and were defeated, however it was a competitive game, and once again our whole school came out to support the tournament for the opening ceremonies and the first game. APAC seems to galvanize the community’s school spirit in a very special way, and everyone takes pride in the success of our APAC events.
(above) Students from international schools all across Asia traveled to compete in the volleyball tournament held at TCIS.
“[APAC] IS AN INCREDIBLY VALUABLE EXPERIENCE FOR TCIS STUDENTS AS WE HELP PREPARE THEM FOR AN INCREASINGLY GLOBAL SOCIETY” (below) Ladies of the TCIS volleyball team stand ready to receive the serve from SAS, Shanghai.
While not all students in the 9-12 participate in APAC during their four years, we believe that our offerings in the fine arts and athletics provide a wide range of activities that meets the gifts and abilities of our students. We look forward to continued excellence in athletics and fine arts, particularly in our involvement in the APAC organization. Next year we host APAC Orchestra in November and APAC Band in February.
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Taejon Christian International School
Spring Musical
It’sNotJustEntertainment, but Tremendous Learning Co-curricular Activities
by Heidi Zickefoose, Fine Arts Department Chair
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CIS has a rich tradition of providing opportunities for students to develop as artists— performing and visual. This year’s secondary spring musical, Thoroughly Modern Millie, was no exception. The performance ran for three nights, involving over 100 students and staff. Christening the new orchestra pit, twelve students and five faculty members comprised the live orchestra for the production. Thirty-one students sang, danced, and acted on the expansive TCIS stage—equipped with a full fly loft, and surrounded by dressing rooms, scene shop, costume shop, and props room. Over sixty additional students participated by working on one of the nine different crews involved in putting up the show. The design team for Thoroughly Modern Millie was comprised entirely of
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students. Juniors Anna Moimoi and Katy Oh worked as the costume designer and sound designer, respectively. Seniors Nicholas Chung was the lighting designer for this year’s musical, while Hahnji Jang brought her experiences to role as scenic designer. In addition to scenic designer for the musical, Jang was also the costume designer and stage manager for the fall play, The Musical Comedy Murders of 1940. According to Jang, these experiences provided “the opportunity to experiment with different types of theatre design and production; allowing me to understand my process as a designer and my strengths and weaknesses. It has helped me to choose my area of focus as I continue to pursue design at NYU: Tisch School of the Arts as a production and design major.” In meetings facilitated by the stage
manager, senior SuYoung Shon, the designers met regularly to present and discuss ideas for the design elements of the show. They challenged each other with their questions, their research, and their creativity. Educational theatre programs, such TCIS’s, are designed to enrich student learning. By providing students with a range of opportunities in the arts, TCIS is able to offer a depth and breadth of experiences for its students. The title role of Millie belonged to senior Ji In Kim. “Musical theatre defines me. It is something I’ve invested in, on my own as well as through the music and drama programs at TCIS during my five years here. Having the lead gave me the confidence to pursue my dream as a musical actress.” Kim did an outstanding job in the role of Millie Dillmount. A talented vocalist, dancer, and actress,
Kim also choreographed the opening scene of the musical. In addition to the opening number, a highlight of the musical was the second act opener, “Forget About the Boy.” The audience erupted as the feisty tap number ended. Students learned to tap for the “Speed Test” as well—imitating the rhythmic staccato of typewriters. Several actors gave memorable performances including seniors Kristen Kim as the delightfully sinister Mrs. Meers, MeeSoh Bossard as the spirited Muzzy Van Hossmere, and Alexandra Zickefoose as the uptight Miss Flannery. These three individuals have been involved in TCIS main stage productions throughout high school. Another crowd favorite was Ryan Synn as the love-struck Ching Ho. Sarah Roberts portrayed the object of his affection, Miss Dorothy. It is always exciting to see new faces among the veteran student actors. Making his first appearance on the TCIS stage was junior Joshua Lee in the lead role of Jimmy Smith. Another new face was senior Josiah Hale in the comedic role of Bun Foo. The three nights, with near sellout crowds, were an affirmation that the arts are a vital part of the TCIS community and its new neighbors in Techno Valley.
[opposite page] Cast photo on stage. [top right] Main character, Millie (played by Ji In Kim) demonstrates her modern thinking in song and dance. [middle right] Character Muzzie (played by MeeSoh Bossard) surrounded by her ever present ‘boys’. [bottom left] Student Joshua Lee builds set with the advisement of Mr. Seol Cheong Il. [bottom middle] Anna Moimoi works on costume creation. [bottom right] Stage Manager, Scenic Designer and Costume Designer, Hanji Jang.
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IBO Research Programs
International Baccalaureate Organization
PYP MYP DP
“The Extended Essay is the culminating research achievement for our IB Diploma Candidates. Surely those students who began with the PYP Exhibition and continued on through the MYP Personal Project and completed their IBDP Extended Essay are more than ready to handle the rigorous academic demands ahead at their chosen university.�
Primary Years Research Program
Children’s Learning Through Inquiry and Research by Ellen Sligh, PYP Coordinator
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hy? That is a common question in a very young child. Children are naturally curious, and their learning styles beg for opportunity to explore in order to construct personal meaning of the many concepts in the world around them. At Taejon Christian International School, students in the elementary receive instruction that encourages this natural way of learning through the Primary Years Program. During the seven years of elementary school, students develop skills in the process of learning through inquiry and research, so that when they exit the elementary school they can enter the secondary school and the Middle Years Program with an independent ability to recognize the type of information needed, evaluate resources, locate information, analyze that information, present their learning and reflect on the process. In each grade teachers emphasize different skills as students learn concepts in different academic areas of language, mathematics, and science, as well as other areas such as the arts.
from the relation of sound to overpopulation, planning blueprints for inventions, technology used to help endangered animals, to the expression of nature in art and music. The class voted to entitle this unit of inquiry “Freestyle” to show how it reflected their unique choices. Because of their ability to have a choice in the course of study, students showed enthusiasm in much of the process, even to the point of “cheering” when their teacher told them after a math lesson had completed that it was time to begin working on “Freestyle” that day.
In their culminating year of grade 5, students are given the opportunity to have a personal choice in their learning for 1 very unique unit of study. This unit provides the grade 5 students a more independent opportunity to exercise all the skills which they have obtained during their elementary school experience and to present their learning to the school community as a celebration for their upcoming transition to secondary school. During the 2013 exhibition, the TCIS grade 5 class chose various personal interests for their units of inquiry that ranged
Though exhibition is now completed, students continue conversing about the concepts explored. After a recent fire drill, students that studied the effects of sound, realized that the fire drill could have been used as an experiment and made observations about how the toddlers in the Early Learning Center responded who may have been awakened by the bells. They show awareness of lifelong learning.
“Though exhibition is now completed, students continue conversing about the concepts explored... They show awareness of lifelong learning.” (left) Three students present on their research topic. (above) The TCIS 5th Grade Exhibition presenters June 2013
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Middle Years Research Program
Personal Research: An Essential Tool of Life Long Learning IB Research Programs
by Barbara Wrightson, MYP Coordinator
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he Personal Project is a culminating piece of work completed by all MYP students in the final year of the MYP (Grade 10 at TCIS). Although students sometimes think it’s a task meant to torture them, it’s actually the one of the best examples of lifelong learning we can give them. The completed product, the process of inquiry followed, and the report on the students’ experiences with the project are done over the course of 10 months of work on the MYP Personal Project. Students doing a Personal Project have an opportunity to demonstrate a variety of dispositions and skills they have worked to hone throughout their time in the MYP: organizational skills; communication and collaboration skills; time management; information literacy and research skills; and a natural curiosity about their own education. As well, students must incorporate an in-depth look at and reflection on at least one of the MYP Areas of Interaction in their Personal Projects. The Areas of Interaction – Community & Service; Environments; Human Ingenuity; Approaches to Learning; Health & Social Education – are universal, global contexts through which all learning in the MYP is viewed. Looking at one’s Personal Project through one of these global lenses makes this project an essential tool of lifelong learning and an exercise in expanding one’s own personal passions to see how they can impact others and make a difference in the world. The MYP Personal Project is just one of the many processoriented, skills-driven, inquiry-based, student-centered tasks that IB students undertake. It builds on skills that Grade 5 students do during the PYP Exhibition; as well, it leads into the Diploma Program’s Extended Essay. And, ultimately, all three of these projects prepare students for what lies ahead in university and beyond. The first annual TCIS MYP Personal Project Exhibition was held at TCIS on May 16th, and our Grade 10 students had the opportunity to show off their work to all who attended. So, if you have a chance to speak with Grade 10 students, ask them about their projects. Don’t be surprised if they tell you how torturous it was to complete the task. But, don’t be surprised, as well, if they sound excited about telling you about the ways in which they have grown as both a learner and global citizen through the completion of their Personal Projects. 16
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(top left) Daniel Chae’s media support for his project on identity. (middle) Dami Lee’s media support for her project on 3rd Millennium Korea, presented in traditional Korean painting style. (bottom) Rin Kim’s media support for her project on exercise routines.
DP Research Program
Preparation for University and Future Research by Ken Gunther, IB DP Coordinator
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he culminating research project in the IB curriculum is the Extended Essay (EE). In addition to taking six IB Diploma Programme (IBDP) subject courses and the Theory of Knowledge class, students must also complete an Extended Essay which ranges in length from 2,500 to 4,000 words. In the IBDP, the EE must be carried out over the course of the two year IB Diploma Programme. The first challenge the students face is in selecting a topic within their subject that allows for an appropriate depth of research and discussion in the 4,000 word limit. Ideally the students will have their topic selected, and with a vague idea of their research question at the beginning of their second semester of the Junior year. The subject of the EE is chosen by the student from one of their current courses. Worldwide, the most popular subject is History but, for our class of 2014 at TCIS the three most popular subjects are Korean Literature, English Literature and Chemistry, respectively. Although the rubrics for the EE are essentially the same for each subject, there are differences in the research methodology that correspond to academic research in the given subject. For example, students selecting literature, either in English or Korean, will compare two works of literature, science students will be carrying out rather complex lab investigations on which their EE will be based and, history students would be researching and investigating a specific historically important event. One key component of a successful EE in most subjects is that there should be some original research. In science this is somewhat obvious as their laboratory experiment would constitute as a “primary” source. In history this would be either an original document from the era under investigation or possibly an interview of either an expert on the topic or even someone with a first hand account. One of the important aspects of the IB Diploma Programme is that there is ongoing research in support of many aspects of the program, and the EE is an excellent example of this research. Educational research conducted by the University of Virginia on 1,047 IB Diploma Programme graduates, sought to determine the impact the Extended Essay had on students as they went into university. The key findings were interesting.
Study to determine the impact of students completing the Extended Essay, key findings:
1. The IB’s extended essay does have an effect on student’s research confidence and willingness to engage in future research.
2. Former IB students felt strongly that the IB extended essay prepared them to conduct various facets of the research process.
3. When compared with former AP students, IB students were significantly more likely to indicate they felt prepared for college-level coursework involving research, took pride in their research, intended to conduct future research and found their research skills to be important to future success.
Interviewees indicated that their experience with completion of the IB extended essay supported skills such as gathering and evaluating evidence, writing, and time management, and reduced anxiety around writing. A statistically significant relationship existed between extended essay scores and first-semester and final-semester college GPAs, after controlling for background characteristics. This study, among others that can be found at www.ibo. org/research/, shows the positive impact the IB Diploma Programme can have on students as they prepare for college. It is to the credit of TCIS students and faculty that we have consistently scored well above the international averages. For example, the 2011 class, which is the most recent class for which IB has published this data, shows that TCIS had 17% more students in the A and B range of the EE than the world average. The Extended Essay is the culminating research achievement for our IB Diploma Candidates. Surely those students who began with the PYP Exhibition and continued on through the MYP Personal Project and completed their IBDP Extended Essay are more than ready to handle the rigorous academic demands ahead at their chosen university.
Read more about the University of Virginia study of the Extended Essay, online: www.ibo.org/announcements/ibextendedessaysupportstheiruvaacademicperformance.cfm ) June 2013
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Taejon Christian International School
Establishing Home Atmosphere with “Learning Through Living” Philosophy
Residence Life
by Amber Maxwell, Resident Assistant
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n the transition to the new campus this year, “Learning Through Living,” was the tagline chosen by dorm staff to represent the TCIS residence life program. Each dorm has worked to pursue this mission through creating a family atmosphere, responsible community living, and prioritizing academic focus. Moving to a new dorm building was an exciting venture for all involved. But what’s more than the building itself are the endeavors that have contributed to the “family atmosphere” each dorm team strives to create. Several of the activities that
dorms have incorporated this year include gym nights, afterschool fitness center supervision, weekday trips to the local supermarket, evening devotions, scheduled one-on-one discipleship, personalized birthday celebrations, holiday festivities, and outings on weekends to theaters, malls, etc. The residence life program has promoted a safe and secure environment through thoughtful inclusions such as CCTV cameras, the intentional structure of the dorm building itself, and our SAVE policy. Creating an atmosphere in which each student feels comfortable and secure in their dorm has always been a top priority, and generating a family environment has been an essential aspect to making this goal a success. Each dorm has also strived to model healthy conditions for community living. For instance, while expectations differ between dorms, all students are required to o their part to engage in dorm responsibilities. Students also learn to be independently responsible through time management, room inspections, and learning life skills such as cooking and doing their own laundry. Learning how to interact socially and live congenially with others is also an important developmental trait the dorms promote. Proficiency in the art of community living is essential for life after high school, and TCIS alumni have often commented on how the boarding program well-equipped
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“TCIS alumni have often commented on how the boarding program well-equipped them for independent college living.”
For students that have fallen behind in classes, a program called Academic Assistance has been created to help them get back on track. Furthermore, a new SAT program has been offered to dorm students this year two nights a week for those interested. Moving to the new campus has allowed the boarding program a fresh start- both structurally and otherwise. While the program
them for independent college living.
is still the same in many ways, it is constantly evolving to meet
Academics is the primary reason parents send their children to live in the dorms at TCIS. Hence, a focus on education has been a foremost priority. Nightly study halls are mandatory dormwide and monitored to ensure students are being productive and upholding an environment conducive to studying.
the needs of its students. By incorporating new ideas for
(opposite top) A student studies quietly in his room in the evening. (opposite bottom left) Dorm girls celebrate a birthday with their Dorm Mom at Baskin Robbins. (opposite bottom right) A group of guys hanging out and strengthening friendships in a dorm room.
(below) The Midkiff Dorm Recreation Room. Very homey and a great place for students to connect with friends and release stress after a long day at school.
improvement while maintaining old concepts that have proven successful, this year the boarding program at TCIS has truly sought to encompass the meaning of “learning through living”.
June 2013
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Taejon Christian International School
Student Summer Endeavors
(top left) Catherine’s student group as they trek through the Bolivian countryside. (middle left) Catherine poses with her host mother and a young boy from a local children’s home. (bottom left) Harvard lecture room, full of students preparing to learn. (bottom right) Won-Ju touches the feet of John Harvard, visiting the “Statue of Three Lies” on Harvard campus. (middle right) Won-Ju spends some time in the afternoon on the Harvard Commons. (top right) Catherine Choi poses with new friends as they prepare to depart Bolivia after wonderful experiences together.
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Students Choose Life Changing Summer Experiences to Enrich Their Education by Jennifer Hill, College Counselor
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t is a common negative Korean stereotype among U.S. college admission officers that all Korean students do during the summer is go to SAT hagwons. At TCIS, we encourage our students to get involved in fun and engaging opportunities during the summer breaks to enhance and enrich their education. Summer experiences are excellent additions to college applications and can make students stand out from their peers in the U.S. application process. Two of our current TCIS seniors decided to spend the summer between their junior and senior years exploring personal interest areas outside of Korea. Won-Ju Chung spent her summer attending Harvard’s Summer Program for six weeks on the Harvard campus in Boston, Massachusetts. She was able to select two classes as part of the program, and she chose the Psychology of Diversity and Neurobiology. The class in Neurobiology helped widen her span of knowledge in the subject and actually helped her decide to choose Neurobiology as her major in college! In reflecting on her experiences in the Psychology of Diversity course, Won-Ju commented, “I’ve never been in such a place where people of so many different ethnic, racial, and cultural background were together--there were Africans (from different parts of Africa), Muslims, Asian Americans, Latin Americans, and Western Americans. Each class was led primarily with small group discussions, and it was really interesting to hear multiple perspectives on one issue. The students varied in their age as well--some were high school students just like me, while many other people were in undergraduate or even graduate schools. So I was actually studying with some Stanford undergraduate students and Harvard graduate students. It was a very unique opportunity to make friends with people of different age, ethnic, and cultural groups.” TCIS senior Catherine Choi chose to spend part of her summer in Bolivia through a U.S.-based program called Where There Be Dragons. She was able to complete a homestay with an indigenous family for two weeks and spoke only Spanish during that time! She also went trekking, camped and cooked outside, and really got to know the twelve other students on her team, making many new friends.
“Summer experiences are excellent additions to college applications and can make students stand out from their peers in the U.S. application process. “
According to Catherine, “Just like the rest of my peers, I was busy preparing for my SAT tests and college application. My hagwon teacher would tell me to not go to Bolivia because I could be wasting a month. And yes, I did have to sacrifice one month of studying for SAT and perhaps could have earned a higher SAT score, but I would never trade my experience in Bolivia for that. I have not regretted it even a bit and I am so satisfied with myself that I actually got to visit my dream country and definitely improve the language I love-- Spanish.” The TCIS Counseling Office regularly updates a list of summer opportunities for students on PowerSchool. Students can visit the “College and Career Counseling” folder under the Daily Bulletin for more details. June 2013
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Taejon Christian International School
Returnto‘HolyGround’ by Marc Mullinax, former KCA teacher
A former teacher at TCIS, (when TCIS was called Korea Christian Academy) Marc Mullinax recounts his teaching days in Korea and his time of reacquaintance with the school and country that touched his heart.
KCA Connection
This article is taken with permission from Mr. Mullinax’s blog, “All Korea Considered”
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his blog is called All Korea Considered. I began considering Korea in 1979, when I was very fortunate to live, in the provincial capital city of Daejeon. Its Chinese characters mean “Big Field.” About 100 miles south of Seoul, you have to want to go there. Guide books have not shown hospitality to the city, as it is not that attractive a place for many travelers to spend the night. As a young adult in his early 20’s, I lived there for two years, as a teacher at Korea Christian Academy (KCA), where I started my teaching career. There I taught East Asian History, Social Studies, Elementary Science(!), and was the Athletic Director(!!) and the Women’s Volleyball coach(!!!) I arrived at KCA with a Master in East Asian History in 1979. When I left two years later, after teaching a course in Christian Theology, in a tiny room forever pictured in my mind, I headed off to the first of two theological grad schools. This room was and is still holy ground for me. I was reading C. S. Lewis, Frederick Buechner, and William James at the time, and it became clear from this course that the theological classroom was my future! KCA is my wife’s former school, too (Grace Boyer, who grew up in a missionary family in Korea). A couple of days ago, 26 January 2013, we both headed down for a great afternoon at both the new campus and the old campus of KCA-TCIS. A memorable afternoon. We were met by the Assistant Head Ryan Roberts and Alumni Relations officer Ms. Eun Joo Jung at the TCIS campus in Daejeon’s Techno Valley. After a great lunch, our tour began. After our tour of the new campus, we headed to the old campus, now taken over by the adjacent Hannam University. It was started as Korea Christian Academy by The Korea Mission of the Presbyterian Church, USA in the 1950s. By the time I got there in 1979, there were about 100 students, K-12. Most were missionary kids (MKs), and many of their parents lived nearby on «Baptist» and «Presbyterian» compounds. A dormitory housed MKs and business kids.
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KCA became TCIS in the 1990s, I believe. The school still plays inter-school sports with the American Army Base high schools from Seoul, Taegu and Busan, as well as Seoul Foreign and Seoul International School. Until last August, it was the active campus of TCIS. There’s quite a contrast in the facilities, and do forgive this walk down my memory lane. By this point, I suspect only KCA/TCIS-related folks may be reading: Much of the area now is under reconstruction by Hannam University. On its website, it maps the major buildings here, which we surmise to mean that Hannam will renovate or preserve the buildings. But now, it’s mostly a construction mess. Back once again to my ‘Holy Ground’. This was THE classroom where I got saved FROM a future teaching East Asian History TO a future in the academic study and teaching of religion/theology. Why this post? Whenever I “consider Korea,” KCA is the lens through which I see this country. There I learned most of the Korean I know, studied there a year of Chinese characters, and started learning how to do this thing called “teaching.” I use all three activities on a daily basis here at Ewha. KCA/TCIS was so formative in my life, and in so many other lives I know ... a crucial, intense time of life-shaping and -changing. It is my “road less traveled” that has “made all the difference.” Without it, I would have had different major milestones marking my life since I was 25: marriage, daughter, schools, career. No New York City, no Mars Hill College, no Ewha Womans University. I am sad the old site of KCA is so changed. When I lived there, I walked through rice and strawberry fields to get to the school. Small houses had drying peppers out front. Now, it’s all high-rise and business, and one loses one’s orientation quickly. The old KCA site is difficult to find for the visitor. Maybe there are many alums or former teachers with similar stories as mine! Our sojourn at the school was a clarifying process: We come to know, at a relatively young age, that which we should do! How fortunate to be able to say that! “All Korea Considered” (http://allkoreaconsidered.blogspot.kr/)
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ach year, students who have different experiences from different parts of the world with different background attend TCIS. TCIS seeks to equip students to become leaders in a global society that students will have the opportunity to receive a world class education with the option to live and grow in a state of the art dormitory with other students of their age. If you become a TCIS student, you will join various activities that our school offers for you to become well-rounded person, not only in academic excellence but also different activities in which you can excel. To begin the application process, please complete and submit the application form and all supporting documentation. Please note the following requirements: 1. Official transcripts: For the past three years (Only applicable for grade 2 and above.) 2. Teacher’s Recommendation Form & School Report Form. The recommendations may be submitted on the attached documents or in a similar format by fax, email or paper copy. Middle and High School applicants should provide recommendation letters from English and math teachers if possible. 3. Proof of 3 years overseas residency for students who are Korean citizens. (Exit or Entry form and/or official school records showing 3 years of school attendance overseas) 4. Passport copies for the applying student and parents 5. Copy of foreign registration card (for Non-Korean nationality) 6. Medical form: Must be current within 6 months and include a TB test or chest x-ray. If a Middle or High School student wants to participate in sports, he or she must also complete an Athletic Medical Form before the sports season begins. 7. Copy of Health Insurance card 8. Admissions test and dorm interview (if applicable): These will be scheduled after an application is received 9. Application fee, payable at the time of the Admissions test. All forms are available on our website: www.tcis.or.kr. Look for the Admissions page.
Please contact TCIS Admissions at +82 42 620 9116 by phone, or email us at admissions@tcis.or.kr
Taejon Christian International School located in Daejeon, South Korea, is a growing, dynamic, international school community with a rich 50-year heritage and tradition here in Korea. We believe quality international education involves building a diverse community that cares. During their time at our school, stakeholders are challenged to grow holistically. Lifelong learning modeled by the educators and parents in our school challenges our students to transfer their classroom, dorm, and home experiences to real life situations. The IB programs offer a wonderful curriculum platform for the school’s educational foundation in Christian and global education. Quality international education involves the development of personal relationships and partnerships. Therefore, TCIS promotes the development of healthy, encouraging relationships throughout our community: student to student, student to teacher, teacher to teacher, teacher to parent, and school to community. Specifically, our school community actively seeks opportunities to strengthen our relationships with our wonderful host country of Korea. We are proud of our Christian heritage and tradition. We take PRIDE in our PURPOSE with PASSION. We continue to offer to foreign students from outside of Korea and all over Korea and overseas Korean students returning to Korea the highest quality in Christian international education. Our boarding program is exemplary and one of the largest in international schools in East Asia and the world. Our alumni have distinguished themselves worldwide and contribute significantly to global leadership. Our graduates attend the finest of universities worldwide. Please enjoy reading this publication about the wonderful educational programs that are being offered at TCIS and feel free to visit us online at www.tcis.or.kr
Taejon Christian International School 77 Yongsan 2-ro, Yuseong Gu Daejeon, South Korea 305-500 +82-42-620-9000