Journeys Summer 2018

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GENUINE ENTHUSIASM AND AN UNBRIDLED SPIRIT TO SHINE. TO EXCEL. TO INSPIRE.

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On The Cover Built from the ground up, Singapore American School’s journey of success started with a culture of possibilities.

Even today, students adapt a growth mindset as they explore, take risks, innovate, create, and pursue excellence.

We teamed up with award-winning photographer Scott A. Woodward to showcase that at SAS, nothing is impossible when it comes to the pursuit of passion. Learn more on page 5.

Online https://www.sas.edu.sg/journeys

Editorial team Kyle Aldous Charlotte Hewson Kinjal Shah Vanessa Spier

Design team Haziq Hairoman Amos Ong

Communications intern Rahini Takalkar, ninth grade

Contact communications@sas.edu.sg

Connect

Š 2018 Singapore American School All rights reserved.

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CONTENTS 01

The Fear That Comes with Change

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Trust the Process

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Canary in a Coal Mine

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How to Publish a Book in a Year?

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The Connected Classroom: Does Space Matter?

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Alumni: The Accidental Author

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Mr. Byron, the Playground Guy

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Alumni: An Amazing Homecoming

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Captivating Classrooms: Ceramics Studio

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Alumni: Brothers in Arms

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Alumni: From the Art Suite

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Word on the Street

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Nailed It: Six Tactics to Nail Your Next Job Interview

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Notable Mentions

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Alumni: SAS Alumna Battles Malaria with Grants

Featured 29

It's a Big, Bright, Beautiful World!

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JOURNEYS III

By D r. C H I P K I M B A L L Superintendent 1

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SINGAPORE AMERICAN SCHOOL HAS UNDERGONE A CHALLENGING PROCESS TO DRAMATICALLY IMPROVE AN ALREADY SUCCESSFUL SCHOOL. THE CHANGE PROCESS WAS DESIGNED TO CHALLENGE DEEPLY HELD ASSUMPTIONS, ENGAGE FACULTY, SHAPE CULTURE, AND TRANSFORM THE WAY STUDENTS AT SAS LEARN. WE CONTINUE TO ADAPT TO AN EVER-CHANGING WORLD, BUT JUST BECAUSE CHANGE IS CRITICAL, DOESN’T MAKE IT ANY LESS HARD. DR. KIMBALL REFLECTS ON THE FEAR THAT COMES WITH CHANGE AND WHY WE MUST CONTINUE TO EVOLVE. Parents who have heard me speak have surely heard me talk about how quickly the world is changing. And while thinking about change can be daunting, it is a part of our current culture, the new normal if you will.

And change actually may turn out to be one of the few constants in our lives. No matter what—we are faced with change.

We are preparing our students for a different world than the one that we are experiencing today. Singapore American School has been very deliberate about identifying the skills that students need most to be successful in university, and in the professional world they will enter and eventually lead. We’ve known for some time that curriculum changes would be required to arm students with these skills—what we call our desired student learning outcomes of character, collaboration, communication, content knowledge, creativity, critical thinking, and cultural competence.

What we don’t often talk about is how hard change can be. As expatriates, many of us are adept at managing change, but even so, research shows how stressful change can be, even when the change is considered positive.

And while the uncertainty of what is ahead is challenging, it is even more difficult when we aren’t sure if we have the skills to adapt. This often elicits stress, anxiety, insecurity, and fear.

Our goal at SAS is to provide students with the skills to be successful in the future, as well as the disposition to adapt to a changing world.

Similarly, our faculty have also become increasingly adept at change, adapting their practices to new curricula and the needs of a new generation of students. I am proud of our students and faculty as they have taken on these challenges, and understand that many of our parents find themselves wondering and even afraid as we make changes to what was once understood as the best way forward.

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When I became a dad for the first time I was excited and terrified all at the same time. I had dreamed of being a dad, but I had no idea what it would really be like. Did I really have what it takes? Could I adapt to new schedules and routines and give this beautiful girl all that she needed?

Was I ready for all of that change?

And as with most parents, I did adapt. It was excruciatingly hard at times, and I made mistakes along the way, but it also produced more joy and satisfaction than anything I have ever encountered. I got better at it along the way and my experience gave me new skills, insights, and a perspective that could only be obtained by going through such change. In some ways, the changes that are underway at SAS are a lot like being a new parent— bringing new life into the world with all of the anticipation and fear that it presents.

And while every one of us has endured change, no change has us more vested than those that impact our children—the single most important part of our lives. And this is why we take this so seriously, and understand why parents need assurances and might even have some fear. There is nothing we love more than our children, and nothing more important than raising and educating them well. To see changes to the education model that we may have known brings fear that is real. We understand this more than ever.

But what is even scarier than facing change is the consequences of not changing. If we do not adapt as the world is changing around us, our kids will lose ground and will be left behind. It is this rising tide that keeps us moving forward, discovering the best possible strategies for our kids.

The change process at SAS has been underway for some time. Faculty and leadership team members have been researching and debating for years, and our team has been perfecting our teaching practices to

A World Leader in Education Cultivating Exceptional Think Prepared for the Future 3

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kers

ensure that our students get what they need most. Some changes we’ve made have been easier than others. When students and families get new options, change can be exciting; but when families perceive a loss, when something might be discontinued, change is much harder to process.

Even with deep research, debate, and strong designs, if there is loss, the change becomes harder to accept. This characterizes why change can be so hard. Change often represents loss.

At the end of our multi-year research and development process and subsequent strategic plan, we had hundreds of worthy recommendations for our school to consider. But to make room for many of these richer and more meaningful experiences, some programs would need to be phased out over time. Ultimately this is what strategic planning comes down to— prioritizing all the great ideas to an actionable number that will eventually lead our organization to fulfill our vision.

Identifying programs, practices, and initiatives to discontinue in order to implement more relevant curricula has been the single most challenging work for our faculty and leadership at SAS. When we committed to being a world leader in education, we agreed that we would look at everything we do and authentically evaluate whether it would meet the needs of our students for the future. We had no idea how hard it would be to prioritize that work after such a long history of excellence at our school.

Today at SAS there are amazing things happening in classrooms every day. Our changes have taken root and are producing fruit from the work of our faculty over the past five years. Even further, we envision a future where learning will be even more personalized and relevant. There are few educators around the globe who have been trained to teach in a more student-driven, flexible environment that develops such skills like we do. This journey, while scary and hard, has turned out to be incredibly rewarding, similar to becoming a parent for the first time.

The 19th century novelist Anatole France wrote that “all changes, even the most longed for, have their melancholy; for what we leave behind us is a part of ourselves.” At SAS we need to give ourselves permission to pause and acknowledge the emotions that come with change. We need to listen more, acknowledge the fear and stress associated with change, paint better pictures of where we are headed and why, and stand shoulder to shoulder in support as we all navigate the future for the sake of our kids.

The world as we know it will continue to change at an extremely rapid pace. We know that as this happens, while we can’t slow down the pace of change, we can most certainly do a better job of supporting each other as we navigate that change. This is our commitment—that we will manage change through human understanding so that as SAS becomes the world leader we are capable of, we do it without sacrificing the extraordinary care that is at the heart of the ethos of our school.

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Unbridled Pursuit Of

Pas sion

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Known for an unmistakable culture of excellence, extraordinary care, and possibilities, SAS encourages among students a commitment to deep intellectual and personal exploration.

By KINJAL SHAH Communications Writer Hope, nostalgia, joy, fear, peace, passion, and absolute, unbridled excitement.

For decades now, we’ve watched students at Singapore American School deep dive into their interests and give it everything they’ve got in the unbridled pursuit of passion. From sending an experiment to space to publishing a book, signing on to play a sport at the collegiate level, and even interning at Facebook, SAS Eagles celebrate the pursuit of excellence in every journey.

As the year 2017-18 moved fast and furiously along, many a student touched the lives of the people around them—from offering undying support to being an inspiration for generations young and old. Whether it’s in sports, arts, or service, SAS Eagles embrace the culture of excellence, possibilities, and extraordinary care in all that they do.

Time and again, our students deal with their own set of challenges and continue to wrestle with external critique and internal doubt. They learn pretty early in life to seize as much as possible out of every moment. Every day. The quartet mentioned here are only a few among the many Eagles that walk the SAS halls daily, giving a whole new meaning to the word exemplary.

It is not for nothing that SAS Eagles are known to be relentless in their pursuit of passion that inspires purpose. The road may be rocky. But it is worthy of their commitment. Nothing less for an Eagle.

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SHUNGO NAJIMA, ELEVENTH GRADE THE PITCHER The pitcher’s mound beckons. See it. Know exactly what’s coming. Hand on the ball, feeling the laces.

Eyes on the catcher’s glove. Over the top at the speed of lightning. The silence is deafening. The arm does all the talking. For junior Shungo Najima, a perfect pitch isn’t only about a strong arm and an accurate throw.

It’s about being relentless, playing with honor, and making no excuses on or off the field. Like generations of SAS Eagles before him, Najima’s defining characteristics include unbeatable discipline, jumping at opportunities even when there is no guarantee for success, and putting in countless hours for every worthwhile endeavor.

The best players are the best learners, and the best learners are those that love what they do. It isn’t just the key to playing ball. It’s the key to playing the game of life.

We weren't exaggerating when we wrote the copy for the SAS advertising campaign featuring Najima.

The boy lives, loves, and breathes baseball.

Najima has been at SAS since seventh grade. The family chose to enroll their children at SAS, knowing that both Najima and his sister Sarasa Najima would grow up in a community where their dreams would be celebrated, and their passions encouraged.

An ace pitcher and self-taught pianist, Najima says, “I am an all-or-nothing kind of person.” He started playing the sport after watching a baseball game in Japan. Dedicating hours every day to perfect that throw, today Najima is a two-year all-tournament pitcher on the SAS varsity baseball team with a string of awards to his name.

Thankful to the opportunities he has received at SAS, Najima dreams of playing collegiate-level baseball.

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RUTH JAENSUBHAKIJ, TWELFTH GRADE THE DO-GOODER Born in Singapore, her father’s work led Jaensubhakij to New York and London, before her family made their way back home. Jaensubhakij has been at SAS since eighth grade and her name is the first that comes to mind when one thinks of exemplary service at SAS. Part of the Executive Service Council, Jaensubhakij has spent hours volunteering for a variety of service clubs and initiatives at SAS and elsewhere. “Service, for me, starts and begins at home. My little brother, Joash, has Down Syndrome, so growing up I had a lot of opportunities to interact with special needs children and learn how to help them, which instilled in me this huge love for helping others. No two service experiences are exactly the same, but I learn something new from each one, so it's something that I find continuously intrinsically rewarding.”

Jaensubhakij along with hundreds of SAS students has found herself becoming more aware of her own privileges and opportunities, more sensitive to the needs and feelings of others, more patient and open-minded, and happier and fulfilled in the pursuit of serving the local and global community. What keeps them going are the insightful conversations and meaningful relationships that come out of service opportunities—an integral part of service learning.

“I'll be attending college in Boston in the fall, and since it's such a vibrant and diverse city, I hope to get involved in community service through my school as much as possible! I'd love to be a mentor to local middle and high school students or volunteer at a special needs school. I also want to take advantage of service opportunities on campus, whether by becoming a resident advisor or giving tours to prospective students.”

Eventually, Jaensubhakij hopes to make a career out of helping others and solving real-world problems.

“As a lawyer, a researcher, or as the head of an NGO, I think service and I will be deeply intertwined for the rest of my life,” says Jaensubhakij.

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KAI SUHERWAN, TWELFTH GRADE THE LENSMAN Loud. Political. Creative. This is how Kai Suherwan describes himself. A self-taught filmmaker, Suherwan believes that film is an amazing platform to send a message—for a humanitarian cause or simply to sell a product.

At SAS, Suherwan has benefitted from an open style of teaching, a variety of opportunities for learning, equipment and resources, and courses and clubs that allow students to explore their passion.

“My interest in film started in ninth grade when a friend from Hong Kong showed me the films he was making. I was inspired and soon began exploring the field of filmmaking."

Having worked on numerous film projects, Suherwan has never shied away from dipping his hands into joint projects working on films—editing, lighting, and cinematography—to increase his knowledge and experience in the field.

An active participant in the Film Society at SAS, Suherwan is quick to offer assistance with projects that filmmakers at SAS are undertaking. He hopes to pursue a career in public relations and international affairs. In the near future, Suherwan will be conscripted for fulltime military training under the National Service program in Singapore.

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MIKA MARTIN, TWELFTH GRADE THE DRAMA QUEEN It was a middle school play at SAS that offered Mika Martin her first taste of theater and drama. It was all she needed to get hooked to stagecraft. “Since then I have participated in IASAS cultural convention for a total of four years, twice as a drama delegate and twice as a vocal music delegate,” she says.

Martin first moved to Singapore at the age of four but enrolled at SAS only in fifth grade in search of more student opportunities and a larger student body to interact with. Her parents hoped she’d be able to explore interests inside and outside the classroom.

The stage is now her home. “I consider acting, singing, and dancing a part of my identity. These performance arts have affected my development as a person, my self-confidence, and my understanding of people,” she says.

Rehearsing for over 15 hours a week is pretty normal for Martin when preparing for something as big as IASAS cultural convention. “I was working with an ensemble who loved the project just as much as I did.

We all wanted to make the show as good as possible and went through challenges, breakthroughs, and emotional discoveries together. I don’t think I could ever explain fully through words how incredible a creative process can be,” quips Martin.

In the last six years, Martin has been the recipient of a variety of awards and honors in big-name music competitions like American Protege International Music Competition, MediaCorp Young Talent Project 2013, Prima Artists Music Competition, and most recently eMuse International Online Music Competition.

The highlights of her time at SAS include playing Hope Harcourt in Anything Goes (2017) as well as Romaine Patterson in The Laramie Project (2015). “Travelling with the Nebraska ensemble and performing at the theater festival was another unique experience. For music, I really enjoyed participating in Jazz Night and Carmina Burana (2015) through the choir program.”

Martin will be pursuing musical theater at the University of Michigan.

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Then 1958

The first yearbook at Singapore American School was published in 1958, 60 years ago. Since then, The Islander has been diligently chronicling SAS history, and documenting memories, one yearbook at a time. Year after year, student teams put in tremendous effort to capture significant moments of senior life.

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Now 2018

From paperback to hardcover, school-wide to school-specific, grayscale to full color, The Islander has gone through years of transition, transformation, and change to become the polished, professional product it is today. Not surprisingly, yearbook delivery day is one of the most anticipated days in Eagle country.

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By GREG REYNEN E l e m e n t a r y S p a n i s h Te a c h e r

How are teachers at SAS personalizing the learning journeys of our students?

How does it impact learning in specific and education on the whole?

The administrators, faculty, and even students at Singapore American School are learning a lot about personalized learning. Many of us have been personalizing for years; you can see the tremendous difference a personalized approach has made for elementary school Spanish students. So what does it look like in our classrooms?

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AVERAGE STUDENT PERFORMANCE ON EXTERNAL ASSESSMENT SAS elementary Spanish

US Spanish programs

INTERMEDIATE HIGH INTERMEDIATE MID INTERMEDIATE LOW NOVICE HIGH NOVICE MID NOVICE LOW NO SPANISH 1

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3 4 YEARS IN PROGRAM

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AP

A comparison of student performance in our personalized elementary school Spanish program with the largest set of data that could be found on Spanish achievement in US schools.* Students with four years in our program significantly outperform US Advanced Placement Spanish students.

FLEXIBLE LEARNING ENVIRONMENTS One factor contributing to our team’s success is flexible learning environments in every classroom.

For example, my room morphs every few days to accommodate large group activities, pair work, small group games, obstacle courses, gross motor movement, peer-teaching, and student-teacher feedback. This flexibility allows my students to learn in many more ways than they could in a traditional classroom. No longer are students who can’t sit still disadvantaged—they can move while they learn, and the ones who prefer to sit still can do so.

LEARNER PROFILES Learner profiles give us the information we need in order to provide each student with the right support at the right time. What we rely on most is our assessment data because that is what drives our instruction. My team currently uses a tool called MasteryTrack that lets us see data across classes, and even compare classes with just a few clicks. Combined with our clearly defined learning progressions, this tool allows us to see where each student is in their learning journey, what their next steps are, and who they can work with. What’s more, students can access their own data, see their next steps, and take ownership of their learning.

For many of our students that access has made all the difference.

*The US data comes from the STAMP (2016) publication of levels of spoken language and is the largest compilation of external proficiency data in the US. The SAS data is external testing by AAPPL. The conversion chart to compare the two data sets was provided by the STAMP publication so that results are comparable.

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COMPETENCY-BASED PROGRESSION On a macro level, students progress from one Spanish level to the next based on their proficiency, rather than their years in Spanish. Within the classroom, competency-based progression is business as usual in the intermediate mid and high classes. In these classes, regardless of what content students are learning, their goal is always to use that content to practice the proficiency skills in the next step of their learning progression. As students demonstrate competency with each skill, they progress to the next skill, and then the next.

This approach allows us to set daily proficiency targets that are tailored to each student’s needs.

The novice Spanish class has a greater focus on mastering the foundational building blocks of the language. Up until now, all the students in a given novice class progressed through the content together. Starting next fall, however, my work of several years will come to fruition, and competencybased progression will finally be a part of my classroom. This is how it will look: Each day as class begins my students indicate what they are practicing in a Google form that

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collects the results and pairs students who are working on the same thing. Once they know their partner, students access digital input resources on my website to learn and interact with new content.

The website then directs students to one of 60 bins in my room where they can choose from a variety of speaking activities that facilitate practice of the same new content with their partner. After practicing, and when students feel ready, they check in with me to demonstrate competency and then continue on their learning journey.

For years I’ve wondered if there is a way to let all my students learn at their own pace. Now there is! Students who come in already knowing some things can skip them. Those who can progress more quickly will have nothing holding them back.

Students who need more time will have it. I will be there to guide them along the journey and check in regularly to ensure they do not stagnate and that they retain what they have learned.

CUSTOMIZED LEARNING PATHWAYS The fourth aspect of personalized learning is customized learning pathways. I mention this one

We as educators try to offer students as many guided personalized opportunities as possible.

last because this is where I have the most room to grow. Given the novice class’ focus on mastering foundational content, most of my students start off with ¿Cómo te llamas? and move forward in a logical sequence from there—without much customization of the content. My next venture will be to develop a wider variety of optional extensions for students who have a specific interest area. It will be an exciting challenge.

The intermediate classes have plenty of room to explore individual interests. This year, for example, students studied Puerto Rico. One of the units is Béisbol, and everyone learned about Roberto Clemente. Thereafter, students chose to learn more about their favorite sport and athlete, and went on to use that learning in their assessments.

As we incorporate personalized learning at every level, we as educators try to offer students as many guided personalized opportunities as possible.

The last few years have proven that it increases student engagement, motivation, performance, and retention—that’s one better than a trifecta.

That’s personalized learning!

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C A N A RY IN A COA L M I N E By D r. J E F F D E V E N S School Psychologist / Personal Academic Counselor

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Internet addiction. Smartphone addiction.

Technology addiction. Call it what you may, but a lot of parents today are expressing worries that their children are addicted to their devices. How do we know?

What can we do?

A tradition dating back to 1911 involved coal miners carrying caged canaries into mines for safety. If there were any dangerous gases, such as methane or carbon monoxide, the canaries would display signs of distress, warning miners conditions were unsafe. Over the past few years, I’ve grown increasingly concerned with adolescent technology use. Perhaps I’m nostalgic, reflecting on my social interactions as a teen and am finding it disconcerting how youth are engaging with technology. For the record, I’m not a Luddite, nor am I opposed to technology use. My reservations stem from an understanding of adolescent development.

Psychologist Erik Erikson noted the primary task of adolescence is to solve The Identity Vs. Role Confusion Crisis. This process involves teens constructing their identity by finding a community and fostering meaningful relationships. This period is marked by intense, introspective heart and head searching. Teens are looking to answer the fundamental question, Who am I? They do this by trying on new roles, pursuing developing interests, and vying for the attention and affirmation of others. Historically, identity development was primarily bound by geographic proximity (i.e., playground, peers, sports and arts, religious affiliation, schools, neighborhood, etc.). This is no longer the case.

Today's teens are also experimenting with facets of their developing identities through online mediums removed from these boundaries. Take, for example, Snapchat and Instagram. A recent survey from the University of Chicago found of those ages 13 through 17, nearly three-quarters use both Snapchat and Instagram. Teens aren't using these apps to share; they're using them to show: Look at me. Look who I'm with. Look at what I’m doing. Do I have value in your eyes? The comments and “likes” of others serve as a barometer for their emotional state. The images they share, along with comments posted, are preserved for all time. Think about that for a moment. Every image, every comment, preserved for all time. What if they share explicit photos of S U M M E R

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themselves or others, or make disparaging comments?

Sadly, this is what some teens did before the advent of social media, and this is what teens today are doing with social media. Most will learn through error but herein lies the problem. There is no delete, no erasing of comments or photos shared online, no do-over. Some kids get this only after the fact. Most teens will learn, but at what cost? For example, Harvard College rescinded admission offers to at least ten prospective members of the class of 2021 after the students traded sexually explicit memes and messages that targeted some members of minority groups in a “private� Facebook group chat. All that work, all that effort, only to be rejected after being accepted because of comments made online. There is no privacy when it comes to online activities.

A common refrain of parents frustrated with their child's technology use is: my child is addicted! What constitutes internet addiction? Neuroscientist Frances Jensen (MD) notes in her most recent book, The Teenage Brain, internet addiction involves the same reward center as drugs, namely the neurochemical dopamine, which promotes a pleasurable response and over time creates dependency. At some level, dependence implies biochemical mechanisms at work, but addiction manifests in observable patterns of behavior which persist despite negative consequences. The term 'internet addiction disorder' is under review by the American Psychological Association but is not, at present, formally recognized as a disorder. Countries such as China and South Korea, however, do recognize internet addiction as a clinical disorder. South Korea established the first comprehensive, national prevention programs for internet addiction and estimated that upwards of 20 percent of the country’s teenagers are addicted to smartphones. While the field of internet addiction research evolves, there are diagnostic tools counselors and parents can utilize which may aid in further understanding the severity of internet-related issues.

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Is my child addicted to the internet?

Addiction specialist, Dr. Nicholas Kardaras, offers in his book, Glow Kids, 10 signs parents should look for to determine if their child may have a screen or tech addiction problem: 1. Are they staying up later and later to stay on the computer or smart phone?

2. Do they get fidgety, anxious, and angry if they don’t have their device?

3. Is tech usage negatively impacting their schoolwork, family life, or other activities or interests?

4. Are they indicating that they have a difficult time getting virtual imagery out of their heads?

5. Are they dreaming of virtual imagery?

6. Are they hiding their screen use or hiding their devices from you?

7. Do they seem to be having a more difficult time regulating their emotions?

8. Do they seem more apathetic and bored more easily?

9. Are they perpetually tired yet also wired?

10. Are teachers and counselors concerned by behaviors and tech use in school?

Review the above questions, noting your degree of affirmative responses. If you believe there are significant internet issues the next step would be to establish boundaries. Abstinence from technology isn’t recommended, but putting in place healthy boundaries is. These may include: • • • • •

Having a set time for all tech to be turned off each night.

Providing a charging place for phones and computers away from access throughout the night.

Establishing a common study area for school-related tasks when tech is necessary.

Ongoing monitoring and reinforcing of emotional regulation as a result of online activities.

Establishing boundaries regarding access to tech on weekends and breaks.

As awkward as it may feel, as difficult as it may be to relate, parents must remain engaged. Try understanding your child's tech use from a developmental perspective. What are they attempting to gain as a result of being connected? Our kids are counting on us and other caring adults to guide them.

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Feeling inspired to replicate a Mr. Hoe classic at home? Find the full recipe at www.sas.edu.sg/recipe.

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By R A H I N I TA K A L K A R Communications Intern

Middle school deputy principals—Chris Beingessner and Chris Raymaakers—share the same first name and nationality! What else do they have in common? What’s their story? What makes their world go around?

How long has your family been a part of the SAS community and where were you before?

Chris B.: This is our third year at SAS. Before this, my wife and I worked in Canada and Cambodia.

Chris R.: This is our eleventh year in Singapore.

Before that we were in Taipei for four years.

Describe your job in three words.

Chris B.: Interesting. Unpredictable. Rewarding.

Chris R.: Dynamic. Surprising. Fulfilling.

What do you like to do in your free time?

Chris B.: Spending time with my family, hanging around the pool, or doing things around Singapore. From June to November, it’s time for Canadian football, and cheering for the Saskatchewan Roughriders.

Chris R.: We spend a lot of time together as a family exploring some of the different parks in Singapore. We go on walks, ride bikes, or inline skates.

What attracted you to teaching and education?

Chris B.: I had some very good teachers when I went to school, and saw the positive influence they had on their students. I can’t remember when I decided I wanted to teach—I feel like I always just knew I wanted to be a teacher.

What are your goals for this year?

Chris B.: I’m working at reading more for pleasure, and spending more time with my kids.

Chris R.: I knew I wanted to do something with children from a very young age. I actually have a personal narrative from sixth grade where I wrote that I wanted to be a teacher. In the end, I was actually deciding between education and paediatrics, but I loved my middle school student teaching so much I went the education route.

One book would you like to see become a movie.

Chris B.: Born a Crime by Trevor Noah.

Where is home, and what do you miss most?

Chris B.: Regina, Saskatchewan, Canada. I miss Tim Horton’s drive-thru coffee...Oh, and my family.

Chris R.: Calgary, Alberta, Canada. I miss the wide variety of outdoor activities that are accessible from the city during the different seasons—hiking, biking, skiing, and backcountry camping.

Chris R.: I’ve been building a bicycle from scratch for almost five years now, and hope to finish it!

Chris R.: Maybe Annapurna which is the true story of the first 8,000 meter mountain to be climbed.

Which three countries are at the top of your travel bucket list?

Chris B.: Back to Cambodia with our kids. South Africa and Switzerland.

Chris R.: Nepal. Bhutan. New Zealand.

What is your favorite restaurant in Singapore?

Chris B.: Vatos Urban Tacos is a great spot for Korean/Mexican fusion cuisine.

Chris R.: Les Bouchons—great steaks and even better fries.

The Connected Classroom: Does Space Matter?

Our world is globally connected and technology driven. We are in a continuous period of transition and modification. As teaching practices and student learning journeys evolve to accommodate success in an ever-changing world, how important is the role of space to support and elevate student performance?

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By CHARLOTTE HEWSON Communications Writer

“ Georgetown University researchers found that improving a school’s physical environment can raise test scores by as much as 11 percent. ” School Structures That Support 21st Century Learning, Hanover Research

As we strive to personalize and enhance the learning journey for each and every student, the significance of space supporting learning is slowly coming to light. We know that the success of any student is influenced by many variables. In recent months, one factor in particular has become a hot topic in student, faculty, and parent conversations around campus. It is the role of classroom design and more specifically, a flexible learning environment. So, what is a flexible learning environment, how does it differ from a traditional classroom, and most importantly, how can it promote the facilitation and adoption of personalized learning for teachers and students?

As we think back to our childhood classrooms, most of us can recall a very similar setting.

Rows of neatly lined desks facing a large writing surface and an educator. The design of this traditional classroom leads to students sitting with compliance in identical chairs, absorbing instruction and content delivered by the teacher.

As the world around us continues to advance, change, and shift, so too does education and the way in which we learn and teach. If teaching practices are evolving, and so are the standards, skills, and learning outcomes of students, is it time to consider the significance of learning spaces, and how they may mirror our ever-changing world?

In a technology-driven society with knowledge in everyone’s reach, the role of today’s teacher is no longer focused on content delivery alone. Educators equip their students with the essential skills to become successful and engaged citizens to face the challenges of an unmapped future. At Singapore American School, teachers are working hard to provide an exemplary educational experience for their students, empowering each to take ownership of their learning, developing skills for deeper learning, and creating strong connections with each other, teachers, and their community. As SAS endeavors in a promise to offer a personalized approach to all and offer voice and choice for every student, it is time to depart from a one-space-fits-all traditional classroom.

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“

Engagement goes back to self-efficacy, which goes back to personalization.

When students feel like they have ownership of their learning, student learning benefits.

”

Jason Cone, Chief Innovation Officer at Singapore American School Flexible learning environments to support learning are already underway at SAS. A flexible learning environment is a space that is versatile and adaptable to allow multiple learning activities for diverse skill development to occur. Unlike a traditional classroom setting, the space is not fixed. It consists of agile and flexible furnishings, movable walls, varied seating options, and transparency between spaces. Flexibility in a flexible learning environment refers to staffing, allocation of time, and grouping of students, not simply space utilization and physical features. The design and operational elements are dynamic and respond to the needs of students in achieving their learning goals. According to advocates of flexible learning environments, these innovative spaces promote active learning and improve conceptual and applied forms of learning.

The current sixth grade A-side in middle school has two learning studios, a grand commons room, two smaller breakout rooms, and a science/maker studio. This space accommodates up to one-third of sixth grade. Undoubtedly, 106 children learning together in an open space sounds pretty terrifying! However, step inside the versatile environment of 6A and this concern is alleviated.

“When we choose to, we can gather 106 kids in this space and explain what the next project will be. As a large group, our students and teachers feed off of each others excitement and get hyped up for the next challenge,” says sixth grade science teacher Brendan Riley. “With enthusiasm and inspiration prevalent, it’s time for the project and learning to commence. We put the walls back up, and break out into smaller groups to start our activities.” Riley describes how the environment of 6A is responsive to the learning that is needed at a given time, indicating the design allows for a variety of activities and grouping formats.

Sixth grade math teacher Kristoffer Munden further explains, “We can make the space fit what we need rather than the space dictating what we can do.”

“The 6A environment allows for strong connections and team teaching which can contribute to successful implementation of personalized learning. There is a family atmosphere. Students are collaborating with students. Teachers with teachers. And teachers with students. Students see 6A teachers having lunch, recess, and meeting together daily. We do a lot of interdisciplinary learning in 6A and subjects become more easily connected through shared projects and themes.

This environment alleviates isolation. Everything we do here is connected.”

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Students in the middle school 6A learning space.

Dynamic learning spaces like 6A are a reflection of the fast paced and transient world around us, and in turn align with our schools desired student learning outcomes.

Transparency between spaces allows teachers to observe other teachers, learn and work with one another, and no longer teach in isolation. Students have further opportunity for collaboration, communication, and building stronger connections than they do in a traditional classroom. The flexible environment allows students to learn in many more ways and provides plentiful potential for each to take ownership in their day to day learning. Guided by teachers, students can choose a developmentally appropriate place to sit based on their learner profile and capacity to be their best learning self.

So can these flexible environments support our growing vision and enhance student learning? Research suggests they contribute to higher engagement, the expectation of better grades, more motivation, and more creativity (Strickland and Kapitula, 2014). It is critical to ensure student engagement in learning experiences as it is explicitly associated with student achievement. Skinner and Pitzer (2012) explain that engagement is a robust predictor of student learning, grades, achievement test scores, retention, and graduation.

Without question, it is our educators that play a primary role in the drive of student performance and engagement. However a connected environment that intentionally reflects the dynamic world beyond our school gate can certainly provide leverage for students at SAS to achieve their learning goals and accomodate for student-centered learning and for teachers to encourage voice and choice for every student.

Hanover Research, School Structures That Support 21st Century Learning (Washington, DC, 2011), 6; and Susan Black, “Achievement by Design” (American School Board Journal, October 2007), 39–41 Lennie Scott-Webber, Aileen Strickland, and Laura Ring Kapitula, “How Classroom Design Affects Student Engagement” (Steelcase Education, 2014).

Skinner, E.A. & Pitzer, J.R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S.L. Christenson, A.L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21-44). New York, NY: Springer

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By KINJAL SHAH Communications Writer

From Costa Rica to Beijing to Singapore— Byron Aguilar Rodriguez has come a long way to find his calling. At the elementary school at SAS, every kid knows him, looks up to him, and wants to play with him.

Twenty-eight-year old Byron Aguilar Rodriguez is the guy every kid wants to play with in the elementary school. In January, Aguilar began working as an intern assisting the Singapore American School physical education (PE) teachers early in the morning with setup and then establishing games and activities during playground times.

A Costa Rican, Aguilar grew up speaking Spanish, but worked hard in college to learn the English language. With a degree in hotel management, Aguilar started out in the hospitality industry, and later moved to Beijing, China, handling enterprise services for Blackberry. It only took a week on the job for Aguilar to decide this was not a career he intended to pursue.

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When education came a-calling, Aguilar interned in the physical education department at the International School of Beijing as an autism aide and shadowed a student for two very challenging years. Not one to give up, Aguilar started to pursue distance education with Teach-Now in Washington, DC and earned his teaching certificate. Currently, he is working on a masters degree in early childhood education.

At SAS, Aguilar has been developing a pilot project, helping students with structured play during recess, building soft and hard skills, and aiming to meet American standards of physical activity and movement in children.

We know that movement does matter.

The underlying belief is: if you move well, you think well. Feel well. And live well.

Every major health organization from the World Health Organization, to the Center for Disease Control, and even United Nations Educational, Scientific and Cultural Organization (UNESCO) recommends that students get at least 60 minutes of daily physical activity.

Working with students from kindergarten through third grade, Aguilar sometimes has 15, 30, or even 40 kids at one time, eager to participate in whatever “Mr. Byron” has to offer! “We’re first trying to encourage kids who are struggling to get involved. If they’re too shy, or don't like anything sporty, or they would like to play but don’t know how—that’s where I come in” says Aguilar. Struggling students feel a little more comfortable in participating in group activities, knowing there is a teacher around.

Aguilar is intentional with how he structures play. Sometimes students play simple tag games. At other times, there is something more structured like kickball where they

make teams, find a strategy, and figure things out themselves. The desired student learning outcomes serve as a guide as students learn communication, collaboration, content knowledge, creativity, character, critical thinking, and cultural competence through play.

“If kids are not doing something it's because they don't know what to do or because they don't have that choice,” says Aguilar. The PE department has recently introduced some oldschool games like four square and hopscotch, bought equipment like jump ropes, buckets, bean bags and more, and fixed the basketball hoops, so students have more voice and choice even when it comes to play.

In 2018-19, Aguilar will come on board as a recreation specialist in the elementary school PE department, and continue to work as part of our community, making sure that our students get what they need, even while at play.

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JOURNEYS 28

It’s a Big, Bright, Beautiful World!

By LEANNE FULCHER Middle School Drama Te a c h e r a n d D i r e c t o r

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Every year middle school students put on a full production.

From costumes, sound and lighting, stage design, and acting— they explore the full spectrum of drama and theater, learning the nuances of stagecraft, in front of and behind the scenes.

As an audience of parents, faculty, and friends made their way to their seats in the auditorium at Singapore American School, the air behind the curtain was thick with nerves. Costume designers were making sure everyone was in the right piece of clothing, a make-up artist was fervently applying the last bit of mascara for an actor, the hairstylist quickly sprayed in place a stray lock of red hair that escaped Princess Fiona—all was as it should be on the opening night of Shrek the Musical JR. It took over 100 students, a dozen adults and four long months of hard work to produce one of the most anticipated events at SAS—Shrek the Musical!

A cast of 50 students brought this well-loved story alive with the help of 19 soloists and an expanded cast of fairy tale freaks and villains.

However, this grand show is not just about the performers. Two new middle school technical clubs including a costume and make-up club and a theater tech club were created this year. Excited middle schoolers apprenticed with high school students learning the ropes of producing a show as complex and detailed as this one! Digital Media students created marketing and publicity paraphernalia—posters, programs, and even tshirt designs. The maker space in the middle school library was abuzz with students taking on a variety of design and technical projects. High school art students applied their skill to the production of props.

What did students and sponsors learn working on a mammoth-sized production? How did it all start for them? Let’s take a glimpse into the journeys of a few students and sponsors from the cast and crew.

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Hongru C., eighth grade Role played: Knight/Ensemble I was introduced to drama in seventh grade and fell in love with it fairly quickly. As an introvert, acting was not something people expected as my passion, yet I enjoy every second of being on stage. I could not wait to challenge myself by exploring more aspects of drama and performing for a bigger audience. As an eighth grader who has been in drama class for two years, I assumed that playing an ensemble role in a musical would be simple. It was not. There was so much for me to learn—from choreography to coordination. Conquering those challenges has made me see my next steps to improve as an actor. In addition, being part of Shrek has helped me grow, not just as an actor but also as an individual. Most importantly and unexpectedly, I have forged friendships and bonds with so many people who share the same passion. I could not believe how much I have been awarded for being in a team like the cast and crew of Shrek.

Rohan P., eighth grade Role played: Shrek From the perspective of someone who has been involved for three years but went from a playing small part to carrying the whole show on his shoulders, I quickly learned that going from ensemble to lead is a big jump requiring significantly more focus and thinking than I could ever anticipate. I learned I had to mentally plan a whole act in advance and invariably plot out my movement around the stage. The other cast and crew members helped me immensely as I shuffled around in size 15 shoes and an unwieldy costume. Despite busy schedules, someone was always there to offer a helping hand, and this environment of collaboration and trust was critical in building our on-stage chemistry and our bonds as students. I also gained a better understanding of sound, stage design, costuming, makeup, and other important backstage elements. We had the most tight-knit, friendly, and talented group of students that I have ever worked with, and that made yelling at them to “get off my swamp� much more difficult!

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Gabby B., sixth grade Stage crew (curtains) Straight after school, I ran to my computer looking for the middle school drama website. I had heard about the upcoming musical and I soon found the words that would change the next few weeks of my life, “NEW: This year there will be two second season clubs called middle school Theater Tech and middle school Costuming. Both actors and non-actors are welcome to work on sets, help backstage, design and organize costumes.” I joined the Technical Theater Club.

We first started off making props and sets, but as the weeks passed by we branched off to stage, lights, or sound. I was lucky to have chosen stage and my main responsibility was the curtains. My favourite part of the show was watching the props and sets I helped make come alive on stage! But what I’ll remember the most from this unbelievable experience is the people I met. Middle schoolers, high schoolers, teachers, and parents who worked together to make magic. And I was right there in the wings, watching it all happen.

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Caitlyn Henning, tenth grade Sound engineer As a high schooler, I chose to participate in Shrek the Musical because it gave me a chance to go more in depth and learn about every aspect of stage lighting. As the only programmer, I created every single change in lighting that was seen during the show, with some guidance from A Kumarran, our lighting technician. I worked in conjunction with the director, Ms. Fulcher, and often, this meant staying after rehearsal to experiment and try new effects. I learned all of the nuts and bolts of lighting—the different colors that can be placed onto a light, how much the individual lamps weigh when we had to move them around, and even how to use an LED light to make someone look green without having to put makeup on them. As a mentor to my middle school assistants, I was able to pass on my skills and help build the program with the next generation of techies.

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Tzung-Mei Jang, elementary school speech pathologist Middle school Theater Tech Club sponsor It was my pleasure to be involved in the Shrek production as the middle school Theater Tech club sponsor, liaising with Ms. Fulcher, the SAS theater tech officers, and high school theater tech students.

We supported students’ involvement in the production process— from making props and building sets to learning the crafts of stage, light, sound, and video. Each middle school ‘techie’ committed 50 to 60 hours, staying at school until 6:00 p.m. everyday for three weeks, while keeping up with usual school work. From the first day of the club to the last performance, as I walked into the theater area, I was greeted with big smiles and enthusiasm. Besides becoming more knowledgeable in the specific area of their chosen theater crafts, they worked alongside mentors, collaborated with each other, and solved problems creatively, cheered on the middle school techies.

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Ceramics Studio Sitting at the potter's wheel in the SAS ceramics studio is a first for many students. Placing their wet hands on slowly spinning clay is when the magic begins. Budding artists or amateur hobbyists, the state-of-the-art ceramics studio allows students to manipulate the work and flow of their pieces to create college level art. The sensory experiences they encounter—the structure of materials, the chemistry of glazes, the texture and feel of clay—trump the finished product, even as they run their fingers over the glossy glazed surfaces, beaming with pride.

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When students walk in, they don’t just learn to create ceramics techniques.

They learn glaze chemistry, engineering, and the science of materials. Check out @mr.pceramics on Instagram and you’ll know what we’re talking about.

Top that with a special photo booth so students can photograph their finished pieces to add to a growing portfolio for college applications. It’s rare for high schoolers to be able to create this caliber of work and it often sets them apart from the rest.

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Every year 200 students take Mr. Pabotoy’s ceramics class, producing 2,000 stunning pieces of art. Some start the course not expecting much at all, and then find themselves in this facility every free block they get!

Step in and you’ll be blown away—two extruders, two professional quality kilns, a raku pad with two raku kilns, two slab rollers, a pug mill, 12 potter’s wheels, grinders, power tools, and S$10,000 worth of glazes! Few schools can boast of these amazing resources.

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FROM THE ART 39

THE ART SUITE AT SAS IS A PLACE WHERE WORDS, THOUGHTS, AND EMOTIONS COME ALIVE IN THE ART OF OUR STUDENTS. SINGAPORE AMERICAN SCHOOL ALUMNI LOOK BACK TO WHERE IT ALL BEGAN AND WHY IT REMAINS A PLACE OF WONDER AND MAGIC FOR EAGLES OLD AND NEW. By KINJAL SHAH Communications Writer Starshine. Jellybean. Ladybug. Love bug. Honeybee.

There’s only one place in Singapore American School where people address each other like this: the art suite.

The art suite. A place where dreams are born.

A place where you make friends and then some.

A place that creates not just artists, but people who love people!

When you have Barbara Harvey at the helm of the SAS visual arts program in high school, it is not surprising to watch some of the most amazing artists go on to have careers spanning a variety of industries across the globe. Harvey is a community builder. All about creating, building, and maintaining relationships, she values her students for who they are and not what they can produce.

From architecture to media planning, art curation, graphic design, animation, and more, Harvey’s students have spread their wings far and wide.

Though the one thing they always remember and carry with them is Harvey’s constant belief in loving what you do and doing what you love.

According to Rachael Hyde (Class of 2013), “Two of the best things about the art suite at SAS were the resources and the community. I can't tell you how many times I busted into the art suite before school, during lunch, and after school to work on both school and personal projects.”

An Assistant Media Planner at DWA Media, a B2B tech media/marketing agency, Hyde wanted to go

to art school after she graduated and hoped to become a creative director. She opted for almost all of the art and photography classes SAS provided— three Advanced Placement (AP) studio classes with Barbara Harvey; an advance digital photography class with Paul Griffin; and even yearbook and newspaper with Mark Clemens. Eventually, Hyde decided to pursue a business degree in Digital Media Management at St. Edward's University in Austin, Texas. This led to a career in advertising, and today, she is responsible for implementing advertising campaigns for her clients. Billboards, newspaper placements, or digital ads—Hyde learned at SAS to hustle towards her goals.

She also has her own freelance photography business, specializing in weddings and portrait work. www.ailinhyde.com began when she was a junior at SAS and became part of her identity in high school. Years later, it still remains an integral part of who she is and she finds it hard pressed to imagine life without art. Reminiscing about her days at SAS, Hyde says, “Your peers in the art suite are some of the most brilliant minds you will meet, and you can't help but be inspired to take your passions and see how far you can push them.”

The possibilities in the art suite are endless. Robert Mehring (Class of 2009), a designer at Wolcott Architecture and partner at Somewhere Something, fondly recalls that the art suite was like no other place on campus. “I would find myself going in there almost any free time I had and getting lost in all the amazing work that was created in the suite.

It would really inspire you to step up your game.”

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CREATIVITY IS NOT LINEAR AND CONFINED TO THE FIELD OF ART PROPER. SO WHATEVER YOU DECIDE TO PURSUE IN COLLEGE AND BEYOND, YOU CAN ALWAYS APPLY WHAT YOU’VE ABSORBED FROM THE ART SUITE. —WINNY TAN (CLASS OF 2007)

As Mehring spent night after night at college, working on a physical model, detailing out drawings, photoshopping renders, painting an elaborate story for why a project or design was a necessity in the built environment, he found that an easy transition from art to architecture.

Mehring graduated from Woodbury University in 2014 with a degree in architecture. Today, he focuses on parametric design for commercial buildings, finding forms and shapes through mathematical representation and the ability to adjust and fine tune based on code restrictions.

On weekends and sometimes after work, he is a partner at a design firm, Somewhere Something, with two colleagues that used to be his instructors at Woodbury University. The trio is responsible for projects such as The Berrics, a private indoor skatepark in Los Angeles, California, and some restaurants with a heavy front on digital fabrication, laser-cutting, 3D printing, and CNC milling.

At SAS, Mehring juggled schoolwork, art, soccer, and the occasional school club. SAS became the foundation for time management and networking.

The sheer diversity at the school forced him to get out there, meet new people, and find out how he could collaborate and learn from others in new environments.

To current students in the art suite, Mehring advises “Take every opportunity that comes your way. If you see something cool that an instructor or fellow student is working on, ask them if they need

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help, or ask them about their project. There are so many things that you can't learn in a classroom environment, but getting your hands dirty, or hearing other people's experiences can help you in the long run. Sit down with Ms. Harvey and ask her as many questions that come your way. A lot of my determination came from "Barb Harvs" and I owe a lot of my success to her.”

Looking back, Winny Tan (Class of 2007) remembers having an epiphany in the summer of her junior year at SAS. She wanted to pursue architecture and needed to put together a portfolio for college submission—an uphill task if one hadn’t even started. Running over to the art suite, Tan met Harvey, who encouraged and supported her from day zero. Tan ended up with a set of 20 artworks put together within a short few months and went on to pursue a Bachelor’s in Architecture from Carnegie Mellon University followed by a Masters in Architecture from Yale University.

Fast forward a decade later, Tan is a junior architect at Gehry Partners in Los Angeles, California. Tan has had the privilege of working on a wide range of projects from the massive Facebook Building 22 at Menlo Park to the Eisenhower Memorial in Washington DC, both of which are due to be completed in the next few years. The studio, much like the work in the office, is a constant cycle of dreaming and doing, an iterative process of not knowing to knowing, and back again, constantly challenging and exploring. Little did she realize, she has circled back to the lessons first learned at SAS—lessons of learning, dreaming, and doing.

IF YOU’RE PART OF THIS COMMUNITY, YOU’RE PART OF THIS FOREVER FAMILY. —BARBARA HARVEY

ALWAYS BE RECEPTIVE TO YOUR SURROUNDINGS AND WELCOME EVERY OPPORTUNITY. —ROBERT MEHRING (CLASS OF 2009)

CREATE BECAUSE YOU LOVE IT, NOT BECAUSE IT IS EXPECTED. —RACHAEL HYDE (CLASS OF 2013)

“We were so privileged to have the best pitch on the island, unlimited art supplies of paints and canvases to explore our hearts’ desires, annual Interim Semester trips that took us to the streets of Paris, the Swiss Alps and beyond, and of course, Mr Hoe’s lemon chicken to nourish our teenage appetite.

We were also surrounded by peers that came from all walks of life and corners of the globe, bringing all sorts of unique experiences on campus. SAS was not only a place of learning, it was a place of dreaming and doing.”

It was from Barbara Harvey that she learned how to surround herself with different minds and always welcome new adventures and unplanned paths— advice which she has continued to follow in her journey as an artist and an architect. Tan remembers being surrounded by peers who were equally ambitious, critical, and supportive. As Harvey says, “Once you’re my student, you’re always my student.

Build community first. Great artwork will come.”

Eleven years ago, Harvey started the Advanced Placement Art Retreat. She knew that its purpose would be dual—community building and making art—outside of the confines of Singapore. And year after year, the trips only got better. It's all about kids coming back and saying “I made a connection” whether it’s with art or with people. When a place is as focused on people building as this one, every student can attest to the spirit of community, benefiting from a sanctuary where students can explore creative passions. *Written with input from Barbara Harvey, Rachael Hyde, Robert Mehring, and Winny Tan

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interviewer: why do you want this job me: i’ve just always been very passionate about not starving to death

Nailed It: Six Tactics to Nail Your Next Job Interview By KYLE ALDOUS Director of Communications

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You know you’re a perfect fit for the job, but before you can move into your new

office, you’ll need to ace that job interview.

Here are the best ways to make a great impression on hiring managers.

I love job interviews. Like, really love.

I love being interviewed and I love interviewing others.

The whole process is exciting.

Think about it: you are literally spending an hour with someone where you either win and get a salary, health care, insurance, and more—or you lose and walk away with nothing. It’s a rush! Sometimes that decision rests with a single person and other times you face an entire panel. Regardless, these gatekeepers are ready to judge everything you say, how you act, how you’re dressed, and everything in between. In an hour, these people literally decide your future.

With so much at stake it is worth the time and effort to move beyond the obligatory Google search and perusal of the company home page that most folks do.

Here are six tactics you can begin using immediately to make yourself stand out from the crowd.

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1. DO YOUR HOMEWORK Checking out the company website is just the beginning—everyone does that these days. For many companies you will find news stories, blog posts, press releases, and other media online to help you get a basic understanding of the company. But if you really want inside information you need to talk with someone on the inside. Reach out to several employees in the company with similar roles and ask some questions. Your first stop should be any fellow high school or university alumni. At SAS we have over 8,000 alumni working in a wide variety of sectors. If you’re interested in connecting with other SAS alumni you should join the SAS LinkedIn group or the alumni directory currently found on EverTrue. Once you’ve been able to get a better understanding of the needs of the company you will understand what your role might be and how you can provide value. Knowing this will help you answer questions in a way that can spark more in-depth discussions about how you might contribute.

2. IT’S NOT YOU—IT’S THEM One of the biggest mistakes people make during job interviews is assume they are there to talk about themselves. When you are asked, “tell me a little more about yourself,” it is not an invitation to detail your life story or regurgitate your resume. This common introductory question is your opportunity to take control of the interview. Let’s say you’re interviewing for a copywriting position. The average candidate answers with something like, “I began my career at company A and really loved the work and then moved over to company B, which was a really great experience, etc. etc.” An open ended question like this is your chance to shine. Try something like this instead, “when you look at my experience you’ll notice I’ve been heavily involved in marketing for as long as I’ve been working. It’s a topic I enjoy learning about even outside of work, I love reading authors like Seth Godin, the Heath brothers, and Adam Grant because I love looking for the intersection of psychology and marketing. Most recently I’ve been detailing the different psychological triggers that can be used to positively influence conversion in sales copy."

3. THE BRIEFCASE TECHNIQUE If you do this one thing you will put yourself well ahead of many of the other candidates you are competing with. Bring a plan. At some point you may get a question like this, “what value do you think you will bring to our team?” At this point, because you’ve done your homework, you will reach down into your bag and pull out several sheets of paper where you have already outlined in detail how you will be an immediate contributor.

It’s one thing to talk about the research you’ve done, but when you go through the physical motion of opening your bag and pulling out a tangible plan, you’ve concretely demonstrated your commitment. And you’ve done it in a way that only a small percentage of candidates actually do.

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4. DECONSTRUCT THE QUESTIONS AND REBUILD YOUR ANSWERS Have you ever Googled “popular job interview questions?” Preparing for a job interview is no different than studying for the ACT or SAT. You will find hundreds of questions online and you will even find ideas for how to respond to certain questions. If you already know the questions on the “test” then it would make sense to spend some time preparing thoughtful answers. Your goal is not to offer memorized answers from a “10 answers to this really hard job interview question” article.

You want to decommoditize your answers. How? Start broad, offer a specific example, and finish with the takeaway you hope they got out of your answer.

Why are you interested in working at Singapore American School?

“I have been teaching in an inner city school in Houston, Texas for eight years now. During that time I’ve worked with students who span a wide range of ethnicities, learning abilities, income brackets, and household situations. With such diverse needs from each of my students, personalized learning has become my mantra. I’m doing everything I can with the resources available to offer each student their own personalized learning experience. I’ve read several dozen articles, your annual report, and watched many of your school videos and see the theme of personalized learning as a common thread.

My personal experience with personalized learning fits perfectly with what I have seen highlighted by many of your school materials.”

5. COME WITH QUESTIONS When the interviewer is wrapping things up and asks you if you have any questions the correct answer is always yes. Of course you have questions, you did your homework and you understand a little about the needs of the company based on that research and hopefully you learned a thing or two during the interview that you can use to now guide the questions you have. At the very least, even with zero preparation, you should be able to ask something like, “I’m curious what the biggest challenges are for the ____ department right now?” Always ask a question.

6. PRACTICE Coach doesn’t put you in with the game on the line if you’ve never been to practice. Actors rehearse, athletes practice, and spelling bee champions diligently study words like a-c-h-i-e-v-e-m-e-n-t. With a salary, benefits, and more on the line, why is anyone still “winging” it? You know some of the questions coming, so take some time to work out great answers and then work on your delivery. Find a friend, sibling, teacher, or anyone who will listen to you and let them help you work out any of the bugs.

Interviews don’t have to be stressful, overwhelming, or anxiety-inducing.

Eighty percent of nailing your interview happens long before you’re in the hot seat. The best antidote to fear is preparation. Take the time to prepare and you will be rewarded!

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JOURNEYS 46

DEVELOP. DIRECT. SOAR. Write code. Check. Design an app. Check. Engineer a functional prototype. Double check.

Sandyha Bala, Aime Fukada, and Janvi Kalra, from the Class of 2017, each led a session at the distinguished Apple Leadership Camp. Years spent at Singapore American School learning robotics, computer science, and debate laid a foundation of skills while the Catalyst project helped them synthesize those skills into insights worth sharing. At SAS, students partner with mentors to pursue independent projects, placing them at the intersection of possibilities, excellence, and extraordinary care.

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SINGAPORE AMERICAN SCHOOL

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Trust The Process From winning her first putting competition at the age of seven to being recruited to play NCAA Division I golf by the University of Wisconsin, senior Riya Ahuja has learned to trust the process.

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By KYLE ALDOUS Director of Communications While many teens spend their weekends partying, hanging with friends, sleeping, or binge-watching the latest Netflix original, senior Riya Ahuja is alone.

ranked number one on the merit order in India and was invited to represent the country at the Evian Championship Juniors Cup in Evian, France.

Twelve years ago Ahuja picked up her first golf club.

As a child she spent countless evenings with her father out on the driving range watching him tinker with the mechanics of his own swing.

She joined Singapore American School in 2015 as a sophomore and immediately began to make her presence known among her Interscholastic Association of Southeast Asia Schools (IASAS) peers. On the international circuit, Ahuja won the 2016 'A’ Division at the Mizuno Laguna National Junior Golf Championship and the 2016 Golfweek Midwest Invitational in Lemont, Illinois. She also finished fourth at the 2017 Warren MST Amateur Golf Championship in Singapore.

At six, Ahuja tried out a small beginner golf class.

Less than a year later at age seven she won her first putting competition. It wouldn't be her last.

With each successive victory, the drive to excel intensified.

“Early career wins were really motivating and they propelled me to get better and better,” said Ahuja.

By age 12 Ahuja was regularly competing in tournaments across India. One year later she was

She adheres to a strict practice schedule and typically spends two days out on a course and two to three days on the range. Practice sessions are fluid and based on her most recent statistics.

The numbers help guide the movements she

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works on. However, every session will include several basic movements like putting drills to improve her stroke and distance control drills to help her long game.

On top of the many hours spent specifically focused on golf, Ahuja adds additional training to make sure her body is conditioned at an elite level as well.

“I usually workout every other day and I allocate each day a workout that focuses on a different body part. During the school week I workout after golf practice, which is around 7:30 p.m. When my school schedule is less hectic and I get to sleep more, I workout at 5:00 a.m. before school, she said.

According to the NCAA, only 2.9 percent of all high school female golfers will earn a spot on a Division I collegiate team. While many high school athletes are willing to dedicate countless hours to practice on the field or in the gym, what often sets elite athletes apart is their willingness to make sacrifices in other areas of their life.

“Ever since 13, it was like I changed my entire lifestyle,” said Ahuja. She hasn’t had soda since 2015. During the season she cuts out artificial

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Ahuja understands that to accomplish anything significant often requires sacrifices. sugars and processed foods from her diet.

Her family family vacations have also been planned around golf tournaments in the last couple of years.

“Even in terms of my social life, I feel as though I haven’t been loyal to the teenage community that I am part of. I have been selective in the parties that I attend, because no matter what, there is always going to be morning practice or an early morning workout scheduled for Saturday and Sunday morning,” said Ahuja.

of academics and sports. Wisconsin fit the bill very well as it has a good ranking in both golf and academics,” Ahuja said.

While the journey of a Division I athlete might be a bit lonely at times, Ahuja understands that to accomplish anything significant often requires sacrifices and following the process to the tee.

“You have to trust the process because in the end it all becomes worth it.”

Next year Ahuja will compete as a member of the University of Wisconsin Badgers golf team. While Wisconsin has tremendous golf facilities, it was coach Todd Oehrlein who solidified her decision.

“Throughout the selection process, I had to keep in mind that I would be seeing my coach six times a week for four hours a day. In order to enjoy my time playing and learning, it was imperative for me to find a coach who I was comfortable with and could see myself working well with, and Wisconsin seemed to check of all boxes in the criteria. The other important aspect of choosing the right college was a good balance

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Season Three IASAS Tournament Softball Record: Gold It was an amazing win for the Eagles as they hit it out of the park. They worked hard this season and their efforts paid off. Diving catches and perfect throws were key to keeping energy high and holding the opponents' runners from advancing to extra bases.

Baseball Record: Bronze Two SAS pitchers combined to defeat Jakarta Intercultural School (JIS) in a shutout game. SAS got things started in the first inning with a great game and the boys and coaches should be very proud of themselves for playing their hearts out and showing the Eagle Way by battling hard until the final out.

Girls' Track Record: Gold The girls were the class of the tournament and finished with gold. Kate Callon took the gold by outrunning her teammate Mikela Munasinghe in the 1,500 meter race. The girls will lose some key seniors, but have young talent to fill their shoes in the future. The coaches are proud of this group of athletes for their performances and behavior.

Boys' Track Record: Fourth The boys were a little overmatched but had some amazing performances and personal bests to finish fourth. The 4 x 400 meter relays finished off the tournament with the boys led by Christopher Oon followed by Cooper Isernhagen, then Eric

Silva handing to Dillon Morgan for the anchor leg. Eric Silva and Dillon Morgan were standouts for the boys, with the younger runners like Cooper Isernhagen and Sean Garvey showing great hope for the future.

Girls' Badminton Record: Fifth The Eagles decided to step up and make their last game of the tournament fantastic. It was a clean sweep against the International School of Kuala Lumpur with SAS girls placing fifth in the tournament.

Boys' Badminton Record: Bronze It was an extremely tense match against the International School of Kuala Lumpur. Yesh Chandiramani and Karthik Vempati stepped up big time in their must-win match. The bronze medal is a huge accomplishment for the boys’ perseverance over the years. The Eagles represented SAS with distinction, demonstrating incredible effort, skill, and sportsmanship throughout the tournament.

Girls' Golf Record: Silver The girls played hard though they missed a few opportunities. They came together and performed well as a team, two strokes away from gold. It was a great learning experience and an opportunity for growth.

Boys' Golf Record: Silver The boys' golf team played some of their best golf at IASAS. Only one stroke away from gold, the team continues to get stronger.

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BUILDING A LEGACY By SARAH MORRIS Chief Advancement Officer

Endowed awards carry with them history and tradition that reflect the heritage and culture of a place. At Singapore American School, our 63-year history is rooted in philanthropy, when parents and businesses contributed the funds needed for our first school in the 1950s.

Endowed awards enable us to remember and honor those who came before us and to recognize future generations of SAS student leaders. Endowment is a permanent investment, and because only investment income is spent, the school can plan on it as a resource for supporting our students in perpetuity, no matter what the economic climate may bear.

Generous donors to endowment are making a long-term investment in our future. We are tremendously grateful to those who have honored loved ones in this way, and thrilled that these names are a part of a philanthropic legacy at SAS, inspiring future generations of Eagles to give back to the school they love so much.

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ScoTt Seator Ambassador Award (Critical Thinking) Focusing on our desired student learning outcome of critical thinking, this award is given to the senior who has contributed the most to supporting the thinking needed to solve our world’s most difficult problems. The award recipient has a demonstrated involvement in other cultures and has made significant contributions to the global community and making the world a better place.

The award was established in memory of Scott Seator (Class of 1987).

Blair Sonnenberg Humanitarian Award (Cultural Competence) Focusing on our desired student learning outcome of cultural competence, this award is given to the senior who has devoted time, energy, and talent to actively seek understanding and improve the quality of life of others. This student has been a positive role model, embraces diversity and tolerance, and demonstrates through words and deeds that every individual has intrinsic value.

The award was established in 1997 in memory of the late Blair Sonnenberg.

David Hevey Award (CReativity and Communication)

Connor O'Gorman Award (Character)

Focusing on our desired student learning outcomes of creativity and communication, this award is given to a senior intending to pursue film, photography, or videography after graduation from SAS. Over their time at SAS, this student has brought diverse experiences, ideas, and perspectives to the promotion and implementation of creative pursuits within the community. This award honors the late David Hevey and his long-standing contributions as an SAS film teacher and faculty member.

The Connor O’Gorman Cornerstone Awards annually honor members of our SAS community— students, faculty, and staff—who live the Eagle Way. As Eagles, they exhibit our core values of compassion, honesty, fairness, responsibility, and respect. In essence, they serve as models showing what each character trait looks like. This award was established in memory of the late Connor O’Gorman, a former SAS Eagle and student leader.

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How to publish a book in a year?

The recent buzzword ringing in the halls of Singapore American School has only two letters: AT. What do they really mean?

Seniors Kayleen Bettencourt and Aaron Graybill share their journey in Advanced Topic (AT) classes through their AT English: Writing Seminar* course.

Book cover design by juniors Victoria Yang and George Eppel

By K AY L E E N B E T T E N C O U R T A N D A A R O N G R AY B I L L , Tw e l f t h G r a d e AT English: Writing Seminar, colloquially known as ATWS, is a class of students who submit a portfolio of works and are selected to join the affectionately dubbed “cohort”. Pursuing the course, one can expect a community of strangers and an even stranger teacher: Dr. Michael Clark. In his own words, “The course is designed to push students who are enthusiastic and passionate about writing into a new level of challenge and commitment.”

*Starting 2018–19, this course will be named AT English: Writing Workshop and Publication.

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ATWS does not have a predetermined curriculum and lends itself to a new level of challenges that students are not usually exposed to. After a unit of poetry taught by a man with a doctorate in that very subject, the course becomes an impressionable mound of clay waiting to be molded by its students.

The Class of 2018 decided to defy the norms of writing essays found in other advanced English courses and learn the ins and outs of creative nonfiction. We pursued mentor texts, workshopped, talked to visiting authors, and incorporated feedback during revisions.

To elaborate on Dr. Clark’s comment, we began the process that this class is famous for—publishing a book…but more on that later.

Throughout the class there is a recurring theme of introspection. ATWS challenges each student to constantly write about themselves or something they deeply and passionately care about. The inevitable opportunity to portray yourself in your writing allows for the cohort to get intimately

familiar. According to senior Faisal Halabeya, “ATWS has pushed us all out of our comfort zones, leading to several heart-to-hearts, tearful moments, and most of all, an incredibly constructive community of writers working towards a common goal. In August I hadn't had a single conversation with a majority of the people in our class. But now H401, our classroom, feels like a second home.”

As Halabeya’s words became more and more true, expressing our ideas became easier. Greer Morgan Donnalley explains why the ideation process is unique in this particular class. “ATWS is special because it allows students not to worry about the end product or what the teacher wants. Instead,

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it is about the journey of the writing process and what the student wants to produce…in ATWS, students are encouraged to write for themselves.”

In authoring our book, 24 students dove into the topic of powerlessness in an attempt to leave our readers questioning the norm and pondering the social issues that trouble writers.

After flooding our teachers with ideas for genre, title, cover design, and everything else that would make our book unique, we needed a way to turn those into real work. We began by independently writing our own stories, but quickly found that a group of individual writers was not going to be enough to bring our book to the public. We discovered how necessary a seminar-style class is when completing a student-led project like ours.

We also found that the difficulties of publication did not finish at the end of each page. We split into four teams and set to work editing, designing, marketing, and planning events to make our book a reality. Each of these teams ran into problems, some expected and some unexpected.

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The editing team, for example, found it challenging to schedule conferences with all of our writers in the midst of our already-rigorous academic lives. The biggest thing we received through collaboration was an ego check. As one of our events planners, Anna Bierley, said “the greatest lesson I've learned from this class is how to be a team player; when to step up and be a leader and when to step down and be a follower.”

After many hours of sweat, tears, and an occasional papercut, we were able to send the manuscript to the printer in early April. In less than a week, we had 200 books in hand. With surreal gratification, we were all excited to turn those pages. We are unbelievably grateful to have had the opportunity to be published authors before leaving high school.

We echo the sentiments of Bobby Fuller, one of our editors, “Being published as an author, especially at such a young age, means so much to me. The truth is that not many people get this opportunity, and I’m incredibly fortunate to have been one in this excellent group. I see this as a huge stepping-stone in my life as a writer; the next time I try publishing anything, I’ll be lucky to have the amount of support I’ve had this time around.”

About AT English: Writing Seminar The Advanced Topic Writing Seminar was developed in 2016 as a response to student needs. It became clear that the course needed a project-based learning component, leading to the publication project in conjunction with Student Press Initiative at Columbia University. So far 50 students have gone through the publication project.

Beneath the Lion City, the first year's publication sold over 300 copies. The current cohort’s Present Tense Future has sold more than 75 in the first two weeks! Both books will be available on Amazon even after the courses have ended.

After a semester and a half of hard work, the AT Writing Seminar cohort is very proud to announce the release of this year’s book, Present Tense Future.

Each one of our writers who contributed a short story to our anthology chose the genre of dystopian fiction. Every piece takes a different spin on a central theme of powerlessness. Topics range from overdiagnosis of mental illnesses to social media abuse.

“This collection offers a harrowing and eerily plausible glimpse into the future and what could be.”

—DR. CRISTINA ROMEO COMPTON, COLUMBIA UNIVERSITY

We hope that all readers—young and old—will take the opportunity to read the stories that our writers have carefully and thoughtfully crafted. If you’d like to learn more about the book, scanning the QR code will lead you to our publishing page.

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TIFFANY TSAO (CLASS OF 2000) 65 JOURNEYS

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Aspiring journalist turned professor turned writer, Tiffany Tsao (Class of 2000) shares her journey as an author of three books and a few translated works.

THE ACCIDENTAL AUTHOR By KINJAL SHAH Communications Writer Tiffany Tsao (Class of 2000) was educated entirely at international schools—Tanglin Trust School, then North Jakarta International School in Jakarta, Indonesia, and then Singapore American School, where she graduated in 2000. Tsao was born in the US, but she grew up between Singapore and Indonesia before moving to the US to attend college at Wellesley and obtain a PhD in English at the University of California-Berkeley.

“My background sounds complicated and depending on the amount of time I have and the person I am talking to, I usually have a long and short version to answer the question: Where are you from?” says Tsao. Many in the SAS community share the sentiment. This is their reality, too.

A published author of two fantasy novels and a third on the way, Tsao’s writing is inspired by her experiences growing up in the diverse environments of international schools. Tsao enrolled at SAS in her junior year and wanted to become a journalist.

Dr. Roopa Dewan who taught Advanced Placement English Literature and Composition was seminal in fostering her love for literature. “She gave me a book of William Blake’s poems as a graduation present. I have some amazing memories of that class and what we learned.”

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She didn't quite appreciate it then but realizes now that her SAS experience was integral to what she is currently pursuing.

Tsao also wrote for Eagle Eye and took a journalism class with Mark Clemens. She didn't quite appreciate it then but realizes now that her SAS experience was integral to what she is currently pursuing.

Tsao started writing her first novel in 2005. It took her about five years to finish it and another six to publish. By then, she had already been teaching English for a few years in various universities and had grown weary of the demands of the academic world. After her first novel was accepted for publication, Tsao decided to switch careers and dedicate her time to writing instead.

The two fantasy novels she wrote include The Oddfits (which was published in 2016) and its sequel, The More Known World (which was published earlier this year). She has a third novel—a work of literary fiction—under contract with Penguin Australia

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which will be published in July this year. She is also a literary translator and has translated two novels from Bahasa Indonesia into English. Her translated work, include Dee Lestari’s novel Paper Boats, Laksmi Pamuntjak’s The Birdwoman’s Palate, and Norman Erikson Pasaribu’s poetry.

Her fondest memories of SAS are playing the third watchman in Romeo and Juliet, competing at IASAS, Interim Semester in Thailand, and Mr. Hoe’s sichuan chicken. Her closest friends even today are her schoolmates from her time at SAS. Currently, Tsao resides in Sydney, Australia with her husband and two children, juggling motherhood and writing. Tsao has dabbled in a variety of forms of writing from poetry to short stories. In her heart of hearts, she knows she’s meant to be a novelist.

From an author to aspiring writers: • Write, and write for the love of it.

Don’t write expecting anything.

The industry is quite fickle. Not all good things get published and not all things that get published are good.

• Use whatever connections you

have and don't be too proud to do so. It won't get you there, but it’ll help you get a second look. My agent took me on because I was a friend of a family friend and that made her give me a second look.

• Don’t just quit your day job.

It’s not the most lucrative profession. And it takes time to succeed. It also helps to not be completely immersed in your writing, because you can then approach it with a variety of perspectives.

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Never.

Stop.

Learning.

AN

amazing HOMECOMING

By KINJAL SHAH Communications Writer

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This growth mindset has enabled Aarif Nakhooda (‘87) to push the boundaries time and again from improving his grade point average in high school to taking on work in an industry he was unfamiliar with and emerge successful.

As he sits in the Singapore offices of the global retail giant Amazon, Aarif Nakhooda (Class of 1987) takes a trip down memory lane to a small retail business at Raffles Place only one block away from his current workplace. The business was called E.J. Motiwalla and belonged to his grandfather.

Never. Stop. Learning. This growth mindset has enabled Aarif Nakhooda (Class of 1987) to push the boundaries time and again—from improving his grade point average in high school to taking on work in an industry he was unfamiliar with—and emerge successful.

Originally from a highly enterprising Indian community, five generations of Nakhooda’s maternal family have called Singapore home. Aarif Nakhooda was born in the Lion City and was a third-culture kid even before the term became popular. Shortly after his birth, the family moved to Toronto, Canada to be with his Canadian father.

When Nakhooda was 10, the family returned to Singapore to care for his elderly grandparents, and the children—Nakhooda and his sister, Farhana Nakhooda (Class of 1989)—were enrolled in Singapore American School.

SAS taught Nakhooda to embrace failure and to never stop learning.

“This inspired me to control my destiny no matter what direction I chose,” says Nakhooda. He tried and tested a fair few career paths since graduating from SAS. Even though he was not sure of his calling then, he is grateful to the school for equipping him with the tools to be resilient in the pursuit of any career that felt right for him.

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Today, as Chief Financial Officer of Amazon Prime Now Singapore and serving on the Amazon AsiaPacific Holdings Board of Directors, Nakhooda embraces a growth mindset that has served him well over the years. Running all financial aspects of the business locally as well as coordinating with Amazon’s corporate headquarters is no easy task, but Nakhooda has never shied away from challenges. Even at 15, when he met with a severe bicycle accident that resulted in him walking on crutches for a year, Nakhooda was back to playing his regular sports including football in no time.

That accident is one of the most defining moments of Nakhooda’s life so far. Up until then, Nakhooda relished the non-academic aspects of a stereotypical life of an international student in Singapore in the 1980s. Caring little about academic records, Nakhooda frequently hung out at his favorite jaunts—Farrer Road, Newton Circus, and Zouk. There’s something to be said about broken bones though! That fractured leg fixed many a thing in Nakhooda’s life. A change in focus and lifestyle led to a transformation.

With grit and determination and support from SAS faculty, Nakhooda went from a grade point average of 1.3 in freshman year to a whopping 4.5 in his senior year and took three Advanced Placement courses.

Nakhooda recalls his high school science teacher Mr. Johnson. “A man with a geeky sense of humor, he once pulled out a rock and said ‘Here is a granite rock…you can take this for granite.’” He was inspired to look at the world in different ways and form new perspectives. “What assumptions am I operating under? What is constraining my

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“Be persistentand don’t beafraid tofail. Itisvery hardtosucceedin what you want todoif you don’t takerisks.”

thinking?” Nakhooda went on to earn a degree in applied science and electrical engineering from the University of British Columbia.

He started his career with Accenture in Canada and has since then moved up the corporate ladder. However, that journey too, is not without the highs and lows of life. After a good start at Accenture and newly married, Nakhooda decided to work for his mentor Bob Brenner at a start-up called PaperExchange.com, managing technology and integration for the company.

Unfortunately, as with many other dotcom companies in the same era, PaperExchange. com ran out of money and filed for Chapter 11 bankruptcy in 2001.

In an asset sale to a private equity firm, Bard Capital, Nakhooda and two more employees were requested to stay on with the company and move to Munich, Germany. Private equity and Europe—Nakhooda didn’t know much about either. “I thought the risk would be worth it and I’d learn a lot. And I did.” This experience spurred him on to pursue a Masters of Business Administration from the University of Chicago Booth School of Business.

After spending more than five years at Amazon’s headquarters in Seattle, returning to Singapore to start the company’s retail presence was a very special homecoming. “Amazon has always been a company I’ve admired. It is always inventing new ways to delight customers and I continue to feel inspired by the breadth of areas the company experiments in. It’s an environment where you are always learning something new. This, combined

with my love for technology, continues to fuel my passion for the organization,” says Nakhooda.

When he’s not crunching numbers or traveling for work, Nakhooda grabs every opportunity to spend time with family on weekend getaway trips, diving, or experimenting in the kitchen.

The Eagle spirit runs strong in this family!

Married to Veronica Nakhooda, his wife of 17 years, the couple has two lovely boys—a second generation of Eagles—sixth grader Daniel and fourth grader Noah, who attend SAS. “My hope for Daniel and Noah is to have the courage to pursue careers they are passionate about,” he says. Both Nakhooda and his sister Farhana graduated from the Kings Road campus. “When Farhana and I went to high school there were 400 students. I think there are almost 4,000 students at the Woodlands campus now. Though a lot has changed over the years, Mr. Hoe’s food still remains the same!”

As he reminisces his time at SAS, there are so many highlights that cross his mind—Interim Semester trips, the everpresent Eagle spirit that echoes through classes, hallways, and sports fields, and even Mr. Hoe’s food—the famous sloppy joe, a Nakhooda favorite! Every once in a while, Aarif Nakhooda catches up with fellow classmates, relishing the bonds that keep them connected in more ways than one. Afterall, once an Eagle...

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SAS A LUMN A B AT T LE S MALARIA WITH GR A N T S

W hil e mo s t f ol k s w ho go on to e ar n t heir d o c tor ate s c ont inue in t he wor ld of ac ad emi a, Jani c e C ul pepper (C l a s s of 19 7 3) i s at t he f or ef r ont of r e s e ar c h and innov at i on in her wor k w i t h bi ote c h c omp anie s .

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By KRISTINA DOSS Staff Writer Dr. Janice Culpepper (Class of 1973) traveled to Tanzania to teach African graduate students a course on malaria vaccines in the summer of 2008, just one year after joining the Bill and Melinda Gates Foundation.

One of her most vivid memories of the trip, however, wasn’t of her experience in the classroom but a scene she witnessed at a hospital in the city of Morogoro. Culpepper remembers walking into a hospital room to find four beds—each one containing a toddler with severe malaria that was receiving intravenous therapy while their mothers watched over them.

They would go on to be fine, Culpepper said. But she walked away knowing the scene she witnessed at the hospital in eastern Tanzania—and elsewhere in Africa for that matter—could have been prevented.

“If the children had received a three-day course of Artemisinin Combination Therapy, their malaria would have been cured and they would not have been in the hospital,” said Culpepper.

She also recognized that the scene could have been much worse. She has colleagues who have seen children with malaria who couldn’t get access to lifesaving treatment.

It’s a heartbreaking issue, especially when you look at the numbers. According to the World Malaria Report 2017, which was released by the World Health Organization (WHO) in November, there were an estimated 216 million cases of malaria and 445,000 deaths globally. Approximately 91 percent of the deaths occurred in the WHO African region.

Malaria is a disease caused by parasites transmitted through the bite of a mosquito.

Even in mild cases, malaria can cause high fever, chills, flu-like symptoms, and severe anemia— symptoms that can be especially dangerous for pregnant women and young children. Meanwhile, severe malaria can cause lifelong intellectual disabilities in children, according to the Bill and Melinda Gates Foundation website.

“Getting malaria treatment to the children who need it most is a big challenge and one that is hard to address,” Culpepper said. “There are stock outs of the drugs at the local clinics or they get substandard or counterfeit drugs, so improving the local health system is very important.”

That’s where Culpepper’s job with the Bill and Melinda Gates Foundation comes in.

As a senior program officer on the malaria team, she provides grants to companies looking to develop drugs to prevent or treat malaria.

“A company has an idea, for example, for an antimalaria drug,” Culpepper said. “I’ll review the proposal and then say here is what we would be willing to fund and we work out a budget.”

Culpepper is also responsible for ensuring the company is getting the work done.

Providing grants to these small companies and academic partners is important, she says, because big pharmaceutical companies are not focusing their resources on developing malaria treatments— unless it’s under their social responsibility programs.

Malaria treatments are not moneymakers when the biggest customers are poor, developing countries.

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Janice Culpepper (second girl from the left) with her physics class in 1973.

Culpepper’s job requires long hours and lots of travel (she has been to Africa, the Amazon basin of Brazil, and Cambodia, for example). But there is no doubt that a solid education and bravely pursuing a career in the biotech industry during its early stages prepared her for the job.

According to Culpepper, her path to the foundation first started when she told her mom at the age of 10 or 11 that she wanted to be a doctor.

“She laughed because I was raised as a Christian Scientist and we didn’t have a lot of interaction with doctors or scientists,” said Culpepper of her faith, which emphasizes the efficacy of prayer.

Culpepper, who is from Oklahoma, moved to Singapore in the summer of 1971 thanks to her father’s job in the oil-service industry. She attended Singapore American School’s Kings Road campus for her junior and senior years of high school.

For Culpepper, the people of SAS is what she remembers the most: three good friends who she is still in contact with to this day and two teachers— Jerral Miles and Gary Gasser—who taught this science-minded student to appreciate literature and “made math exciting,” respectively, she says.

Unbeknownst to Culpepper at the time, living overseas would serve as an important guidepost to a career fighting malaria as well.

“I have always felt the couple of years in Singapore and travel in Southeast Asia, and the years after that when my parents still lived there and my father 75 JOURNEYS

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got some infectious diseases, made me more open to working in underdeveloped countries and made me more open to infectious diseases and what’s going on in the world versus just my tiny community,” she said.

Culpepper returned to Oklahoma for her first year of college, but would eventually transfer to Clark University where her former SAS classmate and good friend Susan Ewert (Class of 1973) was going to school.

Culpepper graduated in 1977 from Clark University with a major in biology and minor in chemistry. She decided before she graduated from university that she didn’t want to be a medical doctor. Instead she wanted to be a researcher and pursue a PhD. She accomplished her goal in a big way, by obtaining a PhD in biochemistry from the medical school at Harvard University in 1982.

According to Culpepper, most scientists with a PhD at the time remained in the academic world and became professors. “I chose a slightly different path,” said Culpepper, who worked at biotech companies from 1982 to 2005 and rode the “cutting edge of research.”

Prior to joining the Bill and Melinda Gates Foundation, Culpepper served as a senior vice president of Alliance Management at a small biotech in San Diego. While there, she worked on a number of programs with pharmaceutical companies which taught many lessons about being a good partner and having shared aligned

Living overseas would serve as an important guidepost to a career fighting malaria as well. goals, she said. “Having experience in drug development is clearly useful so that I understand the process and challenges.”

Around 2005, Culpepper took some time to think about what she wanted to do and accomplish in the years to come. She reminisced about her post-doc days and her interest in tropical diseases—a walk down memory lane that prompted her to contact old friends, including one from the biotech industry who went on to work on the malaria program at the Bill and Melinda Gates Foundation. She ended up consulting for a foundation grantee for about a year, before Culpepper and her friend—who had a full workload—proposed to the director that she take over his malaria vaccine portfolio.

Now, she helps partners such as Medicines for Malaria Ventures. “We (along with other donors like UK’s DfID) fund them to work with pharmaceutical companies like GSK, Novartis, Sanofi, as well as biotech companies and academic labs to develop new drug candidates to treat malaria,” she said.

The hard work of the foundation and its partners are paying off, Culpepper says. The number of deaths from malaria has decreased over the years.

“I wake up every day knowing that I can make a contribution,” she says.

“It really is about networking and who you know,” said Culpepper, who moved to Seattle in 2007 to pursue a career at the foundation.

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JOURNEYS 76

IN ARMS THROUGH THESE FIELDS OF DESTRUC TION BAPTISMS OF FIRE I ' V E W I T N E S S E D YO U R S U F F E R I N G A S T H E B AT T L E S R AG E D H I G H E R AND THOUGH THEY HURT ME SO BAD IN THE FEAR AND ALARM YO U D I D N O T D E S E R T M E MY BROTHERS IN ARMS BROTHERS IN ARMS, DIRE STRAITS

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By KINJAL SHAH Communications Writer Assigned four-digit numbers in place of names.

Heads shaven. Learning command drills in Malay.

Marching for miles. Love it or hate it, you’ve got to do it!

National Service in Singapore (commonly known as NS), is a statutory requirement for all male Singaporean citizens and second-generation permanent residents to undergo a period of mandatory service in the uniformed services. Introduced in 1967 to provide defense for Singapore and to foster cohesiveness among male Singaporeans, the two-year stint is an ideal opportunity for young men to build strength of character, grow in maturity, and develop leadership skills. With the playing field leveled, NS forges strong ties among men from diverse backgrounds and ethnicities, bound by a common experience.

It is in some very draining situations—physical and mental—that bonds of brotherhood are forged.

For many, it is this rite of passage that builds lifelong friendships. The unwritten code says “I’ve got your back no matter what.”

Every year around 300 students graduate from Singapore American School and about seven percent are conscripted for National Service. According to Tze Yee Koh (Class of 2017), “SAS is such a tight community, you find alumni from previous years who might be your commanders as well as newly enlisted recruits from SAS.” It is not always easy, but the Eagles have known to stick together, especially when the going gets rough.

Ritzky Widjaja (Class of 2016) says, “We Eagles forge an instant bond because we need each other not only to survive National Service, but to thrive as international students in an extremely unfamiliar environment. As for the men we are with in camp every day, they are more than just colleagues. They are as they say, ‘your brothers in arms’. They are all you have to survive army life 24 hours a day, five days a week.”

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JOURNEYS 78

National servicemen commemorating their completion of their Basic Military Training at the Passing Out Parade (POP) at Marina Bay. For many, their mates from SAS provide a sense of familiarity in a very unfamiliar place. “It's been a treat to share and converse about the nuances of NS from our SAS lens. These people have always been just a text message away and they will continue to be long after I complete NS,” says Rahil Kapur (Class of 2016). Misery loves company and it is in trying times that brotherhood keeps one going. The boys look out for each other in the field, struggling as much, but surviving alongside. There is incessant bantering; there is harmless mocking; there is vulnerability, loneliness, and desperation. But there are also moments of joy, celebration, and the unbeatable feeling of triumph.

There will most probably never be an instance where any of the NSmen are expected to strip a rifle or understand Malay commands. So what do they really learn for two long years? “NS has taught me a lot of soft skills. I've known the power of humility and confidence. I've had the chance to work with people from all walks of life, and learned that everyone has a story to tell. NS has taught me the power of perspective. There have been moments where I've looked at the same mundane or difficult circumstances with a renewed perspective and understood the value of it all,” says Kapur, who is only just finishing his time in NS. Meanwhile, senior Kai Suherwan is looking forward to NS. “It'll give me an opportunity to hopefully be in the military. I've been training for my Individual Physical Proficiency Test, building up my running stamina as well as my strength,” he says.

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For future NS enlistees, the brotherhood awaits you! Here’s what Kapur, Koh, and Widjaja think you should know: Brotherhood and camaraderie. Take the initiative.

Make friends with other Eagles starting NS because they are your backbone. That one kid in the library you thought was weird could end up being one of your best friends.

Don’t be too afraid. You’re not alone. Find alumni who’ve enlisted and talk to them. They’re an extremely supportive group, and willing to share their experience with you, knowing the transition can be hard.

Spend time running. It's a great way to prepare yourself for the rigorous Basic Military Training.

Embrace the disappointments. You may not get the posting you want after your BMT; you may get a harsh boss, or need to skip a Saturday night party you really wanted to attend! NS is a prime example of Murphy’s Law—anything that can go wrong will go wrong. Move on and stay positive.

Find a purpose. If you have no vision or purpose for NS you will find two precious years wasted.

Whether it is practicing a sport or learning discipline, two years is more than enough time to accomplish a goal.

Cherish the experience. It may not seem so in the moment, but this is a pretty unique experience.

You will look back and appreciate it.

ing of e the feel ite compar qu e very t Th n' . ca I ything else an to s one g wa in rvice enlist National Se acking wr erv ne first day of st est and mo y to rd rr ha fe e e th of ok th life. I to with no s nt re days of my pa ng with my ly Pulau Teko I distinct to expect. at old life wh my at idea th g new e feelin d for this remember th me to an en co ly al fin had chapter‌ e this with re and writ he t si last I ...Now e for the of gratitud at sy ea 't a feeling sn ile it wa Wh ing st s. po ar ye my two my niche in d ver un re fo fo I first, s. I'll eat friend the g in en op and made gr , e moment of that moment remember th I reflect on en Wh lesson le ng si letter. y ul for ever I'm gratef h NS, I've way. Throug pan e th along n doesn't te l at life of il st n ca learned th we pect, but ent ex nd pe we de as in out happiness, n ow r ou create umstance. of the circ

lass of 2016)

Rahil Kapur (C On October 5, 2016, I offic ially enlist Forces and ve ed to the Si ntured to on ngapore Arme e of the most Singapore: Te d popular isla kong Island. nds in I remember ar enlistees an riving with d handing ov hundreds of er my NRIC. away my free It felt like dom, marking I was handin the moment th fickle, regime g at SAF shackled ntation-orie nted lifestyl me to the stripped of e of the army our identiti . We were es as we were numbers like assigned four prisoners an -digit d had our he command dril ads shaved. ls and how to We learned march. We le No. 4 unifor arned how to ms, which we wear our se e unlearned be in th e mo vi es. We essent ing a civili an, and that ially made me feel so inhuman. ...Fast forw ard to the ni ne-day Jungle Brunei. I ha Confidence Co d 36 hours wo urse in rth of ration navigate thro s and minima ugh the jung l equipment le , survive. I co construct a to shelter, and ntracted foot ultimately rot and was As I walked limping my wa down the step y to the end. s, crying af journey, my ter completi instructors ng a grueling and commande welcoming us rs stood there back to camp clapping and with bananas forget that and 100 Plus feeling of ac . I will neve complishment r and relief.

Rit zky Wid jaja (Cla ss of 2016)

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JOURNEYS 80

By KINJAL SHAH Communications Writer

An animator.

Ashwin K., fourth grade

A professional taste tester.

Peggy Mason, pre-kindergarten teacher

A stay-at-home husband.

A singer.

Jessie J., preschool

John Matsudaira, tenth grade

An interior designer.

A food connoisseur.

Sille T., eighth grade

A football player.

Jillian M., sixth grade

John Paul E., fourth grade

A police woman or a detective!

A ballet teacher.

Kiara T., pre-kindergarten

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Elena Cherry, high school dance director

An innovator.

Sam Gluskoter, tenth grade

Author and illustrator Marla Frazee of Boss Baby fame was too afraid to go to preschool and stayed at home until kindergarten, creating art.

All through school, Frazee spent most of her time drawing and writing stories, and graduated from ArtCenter College of Design in Pasadena, majoring in illustration.

Frazee always knew she wanted to draw and tell stories. It took a whole lot of freelance work— with advertising agencies, Disney, the National Football League, McDonalds, and more—and 10 years before she was able to publish her first book.

Boss Baby author, an EAGLE favorite!

Wh at h a p p e ns w hen yo u h av e t h e c r eator of Boss Baby i n t h e h o us e? Aut hor a n d i l lust r ator Ma r l a F r a z e e pat i e ntly r es pon ded to st u d e nt q u est ions , e nco u r ag e d t he p u rs u i t of t h e i r pass io ns , a n d taug ht us a l l a t h i ng or t wo abo ut wh at i t ta k e s to fol low yo u r d r ea m a n d s e e i t t hro ug h.

A firm believer in visual literacy, Frazee aims to create books that allow parents and kids to engage in reading the picture story and in the process, build reading skills. Boss Baby grew from a quick doodle of a baby she drew while on the phone with a friend. She named it “Type A Boss”. Before the book was even published, Dreamworks Animation Studio wanted to make it into a feature length film. It took seven years, and the rest is history.

Marla Frazee was awarded two Caldecott Honors as well as the Boston Globe Horn Book Award. She is the author-illustrator of Roller Coaster, Walk On!, Santa Claus the World’s Number One Toy Expert, The Boss Baby, and Boot & Shoe, and has illustrated many books including the New York Times’ bestselling Clementine series, and God Got a Dog. As questions from students poured in, Frazee shared her story, her process, and her art.

“SAS is an amazing school and the visitors-inresidence program is an amazing program. The students are so aware of the aspects of literacy.

The questions they ask about the process, character building, and ideas speak volumes about the school as a whole!”

The signature academic visitors-in-residence program, funded by the SAS PTA and the SAS Foundation, brings renowned authors, illustrators, artists, actors, and dance professionals to campus to work with students.

Authors and illustrators like Todd Parr, Steve Jenkins, Robin Page, and more have worked in-residence with children from early learning center to grade five, in art rooms, and in classrooms helping them to explore the art of storytelling and illustration.

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JOURNEYS 82

We ship internationally!

83 JOURNEYS

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WHY I GIVE AN I N T E RV I E W W I T H ME N D Y W H E E L E R CRE WS , (CL AS S O F 19 9 6 )

By SARAH MORRIS Chief Advancement Officer

Mendy Wheeler Crews graduated from Singapore American School in 1996, the last class to graduate from our Ulu Pandan campus.

Wheeler Crews is married to a fellow alumnus (Kirk Crews, Class of 1997) and they live in Florida. A teacher by training, Wheeler Crews recently joined the board of the SAS Foundation, a US-based 501(c)(3) that works to support and enhance SAS by providing an additional source of revenue through donations and grants. As a donor to the SAS Foundation, I asked Wheeler Crews to reflect about her student experience and ultimately, how this impacts why she gives back to the school today.

How did your experience in Singapore and at Singapore American School impact your life?

Growing up in Singapore was a true gift. I started prekindergarten in 1982 and graduated from high school in 1996, so I consider Singapore my hometown. I can clearly recall our black and white bungalow on Binjai Park, the Ulu Pandan and Kings Road campuses, the hawker stalls, Orchard Road and the lush, tropical green that never stopped growing. SAS is also where I met my husband and best friend, Kirk. Living in the US for the last 20 years, I am so thankful for the overseas experiences that opened my mind and heart to travel, different cultures, and people. In college I knew I wanted to be an educator because of the teachers that were mentors at SAS. I love telling my own two children stories about monkeys swinging on trees in my backyard when I was little or traveling to Jakarta to swim in a meet or going to a formal with their dad. I’d love for them to see Singapore one day and visit SAS to see where it all started.

What do you remember most from your time at SAS? Of all my memories, what stands out most are the people who made such an impact in my life, many of them teachers or coaches at SAS. Mr. Habel taught me how to swim at Ulu Pandan when I was in kindergarten and he was also my varsity swim coach in high school. Mr. Norman, one of my favorite coaches, led us to an exciting IASAS softball championship in Bangkok my sophomore year. My high school English teacher, Ms. Keuster planted a seed in me to explore my love for writing. My fourth grade teacher, Mr. Green, was kind and encouraging and he made our class laugh every day. Kate Grace, my science-loving, rainforest-saving, poem-reading fifth grade teacher left a deep impression on me. I remember Mr. Connor being such an exceptional person who always had an uplifting word and contagious school spirit. These

people are the reason I wanted to teach. Finally, being far from Texas relatives, we adopted a new extended family while living in Singapore. The Adhiwihyogos, the Hortons, the Klusmeiers, the Martins, the Nobles, the Stefaniks, the Sunquists, and many, many more dear friends shared holidays, school events, and special memories with us that still put a smile on my face.

You recently joined the board of the SAS Foundation.

Why has it been important for you to give back and support SAS with both your time and your philanthropy?

If there were two people that put their hearts into SAS, it would be my parents. My mom, Darlene, served as PTA and Booster Club president, a teacher at SAS, and volunteered countless hours at school. My dad, John, coached more teams that I can remember for my brother, Fletcher, my sister, Katie, and me. He was school board president for several years and helped to transition SAS to the new Woodlands campus. I saw that as my parents gave their time and energy to the school, they were blessed many times over. As a little girl, my parents showed me how important it is to serve your school community. I give in their honor as their time and energy made SAS a better place.

Why is alumni engagement important for SAS? Recently, I attended an alumni event in Washington DC. Seeing alumni that graduated just this past year as well as 10 years before me was intriguing. I was able to meet Dr. Chip Kimball, the current superintendent, who is hard at work implementing an amazing vision for current students and teachers. Although we all weren’t at SAS at the same time—or even on the same campus—we connected in a very special way knowing that we were all shaped and molded by Singapore American School. Once an Eagle, always an Eagle. Forever.

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JOURNEYS 84

Stomping out hunger

By SUE BARBER AND L AUR A TERRILE S e c o n d G r a d e W a l k - A -T h o n O r g a n i z e r s

85 JOURNEYS

S PU RM IM N E G R 2 2 0 0 1 1 8 8

When it comes to service learning, our students start pretty young! The second grade annual walk-a-thon has inspired many a student to push the boundaries and do what they can to help another in need.

75

minutes

268

The 12th annual second grade walk-a-thon raised over S$43,000 in an attempt to stomp out hunger in Singapore. The Eagles’ efforts were amplified with 40 more students from our local partner school, Seng Kang Primary School, joining in the fun.

The funds received from the

second students’ sponsors will be given graders to our partner organization in Singapore—Food From the Heart. and their The donations will help to feed families 300 needy people.

3,671 laps

1,468

kilometers

S$43,000+ raised

The annual walk-a-thon encourages student learning through active participation, meeting the needs of our greater community. Despite being hot and sweaty, the children loved making a difference and being able to advocate for a cause after their own hearts!

Some other service learning opportunities our second graders participate in include: a toy buffet sponsored by Food from the Heart for children in need, donating personal hygiene supplies to Caring for Cambodia, and even a field trip to a grocery store to buy groceries for designated low income families identified by Food from the Heart.

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JOURNEYS 86

1 HIGH SCHOOL STUDENTS

PUBLISH DYSTOPIAN ANTHOLOGY

The Advanced Topic Writing Seminar class of 24 students worked together to publish their first book Present Tense Future, a collection of student-written dystopian short stories, that aims to shed light on the issues of the day from a perspective not often seen in modern discourse.

FIFTH GRADER PLACES

2 SECOND IN FIGURE SKATING

COMPETITION

Fifth grader Sissi G. placed second in the event solo compulsory—FS 4 category at ISIAsia Skate Beijing 2018. Skate Beijing is the longest lasting and biggest ISIAsia skating competition in China, with competitors from countries across Southeast Asia.

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3

NEW INDUCTEES FOR THE THESPIAN HONOR SOCIETY

A record number of 34 new Thespians were inducted into the Thespian Honor Society, the only honor society at SAS based on cocurricular involvement. The event was graced

by Maiki Del Rosario (Class of 2011), an Honor Thespian as a student at SAS and a current elementary school teacher.

4

EAGLE SOARS IN GYMNASTICS NATIONAL CHAMPIONSHIP

Eighth grader Sarasa N. aced rhythmic gymnastics in the 2018 Singapore Gymnastics National Championship, taking home first place for ball, clubs, hoop, and second place for ribbon at level six.

5

SAS SIXTH GRADERS BECOME CLIMATE ACTION CHAMPIONS

Middle school science teacher Brendan Riley shared with the Ministry of the Environment and Water Resources (MEWR) how SAS students took action to reduce their ecological footprint.

Student projects included creating eco-friendly soaps, upcycling plastics, and living a month without palm oil.

6

FOURTH TIME WIN FOR JIU-JITSU CHAMPION

Ninth grader Kinaree Adkins bagged gold at the Abu Dhabi World Youth Jiu-Jitsu Championship.

This makes Adkins a four-time gold medalist with golds gained in 2013, 2015, 2016, and 2018.

7

SAS QUIZ STARS EMERGE ASIAN CHAMPIONS

SAS teams won both first and second place in the National Academic Quiz Tournament Asian Championships. Our winning team comprised senior captain Katherine Enright, senior Tanvi Dutta Gupta, junior Rohan Jasani, and senior Sam Liew.

SAS B team, with senior captain Keshav Jagannath, junior Aaron Cruz, junior Shiv Kartik, junior Chris Lau, and junior Rahul Sahu, followed close behind.

8

TAEKWONDO CHAMPIONS RETAIN TITLE

SAS secured a win in the annual International Schools Taekwondo Championship. SAS has been the champion every year, making this the fifth triumph in a row.

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JOURNEYS 88

CREATING HISTORY AT THE 2018 MATHCOUNTS

11 EAGLES BAG SCHOLASTIC ART

After winning first place in the East Asia MathCounts Chapter Competitions and the State Competitions, Ryan L. represented SAS and the Department of State Schools at the MathCounts Nationals Competition in Washington, DC. Ryan obtained the highest Department of State score and ranked in the top 20 percent of 224 mathletes from 50 US states, US territories, Department of Defense schools, and Department of State schools worldwide. SAS made history this year with five out of 10 members qualifying for Top 12 and seven for Top 20.

SAS middle schoolers received accolades at the The Scholastics Art and Writing Awards 2018.

JiaLin L. received a gold medal for drawing and illustration for The Aging Smile, a silver key at the regional level for drawing and illustration for The Cellist, and an honourable mention at the regional level for photography for Annabelle.

Seventh grader Carolina M R. received a regional honorable mention for her memoir titled The Meaning of Change.

9

10 EAGLES ROCK MOOSE GAMES

IN THAILAND

Sixth grader Maliha S. participated in the Moose Games hosted by the Thai Canadian Sports Center in Bangkok scoring four golds in gymnastics.

Fifth grader Tahnee B. achieved gold in floor, silver in vault, and tied for first place overall in level four gymnastics.

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AND WRITING AWARDS

12 NATIONAL HONOR SOCIETY

WELCOME NEWEST INDUCTEES

This year a record high number of 158 students applied for membership to join the National Honor Society. The selection committee awarded 77 membership for a commitment to service, demonstrated leadership, and holding a minimum GPA of 3.7.

13 SAS GYMNAST TAKES SILVER

AT NATIONALS

Tenth grader Caroline Radke won silver in the Individual Apparatus Finals at the vault event. This is the first time Radke joined the international senior Elites at the Singapore National Championship for Women’s Artistic Gymnastics. She started competitive gymnastics at the age of six and currently trains 24 hours a week with her Russian coaches Andrey Ageev and Rimma Lazarus.

14 SUCCESS IN THE SINGAPORE

METASPRINT SERIES

Ninth graders Ria Nakahara and Bella Shroff took second and third place respectively, followed by eighth grader Sophie G. at fifth place at the Singapore MetaSprint Series Duathlon.

15 SAS TEACHER NOMINATED FOR

HARRIS HISTORY TEACHER AWARD

Middle school social studies teacher Matthew Elms won the Harris History Teacher Award. The Harris History Teacher of the Year award is sponsored by James F. Harris and is awarded to one middle and high school teacher annually.

16 ED-TECHNOLOGY COACH

PUBLISHES BOOK

Elementary educational technology coach Tara Linney published Code Equity: Keying Girls Into Coding, a guide for educators who are looking to create a culture of gender equity in the teaching of coding.The book offers an array of research-based and practice-based strategies that can be used to create more equitable learning environments for boys and girls.

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JOURNEYS 90

17 SPANISH HONOR SOCIETY SAYS

BIENVENIDO A LA FAMILIA

Eleven students were inducted into the Spanish Honor Society. The ceremony was conducted in both Spanish and English, and Ms. Pilar Méndez, the Deputy Head of Mission at the Spanish Embassy in Singapore graced the occasion.

18 FRENCH HONOR SOCIETY

WELCOMES17 NEW INDUCTEES

Seventeen students were newly inducted into the French Honor Society. The occasion was graced by French teachers Christina Popowski and Laurence Patrick, and the guest speaker for the evening National University of Singapore Faculty of Arts and Social Sciences Dr. Daniel Chan.

91 JOURNEYS

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ART HONOR SOCIETY 19 NATIONAL WELCOMES ARTISTS INTO TO THE FAMILY

NHS welcomed 31 National Junior Art Honor Society and 20 National Art Honor Society members this year. Ms. Amy Zuber Meehan joined the event to celebrate the stellar young artists.

20 EAGLES SHOWCASE

MATHEMATICAL PROWESS

SAS Eagles participated in the American Mathematics Competitions pitting their mathematical skills and prowess with students from more than 50 nations. Top performers on the AMC are invited to the American Invitational Mathematics Examination. Four SAS students qualified for that honor: Andrew Fu, Rohan Jasani, A Hyun (Annie) Kim, and Shan-Sam Liew.

21 GUNNING FOR GOLD

IN ABU DHABI

Middle schooler Natalie T. competed in one of the most prestigious youth Jiu-Jitsu competitions worldwide. In the junior, yellow belt, and under 52kg category, she beat three other Abu Dhabi girls to earn her gold medal.

22 SAS FACULTY EARN

DOCTORATES FROM USC

23 MATE ROBOTICS TEAM FINISHES

WITH SILVER IN SURABAYA

SAS sent two underwater robotics teams to Surabaya, accompanied by Robotics Science coaches Meredith White and Bart Millar. The robots were made and programmed from scratch as students spent hours for weeks at a time, preparing for competition.

Eagles competed against 10 schools from four countries with one team finishing in second place and the other in fifth. Hearty congratulations to Team Red with Aaron Cruz, Sebastian Gruenwald, Sawyer Masuoka, Olivia Miller, Lauren Sidarto, and Matt Warrell for the second place win. Finishing in fifth place was Team Blue with Adil Farooq, Gary Kim, Luca McAllister, Dhruv Nambiar Jason Pho, and Miguel Villanueva. Gary Kim and Aaron Cruz served as lead programmers for both teams.

CONGRATULATIONS

EAGLES! Sixteen faculty members graduated in May from the University of California doctoral program. The dean of USC Rossier School of Education graced the graduation ceremony held here at SAS along with two professors who have been acting as the dissertation committee members.

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JOURNEYS 92

40 woodlands street 41 Singapore 738547 Phone: (65) 6363 3403 WEB: WWW.SAS.EDU.SG QUESTIONS? EMAIL US AT COMMUNICATIONS@SAS.EDU.SG CPE Registration No.: 196400340R Registration Period: 22 June 2017 to 21 June 2023 Accredited by the Western Association of Schools and Colleges (WASC) © 2018 Singapore American School All rights reserved.