Journeys Summer 2021 by Singapore American School

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On The Cover In this issue, we celebrate our class of 2021, knowing that their perseverance and strength will carry them through all of their life experiences—from the challenges to heartaches, career highs, and more! And as you read about our soaring Eagles, on page 61 you'll find a tribute to our Ultimate Eagle Coach Kasi, who always put students first, serving as a champion for their aspirations, celebrating their successes, and standing by them in their failures!

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

Editorial team Kyle Aldous Cara D'Avanzo Didi Hari Krishnan Kinjal Shah

Design team Haziq Hairoman Nur Afiqah Johan Amos Ong

Contact communications@sas.edu.sg

Connect

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I S S U E

CONTENTS 01

Tom Boasberg: An Exemplary American Education with an International Perspective

Name That Educator!

Singapore American School Reimagined

What Do You Wish You Had Known About College Before You Arrived?

Captivating Classrooms: Eco-Garden

Spotlight on Alumni: Media

Bright Eagles, Bright Ideas

Spotlight on Alumni: Fortune 500

Then and Now

Alumni: Out of this World

Campus Scene

Alumni: Developing Disease Diagnostics

Canvas and Curtains

Alumni: Making Games for a Living

The Ultimate Eagle: Coach Kasi

Featured 27

Graduation Special: Class of 2021

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III

An Exemplary American Education With an International Perspective By TO M B OA S B E R G Superintendent

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As about 60 faculty and staff colleagues sat together in the library earlier this year, we were all impressed and deeply moved by what we were hearing. For two hours, we listened to students from our Black Student Union and our PRISM and SAGA clubs of LGBTQIA+ students talk about their experiences at Singapore American School and what advice they had for teachers about their teaching on issues of race, ethnicity, gender, and sexual orientation. It was a remarkably honest and thoughtful conversation. I think all of us emerged grateful for our students’ candor, impressed by their deep thinking on issues, and committed to learning more about how we best teach the vital issues of diversity, equity, and inclusion (DEI) at SAS. The sessions with our students were just two of over 30 different sessions that we offered our educators on our DEI Exchange days this year. Each of the DEI sessions was hosted by SAS students, SAS educators, or outside practitioners who responded to a schoolwide request for proposals and volunteered to lead sessions on topics of their expertise and passion. These sessions were attended by all SAS employees: faculty, staff, and school leaders. Each person chose which sessions to attend and shared their perspective with their colleagues. Sessions included conversations on a wide range of topics, including age discrimination, perceptions of ability and disability, the experience of Asian Americans, concerns of Singaporean LGBTQIA+ leaders, and methods to diversify elementary school reading material (conducted in both English and Chinese).

At the heart of these conversations is our commitment to ensuring that equity and inclusion at SAS are as strong as our extraordinary diversity. The diversity here at SAS has been a hallmark since our founding in 1956, when 98 students and seven faculty members came together in a sevenbedroom colonial-style bungalow on 15 Rochalie Drive. Fifty-eight of those original students were American and the remaining 40 hailed from different nations. Today that ratio is similar, with slightly over half of our students being US citizens and the rest holding over 60 other passports. As we celebrate our 65th anniversary, I am struck by how this original commitment to a diverse student body continues in our mission today to provide an exemplary American educational experience with an international perspective. We are like a rich tapestry composed of many different, unique, and beautiful threads. We are stronger when we recognize both the uniqueness and beauty of each of our threads and the remarkable strength we have in coming together as one social fabric. We want to do all we can to prepare our students to understand, thrive in, and improve the diverse world in which they will live. This work is not about a political agenda— instead, its aim is to bring people together, to build bridges of understanding, and to encourage an appreciation for a diversity of perspectives. Our aim is to ensure our community is one where each individual member feels valued, cared for, and included. We are committed to this goal and to learn how we can do better when we are not meeting it.

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SAS has shown multiple advisory lessons about DEI topics (i.e., racism, transgender awareness) and facilitated conversations with students on increasing DEI in school. High school clubs have also tackled this problem, for example the clubs PRISM and SAGA presented to faculty on LGBTQ+ inclusion. AUDREY WAHKING, PRESIDENT OF PRISM

SAS has taken a deep dive into what is truly needed to ensure diversity, equity, and inclusion, and that work is often messy. It has to be messy to get to the point of being unapologetic about providing a safe environment for all members of our community. That messy work has meant uncomfortable conversations and educating all members of our community from faculty and staff, students and parents, and all those involved in the SAS experience. It will take time and courage to continue to build DEI as a norm but I believe we are ready to do it. It is truly messy, uncomfortable, and exhausting work but it's at the heart of what we need to be about if we are truly preparing our students for the future. BARBARA HARVEY, HIGH SCHOOL VISUAL ARTS

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Singapore American School claims to be a community that promotes cultural competence and inclusion. This, regrettably, has not always been the case. We claim to be diverse, but our student body does not emulate the nuances in class, race, and other forms of identity present in the real world today. This has only exacerbated our problems with self-awareness, political correctness, and discrimination on the basis of identity. We must do better and focus on diversity, equity, and inclusion in order to uphold our promises for a more inclusive, educated community. DANIEL KWON (CLASS OF 2019)

We are living in a time when many people are trying to better the wrongs of the past. We need to know how to properly do that which is where DEI comes in. Not only that, but many people aren’t aware of their subconscious biases, something DEI activities bring to light. INARA ARORA, ELEVENTH GRADE

Our professional development this year has focused on learning around DEI. All faculty and staff have been invited into these conversations and done work around DEI. We have been working to ensure that our policies and practices are carefully examined through a DEI lens. RYAN BRUCE, MIDDLE SCHOOL DEAN OF STUDENT LIFE

Stereotypes and the labels we attach to people carry the power to influence how we perceive them in terms of their competence, their behavior and capability. These stereotypes are growing stronger and choking the global community spirit. DEI initiatives are imperative to create a welcoming community where everyone can be successful, where people feel valued for who they are. The DEI initiative at SAS is encouraging conversations about topics that we may have previously taken for granted. The community is curious to recognize and understand the effects of conscious (and unconscious) biases and that is a great start! SHRUTHI RAMESH, HUMAN RESOURCES ASSISTANT MANAGER

DEI has been, is, and will continue to be essential. It is a proactive commitment to live by just values as we proactively ensure each person’s rights are protected: the right to be constantly valued as an individual, through (inter) actions, and in systemic decisions. As educators, while safety and comfort in the community are important— through the celebration of diversity— disruption, discomfort, and tension are equally necessary and healthy towards the un/relearning of actions towards equity and inclusion. HANAKO SAWADA, ELEMENTARY MUSIC

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DEI is an integral part of SAS. Understanding the importance of our faculty and staff’s identities, while honoring differences, lifts our morale and overall attitudes in our respective roles to support and help one another. SAS provides a robust DEI program that engages every member of our community with professional development allowing for open and honest discussions. We are currently learning from one another through insightful stories and varying degrees of perspective. As we challenge ourselves along this new journey, we continue to learn.

SAS has begun facing DEI issues head on. As a student who has suffered from poor DEI at SAS, I feel validated seeing these issues being prioritized. SAS has done tremendous work, with teachers, faculty, and students, giving lessons grounded in DEI. SAS has valued student voices and feedback on their own experiences, and I’ve been treated with the opportunity to present at one of the many workshops letting my voice be heard.

JULIE ZHANG, THIRD GRADE CHINESE IMMERSION TEACHER

SAS is a school where diversity is often celebrated in an entertaining way; however, everyone should also shoulder the responsibility that comes with being in a diverse environment by addressing the systemic issues that can lead to discrimination and micro-aggressions. Our community needs to recognize that diversity deserves not only to be celebrated but acknowledged and understood. ALEXANDRA BUCKNALL-STARKER (CLASS OF 2018)

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MARISSA M., EIGHTH GRADE

One exciting piece of work that took place this year was work led by the SAS school board to formalize a schoolwide DEI Commitment Statement that sets forth our vision and beliefs. That statement reads:

As a school, the diversity of our community is one of our greatest strengths. That diversity offers extraordinary learning opportunities for our students as well as opportunities to build lasting friendships and relationships across cultures, nationalities, and other aspects of identity. For our diversity to reach its full potential as a strength, it is important that our commitment to equity and inclusion for all members of our community be as strong as it is to diversity. Every student at SAS should feel valued, cared for, and included. Differences in culture, background, ability, identity, and perspective should be respected and celebrated; SAS has no place for racism or any other type of discrimination. It is only by creating a positive climate and inclusive culture that we will meet our vision to cultivate exceptional thinkers who are prepared for the future. We are excited about this statement and our work going forward. We look forward to sharing with you our next steps along this journey.

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Once every few weeks, I would drag myself out of bed a little early and make the hike to the high school office conference room. Groggy but excited, I sat with a few other students in front of an open laptop and watched picturesque renditions of our school in the future. We discussed the different facets of life at SAS and what we wanted our school to be like in five years. Architects, parents, faculty members, and students were there as part of the design advitsory group, an assembly of people tasked with creating a fun and effective learning environment for the new campus. Topics ranged from life as an Eagle, including dining (my favorite session), athletics, sustainability, and local influence on our campus culture.

WHAT CAN YOU EXPECT?

ROHAN PANDAY, ELEVENTH GRADE

ELEMENTARY SCHOOL • Over 25 percent more learning space • Three times more play space • Five separate dining spaces that will double as meeting and performance spaces • Reduced travel time throughout the building • Covered 25-meter pool • Additional full-size gymnasium • Covered bus bay that will double as a covered play space when it rains

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Singapore American School By K I N JA L S H A H Communications Writer

On April 15, 2021 Singapore American School announced a S$400 million campus upgrade project that reimagines school...one that reimagines the role of classrooms and buildings in the learning journey to provide unmatched opportunities for students and teachers. This is the result of several years of planning and school community engagement, including thousands of parent, educator, and student voices sharing thoughtful feedback throughout the development process.

HOW DID IT ALL START? Since 2014, SAS educators have been on a journey of transforming an existing successful school to better serve students as we prepare them for a constantly changing world. Initiated by former Superintendent Dr. Chip Kimball, the R&D process was designed to challenge deeply held assumptions, engage educators, and shape culture. It included thousands of hours of research and visitations to over 100 schools worldwide. Over 100 college admissions officers were interviewed, internationally known educational leaders were consulted, and a strategic plan informed the creation of spaces on campus that could be prototyped for what the new learning environments in the new campus might yield. These illustrative and investigative prototypes, dubbed pathfinder projects, allowed educators to begin developing the practices and systems within a flexible learning environment to support our strategic plan. These pathfinders proved to be excellent learning tools, and the lessons learned from their implementation informed and guided the design of future spaces at SAS. These prototypes highlighted what works and does not work and the impact they have on teacher relationships, student relationships, and student development of future-relevant skills. “Learning walks” became an integral part of community engagement, and over 400 parents toured the pathfinders on these guided tours, which helped them better understand the school’s vision for learning and learning spaces.

Learning walks did not stop with parents. At least six other international schools visited our pathfinders to learn more. The pathfinders were successful to a large extent, and over 90 percent of middle school students said being in a pathfinder improved their relationships with faculty, while 100 percent of kindergarten educators would prefer not to return to a traditional environment. Former student Faith Jorgensen (class of 2021) couldn't be more excited to see where this goes! “I’m excited about the opportunity for our school to be designed and for classrooms and spaces to be built specifically for their purpose. Whether it be to play and/or eat with friends, conduct experiments, work in groups, or prepare for Advanced Placement exams, there will be a space for each student to learn and have fun in school.”

NEXT STEPS It’s been a meaningful learning journey and the community has walked with us every step of the way. Our design advisory groups made up of students, parents, and educators, have worked tirelessly towards identifying exciting ways to make SAS more functional by including additional dining options for students, creating new athletics facilities, and incorporating native flora, along with many other recommendations. The project will be completed in three phases, with phase one beginning on May 29 and the entire project scheduled for completion by fall 2026.

SAS Reimagined is excellence reimagined. Extraordinary care reimagined. Possibilities reimagined. Over six years, in a series of three major phases, SAS will embark on the journey, putting in place the supports that empower our faculty to deliver high-quality experiences tailored to the individual needs of each student by accomplishing the following:

• Successfully complete a multi-phase building plan that includes a new elementary school, a new middle school, a fully renovated high school, a new welcome center and campus square, and a new athletic complex

campus design and human performance (meeting the Green Mark Platinum and WELL standards) and use these as educational tools for our students

• Engage with representative members of the

SAS community on design, construction, and disruption related to the campus upgrade project

• Provide relevant professional development to all educators to support the successful transition into the new facilities and new learning environments

MIDDLE SCHOOL • 35 percent more learning space • Stronger connection to nature and our rainforest • Covered play space • More dining space that will allow all students to dine at the same time and will double as a community space • Close connection across disciplines—art, design, robotics, and science— with classrooms • Additional full-size gymnasium • Two large playfields

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WHAT CAN YOU EXPECT?

According to Superintendent Tom Boasberg, “Our greatest asset as a school is our educators. They are essential in creating engaging and meaningful learning experiences for each and every student who comes to SAS. This project will create learning environments with endless possibilities for our students and educators.”

• Meet the highest levels of sustainability in

The forward-thinking work of prior school leaders and the tremendous work of our current community has enabled us at this time to move forward with a campus upgrade project that will deliver on each of these goals. After significant internal work with faculty and design teams, the last few years were spent engaged in large-scale community working sessions to gather important considerations from all members of our community (students, faculty, parents, alumni). These sessions provided insight that led to six key design themes that continue to inform the building of the campus: FLEXIBLE: Student needs will change in 10 or 20 years and a flexible campus allows the learning approach to evolve over time. FUNCTIONAL: Increasing learning space by 30 percent and play spaces by 84 percent opens new possibilities for new programs. SCALABLE: SAS Reimagined will creatively and effectively optimize land use with an emphasis on making a big school feel small. MODULAR: Modular spaces will allow teachers to adjust classrooms on the fly—sliding glass doors, moveable walls, and lots of flexible seating options will help customize the learning journeys of our students.

Forty years ago few people cared about the fragility of the Earth, but today we do care about energy use and climate change. Our new campus is important because it can be the best expression of our responsibility towards sustainability. This value will be applied not only to the visible part of the buildings, but also to the science and knowledge behind it and will inspire students to be good stewards of the environment. FRANCESCA PAULETTO, PARENT

SUSTAINABLE: SAS Reimagined aims to meet Net Zero energy for all new construction and Singapore's Green Mark Platinum standard and the WELL standard.

WHAT CAN YOU EXPECT?

SMART: New learning environments will include modern and innovative systems to support learning well into the future and will help promote efficiency and act as learning resources for students.

HIGH SCHOOL • 33 percent more learning space • Three more dining spaces • An atrium will link Catalyst, robotics, engineering, and the Center of Innovation and will double as a community space

Timeline HOW IT BEGAN…

2011–12

• Significant upgrades to art and digital media programs, including new spaces with access to outdoors and a full-time art gallery

SAS adopts professional learning communities (PLCs) as a professional development and student advocacy framework

• Upgrades to the Center of Innovation, classrooms, and science labs

New superintendent recruited to lead SAS into the future

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2012–13 Superintendent Dr. Chip Kimball leads visioning process, reaffirms mission statement through yearlong community engagement SAS hosts a 21st century learning summit to adopt desired student learning outcomes (DSLOs) The school board long-term strategy subcommittee focuses on supporting strategic direction development, R&D efforts, and long-term campus renewal High school begins R&D research phase

2020–21

2018–19 School board to decide on phasing, scope, and breadth of possible campus renewal

2019–20 Community engagement workshops and sessions

2017–18 Implementation of split college counseling model to support college admission needs, and personal and academic needs of students Superintendent holds dessert evenings to share status of school vision with community including possible facilities masterplan project Pathfinder spaces are remodeled to enhance learning structures in fifth grade, sixth grade Band C-sides, middle school world language, and high school humanities

2013–14 High school team recommendations are endorsed by the school board (Advanced Topics, AP Capstone) SAS is awarded a model PLC school status SAS PLCs are implemented campus-wide WASC accreditation focuses on the newly adopted DSLOs Subject area and program renewal reviews complement R&D work Early childhood, elementary, and middle schools begin R&D research phase High school enters development phase

2016–17 Pathfinder spaces are remodeled to enhance new learning structures in kindergarten, sixth grade A-side, kindergarten Chinese immersion, and the high school Center of Innovation Elementary and middle school enter implementation phase SAS begins management of many community sports and athletics, previously part of SACAC SAS enters a facilities master planning process to design learning spaces that enable collaborative and personalized learning

2014–15 Early learning center completes phase one renovation of preschool High school enters capacity phase SAS strategic plan is created, melding R&D initiatives with recommendations from accreditation and program renewals Strategic anchors are adopted (cultures of excellence, extraordinary care, and possibilities) Elementary and middle school recommendations are endorsed by the school board

Insights from design advisory group sessions held with community members SAS announces a S$400 million campus upgrade project, named SAS Reimagined Phase One of SAS Reimagined begins

2015–16 Athletics and activities begin R&D Elementary and middle school enter capacity building phase High school counseling department conducts a full review and redesign leading to revisions for both college and personal academic counseling SAS begins facility design principles planning process High school enters implementation phase Leadership summit is held to address capacity of staff to execute plan SAS enters a facilities master planning process to design learning spaces that enable collaborative, personalized learning Early learning center completes phase two renovation of pre-kindergarten SAS awards request for proposal to international architecture firm to begin a visioning process for a possible facilities master plan

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The Eco-Garden The Singapore American School eco-garden was constructed in 2003 as an experiential education resource for science teachers to conduct labs or fieldwork. Students from elementary school through high school have trekked their way to this little oasis to conduct research or observe the ecosystem.

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The pond used to be drained and cleaned by the facilities office. These maintenance operations were suspended as community members wanted to see the ecosystem thrive in its natural environment.

Students have constructed a nursery to cultivate threatened native species. Several hundred seedlings have been transplanted to our rainforest.

The eco-garden is a favorite destination for our youngest students' "wanders." They have discovered what plants and animals live there and learned about how humans can affect them.

Quest student Ria Nakahara (class of 2021) successfully conducted a two-month-long study using phytoremediation (ecological improvements through aquatic plants) to control algal growth in the pond. s u m m e r

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BRIGHT EAGLES, BRIGHT IDEAS Who are Singapore American School students? How do they define themselves? No matter the age, our Eagles go above and beyond to find ways in which they can contribute to our community. They truly embody the Eagle spirit—in every way.

By DIDI HARI KRISHNAN Communications Writer

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Our students recognize that our core values of compassion, honesty, fairness, responsibility, and respect serve as the beacons that guide them through their time at Singapore American School and beyond. Our educators have the rewarding job of challenging our students to maintain their curiosity and creativity while developing self-confidence and self-advocacy. True to our focus on creating a culture of excellence, possibilities, and extraordinary care, students are given a plethora of opportunities to build the skills to become active and caring learners and leaders in their community. From spreading joy by building a buddy bench to conducting research to improve the water quality of our eco-garden, our Eagles have done tremendous work inside and outside of the classroom this year. The Kindness Club was established by fifth grade students Mateo A., Guglielmo B., Anna B.Q., Lily E., and Taylor O. in hopes of making SAS a kinder place. They came up with the kindness bucket idea, made a video to promote their initiative, and distributed 24 cards to each fifth grade class. Then they collected these special notes and displayed them at the creativity center—a lovely way to spread joy! Anna B.Q. shared, “I’m really proud of us, for working hard to make the Kindness Club the amazing club it is. I hope we made SAS a kinder place, and I hope that everybody remembers that in a world where you can be anything, be kind.”

Fifth grade student Brianna B. wanted to provide a spot on campus that could bring joy to her peers. She noticed some kids—especially new students—had no one to play with during recess. She and her peers wanted to build something to make their friends happy: a buddy bench. A group of students worked for hours to build the bench. Their hope is that it will provide students a quiet area if they wish to have their own space or be a spot to chat with a friend or a new acquaintance. “A big lesson I learned was to never give up and try your best. We consider it a masterpiece because we worked together on it with our friends,” shared Brianna B. These are only two of the many amazing projects the elementary school Leadership Club has taken on this past year. Elementary School Deputy Dean of Student Life Dr. Sarah Farris shared, “We knew our students were eager to be agents of change. Students had to submit their application to be in the Leadership Club by writing a short essay on why they think they are a good leader and what are the traits of a good leader.” Elementary School Dean of Student Life Colleen Steigerwald added, “We wanted students to learn what it means to be a leader and how they could make elementary school a better place.” Over 90 students signed up for the Leadership Club and all who submitted their applications before the deadline were given the opportunity to join. With the help of volunteer teacher mentors, the Leadership Club completed 16 projects during the 2020–21 school year.

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In the middle school, a group of Peer Council students explored ways to honor custodians and housekeeping staff at SAS. Eleven seventh grade students brainstormed during their Peer Council meeting and decided to conduct interviews as a way to learn more about our hardworking staff and to understand them better—the Kindness Counts project. Lillian S. shared, “I learned that being a leader is a lot more than telling people what to do. You have to understand what is happening, establish good relationships with groupmates and peers, and allow others to take the stage.” These committed students are hoping to continue their Kindness Counts project next year as they believe that kindness toward all in our community is a very important quality our Eagles should strive to embody.

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After engaging in semester-long inquiry projects on truth and power in the first semester, as well as equity and interdependence in the second semester, seventh grade students Lucas H., Bhavna K., Anaya L., Chloe L., and Michael L. were inspired to create change in the middle school. Through the inquiry process of establishing research questions, investigating these questions, and engaging in discussions with social studies teacher Mr. Latham Cameron, these students concluded that forming a Student Union would provide a platform for students to create positive change in the middle school. The students were able to gather insightful information through surveys conducted in the first semester, and they presented their data to Middle School Principal Lauren Mehrbach, Middle School Activities and Athletics Director Jared Bildfell, and Director of Communications Kyle Aldous. The students are currently putting together a proposal to formally register the Student Union as an official after-school club. They hope to invite students from sixth, seventh, and eighth grades to be part of this initiative next school year. Avid environmentalists and passionate high school educators Mr. Steve Early and Dr. Martha Began drew Quest student Ria Nakahara into the field of environmental science. Nakahara noticed that the eco-garden at SAS required extensive remediation as algal growth had turned the pond murky green. She embarked on a journey to clear the algae and improve the water quality of the pond by incorporating two species of freefloating aquatic plants, water hyacinth (Eichhornia crassipes) and water lettuce (Pistia stratiotes).

Nakahara collected data every three days to derive a water quality value. She conducted interviews with middle school and high school life science faculty and environmental service club members to learn about ecosystem preservation and evaluate whether these stakeholders will be willing to sustain the pond's remediation for the next three to four years. She mentioned, “My quantitative and qualitative data were the basis of a comprehensive remediation guide that I hope anyone who is interested in the pond could apply long after I have graduated.” While these student projects are all unique, the common threads of kindness and compassion shine through. We are proud to see our students combining passion and heart to make a difference in our community. The work they are doing today will inspire and empower future Eagles to make our school community and the world a brighter and kinder place.

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Then 1980

The 1980 Interim Semester program included trips to the Maldives, New Guinea, upriver Sarawak, Taman Negara, India, Nepal, and China. Service to the community became more of a priority at Singapore American School through the Social Services Club, and Interim Semester experiences increasingly included a service component.

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Now 2021

Limited to groups of eight, Interim Semester was held locally for the very first time thanks to the COVID-19 pandemic. Students focused on sustainable development goals and enjoyed experiences like raft building, creating artwork from natural dyes, exploring World War II-era bunkers, cycling trips, and even Chinatown tours focusing on life and society in Singapore during the 1920s.

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PTA STORE AND CAFE

Happy Summer, Eagles! Come August, you can use the QR code below and get your SAS swag!

http://sasptastore.myshopify.com/

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HOOL C S N A IC R E M A E R SINGAPO

& S L A DE PROMOS

SC AN TH E QR C OD E BELOW TO CHECK OUT P R O M OTIONS AND D E AL S FOR T HE SAS C OMMUN IT Y!

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AMPUS S

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Was it this person who said that? Or that person who said this?

EDUCATOR!

Turn the magazine upside down to find out if you matched the quote to the right educator!

If I was not a teacher I would have wanted to become a dermatologist. 2

Before I became an educator, I worked for one of the largest banks in the world.

MIDDLE SCHOOL S C I E N C E T E AC H E R

S E C R E TA R Y T O C E N T E R O F I N N OVAT I O N

Amy Bell

NorA AnuR

H I G H S C H O O L AC T I V I T I E S A N D AT H L E T I C S D I R E C T O R

MIDDLE SCHOOL S O C I A L S T U D I E S T E AC H E R

JusTin Teves

SHAWn ChassagnE

FIRST GRADE T E AC H E R

KINDERGARTEN P E R C E P T UA L M O T O R T E AC H E R

Maiki Del ROsAriO

Kevin DonagheY

I've had the pleasure of traveling in 42 countries, and can't wait to increase that number. 4

Once while hitchhiking through Botswana in the '90s, I was dropped off in a national park just past a herd of elephants and a pride of lions. Made it out of the park only when the last security driver happened to pass me just before dark.

I am a really slow eater. I chew my food at least 25 times every time I take a bite. 6

When I was 12, there was a military coup in the Philippines and we were stuck in our condo for months, so I built a basketball court in my family living room and started a three-on-three league.

ANSWERS: 1 – Maiki Del Rosario; 2 – Kevin Donaghey; 3 – Shawn Chassagne; 4 – Amy Bell; 5 – Nora Anur; 6 – Justin Teves

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Visit us at https://sasboosterstore.com/

We ship internationally!

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Graduation Commemorative Special

Tried and tested by world events, the Singapore American School class of 2021 has emerged strong, exemplifying our core values of compassion, honesty, fairness, responsibility, and respect, along with two other qualities: perseverance and flexibility. When some cherished events and opportunities were ruled out due to the pandemic, our seniors persevered, finding new ways to challenge themselves, connect with peers, celebrate accomplishments, and mark milestones. In the final roller-coaster ride to graduation, they proved flexible, adapting with grace to each unexpected twist and turn. We could not be prouder of them and all they have done, from academics to arts, from athletics to service. Their character, focus, and creativity will stand them in good stead as they move on to new challenges and adventures. Congratulations class of 2021!

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Class of 2021 “Just a few weeks ago, we were planning where to go for graduation dinners and how to celebrate with friends. And now we’re here, sitting in advisories, our parents watching from home. But we’re here! And we did it! We each have a diploma with our own name on it, a certificate of our hard work, long nights, and, of course, dedication to the Eagle Way. We are each wearing the blue cap and gown, about to graduate and move on in the world. We are here, and we all did it! As we head off into the uncertain, we can each hold tight to the shared experiences we’ve had at SAS. And we can continue to expect the unexpected, to do what we love, and to push ourselves and those around us.” COMMENCEMENT SPEAKER MARIA VARBANOVA (CLASS OF 2021)

The Class Of 2021 At A Glance

268

6.9

years

graduates in the Class of 2021

average time spent at SAS by our newest graduates

41%

different nationalities in the class of 2021

56% 10% 8% US

Singapore

India

7% 19 %

South Korea

have been with us since elementary school

25%

have been with us since middle school

34%

have been with us since high school

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Looking ahead

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Class of 2021

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Class of 2021

and Looking back

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Commencement

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Class of 2021

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Class of 2021

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Winners Honored in Virtual Awards Ceremony

This year’s high school awards assembly took place virtually on May 18, 2021. As faculty members summarized what each award means and how each winner embodies those high ideals, the students appeared via Zoom, smiling and waving. Congratulations to all these students for their achievements in academics, sports, arts, service, and leadership!

Mathematics and Sciences Jisoo Kim “A fantastic young man and leader who is very smart and very humble.”

Visual Arts Sophie Stock “Represents the department wholeheartedly and beautifully.”

Subject Area Awards

English Brynn Townley “Almost limitless enthusiasm, creativity, and empathy.“

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Performing Arts—Music (Band, Co-Winner) Chris Kye “A consummate professional—calm, cool, and collected, yet incredibly passionate about his art.”

Class of 2021

Physical Education and Health Hyeonwoo Son “A team player and team builder who displays an outstanding work ethic.”

World Languages Mathias Katsuya “The highest standards of work ethic and a true example of what an Eagle is.”

Performing Arts—Music (Band, Co-Winner) Sharon Tang “Constantly working to improve her craft, humble, dedicated, and amazing to work with.”

Social Studies Dhruv Mathur “Able to generate complex connections across history, geography, and politics around the world.”

Performing Arts— Dance Meera Patel "A powerhouse performer across many dance genres—a wonderful leader and incredibly professional."

Performing Arts— Music (Choir) Nur Aqilah Mohd Badrulhisham “Embodies the spirit of choir—to join with others in creating beauty—in every way.”

Technology, Electives, and Capstone Shreya Sridhar “Highly competent, curious, and kind; a stellar thinker and person.”

Performing Arts— Drama Michelle JohnsonWang “A true theater maker—writer, director, actress, designer—an extraordinary talent!"

Performing Arts— Music (Strings) Jessie Ku “Our quarterback and captain these past four years, not only as a musician, but as a leader as well.”

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EARCOS Global Citizenship Award The EARCOS (East Asian Regional Council of Schools) Global Citizen Award recognizes a junior who displays cultural competence by interacting effectively with people from all walks of life while having a sense of collective responsibility for all who inhabit the globe.

Ashley Entwistle “An includer, a problem solver, and an advocate for positive change.”

Seal of Biliteracy The Seal of Biliteracy is given to students who have studied and attained proficiency in two or more languages by high school graduation. The Seal of Biliteracy may be given by a school, district, or state, and SAS implemented its Seal of Biliteracy program in 2018–19. The SASdesigned Seal appears on students’ graduation diplomas.

Double Awardees Mathias Katsuya (French and Spanish) Justin Tan (Chinese and Spanish)

Chinese Vanessa Chan Toshiki ChangOgimoto Euna Jung

Ria Nakahara Jungyoung Park Rahini Takalkar Sharon Tang

Angel Xie Landley Zeng

Shayan Shafi

Declan Sheehan

French Shravya Sai Koushik

Spanish Ameya Ghiya

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Class of 2021

Booster Club Senior Scholarship Awards

Helene Curnett

Open to all seniors, these awards are based on written submissions scored on a blind grading scale. This year’s prompt was, “Is it better to be perfect and late, or good and on time?” The judging panel was impressed by the diversity and different perspectives shown in the 11 award-winning responses.

Grace Dozeman

Michael Fuma

Carlos Galicia

Joshua Hou

Michael Manning

Kushaan Misra

Austin Moon

Isabelle Riley

Shreya Sridhar

Nathaniel Sun

PTA Senior Scholarship Awards For nearly 20 years, the PTA has awarded senior scholarships to students who demonstrate exemplary character, a growth mindset, and a positive attitude towards learning. A committee made up of parents and teachers judges student submissions through blind grading and considers applicants’ involvement in extracurriculars, membership in one or more honor societies, leadership positions, and recognition through awards and honors. This year’s winning essays revealed creativity, passion, integrity, and emotion.

Michael Fuma

Cheryl Lim

Ria Nakahara

Audrey Wahking

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IASAS Scholar Awards The IASAS Scholar Award is celebrated at all six IASAS schools. Recipients must have participated in at least two of the six IASAS events held during the current school year, must have achieved Scholars List status, and must exhibit exemplary behavior.

First Year Recipients Megan Anderson Ethan Anderson Emma Bell Alisha Bhandari Ella Boasberg NouNou Chang Sean Chang Jang Kyung Choi Atharv Chowdhary Abigail Guirao Luke Henry Joseph Hutchinson

Nandini Kalia Aryan Khattar Sara Khemani Suhana Khiani Chris Lee Alexa Leipold Nishka Malik Ayla Martin Viraaj Mehta Connor Murgatroyd Kyra Ramesh Krishna Ariana Rossuck

Ronojit Saha Declan Sheehan Josh Sidhharta Viv Srinath Hannah Sun Prannoy Thakore Gabriela VazquezGuillen Samantha Wang James Webster

Carlos Galicia Katelyn Hauge Zach Helzer

Liam Murgatroyd Elizabeth Roache Victor Viera

Second Year Recipients Grazzia Bhatia Helene Curnett Neel Dutta Gupta

Third Year Recipients Fourth year Recipient Xianrui Ryan Lee Isabelle Riley

Nina Antonio

Athlete of the Year Awards Each year the athletic department selects two students who model the Eagle Way, demonstrate athletic excellence and leadership, and have competed in at least two varsity sports in the last two years.

Isabelle Riley “Not just a tremendous athlete, but humble, genuine, kind, and sincere in everything she does.”

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Luke Henry “A leader who is respected by his teammates and feared by his opponents.”

Class of 2021

Outstanding Volunteerism and Service Awards Global Issues Viv Srinath “Brought concern for social justice to the Executive Service Council.”

Poverty Eradication Carlos Galicia “Proposed the brave, new virtual IASAS Service Convention, launching next year.”

SAS-Centric Ria Nakahara “Focused her service on the SAS campus.”

Education for All Kohei Sanno “Wishes to change and influence hearts through dedication, love, and support to all he serves.”

Global Issues Audrey Wahking “Recycled campus waste and promoted environmentalism and eco-friendly habits.”

SAS Student Advocate Award This new award honors a senior who exemplifies our core values, who has demonstrated a deep commitment to equity and inclusion for all, and whose advocacy and actions have had a significant positive influence on our community.

Ralen Byrd “This student embodies what it means to stand up for what they believe and still manage to find time to advocate for others.”

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Chip Kimball Creativity and Innovation Awards This award, established in 2019 in recognition of former superintendent Dr. Chip Kimball, is given annually to two seniors who use creativity to solve problems, explore new ideas, and challenge existing thinking.

Isabelle Trudel for sciences and mathematics “This young woman exemplifies engineering and problem-solving with grace, persistence, and intelligence.”

Liberty Leggett for the arts and humanities “Her skills and habits as artist, sculptor, reader, and writer are already astounding, and there’s no limit to where her creativity will take her.”

Taylor Saich Arts and Creativity Award This award, established in memory of Taylor Saich of the SAS class of 1999, is given to a senior who enriches the lives of others through dedication to the arts or other creative pursuits.

Maja Christiansen “She is curious, genuine, hilarious, and empathetic—her positivity has been a source of light, particularly in the last two years.”

David Hevey Award This award honors the late David Hevey and his lasting contributions as an SAS film teacher and faculty member by celebrating a student who demonstrates creativity and communication through the photographic arts.

Alisha Bhandari “She perpetually grabbed the reins, organized the crew, and charged ahead with an unparalleled commitment to quality film work.”

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Outstanding Catalyst Award This award honors a senior who has demonstrated exceptional levels of leadership, thinking, and potential with their Catalyst Project.

Rhea Sanklecha “She demonstrated her genuine passion for learning as she developed her project and then became a highly effective Catalyst teaching assistant.”

Burdell-Wood Scholar-Athlete Awards

These awards recognize two seniors whose academic and athletic careers have been exemplary, who are models to others, and who demonstrate outstanding integrity, self-discipline, and courage. Frank Burdell and Kay Wood were SAS parent volunteers and respected members of Singapore’s American community.

Ella Boasberg “She combines a willingness and dedication to work hard with an unbreakable moral compass and a creative mind that continually strives for knowledge.”

Oliver Taylor “Whether dunking an offensive rebound or excelling in the classroom, he has the character of a leader and he exemplifies what it means to be a scholar and an athlete.”

Bob Gross Student of the Year Award This award was established in 2007 in recognition of former superintendent Bob Gross. It recognizes an eleventh-grade student who best exemplifies our core values of honesty, compassion, fairness, respect and responsibility.

Liam Murgatroyd “Though he has already achieved so much, we know he is going to go on to do amazing, meaningful things, most likely for others in the community.”

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Outstanding Graduates Two Eagles receive the Outstanding Graduate Award each year. These awards are presented to students who have been at SAS for at least two years, excel academically, and exemplify the highest qualities of both our desired student learning outcomes and our SAS core values.

Olivia Moody “Community-minded, hilarious, and intelligent, she is a difference-maker, and she’s made a huge difference to many of us here at SAS.”

Mathias Katsuya “A remarkable critical thinker with a sincere passion for learning, a devoted and compassionate community member who encourages others to be their best selves.“

Blair Sonnenberg Humanitarian Award Established in memory of Blair Sonnenberg, an SAS student who passed away in 1996, this award is given to the senior who has embraced cultural competence by devoting time, energy, and talent to actively seek understanding and improve the quality of life of others.

Nur Aqilah Mohd Badrulhisham “In many different settings, she quietly but surely makes certain that every voice is not only heard, but understood.”

Scott Seator Ambassador Award

This award, established in memory of Scott Seator of the class of 1987, goes to the senior who has demonstrated the kind of critical thinking needed to solve our world’s most difficult problems and who has been involved in other cultures and contributed to making the world a better place.

Ria Nakahara “Her year-long, research-based investigation led to great improvement in our pond’s ecological integrity for the SAS community’s enjoyment. ”

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Don Bergman Leadership Award Established in 1999 in recognition of former superintendent Dr. Don Bergman, this award is given to the senior who has demonstrated excellence in one or more facets of communication and collaboration.

Eunah Jo “We are all better with this person on our team, whether it be in the classroom, in an organization, or on the field!”

Cum Laude Recognition The SAS Cum Laude system recognizes students who achieve excellence in their academic pursuits over the course of their high school careers. Adopted by SAS in 2018, these traditional Latin distinctions encourage rigorous scholarship while giving all students more incentive to work hard, embrace challenges, and explore their interests. Our three honors levels are determined by students’ cumulative high school grade point averages through the fall of senior year. We applaud the 100 graduates of the class of 2021 who graduated cum laude (with honors), magna cum laude (with high honors), or summa cum laude (with highest honors)!

Congratulations 55

to the students who graduated cum laude!

to the students who graduated magna cum laude!

to the students who graduated summa cum laude!

“We believe in the importance of celebrating the achievement, growth, and character of our students. We do this in a variety of ways, and we are proud to be able to honor our students' achievements through our cum laude system. Modeled after honor systems in place at many universities, our cum laude system reflects our views that learning is not a competition and that all students should have the opportunity to be recognized for academic excellence.” STEPHEN LY, HIGH SCHOOL PRINCIPAL

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University

Matriculation

University is one more step in the lifelong education process valued by the SAS community. Our graduates are impressive young adults who have prepared themselves not only for college, but also for life. While the list of colleges and universities attended by our graduates is noteworthy, we recognize that this is only one measure of our success as an academic institution. The following is the list of colleges and universities that members of the Classes of 2019, 2020, and 2021 have chosen to attend. We report university matriculation for the last three graduating classes in order to protect student confidentiality and provide the most accurate picture of where SAS students—including those taking gap years and completing National Service—choose to attend university.

UNITED STATES OF AMERICA American University Amherst College Arizona State University Babson College Barnard College Bates College Baylor University Benedictine College Benedictine University (Illinois) Bentley University Berklee College of Music Biola University Boston College Boston Conservatory Boston University Brandeis University California Baptist University California Polytechnic State University, San Luis Obispo California State University, Northridge Carleton College Carnegie Mellon University Case Western Reserve University Chapman University College of Wooster Colorado College Columbia College Chicago Columbia University Cooper Union for the Advancement of Science & Art Cornell University Dartmouth College Davidson College Denison University DePaul University Dickinson College Drexel University Duke University Eastern Illinois University Elon University Emerson College Emory University Fashion Institute of Technology Florida Southern College Fordham University

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Furman University Gannon University George Mason University George Washington University Georgetown University Georgia Institute of Technology Gettysburg College Gonzaga University Gordon College Grand Canyon University Harvard University Hofstra University Indiana University Bloomington Iowa State University James Madison University Johns Hopkins University Lake Forest College Lawrence University Lehigh University Lewis & Clark College LIM College Laboratory Institute of Merchandising Louisiana State University Loyola Marymount University Luther College Marist College Maryland Institute College of Art Miami-Dade College Michigan State University Middlebury College New York University North Carolina State University Northeastern University Northwestern University Nova Southeastern University Oberlin College of Arts and Sciences Occidental College Oglethorpe University Oklahoma State University Old Dominion University Pace University Pasadena City College Pennsylvania State University - University Park Pepperdine University Pitzer College Prairie View A&M University

Pratt Institute Princeton University Purdue University Rhode Island School of Design Rice University Ringling College of Art and Design Rochester Institute of Technology Rose-Hulman Institute of Technology Rutgers University - New Brunswick San Diego Mesa College San Diego State University Santa Clara University School of the Art Institute of Chicago Scripps College Seattle University Seton Hall University Simmons University Skidmore College Southern Methodist University St. Olaf College Stanford University Stevens Institute of Technology Stony Brook University (SUNY) Swarthmore College Syracuse University Texas A&M International University Texas A&M University Texas Christian University The New School The Ohio State University Trinity University Tufts University Tulane University United States Coast Guard Academy United States Military Academy United States Naval Academy University of Arizona University of California, Berkeley University of California, Davis University of California, Los Angeles University of California, Riverside University of California, San Diego University of California, Santa Barbara University of California, Santa Cruz University of Chicago University of Colorado Boulder University of Colorado, Denver

Class of 2021

% of class of 2021 graduates going to:

85%

80%

10%

USA

Canada

Other

of 2021 graduates going straight to college or university

University of Florida University of Hawaii at Manoa University of Houston University of Illinois at Urbana-Champaign University of Maryland, College Park University of Michigan University of Minnesota Rochester University of Minnesota, Twin Cities University of North Carolina Asheville University of North Carolina, Chapel Hill University of Notre Dame University of Oklahoma University of Oregon University of Pennsylvania University of Puget Sound University of Richmond University of Rochester University of San Francisco University of South Carolina University of South Florida University of Southern California University of St. Thomas University of Tampa University of Texas at Dallas University of Texas, Arlington University of Texas, Austin University of Vermont University of Virginia University of Washington University of Washington, Bothell University of Wisconsin, Madison University of Wisconsin-La Crosse University of the Pacific Utah State University Vanderbilt University Villanova University Virginia Polytechnic Institute Washington State University Washington University in St. Louis Wellesley College Wesleyan University Westmont College Wheaton College Yale University Yavapai College

12%

of 2021 graduates going on to National Service

of 2021 graduates taking a gap year

UNITED KINGDOM

CANADA

Aberystwyth University City University of London Durham University Goldsmiths, University of London Heriot-Watt University Imperial College London King's College London London School of Economics and Political Science Newcastle University Oxford Brookes University Queen Mary University of London School of Oriental and African Studies University College London University of Bath University of Cambridge University of Derby University of Edinburgh University of Glasgow University of Liverpool University of Oxford University of Sheffield University of St. Andrews University of the Arts London University of Warwick University of York

Algonquin College Dalhousie University Fanshawe College of Applied Arts and Technology McGill University Mount Allison University Queen's University Ryerson University Simon Fraser University University of British Columbia University of British Columbia - Okanagan Campus University of Toronto University of Western Ontario

ASIA Ateneo de Manila University Chinese University of Hong Kong Hong Kong University of Science and Technology James Cook University, Singapore Lasalle College of the Arts National Taiwan University National University of Singapore Seoul National University Singapore Management University Sophia University University of Hong Kong Waseda University Yale-NUS Yonsei University Yonsei University-Underwood

EUROPE Bocconi University Erasmus University Rotterdam Leiden University Leiden University College - The Hague Les Roches Maastricht University Technical University (TU) Delft The American University of Paris University of Amsterdam University College Cork - National University of Ireland, Cork Ecole Hoteliere de Lausanne

AUSTRALIA AND NEW ZEALAND Bond University The Australian Institute of Music University of Melbourne University of New South Wales University of Otago University of Sydney

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CLASS OF 2021

College Spotlight

number of countries to which the class of 2021 sent college applications

Matriculated to

112 universities

Other notable class of 2021 results Applied to

Students will attend university in 30 states plus the District of Columbia

US states

Students will attend university in 12 different countries First female SAS student ever accepted to the US Naval Academy One student accepted to the US Coast Guard Academy One student enlisting in the US Air Force First student attending a Historically Black College or University in five years First student in at least 20 years to matriculate at a university in Taiwan

6.8 average number of applications submitted per senior

Class of 2021

1,812 number of college applications completed by class of 2021

Most popular universities to apply to, for class of 2021

Matriculated to

University of California, Los Angeles

countries

University of California, Berkeley New York University University of California, San Diego Northeastern University University of California, Santa Barbara University of Southern California

Most popular universities to attend, for class of 2021

Boston University University of California, Irvine University of California, Davis

Northeastern University

University of Toronto

Boston University

King's College London

King's College London New York University University of Toronto University of British Columbia Indiana University Bloomington

500+

Purdue University University of Washington Emory University

number of recommendations written by SAS teachers

Life

After Graduation Our Eagles are ready to spread their wings and embrace the possibilities of life after high school! As they prepare to launch themselves into new adventures, we know their SAS experiences will stand them in good stead. Looking back on their time at SAS and forward to fresh challenges and opportunities, here’s what some of our newest graduates have to say about what comes next.

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Class of 2021

Aditya Pradhan

Alisha Bhandari

Budding Bioengineer

Service, Writing, and Learning in India

Next Adventure: Rice University

Next Adventures: Gap year and Pace University

Eagle Since Ninth Grade

Eagle Since Eighth Grade

I chose Rice University for my next challenge because of its unique student life and diverse student body. Its 11 residential colleges promote a culture of care, which makes it easy to find your people and fit in. I will major in bioengineering because my career goal is to create medical technology that helps people. I’m looking forward to participating in Rice’s undergraduate research programs and working with world-renowned professors. I also cannot wait to make new friends and participate in Rice’s crazy traditions! SAS taught me to seek new experiences and get out of my comfort zone. My primary activities were robotics and SAVE club. I joined SAVE in freshman year and met many of my closest friends. SAVE also helped me develop valuable leadership skills. Joining robotics in junior year was honestly one of my best high school decisions because it introduced me to new friends and spurred my interest in engineering. My most cherished SAS memory is from my sophomore Interim Semester in Bhutan, when my friends and I supported each other through the challenging hike to the Tiger’s Nest. When we made it to the top we drank warm, soothing butter tea together. What will I miss most about SAS? Subway! Yes, it’s an international franchise and I will find plenty of outlets in Houston, but I will miss chatting with friends in line, the Subway staff knowing my usual order, and redeeming coupons I won from advisory activities. My advice to younger students is to do extracurriculars that make you happy, and immediately stop those that don’t. Don’t dedicate your entire high school career to building your college applications, because you will regret it. Plan for the future, but live in the moment. Before looking at the ridiculously low acceptance rates of Ivy League universities (because you will, and nothing I say can stop you), ask yourself what you want from a college experience. Answer that question honestly and thoroughly, do some research, and you will find your dream university!

I'll be taking a gap year in India next year, and I plan to work in NGOs, schools, and charities while learning more about the country and my heritage. After that, I'll be going to Pace University in Westchester, New York, to study digital filmmaking, which I want to pursue in the future. Pace has great facilities and a vibrant campus life with libraries, cafes, and social areas. It's also close to New York City, with daily shuttles to Manhattan. I'm looking forward to my studies and to having new experiences in a foreign country. SAS taught me to understand that everyone has different experiences, which made me a more caring person. Ms. Katie Walthall and Mr. Lawrence Shackelford (Shack) inspired me and gave me valuable advice. Ms. Walthall helped me find my interest in writing and research (something else that I plan to do during my gap year), and Shack helped me see that film could be my lifelong passion. The biggest challenge I overcame was the same for many: the lockdown in 2020. My friends and teachers helped me (and so many others) get through it. My favorite SAS memory was participating in IASAS events three years in a row. I loved being able to meet and talk to new people from outside SAS. I'll really miss IASAS, and I’ll also miss the Senior Spirit days and the faculty. At SAS, the teachers and faculty genuinely care about what they teach and the state of their students. Every day they greeted me with a smile and asked how I was doing—and they cared about my answer. To get the most out of SAS, you need to be involved in activities! Join lots of clubs in the beginning and then gradually narrow them down to those you enjoy. My advice for rising seniors is to start early, talk to your college counselor frequently, email the colleges you're applying to, and make sure that all the colleges on your list are ones you’ll be excited to attend!

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Cal Galicia

Filmmaking in the Big Apple

Liberal Arts in Cold Weather

Next Adventure: New York University Tisch School of the Arts

Next Adventure: Bates College

Eagle Since Kindergarten

Eagle Since Pre-kindergarten

I'll be going to New York University Tisch School of the Arts to study film production, something I've considered as a career since sophomore year. When I toured Tisch two years ago, it felt familiar, like a bigger version of the SAS Media Lab—a welcome feeling! I'm excited to explore New York City as I continue expressing myself through film. As someone who's been highly involved in service, I'm also excited to find ways to serve others in the Big Apple.

My next adventure will be joining Bates College in Maine. I'm really looking forward to its strong liberal arts curriculum, making new friends—and living in cold weather! I chose Bates after touring it in person in the 2019 summer and later attending SAS's interactive session with the Bates representative. These opportunities were really informative and highlighted Bates’s strong sense of community. I'll start off "undeclared" so I can explore my academic options; at this point, it's likely I'll pursue political science or international relations.

I was a pretty busy person at SAS, involved in service with Executive Service Club and Gawad Kalinga (GK), baseball, filming, music, impromptu—SAS is a very busy place, and I suppose the same can be said about New York! One piece of advice for younger SAS students is that the way to get the most out of SAS is to just get involved. The more activities you take part in, the more you'll get out of your time here. Of course, too much is excessive. But find what you love!

I was most inspired this year by my independent study course with Ms. Kelly Nash, who is a fantastic teacher. We designed and proposed to the school board a new college-level English course on nonfiction writing and rhetoric. Working with a faculty member on a more equal footing was a very special opportunity. I think this will help me next year as Bates has a very low student–faculty ratio and I'm excited to work closely with my professors.

I've been at SAS for what feels like forever! Among myriad great memories, my favorite may be from the GK trip in November 2018. My friend Aidan and I woke up early to see the sunrise on the last day of the trip, a special moment when I felt calmed and reassured that everything would be all right. One of the teachers who’s inspired me most was Mr. Saylar Craig. It was serendipitous that he was both the GK and IPAU sponsor, two of my favorite organizations. One of my best on-campus memories is streaming IASAS basketball in 2019—running around, switching angles, manning cameras—three of the most jampacked days of my life! Something I'll miss most about SAS is the life that it has. In normal times, it truly feels like the school has its own heartbeat! SAS is a really good school. Even if you don't like all of SAS, there is definitely something here that you will enjoy. So find it and make the most of it.

Declan Sheehan

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My favorite SAS memories are from my Interim Semester experiences in Hong Kong and Nepal. I loved the natural setting for each of those trips and how we learned totally new skills like compass-based navigation and how to hike with crampons. We also saw a different side to our teachers and developed close bonds through our shared experiences. As for day-to-day life at SAS, I’ll really miss hanging out with my friends, although I know we'll all stay in touch and meet whenever we can in person. My advice to younger students is to follow what you're interested in and have fun at SAS! Also, consider getting involved in local NGOs and organizations, because this will help you meet people outside our school "bubble" and see different aspects of Singapore. To rising seniors, listen to your counselor, and look beyond the schools commonly applied to by SAS students, because there are plenty of other excellent colleges out there. And be sure to make time for your friends while you're all still in Singapore!

Class of 2021

Saachi Anish

Sean Woosung Chang

Business Management in a College Town

Enlistment Before University

Next Adventure: Indiana University Bloomington

Next Adventures: National Service and Emory University

Eagle Since Ninth Grade

Eagle Since Sixth Grade

Next year, I will be attending Indiana University Bloomington, where I’ll study business management at the Kelley School of Business. Bloomington is a small college town, and I have always wanted the “classic college experience,” with a large community and lots of school spirit. I am most looking forward to the variety of classes offered, learning from experienced, passionate professors, and a diverse culture. SAS prepared me for college by teaching me that teamwork is fundamental to success. The many group projects I did at SAS taught me essential communication and social skills, and so improved my self-confidence. These lessons will help me be more successful and efficient in college, where there will be more and more difficult group assignments. My advisor Ms. Emily Hopwood has been one of my biggest inspirations during my time here. Her unwavering optimism has inspired me to persevere and think outside the box. Also, her smile and greeting every time I pass have shown me that something as small as a single smile can make a difference to others. My favorite memory from SAS is spending lunchtime with my friends. Through the years we have sat in many places—the student life center, the picnic tables, the bleachers, the library—but I have always loved walking up to them to relate the day’s funniest moments, and then listening to their stories. I have honestly found family in my friends here, and that is one of the special things about SAS. My advice for younger students is to live in the moment passionately. It may sound cliché, but try to experience each day because high school, especially senior year, passes by so fast you need to focus on each day individually. Also, make sure what you do is something you are passionate about! Similarly, to rising seniors, choose a school that has what you’re passionate about and makes your heart skip a beat when you think about it. Good luck to everyone and I wish you all the best!

Next year, I will be enlisting in Singapore’s National Service, and after that I plan to attend Emory University as a business major. Emory is a great institution for students who have many different passions and interests, as it includes two years of general education requirements for undergraduates. This will allow me to deepen my knowledge in areas that might benefit me in multiple industries. Its Goizueta Business School offers opportunities like seminars, retreats, and simulations that will help me develop not only academically, but in professional leadership and communication skills. I look forward to hands-on opportunities to critically analyze and solve problems. SAS prepared me for the future not only through rigorous academics, but also through its emphasis on character. I learned the importance of responsibility, honesty, compassion, fairness, and respect as fundamental virtues that show what kind of person I am. Ms. Andrea Hendrickson’s love and genuine care for her students inspired me to be always mindful of my actions. She spreads kindness everywhere she goes and expresses her feelings and just beliefs through direct actions. My favorite SAS memories are the moments I spent with my closest friends in the library. During flex periods, lunch, and free blocks, everyone came together to laugh, and it was reassuring to know there was a place to return to after each class. This familiarity and knowing I’ll see everyone again soon in our usual area is what I will miss most. Memories don’t create themselves! To get the most out of SAS, make the effort to seek out new experiences. SAS is unique because of the limitless opportunities to pursue one’s passions. Take that first step to join a club or try out for a sport or activity! To rising seniors, my advice is to take it slow and plan carefully. It’s natural to feel uncertain and indecisive. However, making sure to give yourself enough time before each deadline is crucial.

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Shreya Sridhar

Well-rounded STEM Specialist

Community-minded Business Major

Next Adventure: Northwestern University

Next Adventure: Indiana University Bloomington

Eagle Since Tenth Grade

Eagle Since Ninth Grade

I will be attending Northwestern University next year and studying engineering or computer science. At SAS, I participated in a wide range of clubs and activities, and I chose Northwestern because it will allow me to continue that. Northwestern also encourages work-life balance, and that’s the kind of environment I need to thrive both academically and socially.

I’ll attend Indiana University Bloomington in August, which I decided was the best place for me to develop my academic interests. I will be studying business management at the Kelley School of Business while also pursuing my interests in entrepreneurship and economics. I am most looking forward to the unique classes offered at IU and participating in the many traditions and clubs there.

SAS prepared me for the real world by showing me there’s no limit to what you can do—as long as you ask. SAS has so many opportunities to take advantage of, if only you reach out to your teachers. They are always more than willing to help you find a way to make things happen. Having the courage to ask for what you want is itself an important skill for the future.

SAS taught me the importance of being the best version of myself. There is a lot of competition, but it creates the drive to push yourself, publish work that you are passionate about and proud of, and put a 100-percent effort into everything. Through the many service opportunities at SAS, I also found that I loved helping others, especially by providing less fortunate communities with the resources to learn.

One thing I will miss about SAS is its diverse student body—everyone has a unique background and experiences, and this really broadened my perspective. Another thing that makes SAS special is how driven the student body is. Everyone has something they’re passionate about! I think I’m all the better for spending my high school years in a place like SAS. This environment was inspiring and pushed me to pursue my own passions with greater determination. To rising seniors, my advice is to plan! Having a list of what you need to get done and by when makes a world of difference in easing your stress. Start researching colleges early and use all available resources: college counselors, teachers, and alumni at colleges of interest. To younger students, I’d say, branch out and try as many things as possible, especially clubs you may not think you’re interested in. My main interest is in the STEM area, and yet I had an amazing time in the SAS’s debate program! I think it’s important to be well-rounded and to specialize, and SAS does a really good job helping students to do that. Don’t be afraid to take that first step!

Siya Anish

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My college counselor Ms. Kristen Kurowski really inspired me because she ws always so welcoming and genuine. She always put her students first and was always there to help. Ms. Andrea Hendrickson also impressed me, as she has been the kindest teacher I have ever met, with a very unique sense of humor! She was a huge support to me and my advisory all four years in high school. I am going to miss the community I built with my friends at SAS, and I’ll keep in touch with them for a long time! My favorite memory was Interim Semester of my sophomore year, when I traveled to Chiang Mai, Thailand. It was my first time traveling without my family, but I was able to meet new students from different grades and explore a different country— definitely a highlight. My advice to younger students is to participate in activities that you are truly passionate about, and don’t just choose activities because your friends are interested in them. Instead, choose things that make you excited. My advice for rising seniors is to start researching universities during the summer after junior year, because when senior year comes around, the deadlines will come very quickly. You don’t want to miss out!

Class of 2021

congratulations

Once an Eagle Eagle... ... Always an Eagle Eagle!! s u m m e r

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SINGAPORE AMERICAN SCHOOL

THE LION CITY THE EAGLE WAY Jewel Changi Airport

JOIN THE SAS FAMILY AT WWW.SAS.EDU.SG/ADMISSIONS Singapore American School CPE Registration Number: 196400340R Registration Period: 22 June 2017 to 21 June 2023 Accredited by the Western Association of Schools and Colleges

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d a h u o y h is w u o y o d t a Wh known about colleedg?e before you arriv A recent grad's advice for new and future SAS alumni.

by Ruth Jaensubhakij (class of 2018) In high school, I remember constantly hearing from alumni how well Singapore American School would prepare me for college. And in many ways, I think that’s rung true—the range and rigor of high-level courses, the leadership opportunities available through extracurriculars, and the multiculturalism of the student body at SAS—all equipped me for the transition to college in ways that I’m incredibly thankful for. However, that doesn’t mean my transition to college was smooth or seamless. The first few months on campus, I made mistakes—constantly. I learned and grew more in a single semester than I ever thought possible, and even now, despite being a junior, I continue to be surprised by how much I don’t know about how college works. I think there’s a lot to be said about learning from experience. However, there are some things that I wish people had told me before I arrived on campus—I want to share just a few of them here. These are far from comprehensive, but hopefully they resonate with you and get you thinking about what you hope to learn and experience in college. 1. There are so many opportunities available to you in college. But, they won’t be handed to you. Universities are full of people, classes, and activities that cover a wildly diverse and niche set of interests, but sometimes the craziest and coolest opportunities won’t be advertised. You’ll have to go looking for them! My favorite example of this is when, after studying Chinese at SAS for three years, I decided I was ready to try something different freshman year. I wanted to fulfil my language requirement by learning Thai, but I couldn’t find information about a Thai language department at Harvard anywhere. Thus began a wild goose chase, with the help of my academic advisor, to find out whether Thai classes existed. As it turns out, the university is committed to teaching any language that students are interested in, and three years later I’m still studying Thai. My class is only two people, but we get to design our own syllabus every semester; learning Thai has also led me to an on-campus job at the Thai Studies Center, as well as writing my senior thesis on NGOs in Thailand. These classes weren’t advertised anywhere, but have been an integral part of my college experience.

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2. People at college will want to get to know you if you want to get to know them! At the same time, you don’t need to compromise or change who you are to make the most out of college. In high school, social groups can be rigid and constraining. And in a totally new environment, putting yourself out there can seem incredibly intimidat ing—particularly if you’re surrounded by accomplis hed faculty and peers, and are feel ing like you don’t measure up (also known as “impos ter syndrome”). However, what I quic kly realised is that everyone feels the same way , and that if you show genuine inte rest in people, nine times out of 10 they’ll recipro cate. Everyone has an incredible story that led them to that specific college, and no matter how different from you they may seem, that story is worth hearing. Some of my closest friends at college are people who I have almost nothing in common with, or who I just happened to bum p into in the dining hall or bathroom—spontane ous conversations can often be the best ones! It’s also important not to underestima te yourself and your own story. The re’s no need to embellish yourself or mold yoursel f into someone you aren’t when you enter college; you got there by being you, and that will continue to be more than enough. 3. College will expose you to com pletely different types of diversit y than what you’ve experienced in high sch ool. Embrace it, and be humble . SAS is, in many ways, a bubble. It’s true that we’ve grown up having friends with passports from dozens of different countries, and experiencing a myr iad of cultures through travel—this is certainly one axis of diversity, and an important one. However, we’ve also grown up immensely priv ileged, in a socioeconomically hom ogenous environment. At college, you’ll enc ounter people with a much broade r set of life experiences, and it’s important not to project your assumptions about cert ain identities or backgrounds. Be hum ble, recognizing your own privileg e and the perspective that has given you, whi le being sure to listen to what oth ers have to share. It’s easy to judge someone who has never been overseas, for example, for thinking Singapore is part of China or for asking you how you can speak Eng lish so well. But we all have our own prejudices, and challenging and un-learning them is one of the best—but most painful—parts of college.

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By C A R A D'AVA N ZO Communications Writer

“Today I want a victory!” Incredible athlete, inspiring coach, and the Ultimate Eagle For those at Singapore American School who feel they stand “on the shoulders of Giants,” in Isaac Newton’s famous words, no giant is more respected than S. K. Kasinathan, or Coach Kasi, as he was known by the students. The first full-time, qualified physical education teacher and athletic director hired at SAS, Kasinathan in large part created the sports program as it still exists today. This Ultimate Eagle, who passed away last spring, touched the lives of countless students in his two decades at the school.

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Talented Sportsman and Keen Competitor Kasinathan grew up in Batticaloa, Sri Lanka, and earned a bachelor’s and then a master’s degree at Springfield College in Massachusetts. Throughout his schooling he played multiple sports, and in college he was part of the 1957 undefeated Springfield soccer team, which claimed the National Collegiate Championship. A 1958 Harvard Crimson article about an upcoming game mentions Springfield’s “chief offensive threat… a Ceylonese inside left, Captain Sam Kasinathan… [who has] the best footwork and passing of any player we’ve seen this season.” According to Singapore’s Eagles by Jim Baker, Kasinathan “had the rare distinction of having represented three different countries— Sri Lanka in rugby, the United States as a member of the national collegiate all star soccer team, and Singapore in cricket.”

toward the comprehensive athletic program students enjoy today. Along with established varsity sports such as basketball, softball, and volleyball, the high school added field hockey for girls, a serious track and field team, swimming, soccer, and rugby, as well as junior varsity teams.

Expanding the SAS Sports Program Kasinathan joined SAS in 1963, arriving just one year after the opening of the King’s Road campus. Between the new facilities and the advent of “Coach,” the school was soon taking huge strides

“In the land of the blind, the one-eyed is king.“

During the 1960s, SAS competed in the Singapore Schools Sports Council leagues in the Bukit Timah district. For the boys, fast-pitch softball games against Boys Town, a vocational school for at-risk youth, were season highlights. “When the Eagles played at Boys Town, every single student attended,” states Baker, because usually, “whoever won that game, won the district and national championships.” The SAS girls’ teams in this period had more success overall, winning many more district titles than the boys; they were especially dominant in swimming, volleyball, softball, and track and field. Kasinathan also prompted SAS to join international competitions more regularly. Games against the International School of Bangkok (ISB) became central to school spirit in the early 1960s. Every April, a boys’ team traveled to the opposing school to play multiple sports for a cumulative championship. Early journeys took two days each way by train—in second class—and events sometimes included table tennis and bowling! By the late sixties, the SAS–ISB games included a girls’ competition, and both squads competed in soccer, basketball, volleyball, softball, and track and field. Jakarta’s Joint Embassy School (now Jakarta Intercultural School or JIS) and the International School of Kuala Lumpur (ISKL) became regular opponents in the 1970s.

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An IASAS Founder In 1981, the athletics directors of these four international schools met at the SAS King’s Road campus with the goal of devising a more structured and consistent format for international competition. Kasinathan was front and center at this gathering, representing SAS as the group planned a new league. The Interscholastic Association of Southeast Asian Schools (IASAS) commenced in October 1982, and soon the International School Manila and Taipei American School joined, making up the six-school conference we know today. From the beginning, the format included three sports seasons, with the schools hosting highly anticipated culminating tournaments on a rotating basis. Soon a cultural convention was added, and mathematics, chess, robotics, Model United Nations, and other events have been included at various times. IASAS has flourished for nearly four decades, providing innumerable opportunities for students to compete against each other, form friendships across schools, and create lasting memories of high school achievements.

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“What you do in practice, you do in the game.”

Priceless Lessons in Sports and Life

Kasinathan practiced what he preached, with former students describing him as fair, calm, cool, firm, and funny. He made students feel empowered, and he let them know he wanted them to succeed. One former student noted that he encouraged boys and girls equally, while another stated that he clearly cared deeply for his students. He is also remembered for his rapport with colleagues, his sense of humor, and sharing fiery curry lunches with anyone who dared join him. As Rhonda Ann Clarke (class of 1980) put it, “He was the best coach ever to all of us! What a beautiful life he had with so many that are grateful to have experienced his humor and amazing coaching skills!” While he may have been shorter than many of his students—as several of them fondly remembered—Kasinathan is truly one of the Giants who helped SAS become what it is today. We salute him as an Ultimate Eagle!

Beyond Kasinathan’s leadership in establishing the structures for a first-class sports program at SAS, his teaching inspired SAS students to push themselves toward excellence. Today, his Facebook page is filled with tributes from athletes and non-athletes alike who remember his emphasis on character development. In the words of Leslie Babinec Trout (class of 1981), his life lessons included, “believe in yourself, never give up, you can always do more than you think, play and win fair, be a leader, never let your team down, be courageous, and admit when you made a mistake and make it right. Coach’s greatest lessons were priceless because they applied to both sports and life in general!”

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Singapore American School alumni have achieved notable success in the fields of print and broadcast journalism. From morning show producers to data analysts, our amazing Eagles share what it is like to be part of the media world!

Kathleen Kelley Rushlow (Class of 1976) senior producer at National Public Radio In February of 1972, when I was an eighth grade student at SAS, our English teacher assigned the class a newspaper unit as a way to boost our writing skills. The timing of this writing project could not have been better. Queen Elizabeth II was making her first state visit to Singapore and I was assigned to write about it. I sometimes wonder if that is how the spark of journalism was planted in me. I attended the University of Maryland at College Park where I received my bachelor’s degree in radio, television, and film. I worked for multiple radio news stations after graduating—WTOP radio, NBC-MUTUAL Radio Networks, Unistar Radio Network, and finally National Public Radio (NPR). I have been at NPR for over 25 years. My job is to program the news for the top and bottomof-the-hour newscasts that air during NPR’s Morning Edition. I decide the stories, the reporters, and all the sound. I also direct anchors who read the news to help ensure that breaking stories are included, and I guide the editor and audio producer as they help prepare the twice-an-hour news program. Due to the pandemic, I’m currently doing this from my dining room table. The newscasts that I produce have been rebranded as NPR NEWS NOW. We are now rated the number one podcast in the United States. It is a bit of a shock to learn how popular we are, especially as we now have a younger audience. At NPR we pride ourselves on

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always double-checking our facts. We are fast, but not at the expense of accuracy. We’ve always worked this way, and it seems more important now than ever. My advice to aspiring journalists is to ensure you are working with people who only want facts. Avoid getting yourself involved with organizations that prefer some bias in their news coverage. We need truth in this world, especially now.

Brittany Dawe (Class of 2010) morning show producer at CNBC

I have always had a fascination for current events, news media, and production, but I did not think that I would end up in journalism. I studied at the University of British Columbia where I majored in political science. While at university, I interned for a summer at a film studio, learning the business side of production, and I took a part-time internship at one of the local news networks shortly after. Following graduation, I moved back to Singapore to intern with CNBC’s news editorial team. CNBC ended up having all the aspects I enjoyed when it came to business, news, and production.

My typical day starts at 3:00 a.m. I have three hours to read, write, put together the rundown, talk to reporters, edit video, and book guests. During the show, I am in the control room speaking with the talent and dealing with any last minute changes to the rundown. It’s an extremely fast-paced, challenging, and rewarding work environment. No two days are ever the same!

I am currently a producer for CNBC’s flagship morning show, Squawk Box, a news program that goes live Monday through Friday from 6:00 a.m. to 9:00 a.m. We cover financial markets, economics, and a bit of politics.

I’ve learned that producing is a leadership position. When you're in the morning meeting, or building the rundown, or in the control room, you have to know what you want and be decisive enough to make sure it gets done. But you also have to listen. At SAS, I learned that through sports. Ever since I can remember I always had an affinity toward group sports—a group of people working competitively towards a common goal. Looking back I realize how many of the same skills needed to be a good captain of a sports team are similar to the skills needed to be a good producer—decisiveness, motivating others, and leading by example. Being the team captain of the varsity soccer and softball teams at SAS taught me a lot of those skills! To anyone considering a job in news production, my best advice would be to look for internships early on. No better way to see if it is a right fit than by getting your feet wet!

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Lourdes Santos (Class of 2010)

senior digital data analyst at THE GLOBE AND MAIL After graduating from SAS in 2010, I was offered a scholarship to study liberal arts at Waseda University in Tokyo. After one semester I realized I wanted to switch to a science major, but because the English offerings were limited, I had to look elsewhere. I then transferred to the University of Toronto, where I double-majored in chemistry and biology.

After graduating, I ended up working for an advertising technology startup in Singapore as a business analyst. This was the beginning of my interest in data analytics and led me to later pursue my master’s degree in business analytics. In May 2019, I landed a job as a data analyst at The Globe and Mail, one of Canada’s national news publishers. The Globe and Mail was a big surprise because they are very forward-thinking in the industry. They developed their own holistic scoring model to predict the success of an article and have leveraged machine learning and artificial intelligence in creating

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a suite of products to automate and drive subscriptions. The team responsible was so successful that they now sit under a separate arm called Sophi, and have since won numerous awards and global clientele. As a senior digital data analyst, I work with clients from The Globe and Sophi, and I help them in identifying digital trends and insights that drive subscriptions and retain existing subscribers. This involves building automated reports, dashboards, and data models from large amounts of web data and working with stakeholders to help them understand the data. My advice for those who are interested in data analytics is to build up your projects and get some experience, even if it’s unpaid, like reaching out to a small business and helping to set up their website for analytics. Analytics is not just about technical skills; developing communication and interpersonal skills are just as important.

Akane Otani (Class of 2010)

reporter at THE WALL STREET JOURNAL I went to Cornell University, where I majored in English. I wrote stories for Cornell’s campus newspaper and, after many rejections, landed an internship the summer after sophomore year at CBS Chicago. That summer cemented my decision to be a journalist. As a reporter at The Wall Street Journal (WSJ), my job involves interviewing traders, investors, and analysts, writing stories about fast-changing trends in global markets and economics, contributing to our podcasts and videos, and occasionally appearing on outlets like MSNBC, CNN, the BBC, and CNBC to talk about my stories. Here is some advice I have for aspiring journalists: 1. Be patient. Getting your foot in the door can take time. I applied for WSJ's summer internship program multiple times before I finally ended up getting an offer. 2. Gain experience. Make sure you get as much experience in a newsroom as possible during college. 3. Be prepared. Every internship or job interview I have been on has involved me sharing my writing samples and my ideas for new stories. Make sure you come in prepared and armed with a sense of curiosity. 4. Your major is not an issue. You do not have to major in a specific subject area to write about it. My liberal arts education helped me realize I can learn about new topics quickly, which is probably one of the most important skills a journalist can have. One unfortunate feature of the journalism industry is that internships are not only incredibly competitive but also, in most cases, unpaid. Some require you

to have previous experience to apply. The good news is that many organizations recognize this is a critical problem that contributes to inequity in the industry, and offer networking events, resume-critiquing workshops, and stipends to students who otherwise would not be able to take on an internship. Take advantage of these groups. And do not be shy about reaching out to journalists. I talk to a number of students and aspiring journalists every year who have reached out to me asking for help—most of us are more than happy to chat! My music classes and ensembles had the greatest impact on me during my time at SAS. They did not teach me how to write a news article, but long hours in practice rooms and rehearsals taught me grit and perseverance—two qualities that are crucial to “making it” in the journalism industry. The requirement to do group and individual presentations in classes also helped me come out of my shell. Every single music performance or class presentation I was involved in at SAS helped me develop the confidence to write and speak on complex topics with authority, sometimes in front of huge audiences.

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What is it like to work at a Fortune 500 company? We caught up with five Singapore American School alumni who currently work with some of the world’s largest corporations to find out.

Linda Sun (Class of 2015) investment bank analyst, Goldman Sachs

From balancing multiple leadership roles at SAS to training for multiple sports, her eight years at SAS helped prepare Linda Sun (class of 2015) for her current fast-paced work environment. After graduating from the Wharton School of the University of Pennsylvania with a bachelor’s degree in finance and management, she moved to New York to work as an investment bank analyst at Goldman Sachs. As an analyst, Sun’s roles and responsibilities primarily involve the execution of projects, including financial analysis, business due diligence, and assisting with client decks. She shares, “Goldman Sachs offers a plethora of opportunities, and I've been fortunate to take part in some of them, including a non-profit project, campus recruiting efforts, and talk series with leaders across all fields. These possibilities have made the job more interesting and allow me to meet new people and learn new things on a daily basis.” Sun offers three important pieces of advice that will help students or alumni hoping to enter the field of investment banking: 1. Meet many people from all different backgrounds or interests and stay in touch—you never know which door will open. 2. Your attitude is important. Everyone likes working with someone who makes the job easier or better. You will be able to produce higher quality deliverables when you have a positive mindset. 3. Take on challenges, even if it means staying up later at night. It will pay off in the long run.

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Craig Friske (Class of 1974)

senior software engineering manager, Rocket Software (IBM partner) Who knew that playing card games, chess, and brain teasers in elementary school were signs that Craig Friske (class of 1974) would one day become a senior software engineering manager at Rocket Software, a company with a long-standing partnership with IBM. After graduating from SAS, Friske attended California Polytechnic State University in San Luis Obispo, California. After graduating with a bachelor’s degree in computer science, he accepted a job at a Control Data Corporation in Silicon Valley. As a manager of the Db2 Utilities team at Rocket Software, Friske’s main task is to oversee the engineers responsible for developing and servicing the utilities critical to the function of IBM’s mainframe database. He notes that his job can be quite stressful at times: “If an important, aggressive schedule must be met, then you can work lots of hours. If a bank system came down because of a bug in our code, it must be diagnosed in a timely manner. And these are very hard puzzles to solve!” Friske’s advice for students or alumni who want to enter the field of software engineering is to embrace hard challenges and classes. He typically hires employees with a bachelor’s degree or master’s degree in computer science. But that’s not all that it takes to be in this field, he emphasizes: “Focus on being a well-rounded person. The degree and a high GPA will get an interview, but my team is filled with people who care for each other and help each other. We have a company slogan we live by—a Rocketeer will never let another Rocketeer fail.”

Nathan Button (Class of 1998)

business and strategy manager, Caterpillar Nathan Button (class of 1998) graduated from the University of Iowa, where he earned his bachelor’s degree in economics. After graduating, he moved to Peoria, Illinois to work for Caterpillar. It has been over 18 years since his first move, and since then he has lived in Australia, Singapore, Switzerland, and the US. He muses, “I have held many different positions in numerous functional areas—on four different continents!” Currently based in Geneva, Button is the business and strategy manager for Caterpillar’s global construction and infrastructure division, which serves as the company’s sales and marketing division for their core

Derek Dieu (Class of 2001)

head of commercial excellence for Janssen Pharmaceuticals (owned by Johnson & Johnson)

machine product line. He manages a team responsible for the company’s sales forecasting and order management, budgeting and cost management, communications, compliance, and data analytics. In addition, he supports the vice president with strategy development and implementation. “I am glad I graduated with my bachelor’s degree in economics because I think it helped teach me how to think through issues and problem solve,” Button shares, “but any success I’ve had has been based more on common sense, communication, and a little analysis capability than on any specific academic theories.”

Katie O’Gorman (Class of 1999)

director of social media strategy and content, Coca-Cola

Critical thinking is one of the many skills Derek Dieu (class of 2001) picked up while a student at SAS. As he reflects on this time, he shares, “I feel like my bent to always consider things critically began from my days at SAS. AP Psychology and Journalism broadened my view on learning and gave me an appreciation to think critically about topics.”

Living abroad was a transformative experience for Katie O’Gorman (class of 1999), and especially spending six years at SAS. She explains, “Those years were some of the greatest in my life. I made amazing friends, received a terrific education, and got to travel Southeast Asia playing on sports teams and becoming a team player.”

Currently based in Beijing, Dieu shares that there is never a dull moment at work as his role involves a fascinating mix of responsibilities. He leads a team of 70 dedicated professionals who work on capability-building, data and analytics, and innovation. With the exponential growth of big data, artificial intelligence, and machine learning, he is uniquely positioned to apply these technologies in strengthening the company’s processes, ultimately driving business growth.

“I love being on social media, having direct sight into consumer conversations, and learning how we can impact people in a positive way,” says O’Gorman. As the director of social media strategy and content for Coca-Cola, one of the most recognized brands in the world and ranked number 88 in the 2020 Fortune 500, she continues to reinforce the brand’s image on social media. Driven with a passion to learn, she finds ways to improve herself by seeking feedback from her colleagues or consumers of the brand.

Dieu did not take the traditional route to get to where he is today. He graduated from Tufts University with a degree in psychology and international relations—both majors not obviously related to pharmaceuticals.

Growing up, O’Gorman’s family moved almost every two years. She reminisces, “In each place, I have loved Coca-Cola, and it has always been a comfort to me because it was a part of many of my favorite, most fun times. I am grateful to work for a company whose brand I have always loved.”

After having taken both backward and linear steps in his career, Dieu feels that it is important to consider the impact and learning opportunities of a position, rather than its title or pay. He shares, “A lesson I have been glad to learn is that a career is less of a ladder and more of a marathon. As most of us won’t stay in one career our entire lives, this idea of a wide base of experiences and skills is important to ensure you are properly equipped when the right role comes up.”

O’Gorman encourages students to put in the effort to look for opportunities in the digital marketing industry. Her career path is an example of how important it is to do so—she landed her first job out of college by sending her resume, personal letter, and letter of recommendation to every person who went to Furman University (which she attended from 1999 to 2003) and was in the marketing industry. She shares, “I have always put in the extra effort to get more experience, which has led me to where I am today.” s u m m e r

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Now working for NASA, this alumna’s Singapore American School opportunities have helped her tackle challenges—in this world and beyond!

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(CLASS OF 2008)

My parents wanted to experience Southeast Asia— beaches! jungles!—while raising my brothers and me in a multicultural environment that is also home to a large Indian diaspora. My dad received a job offer from a Singaporean research institute, so off we went in 1993 from Dallas, Texas to Singapore. I attended Singapore American School from first through tenth grade, and in 2006 my family relocated back to Plano, Texas. I wished I could graduate with my friends in SAS, since I had been there my whole childhood, but my dad’s job had shifted once again—such is the life of an expat! I pursued a bachelor’s degree at Cornell University (where I reconnected with many former SAS classmates) and then a master’s degree in chemical engineering at the University of California, Irvine. While pursuing my master’s degree, I decided I wanted a job that would include extensive travel—something I sorely missed. Upon graduation, I accepted a job as an automation

engineer in the pharmaceutical industry, which took me all over the US and eventually to Denmark. After four years, I was ready for a new career experience and shifted gears to pursue my childhood dream of working in the space industry. I became a contractor working on the Space Launch System at NASA’s Marshall Space Flight Center (MSFC)—which meant relocating from Copenhagen to Huntsville, Alabama! After getting my foot in the door of the space industry, I quickly realized I was in the wrong position and started networking within NASA to determine where my chemical engineering background could best be used. Great friends

I made at MSFC taught me how to apply and interview for a federal government job, and off I went on my next adventure. I currently work at the NASA Ames Research Center in Mountain View, California. My official title is something along the lines of “Fluidics Engineer”—so officially, I work with a lot of fluids. In reality, I get to do cool things like develop instruments to detect life on Mars and to diagnose disease in astronauts. Sometimes I wonder how on earth I got here, but luckily we aren’t always dealing with “earthly” matters in my job—no excuses for the pun! I love my job because space poses a unique set of engineering and science challenges. I work on projects that require principles of chemical engineering, mechanical engineering, organic chemistry, analytical chemistry, geology, astrobiology, biology, and more to develop instruments. I definitely do not have experience in all of the above, so it has been a welcome challenge to learn on the job. Luckily I have plenty of people I can ask for help, as my colleagues are some of the smartest people in the world! On my career journey I have learned that while there are advantages to sticking to one thing and becoming an expert in your field, there are also companies that value a diversity of experiences, technical and otherwise. It’s okay to take a circuitous path! And if you want to work for NASA specifically, one route to break in can be to apply for a contractor position at one of the bigger centers and then network from there. Attending SAS was a challenging, fun period in my life. I found the classes difficult and competition from classmates fierce—but I wouldn’t give up my experiences there for anything. The amazing teachers, variety of classes, cultural experiences,

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exposure to a fantastic music and arts community, and sheer magnitude of opportunities are unparalleled. The school made me more adaptable and open to new experiences, and gave me the courage to take chances. Definitely, my experiences as a third culture kid at SAS have greatly influenced my life decisions. SAS left me with many fond memories: playing in the pit orchestra for musicals (a total blast!); traveling to Thailand and China for Interim Semester; Halloween in the Woodlands (especially that family who gave out the great umbrellas!); cultural holiday parties in elementary school; Mr. Hoe’s delicious noodle lunches; intramural softball; volunteering for the Metta Home;

attending Dr. Jane Goodall’s presentation (and witnessing her do a primate call!); and making lifelong friends. The teachers at SAS were some of the best I have experienced throughout my academic career, especially Mr. Juric, Mrs. Dodge, and Mrs. Mitchell in elementary school, Mr. Donahue and Dr. Browning for eighth grade math and science, and Mr. Cox, my high school chemistry teacher. My time in Singapore and at SAS taught me to try my best to ignore temporary discomfort, to believe in myself, and to take chances! I miss Singapore greatly, and while I live far away now, I will take those lessons and experiences with me wherever I go and whatever I do in the future.

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Developing Disease Diagnostics by Chang Hee Kim (class of 1987) Inspired by his Singapore American School teachers, this alumnus had a distinguished research career before founding a company now on the front lines of COVID-19 diagnostics. I can absolutely say that Singapore American School made me fall in love with science! I particularly loved Mr. Michael Cox’s CHEM study program and the AP Chemistry course—CHEM study had some of the trickiest questions I have ever seen. I also loved Mrs. Abraham’s Biology and AP Biology courses, as well as Mr. Watson’s AP Physics course. These solid foundations in science helped me compete at top academic institutions later. Most of all, they instilled in me a love and passion for science, which you need to succeed in any field. Besides encouraging my interest in science, my SAS teachers were influential in my post-SAS decisions. After graduating from SAS in 1987, I studied for my bachelor of science degree in chemistry at Harvey Mudd College in Claremont, California. Mr. Cox was instrumental in this step, because he made chemistry fun and the author of his CHEM study book was Professor J. Arthur Campbell of Harvey Mudd. I was first author on 75

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two publications from Mudd, which next helped me get into the graduate program at the California Institute of Technology (CalTech) in Pasadena, California. Mr. Bob Dodge always recommended CalTech, and I was happy to get into this most competitive research program. I did thesis research on RNA splicing, an important step in gene regulation, and received my doctorate in biochemistry from CalTech. I was then accepted into a prestigious Howard Hughes Medical Institute post-doctoral fellowship at Harvard. I joined the laboratory of Professor Jack W. Szostak, who was later awarded the 2009 Nobel Prize in Physiology or Medicine for his discovery of the telomere—the

“biological clock” of a cell. After my fellowship, I worked as a scientist for seven years at the National Institutes of Health (NIH), and discovered microRNA-based genetic signatures of prostate cancer and gastric cancers. I made a career change in 2010 after attending a Business as a Mission conference, where I learned that business can be used for mission work in developing countries. I envisioned developing rapid, low-cost diagnostics for infectious diseases prevalent in the developing world. I worked for two biotech start-up companies before co-founding GoDx in Madison, Wisconsin. As CEO, my role is to execute all aspects of the business, to secure funding, and to develop strategies for the company. Before the start of the COVID-19 pandemic, we were developing simple, rapid, low-cost paper diagnostics to detect gut bugs that cause diarrheal diseases. These diseases are the second leading cause of death in young children worldwide, killing 500,000 under the age of five each year. When COVID-19 happened, we quickly pivoted to develop a rapid, point-of-care, paper diagnostic test. We applied for a supplement to our parent grant at the NIH, and we found that the virus could be detected using chemistry on its RNA. We had to know and optimize a lot of chemistry to make this work. The most rewarding part was doing the clinical validation. I was ecstatic that the accuracy of the test was high on real-patient samples. It was amazing to see that the basic science I learned in high school, college, and grad school works and can be used to develop diagnostics to help people! One of the challenges in doing this work is that the US Food and Drug Administration (FDA) is very restrictive about what can be approved, especially

if technologies are too innovative. However, we hope to get FDA authorization so that we can start to provide diagnostic tests to resource-limited settings, since our test is instrument-free and lowcost. We are also seeking to provide our test to the developing world. SAS continues to impact me positively today. I talk with my SAS friends almost every day on Facebook—they have been my support group and my biggest cheerleaders. As third culture kids who spent our formative years in beautiful Singapore, we share a deep experience together. The King’s Road campus was a special place and continues to define me. My favorite memories are climbing onto the chemistry lab bench and singing a song about chemistry for the final project, and also singing on a cafeteria table! Mr. Tony Calabrese, our Asian Studies teacher, lives 30 minutes from me in Wisconsin, and he is always an inspiration: he still does theater and swims three miles a day! The excellent teachers I had at SAS—shout out to Mr. Cox, Mr. Dodge, Mrs. Lili Banwell, Mr. and Mrs. Abraham, Ms. O’Keefe, Mr. Johnson, Mr. and Mrs. Banck, Mr. Hurst, Mr. Imperiali, Mr. Baker, Coach Bava, and Coach Vijay—really taught me the best, and inspired me to be the best! s u m m e r

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g r e b n e s Anna Ro (CLASS OF 2015)

At Singapore American School, a welcoming art community and lots of course choices helped this software engineer at Blizzard Entertainment achieve her dreams! We came to Singapore in 2009 because my dad worked for Rockwell Automation at the time, and his job took our family all over the world. I attended Singapore American School from seventh grade through tenth grade, and the best part was getting to spend time with different people and experience new things. Going to Brussels to perform in the AMIS senior orchestra, the Telunas art trip, the soccer team, Interim Semester, even just hanging out with my friends in the art studio—believe it or not, I actually even miss walking home in the rain! I believe that SAS helped me succeed because it allowed me to choose from a variety of courses that interested me, which was crucial for my learning. Whether it was art, orchestra, history, or computer science, I was able to figure out what was important to me and prioritize that for college and beyond. Also, being part of the SAS art community was a huge influence on my life. I spent all my free time hanging out in the studio, even when I was not actually doing art. Having a creative outlet where I felt accepted and understood was very important for me.

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My family left Singapore in 2012, halfway through my high school years. We moved to the United States, and I experienced a huge culture shock. I ended up going to college at Rochester Institute of Technology in New York, where I graduated with a bachelor's degree in game design and development. I was fortunate to land a software engineering internship at Blizzard after my third year in college, and it must have gone well because they hired me full-time! I currently work at Blizzard Entertainment in Irvine, California as an associate software engineer working on the Shared Game Engine. I specialize in automation engineering, which provides automated pipelines and tooling for fellow developers and engineers on the team (at some game studios this is called tools engineering). I get to work with an immense technical stack—our underlying frameworks, languages, and software products—so I am constantly learning and expanding my problem-solving abilities. Automation engineering is great because it combines my love for technology with working directly with people.

I entered this field because I’ve loved playing video games ever since I was a kid. Being able to work in this industry was a dream, and Blizzard has always been special to me because I love World of Warcraft. The hardest part for me was breaking into the field. Because of the nature of the work, it’s incredibly competitive, with way more people than there are jobs. It feels surreal that I am now working with people I grew up idolizing. I love my team—everyone has a passion for video games and creating, and it’s a pleasure to get to spend every day with people who share my enthusiasm. Oh, and we get to make video games!

My advice to others interested in game development is that if you’re passionate about it, it’s never too early to start. Explore the many free online resources for learning how to make games. Game development can be whittled down to three overarching disciplines: programming, art, and design. Focus on developing the specific area or discipline that appeals to you most. Every so often, take a look at postings of the jobs you want, and learn the required skills for each position (that’s how I landed my internship). Being passionate about playing video games is important, but knowing how to make them is entirely different! When I think back to SAS, the person I remember most fondly is Ms. Barbara Harvey! I still remember going into the portfolio review where it would be determined if I had the skills to skip into higher level and AP art courses in high school. It was the first time I met Ms. Harvey, and she told me that the pride I took in my work and the grit in my work ethic would take me far. Learning how to believe in myself and follow my passions brought me to my dream job.

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What’s your story? The bonds of friendship. The mentorship of teachers and staff. Memories made in moments big and small. The learning that shines through perseverance. Every interaction, every pursuit, every class, and every activity at SAS weaves the fabric of our community to make us who we are. We want to celebrate all things SAS. Share your story with us, and we may share it with our community online or in Journeys. Connect with us at communications@sas.edu.sg and help us tell the story of what makes SAS a special place.

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HAS MOVED ONLINE!

Scan this QR code and celebrate our community!

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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) © 2021 Singapore American School All rights reserved.

Journeys Summer 2021

Articles inside

Alumni: Out of this World

Alumni: Developing Disease Diagnostics

Alumni: Making Games for a Living

Spotlight on Alumni Fortune 500

Spotlight on Alumni Media

Captivating Classrooms Eco-Garden

What Do You Wish You Had Known About College Before You Arrived?

Bright Eagles Bright Ideas

The Ultimate Eagle Coach Kasi

Singapore American School Reimagined

An Exemplary American Education with an International Perspective

Then and Now

Name That Educator