Journeys Summer 2023

On The Cover

Welcome to the special edition of Journeys magazine, dedicated to celebrating the remarkable class of 2023! In this edition, we proudly present Rick and Paula Silverman, our ultimate Eagles, whose unwavering determination and extraordinary achievements have left an indelible mark on our campus. We also embark on a captivating journey through the lives of our alumni, who share their inspiring tales of success, resilience, and personal growth. And we honor the exceptional class of 2023 and celebrate the incredible journeys that lie ahead of them. As you turn the pages, be transported to the vibrant campus scene at SAS, where lifelong friendships are forged, passions ignited, and dreams realized.

Journeys 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

© 2023 Singapore American School All rights reserved.

PREPARED FOR THE FUTURE

By TOM BOASBERG Superintendent

The End of High School English. A Threat to Education. AI, Do My Homework.

These are just a few of the headlines that have surfaced over the last six months. Artificial intelligence (AI). Several decades ago, the term was used more in science fiction movies than in news articles. Today, it has become one of the most common search terms on the Internet.

While the rapid spread of AI has led some educators and school leaders to restrict technology and express frustration regarding the perceived negative impact on learning, I am excited – and a little bit intimidated

I am excited about the potential for AI to help our students learn and grow. I am also excited because AI will help push us all to a higher level of learning. If AI can effectively do many of the tasks we as adults do or have traditionally asked our students to do, how do we change our learning approach to emphasize the types of capabilities that our students need to master in an age of AI?

I am grateful that many of the changes we have made as a school over the last decade to focus on deeper learning have prepared us to address how we must adapt education in the face of this technological revolution. We are lucky to have a team of educators at Singapore American School who are not only excited but also very qualified to help move us forward.

As a school, we emphasize that we value not only content knowledge but also foundational skills like critical thinking, creativity, and communication. Our seven learning aspirations are:

With artificial intelligence (AI) increasingly able to produce content knowledge, that will only highlight the value of our learning aspirations.

At the same time, I am a little bit intimidated because the changes to longstanding practices will not be easy. While we have already made many changes to promote our learning aspirations, we will have to significantly change a number of the ways that we have traditionally assigned work and asked students to demonstrate their learning. If we are giving students an assignment that AI can do for them, the answer is not to blame AI for doing it for them but to change our assignments in ways that call upon deeper learning skills.

AI ultimately is a tool we want to teach our children to master—including discerning false or illfounded information. Prohibiting its use may win some short-term battles but would cause us to lose sight of our long-term goals.

A great example of these long-term goals are predictions for how AI will change the range of economic opportunities that will be available for our students. The World Economic Forum has predicted that close to 85 million jobs will be disrupted by automation, technology, and artificial intelligence. At the same time, they believe almost 100 million new roles and jobs will be created in the process. University Professor and Maxwell Dean Emeritus at Syracuse University Shelly Palmer recently shared that it’s not artificial intelligence that is going to take jobs from people— it’s the people who know how to effectively use AI who will claim these jobs.

To adapt in this new world, we have a lot of learning to do. I am looking forward to that—it is something we do very well as a school! We look forward to learning from other schools and universities as well as from leading private sector companies as we explore new and innovative ways to utilize AI and best teach our students. Our vision—“to cultivate exceptional thinkers prepared for the future”—does not change, but our means to accomplish that vision must change.

So, what are some examples of changes we have made or are making to help move us forward?

• In our early learning center, students are taught to ask questions, to explore where answers come from, and how to effectively collaborate across diverse peer groups.

• Beginning in elementary school, students are taught to go beyond reciting answers. In math, science, and other classes, students are asked to explain their thinking, which teaches them to see problems from a variety of angles.

• In middle school, each student participates in TRi Time where they have the chance to select a personal interest project that requires them to expand their content knowledge, creatively approach their topic, and communicate their findings to their peers and parents.

• In high school, we have courses like Quest and Catalyst that were designed specifically to help students develop our learning aspirations.

We can see other great examples in the work of our students. This past spring, twelfth grade student Pranay Trivedi created Eagle Assist, an AI-powered chatbot that can answer questions community members might have about school events, school policies, and more. In order to develop the chatbot, Pranay utilized IBM Watson, one of the thousands of rising AI platforms.

Pranay Trivedi, Class of 2023

"Given the recent and rapid growth in AI technologies, AI will play an important role in solving community problems such as the ones I attempted to tackle, but also on a larger global scale. The applications for AI in both those areas are practically infinite. I think in the next few years, once this technology gets more developed, we will begin to see more and more unique uses of AI, both on a micro and macro scale.

I have always been interested in computer science (CS), and I have taken a few CS courses here at SAS. The aspect of CS that calls out to me the most is how it is a malleable tool that can be used for a variety of different applications and scenarios.

As I was researching different areas of CS, I became increasingly intrigued by the recent rise of AI and machine learning technologies, such as OpenAI's ChatGPT. I wanted to learn more about how AI software such as ChatGPT worked and how it could be applied to different real-world contexts. After the initial research, it came time for me to try and apply my knowledge and create a chatbot myself.

I wanted to design and create something that would benefit the SAS community and allow me to give back to my school. With these goals in mind, I decided to create an AI-powered chatbot that utilizes AI to improve the way SAS students and parents interact with information."

We believe our focus on these learning aspirations will continue to empower our students to navigate the artificial intelligence movement along with other large-scale technological advancements they will inevitably see in their lifetime. This is why AI tools, much like Google and the calculator, will continue to come and go, but it is up to us to help students develop the types of skills needed to use the tools effectively now and in the future.

So what does this mean for us as parents? It means we need to make sure our conversations cover more than grades and test scores. Consider asking your child something in addition to the traditional, “how did you do on your last test?”.

Here are a few questions you might consider:

• Tell me about a group project you’re working on—what are you learning about working with other people?

• When you use ChatGPT or other AI tools, how are they most helpful to you, what are their biggest limitations, and where do you think they might get things wrong?

• What do you wish AI could do for you that it doesn’t do for you today?

• If they’ve got a presentation coming up, you might ask them if they want to practice with you and then ask them to reflect on how it feels to present and what they’ve learned about their personal presentation style.

• Who have you helped today? And just as importantly, who helped you? (It’s healthy to develop an understanding that sometimes we help and sometimes we need help)

We’re excited to see our Eagles grow as learners and cultivate the skills needed to be prepared for whatever the future holds.

Our vision does not change, but our means to accomplish that vision must change.

Reflecting on the Service of Elementary

Deputy Principal Ken Schunk

By DIDI HARI KRISHNAN Communications Writer

School

Elementary School Deputy Principal Ken Schunk has made an impact on the lives of countless students and educators over the 33 years of his career spent at Singapore American School. Through his tireless efforts and unwavering commitment to providing our community members with extraordinary care, Mr. Schunk has left an indelible mark on the hearts and minds of those who have had the privilege of knowing him. Join us as we celebrate the legacy of Ken Schunk!

It has been an amazing journey working with Ken Schunk for the past 33 years and he will be greatly missed by our students, parents, faculty, and staff. He has continued to demonstrate everything that is true about our school in terms of offering extraordinary care for our students, demonstrating the school's core values through each interaction he has with clientele, and bringing joy and purpose to his work each day…I know that his time has left an indelible mark on all who have crossed his path and on the footprint of this organization. Congratulations and thanks again for your friendship and longtime service.

Mr. Schunk, thank you for your big contributions to SAS in the past 33 years! Thank you for guiding the students through their elementary years. SAS will not be the same without you! You will be missed a lot. All of the best!

You were great fun to work with Ken! You were “Simply the best!”

Career Milestones: A Timeline of Ken Schunk’s Professional Journey

Born in Marshfield, Wisconsin

Earned his bachelor’s degree in psychology from Eau Claire University, master’s degree in school psychology from Stout State University, and specialist degree in school administration from the University of South Carolina

1992–94: Worked at Escuela Campo Alegre in Caracas Venezuela as a pre-kindergarten through twelfth grade psychologist and coordinator of special services

1988–92: Joined SAS at the Ulu Pandan campus as a preschool through eighth grade counselor/psychologist

1994: Returned to SAS as a preschool through eighth grade counselor/psychologist

1995: Appointed as an elementary school deputy principal

My daughter (who is now 22 years old) still cherishes a photo of you and her when every single day you would greet her and her classmates when the bus reaches SAS. You are a LEGEND!

You are an awesome deputy principal!

It has been an honor to work with you Ken and learn from the positive and energetic work attitude you have displayed on a daily basis. Your compassion and wisdom has been an inspiration on a professional and personal level.

1996: SAS transitioned from the Ulu Pandan and King’s Road campuses to the current Woodlands campus

1997: The launch of “HopA-Long Hoss and Shoo-Fly Schunk” Elementary school Principal David Hoss and Deputy Principal Ken Schunk started a puppet show that imparted SAS’s core values to their students

2022-23: Celebrated his 43rd year in education and his 33rd school year at SAS. He has served under six different superintendents

Mr. Schunk’s passion for education and love for his students have made him an integral part of the SAS community, and he will be greatly missed. We can all take inspiration from his legacy of service and dedication as we strive to make a positive impact on the lives of those around us, just as he has done for members of our community during his tenure at SAS. As Mr. Schunk moves on to his next chapter in life, the SAS community wishes him all the best!

Once an Eagle, always an Eagle…

Scan this QR code to watch a special interview with Ken Schunk in which he shares his experiences, insights, and reflections on what has made his time at SAS both challenging and fulfilling. Share your well wishes and messages as well!

O M E…

HBy D r . JEFF DEVENS Personal Academic Counselor

Having lived in three different countries during this time, I’m keenly aware that Singapore is not my home, even though we have lived here for 21 years. I was reminded earlier today that I am not the only one who is homeless. A friend and colleague of 11 years shared that they would be moving at the end of the school year. These feelings of homelessness shouldn’t surprise me, but they do. With each Singapore American School graduating class, I know that another cohort of students will experience similar feelings as they transition to university and beyond. Some will choose to settle in one country, making it their permanent home. Others may not feel at home in any particular country, including their country of passport, and choose to live the life of a sojourner.

Author Shoshana Zuboff notes, “It is in the nature of human attachment that every journey sets in motion the search for home; however, we know it’s not always possible, or even desirable, to return to the same patch of earth. Home need not always correspond to a single dwelling or place. We can choose its form and location but not its meaning. Home is where we know and where we are known, where we love and are beloved.”

What unites us is a connection with those who have shared similar life experiences. I’m reminded of Zuboff’s words as I think of the former SAS educators I’ve had the privilege of serving alongside, including Nat and Rose Bava, Mike Norman, Bob Dodge, Kim and Duane Melsom,

Jim Baker, Andy and Shelly Donahue, Bob Dodge, Jeff and Donna Hinton, Frans and Natalie Grimbergen, Tim Thompson, Chip and Patty Miller…and that bird of theirs, Mark and Audrey Forgeron; superintendents Bob Gross, Brent Muntsch, Chip Kimball; and administrators Alan Bready, Marian DeGroot, Doug Neihart, Dave Norcott, Tim Stewart, and Stephen Ly. And, of course, counselors and psychologists Frieda Dietrich, Dale Ford, Nathan Schelble, Katie Freeman, Dave Putnam, Steve Petraglia, Sue Nesbitt, to name a few. I suspect many alumni can recall shared life experiences with these impactful educators, as well as fellow students whom they made sure felt known, loved, and beloved throughout their time at SAS.

Not even the physical structures have permanence. As I type these words, significant construction is underway on campus. Within the next few years, new elementary and middle schools will be built. With ongoing renovations, the campus will change, so much so if you left a few years ago and returned to visit, you would not recognize the spaces and places. While these physical changes are welcome former SAS Superintendent Bob Gross notes, “From its inception in 1956, SAS has focused on creating a vibrant learning environment that is child-centered, international in perspective, engaging, active and critical.”

In the midst of learning, there is constant transition. Dr. Doug Otto, psychologist and International educator, notes in his book Safe Passages that there are Six Laws of Transition:

LAW 1

You have to say a clear “goodbye” in order to say a clear “hello.” We have to grieve well to leave well.

LAW 2

For every connection, there is an equal and opposite connection. For a person to connect with others, that other person must be willing and able to make the connection.

LAW 3

The Transition Team is the Transition Team for the Transition Team. We are all, at some point, moving on.

LAW 4

A person's role within a school is subject to drift. Arrivers become stayers, and stayers become leavers. Arrivers need to be helped to consider accepting the roles and responsibilities of the stayers when the time comes.

LAW 5

Humans need safe attachments to the community. We all need a place(s) and space(s) to belong.

LAW 6

An international school should conceive of itself as a transitional attachment object for its clientele. We need to be intentional in building community in our actions, activities, and architecture.

The international school community is unique, filled with individuals who have experienced multiple transitions and have had to redefine what being at home means. While our physical presence may not be permanent, the connections and memories fostered through friendships will last a lifetime. How about you? I suspect some of you reading this are alumni. The relationships you formed while attending SAS mattered, and still do. When was the last time you took a moment to connect with a former classmate, teacher, counselor, or administrator, letting them know of the positive impact they have had on your life during your time attending or serving at SAS?

I’m fully aware that my time at SAS too will come to pass. I don’t view this with trepidation. Rather, in our remaining years, with gratitude, I intend to bask in the “awe” international education has provided me and our family throughout our international career.

The international school community is unique, filled with individuals who have experienced multiple transitions and have had to redefine what being at home means.

EDUCATOR!

Learning foreign languages was always fun and easy for me, so now I can speak five languages and I am currently learning two more—German and Spanish.

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

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

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

We are excited to share that Journeys is now a hybrid of an on-demand digital publication and an annual print publication.

I cannot cook to save my life.

I was the University of Texas mascot in college, whose name was Hook 'Em.

I do hand embroidery in my free time, and with two of my other friends, we occasionally host beginners' workshops for hand embroidery.

By the time I graduated high school, I had attended over 100 concerts.

Before becoming an educator, I worked in politics, mainly campaigns in New York City. I also worked in journalism at a well-known news outlet.

Brian Lim

ANSWERS: 1 – Iskra Petrovska; 2 – Maznee Ibrahim; 3 – Anthony Poullard; 4 – Brian Lim; 5 – Christine O'Dea; 6 – Jeanette Dari

Jeanette Dari

MAznee Ibrahim

SAS REIMAGINED

Learning at the intersection of excellence, extraordinary care, and possibilities

By KINJAL SHAH Communications Writer

As a parent, you want your child to learn to thrive in today's world. To do that, they need to develop skills that will help them succeed. As you already know, these skills are more than just memorizing facts and figures. They are skills that need to be practiced to be mastered, and they need to be practiced in real-world settings to be truly effective.

As we further the work on our SAS Reimagined project, we know that it aligns

with the prioritized areas of growth that our educators, parents, and students have identified for focus over the next four years as we continue to keep students and their learning journeys at the center of it all. By upgrading the spaces our students work and play in, we're building an environment that supports and enhances their abilities to develop essential skills such as critical thinking, creativity, collaboration, communication, and problem-solving.

As educators, we know that these skills need to be developed in contexts that are relevant and meaningful for our students. This means providing opportunities for them to explore their interests and passions in a way that is engaging and authentic. When learning is tied to real-world problems and challenges, students are more likely to see the relevance of what they're learning and to become more invested in the process. The campus upgrade work provides opportunities for students to practice these skills in real-world contexts, such as in new STEM labs, innovative learning spaces, play areas, community spaces, and more.

The new learning communities at SAS offer active engagement, relevance to the real world, and opportunities for collaboration and self-directed learning. When SAS educators provide students with maximum choice and autonomy within parameters, they have the freedom to choose what they want to learn and how they want to learn it, and they are more likely to be motivated and engaged. This also helps them develop important skills like self-direction and self-motivation, which will serve them well throughout their lives.

Students are taught the content and concepts and often have considerable freedom in how they choose to showcase their learning. They have the opportunity to play to their strengths, be it oral presentations or written communication, and learning becomes easier and much more enjoyable.

Units taught in our ninth grade learning community never fail to surprise and—more importantly—help us look at both history and literature from a new perspective. Whether it is remixed Romeo and Juliet scenes or our very own mini-museum on ancient empires, it's a guarantee that you will have a lot of fun with these lessons. Who said that literature and history classes had to stick to outdated textbooks?

Spaces now allow us to open and close walls based on the needs of each lesson, and a variety of technology options are available to enhance instruction—from iPads and laptops for individuals to television screens and ceiling-mounted projectors for more collaborative work. Furniture and acoustics now provide students with greater agency where they can gather and collaborate publicly or work more privately and independently.

We have also begun to shift our pedagogy to more collaborative structures. In the middle school, for example, core teachers are working hard to develop interdisciplinary units of study that allow students to make connections across disciplines. In the high school, beyond programs like Quest and Catalyst, we have recently introduced the ninth grade humanities course in order for students to better access cross-disciplinary skills and concepts.

As part of SAS Reimagined, we are committed to promoting our strategic priorities and helping students push the boundaries and reach their potential. This work takes place at the intersection of excellence, extraordinary care, and possibilities—the cornerstones of our learning communities. These spaces have been intentionally designed to align with these priorities

to create a sense of community, increase access to various types of learning areas, promote student agency, and provide more opportunities for student and teacher collaboration. These new spaces enable educators and students to strengthen relationships and foster an inclusive culture while focusing on high impact instructional practices to plan, learn, teach, and assess.

SAS REIMAGINED

After several years of planning and school community engagement involving thousands of parents, educators and student voices, Singapore American School’s campus upgrade project is now in full swing. Over the next few years, SAS will put in place support aimed at empowering educators to deliver high-quality experiences tailored to the individual needs of each student.

The project reimagines the role of classrooms and buildings in the learning journey: a flexible campus with international school facilities that will meet the needs of current and future students as education changes over time. There will be more space for learning, activities, and new school programs, and modular spaces that enable teachers to adjust learning spaces according to student learning needs. Parents can also expect innovative systems that not only support learning well into the future but also promote energy efficiency, meeting Singapore’s Green Mark Platinum standard and the WELL standard.

BETSY HALL, MIDDLE SCHOOL DEPUTY PRINCIPAL

ANDREW CHAN, NINTH GRADE

APEx Gym

The first floor of the APEx gym, a space dedicated to fitness and well-being envisioned by our students, was completed in November 2022. The expanded gym offers extra avenues for physical fitness and overall wellness for our students. This facility is open to students, teachers, and parents alike.

The APEx board was deliberate when selecting the placement of mirrors to ensure that lifters and athletes have the necessary equipment while also being mindful of the implications mirrors have.

4 Over 100 students visit the APEx gym on a daily basis since its opening in November 2022.

3

1 One of the coolest facilities on campus, APEx has turned the tide of how students view gyms and fitness at school.

The first floor boasts an expansive area furnished with free weights, isolation machines, and a generous open space, catering to a diverse spectrum of activities. The focus is on strength training, power building, bodybuilding, and functional fitness.

mental

A Culture of Sustainability and Wellness

HIGH PERFORMANCE ENVELOPE AND OPTIMIZED SHADING DESIGN

Accessing to a controlled and well-balanced daylit space will improve students and educators' health and wellbeing. Internal blinds will be provided to minimize glare potential

By SIMON THOMAS Director of Facilities and Services

Singapore American School continues to strive towards sustainability and environmental stewardship. With SAS Reimagined, our sustainable design vision creates an environment where students can feel and see its significance and are empowered to make changes. The design promotes sustainability education and equips students with knowledge, innovation, and experiences. The campus is a living laboratory, where every corner becomes a potential learning experience, allowing students to explore and engage with sustainability concepts in various aspects of their education.

Human have an affinity toward the natural world, SAS will incorporate gardens and biophilia features to engave occuants' connection with nature. Views toward the central landscape courtyward will enhance the psychological mood of students and educators.

A

HIGHER INDOOR ENVIRONMENTAL QUALITY

The new elementary school interior's finishes will be low-emitting materials with low volatile organic compounds (V)Cs) paints, coatings, and adhesives, which will result in betterindoor overall environmental quality. Air filtration media will further improve the overall indoor air quality.

silence can be just as distractive as it highlights acoustic disturbances

Outdoor

Sustainable Building Design

SAS Reimagined, our campus upgrade project, is designed with sustainability in mind, and features solar panels, rainwater harvesting, and energy-efficient lighting. Focusing on optimizing human performance, we continue to work towards an environment that encourages students and adults to perform at their best and feel well while learning.

A school is a place where people come together and share the same values. 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.

Biophilic design, good air quality, natural light, and acoustics are part of the SAS Reimagined design process. The aim is to contribute to overall well-being of our students and educators and offer enhanced learning experiences. SAS has also implemented standards like WELL and the Living Building Challenge to go beyond energy and water efficiency. Factors affecting wellness, such as acoustics, carbon footprint reduction, and even choice of materials, have been taken into considerartion throughout the design process.

FRANCESCA PAULETTO, PARENT

INCREASE IN VENTILATION ASHRAE 62.1 BASELINE

More fresh outdoor air provides better indoor environmental quality for students and educators

MENTAL HEALTH PROMOTION

Promote

health through basic education and resources on management of mental health, common health conditions and services within the SAS community

OUTDOOR PLAYGROUND SPACE

playground areas will allow students to have regular exercise routins and a variety of exercise activties durinf the playtime.

DRINKING WATER ACCESS

Clean drinking water is a prerequisite to optimal health. It is recommended that the water intake should be no less that 8 drinking glasses per day (2 – 4 liters)

ACOUSTIC COMFORT

healthy classroom should have well-acoustic environment. Minimising reverberation time will increase conversion intelligibly. Ambient

EXPOSURE TO BIOPHILIA FEATURES

Sustainable Operations Sustainable Dining

Over the years, SAS has implemented a number of energy-saving measures, such as motion-sensor lights and water-saving fixtures. SAS also has a zero-waste goal and has implemented a number of initiatives to reduce waste, such as composting and recycling. Our sustainability initiatives have helped to greatly reduce our environmental impact, including our carbon footprint, water usage, and waste production.

Student Engagement and Environmental Stewardship

SAS provides students with opportunities to learn about sustainability and environmental stewardship through its curriculum and extracurricular activities. As part of the interdisciplinary sustainability unit, sixth grade learning communities at SAS spent time exploring the complexity of sustainability through an introduction to the United Nations Sustainable Development Goals and the Sustainability Compass, issues of sustainability on our nature, society, economy and well-being, and considering factors that influence and the impact of actions we may take to address issues of sustainability. They also examined local sustainable practices in Singapore’s new Tengah town, with the role of running a sustainable design architecture company and creating a specialized and sustainable HDB apartment in Tengah for their client.

SAS continues to build a culture centered around sustainability and wellness. Sustainability is integrated into the curriculum and daily practices. A few years ago, early learning center students began a research project and learned about recycling in Singapore. After collecting over 200 plastic forks and spoons in just three weeks, students demonstrated empathy for the natural world. They prepared a persuasive presentation for Mr. Tan who runs the high school cafeteria and convinced him to offer metal forks and spoons to the children in the early learning center and spread the word to other parts of the school.

Did you know?

We serve sustainably-sourced food in the cafeterias, and students are encouraged to bring their own reusable lunch boxes!

Sustainability is an integral part of education today and a vital part of the SAS vision for cultivating exceptional thinkers prepared for the future. The plans for the new elementary school provide potential possibilities to integrate the important lessons of sustainability throughout the curriculum by providing opportunities for the kids to not only create their own ideas, but to execute and be hands-on throughout the process so they can learn to be proactive and active, responsible and respectful environmental stewards.

SHALYN WONG, PARENT

Collaboration with the Community

Located in a quiet enclave of Woodlands, next to the west fields at SAS, the SAS Community Garden offers 99 plots for neighboring residents. Gardeners come in every day to nurture their greens, find a space to relax and bond, and socialize with fellow gardeners. "The community plays a key role in the stewardship for nature, and this partnership with the Woodlands community is instrumental in encouraging cooperation, volunteerism, a respect for diversity, and ecological awareness among those who engage in this work," said SAS Superintendent Tom Boasberg.

The SAS Eagles were born when the students voted on the team name in 1958–59. That year, SAS’s first varsity team, which consisted of seventh and eighth grade students, took the field in fast-pitch softball. In the first decade of sports at SAS, fast-pitch softball was the most important school sport.

Last year, IASAS celebrated 40 years. This year, SAS had the privilege of hosting both baseball and softball teams from five other IASAS schools, and both our teams captured gold on home turf.

YOUR TIME TO SHINE!

Read on to find out various parent volunteer roles at SAS, and please do connect with our associate director of parent engagement Julia Harrison at jfharrison@sas.edu.sg with any questions—together we can find the perfect role to suit your time and talents!

WAYS TO VOLUNTEER AT SCHOOL

FOR THE EARLY BIRDS

Woodlands Avenue crossing traffic wardens

There’s a perfect fit for every parent among the many volunteer opportunities at school. Read on to find out where your talents and interests are best suited in our vibrant community.

Each time you visit campus, there’s a good chance that you’ll interact with a parent volunteer. Every day, parents like you are volunteering as much or as little time as they can offer to enrich the experiences of our school community.

The reason why? Volunteering makes us feel good! Being an active part of the school community gives a sense of achievement and purpose, and most importantly, belonging. This is especially true for new families joining our community; we can relate to the feeling of bewilderment during those first weeks of being in a new school. Making connections with other parents through volunteering can really help with the settling in process and give better insight into your children’s school experience—particularly if the daily question, “How was your day at school?” elicits responses of the one-word variety!

Our Woodlands Avenue crossing volunteers help ensure our Eagles start the day safely by monitoring the crosswalk leading to the pedestrian gate into the elementary school. This role suits parents who like the routine of a regular volunteering slot while keeping the rest of their day free. Our crossing volunteers are a strong and supportive team who enjoy the rewarding sense of helping children come to school safety.

SHARE YOUR SKILLS TRi Time, Catalyst, and Quest

TRi Time, Catalyst, and Quest are programs unique to SAS that allow our middle school and high school students to follow personalized learning programs. Volunteers are needed to supervise TRi Time in the middle school and to act as mentors for the Catalyst and Quest programs in the high school. Volunteering in these roles allows parents to catch a glimpse of the learning experience at SAS while sharing their professional skills.

SUPPORTING SCHOOL MATTERS

Focus groups and field trips

During the school year, parents have many opportunities to get involved in school focus groups and field trips at all grade levels. Focus groups on topics such as curriculum reviews and SAS Reimagined are a great way to offer input and feedback. Another fun way to support student learning is to volunteer as a chaperone for a field trip—from museum visits to nature trails, our chaperones help keep our students on track. These opportunities are posted throughout the year in eNews and are the perfect way to help out as your schedule allows.

SERVICE WITH A SMILE Booster Booth and PTA Store

We couldn’t talk about volunteering at school without a shout-out to our fantastic PTA and amazing Booster Club! These vibrant volunteer groups are bursting with opportunities to get involved; volunteers are recruited annually at the beginning of the first semester, and you can also volunteer throughout the year as a store volunteer at the PTA Cafe near the main gate and the Booster Booth in the high school. If you enjoy interacting with parents and students and you prefer regular volunteering hours, this is the position for you!

PTA STORE AND CAFE

AT SINGAPORE AMERICAN SCHOOL OUR EDUCATORS ARE DEEPLY IMPORTANT TO US, BECAUSE THEIR WORK IS AT THE HEART OF OUR MISSION.

THEY CONSISTENTLY PROVIDE EXCEPTIONAL CARE AND EDUCATIONAL OPPORTUNITIES FOR THEIR STUDENTS, AND SO THEY DESERVE OUR DEEPEST GRATITUDE.

Thank you for inspiring me so early to pursue my interest in design and architecture. It most certainly motivated me to complete my engineering degree, and allowed me the very unique opportunity to contribute to the next evolution of SAS, after having vicariously experienced the design of the Woodlands campus back in the early 90's. I am so fortunate to have had inspirational teachers like you to set me on a course for success.

http://sasptastore.myshopify.com/

Thank you for being a great inspiration for our daughter. Your sharp insights of the kids' characters and your ability to motivate, engage, and connect with them at a very deep level is a gift that you should be proud of. We are forever grateful for your impact on our daughter and for all you do.

Thank you for making our son’s first year at SAS a great one. We were a bit worried at the beginning as this is his first big school, but from the first day, he always came back home smiling. He is learning so much in class in all subjects, and looks forward to going to school every day. This makes us so happy! We can see from the pictures how happy all the children are to be in your class, so thank you for being such a great teacher in their learning journey.

Make a Gift

YOUR GIFT LETS OUR EDUCATORS KNOW YOU CARE AND ENABLES THE SCHOOL TO SUPPORT INCREDIBLE LEARNING OPPORTUNITIES FOR OUR STUDENTS.

*The advancement office will notify honorees and include your personal note. The amount of your donation will not be shared with the honoree.

ByDIDI HARI CommunicationsKRISHNANWriter

The formation of the elementary school STEAM team this year brought some enhanced learning experiences for students across all grade levels. Learn more about the team’s mission and how SAS is providing our students from kindergarten through fifth grade with high-quality science education to prepare them for the present and the future!

Singapore American School continues to provide students with a learning environment that aligns with our vision of cultivating exceptional thinkers who are prepared for the future. Given the intricate world in which we live, it is now more imperative than ever that schools create dynamic and relevant learning environments that will help students thrive in their future academic, professional, and personal lives.

The STEAM disciplines include science, technology, engineering, art, and math, and together they provide learning opportunities that both excite and challenge our learners. STEAM classes ignite children’s curiosity, fuel their imagination, nurture their love for learning, and foster the skills for discovery and innovation— providing our elementary school students with a holistic understanding of their environment and their role in it.

How did we get here?

The STEAM team has been a work in progress for the past four years. It all started when SAS began implementing the Next Generation Science Standards (NGSS), which highlight the importance of including engineering in the curriculum.

Elementary School Deputy Principal Susan Shaw shares, “At the time, we had a science program in place, but it was taught in two separate labs. The students saw science as a separate element from their other core subjects, which was not our desired outcome. We knew we needed to shift away from this model and instead integrate science into our daily school work.”

What are Next Generation Science Standards (NGSS)?

The Next Generation Science Standards (NGSS) are kindergarten through twelfth grade science content

standards designed to provide students with an in-depth understanding of science and engineering concepts, as well as the skills they need to apply that knowledge to real-world problems. The standards are organized around three dimensions: crosscutting concepts, science and engineering practices, and disciplinary core ideas.

How did we begin this journey?

In order to integrate science into the curriculum, we upskilled our teachers, ensured that science was taught beyond the confinement of science labs, and made a significant shift in how teachers approached science education. Shaw adds, “After much discussion, we decided on a model where we would gradually roll out how we would teach science in the classroom. Our science teachers collaborated with grade-level teachers to ensure that science was integrated into the daily curriculum. This approach

allowed for a more cohesive approach to teaching science and engineering, creating a more integrated STEAM program across the school.”

Meet the STEAM team in elementary school:

• Keith Ferrell

• Kelli Buxton

• David Lee

• Shaun Kirkwood

What is the team’s mission?

All elementary school students will apply SAS’s learning aspirations by engaging in authentic and purposeful STEAM learning experiences (engineering, maker, and coding/robotics) including integration with core subjects.

What does the work of the STEAM team entail?

Curriculum design

Develop and improve standards-based curricular units and lessons that integrate science, technology (coding and robotics engineering), engineering, art, and/or math.

Teaching and Co-Teaching

Implement and deliver high-quality, engaging, hands-on STEAM experiences that push the boundaries of students’ learning and encourage them to think critically and come up with their own solutions to real-world problems.

Coaching and Consulting

Share expertise, collaborate, and provide feedback and support on instructional practices, as well as reflect on teaching experiences in order to improve student learning.

Professional Learning

Provide ongoing and intentional professional growth opportunities for educators to develop STEAM-integration knowledge, skills, and teaching approaches that positively impact student learning.

How is the STEAM team implementing their work in elementary school?

Kindergarten: Coding and Robotics Integrated into Math

Driving question: How might learning how to program a robot make me a stronger mathematician?

Bee-Bot robots provide a hands-on learning experience for kindergarten students, allowing them to physically manipulate and interact with the robot

to solve math problems—enhancing their problemsolving skills, spatial awareness, and number sense, as well as their collaboration and communication skills. Programming the robots involves creating a sequence of commands to guide the robot through a maze or along a specific path. To program a BeeBot, students need to understand and use concepts such as left, right, forward, and backward to program the robot's movement accurately—reinforcing their understanding of number quantities and operations. Programming requires students to use critical thinking and problem-solving skills to plan and execute their instructions—developing their ability to analyze, strategize, and troubleshoot.

"I like using Bee-Bots because they are so cute and fun to play with! And when we use them to learn about math, we get to make them go different directions and count how many steps they take. It's like we're teaching the Bee-Bots how to do math too!"

—Jack

Integrating coding and robotics into math helps reinforce basic math concepts such as counting, addition, and subtraction—building a solid foundation for more advanced math skills in the future.

Second Grade: Biodiversity

Driving question: How might we make our second grade garden ecosystem more diverse?

Students begin addressing this real-world and age-appropriate problem by observing and asking questions about the second grade gardens along the hallways and then expanding their exploration to various ecosystems on campus, such as the school’s eco-garden and rainforest.

Students collect data on the biodiversity of each ecosystem and compare the different plants and animals that inhabit them. They conduct investigations to identify the essential needs of plants for survival, while also learning about the interdependence between plants and animals through seed dispersal and pollination.

With their newfound knowledge, students design proposals to improve the diversity of their gardens, using sketches and plans that incorporate their scientific explorations and investigations. Finally, students share their proposals with their peers in the form of small group panels that decide on the best solution.

Third Grade: Designing and Prototyping

Driving question: How might we design recess spaces and structures for the new campus upgrade?

As part of the ongoing campus upgrade, students are given the exciting opportunity to design innovative new recess spaces and structures. Working with Isaac Williams, lead architect for SAS Reimagined, the students are tasked with generating fresh ideas to help his team create an engaging and dynamic playground. After visiting recess spaces and making observations, students asked questions about energy, specifically concepts on forces and interactions. They used this understanding to design their recess structures. In addition, students created carnival rides by programming motors.

Drawing on this newfound understanding, the students then head to the makerspace to create a prototype.

Fifth Grade: Properties of Matter

Driving question: How might we create our own natural cleaning products?

Students begin the process by asking questions and investigating the properties of matter. Using this knowledge, they have an opportunity to investigate the properties of several natural ingredients that are commonly used in cleaning products.

Students then have time to consider how they might design and create their natural cleaning product. This includes making and testing their cleaning solution, gathering data, and adjusting their formula to improve their cleaning solution’s effectiveness. This is an engaging way to help students develop science skills and understanding through a practical and hands-on activity that allows for student creativity and choice.

What’s next?

• Continuing to create a curriculum for SAS’s Makerspaces and ensuring there are dedicated Makerspace areas closer to the art suite (coming soon at the new campus)

• More opportunities for cross-pollination of STEAM disciplines within the classrooms

• Ensuring every child has exceptional experiences that may spark an interest in future STEAM endeavors

The STEAM team has become an essential part of our school's curriculum, and we are proud of the progress we have made over the past four years. Students now have a better understanding of how science, technology, engineering, art, and math are interconnected, and they are better equipped to apply these concepts to real-world situations. The development of the elementary school STEAM program has brought about positive changes in our school's culture, encouraging collaboration and creativity among students and teachers alike. The curriculum's greatest impact is its promotion of inclusivity by expanding the boundaries of scientific knowledge to encompass everyone. This fosters meaningful connections between knowledge and responsibility, the real world and society, and ultimately between preserving the natural world and advancing human progress. We look forward to continuing to advance and improve our STEAM program in the years to come.

"We used vinegar, water, and lemon juice. Vinegar was important because it's an acid and it helps remove the marks. We also put in some lemon juice to make it smell better."

—Sophia

By DIDI HARI KRISHNAN Communications Writer

Giving students a voice and involving them in decision-making processes helps create a sense of belonging for students within the larger school community. From providing opportunities for leadership development through peer council to fostering a sense of ownership and empowerment through our interdisciplinary unit on power and advocacy, opportunities for our students to share their voice are an integral part of our program in the middle school at Singapore American School.

Student Advocacy: How One Middle School Student Empowers Students to Make a Difference

At SAS, students are not only given the opportunity to learn but also to take ownership of their education and make a positive impact on their community. One student exemplified this by identifying an issue that was affecting his classmates: insufficient break time. Eighth grade student Aarav approached the issue by first framing the problem and then seeking workable solutions. This process involved interviewing teachers and students to gauge their perspectives on the issue.

With the support and guidance of middle school counselor Ben Robertaccio, Aarav worked to develop a plan to increase break time. He shares, “I reached a simple conclusion of taking two minutes out of each core class and adding to break time. Then, I proceeded to email Mr. Beingessner the proposed schedule changes I wanted to implement.” His efforts did not go unnoticed as Middle School

Principal Chris Beingessner agreed to make the changes if Aarav could show widespread support for his plan, and continued to make adjustments to ensure that the plan met necessary middle school criteria.

Aarav then collaborated with the middle school student union to bring about a collective victory, which extended break time and made a positive impact on many middle school students. This effective change demonstrated the middle school’s commitment to work with students, encourage them to take on leadership roles, and empower them to advocate for themselves and their community.

Harm Report in Middle School

The middle school harm report has gained significant attention as a powerful tool for student

advocacy. This online form offers a safe space for students to voice their concerns and help shape the school environment they desire. Many students may feel uneasy about approaching teachers or principals with their concerns, but the harm report's anonymity feature encourages students to step forward and seek support. Providing a confidential platform for students to share their concerns, the harm report has become a vital instrument for promoting dialogue and effecting positive change in middle school. Students now have a safe way to get help.

Interdisciplinary Unit: Power and Advocacy

Last semester, SAS’s seventh grade students worked on an interdisciplinary unit exploring the concepts of power and advocacy. As part of this unit, students focused on the question, "How might students argue for change to the SAS school leaders, in order to advocate for their community?" Through lessons conducted over several days, students researched issues, gathered evidence to support their arguments, and created presentations on proposed changes they would like to see at SAS. Selected groups were then invited to present to an audience in a more formal setting.

Here are some questions our students explored:

• Does the school do enough to stop bullying?

• How could the “Grab n Go” food options be more diverse and inclusive?

• Is there gender bias present through SAS’s dress code?

• How could the Booster Booth be accessible to middle school students?

To help students prepare for their presentations, educators incorporated various activities and discussions into their lessons, including role-playing exercises, debates, and small group discussions.

“At the beginning of this experience, with the help of Middle School Deputy Principal, Dr. Darnell Fine, we engaged the students in a provocation designed to help them imagine a world where they had even less control over their school lives than they currently do. By eliciting an emotional response to the draconian rules, our goal was to give students the opportunity to draw upon concepts such as power, advocacy, and accountability—which they had been studying previously—as a way to take back control of their daily experience at SAS.”

—Lucas Smith, seventh grade teacher

These are some timely and important topics for students to consider, as they push them to think

critically about issues that matter to them and learn how to advocate for change effectively. By learning to make a strong argument, students can become more confident and effective advocates for the causes they care strongly about.

Subsequently, six groups of students from the 7B learning community had the opportunity to present their proposals to administrators, educators, and their peers during a culminating event in the middle school library. This was an exciting opportunity for students to have their voices heard and to make a real impact on their school community. The process also provided middle school principals the opportunity to consider the proposals put forward by the students, which may lead to further discussion and even school changes.

This unit not only helps them develop essential skills such as critical thinking and communication, but it also allows students to learn how they can effectively use their voices to bring about positive change that benefits their peers and the SAS community.

Giving students a voice is crucial to creating a more inclusive, safe, and responsive school environment. At SAS, educators are making strides in this direction, empowering middle school students to become leaders in their community through their work in classes. By fostering a culture of empowerment and collaboration, SAS is creating a community of engaged learners who are passionate about making a positive impact on their school and the world around them, and who have the tools to do so.

Singapore American School’s first Interim Semester included around 35 course options ranging from on-campus intensives to regional trips via local buses, trains, and cargo steamers. Since then, Interim Semester has developed, expanded, and become a treasured opportunity for generations of high school students.

By CARA D'AVANZO AND KINJAL SHAH Communications Writers

This year, SAS celebrates a momentous milestone as it marks 50 years of the all-time favorite Interim Semester program. Throughout its rich history, the Interim Semester program, or Interim, as it is fondly known, has become an integral part of the school's educational experience, offering students unique opportunities for experiential learning and personal growth. For the past five decades, it has provided students with a break from their regular academic routine, allowing them to engage in immersive andhands-on learning experiences outside the traditional classroom setting. The program's success can be attributed to its ability to combine academics with real-world experiences, fostering curiosity, independence, and a love for lifelong learning.

Fifty years ago, the first Interim Semester took place from January 26 to February 5, 1973. Small groups of high school students and teachers explored a challenge, theme, or place during an “Interim Semester” between the first and second terms. Some explored Singapore, others went to Malaysia or Indonesia, while others attended intensive classes on the SAS King’s Road campus.

The program has come a long way since the spring of 1973. High school students and their teachers continue to explore local and international locations across the globe. Like so many before them, they enjoy a parent-free week of new knowledge, new skills, new friends, and new insights into themselves and the world around them. Whether it is volunteering in local communities, conducting scientific research in pristine ecosystems, or engaging in servicelearning projects, Interim Semester continues to foster personal growth, leadership skills, and a sense of global citizenship among students.

Covid-19 hit Singapore just as Interim Semester 2020 was in its final stages of preparation, and was reluctantly canceled due to government restrictions on gatherings and travel. In 2021 and 2022, educators worked within the restrictions to offer Singapore-based day trips. While students mourned the loss of opportunities they had eagerly anticipated, they bowed to reality, chose from over 60 on-island course options, and learned more about their adopted home, their peers, and themselves during the week.

In February this year, 1,216 high school students and 127 teachers traveled over 7 million kilometers across 10 countries as part of 50 Interim Semester courses. After four years without overseas trips, this was a wonderful way to celebrate the Interim Semester program’s 50th anniversary at SAS! The generosity of our alumni donors during Alumni Giving Days, as well as the contributions of our educators, made it possible for students to enjoy a variety of perspectives, life-changing moments, and skills, and soak up different cultures, people, and places as part of the Interim Semester program at SAS.

“I was able to go to Java, Indonesia this year on a four-day glamping trip in a Javanese rainforest. This was something I really wanted to do as camping and hiking was something my family used to do at least once a year before we moved to Singapore. Being able to go to Java was really special, as it allowed me to do something I’d been missing for the past few years. Thanks to Diego, our tour guide and a biologist who has traveled the world doing field work in untouched rainforests, I was able to learn more about the environment. It also gave me the opportunity to try and help restore the Javanese rainforest by planting native trees which have become endangered due to human impact. Overall this trip was a wonderful learning opportunity as well as a great chance to meet new people and make new friends.”

—Carissa Gartman, Class of 2023

“I had the opportunity to explore South Korean culture, history, and traditions, from visiting the palace to trying new foods and participating in a traditional tea ceremony. These experiences have broadened my perspective and given me a greater appreciation for the richness and complexity of South Korean culture. Furthermore, this trip has had a profound impact on me personally. It has helped me to develop a greater sense of independence and confidence as I navigated a new environment and interacted with people from different backgrounds. It has also inspired me to continue to explore new cultures and learn about the world around me.”

—Val

Breen, Class of 2023

“

Moments on my trip like doing a four-hour long kayak trip and exploring the beautiful coral are something I will never forget. Not only this but the service aspect of the trip will also sit in a special place in my heart. We planted a variety of coral in the ocean helping out the environment. I really cherish learning about why it is important to plant coral and the importance of mangroves. Doing my part for the environment and planting corals to protect fish from things like storms was especially heartwarming.”

—Oscar Leipold, eleventh grade

“ Spending a week in Victoria, Australia was simply incredible. It’s difficult for me to piece together all the stunning sights, wonderful people, and memorable experiences that I will hold onto for a lifetime. From the insane views from the cliffs of Cape Woolamai, and exploring the vibrant city that is Melbourne, to the once-in-alifetime experience of swimming with wild dolphins and fur seals, nothing can compare to how fun, immersive, and wonderful this trip was. I am still in awe of how much I’ve learned over seven days: the multicultural history of Melbourne and Australia, the vulnerability of wildlife and our obligation to preserve it, and how beautiful nature can be. The combination of all these valuable experiences has culminated in me growing immensely as a person, and I will be forever grateful to have taken part in this opportunity.”

—Marc

Huang, eleventh grade

Since 1973, students have made more than 40,000 Interim Semester trips to different parts of the world!

AMPUS SCENE

IASAS SEASON ONE

CROSS COUNTRY AT ISB

Boys: Silver Girls: Silver

SOCCER AT ISKL

Boys: Fifth place

Girls: Gold

VOLLEYBALL AT ISB

Boys: Bronze Girls: Bronze

IASAS SEASON Two

BASKETBALL AT ISM

Boys: Fifth place

Girls: Bronze

RUGBY/TOUCH AT JIS

Boys Rugby: Silver

Girls

Touch: Fourth place

SWIMMING AT ISKL

Boys: Fourth place

Girls: Champions

TENNIS AT SAS

Boys: Silver Girls: Fourth place

IASAS CHESS

Fourth place

IASAS Cultural Convention

ORIGINAL ORATORY

Gold

DEBATE

Bronze

ORAL INTERPRETATION

Bronze

MATH

Gold

IASAS SEASON Three

BADMINTON AT ISB

Boys: Fourth place

Girls: Fifth place

BASEBALL AT SAS

Gold

SOFTBALL AT SAS Gold

GOLF AT ISB

Boys: Fourth place

Girls: Bronze

TRACK AND FIELD AT JIS

Boys: Bronze

Girls: Bronze

By CARA D'AVANZO Communications Writer

Over the last decade, Singapore American School has placed increasing emphasis on helping its students, staff, and community achieve wellness. While some think of wellness as a modern fad, in fact the English word dates from the 1650s, with the original meaning simply “not illness.” Today, we use “wellness” to mean much more than the absence of illness; now, the term means proactively making choices to incorporate constructive habits into our daily routines with the goal of improving our physical and mental health. As we try to manage the fast pace and stress of modern life, we know that wellness should and must be a priority for our school and for our community.

Embracing Wellness Schoolwide Singapore American School values the overall well-being and health of our community. Several schoolwide initiatives are being carried out with wellness as a key priority. Perhaps the most obvious of these is SAS Reimagined, our campus upgrade project. At each step in planning and construction,

Wellness at SAS: A Work in Progress

user wellness is considered. For instance, learning spaces are designed to increase access to greenery and nature, accommodate varied learning styles, and include more comfortable furniture, lighting, and air flow. We are proud that our design decisions for the new elementary school building meet WELL Certification Gold requirements, meaning that users’ mental and physical health and well-being are prioritized. In coming years, a new welcome center will further facilitate community connections.

Our current campus spaces already incorporate plenty of green nooks, open-air access, and views of nature that help promote wellness. We have also developed more spaces for physical activity, quiet time, and socializing in recent years, such as new and improved play spaces, the high school student

life center, the middle school friendship garden, and more student-friendly cafes, libraries, and seating areas. The school welcomes families onto campus to exercise, take part in activities, and socialize outside of school hours. The APEx gym has been upgraded, and parents, students, and staff can use it before and after school. Also available when classes are not using them are the fire lane, middle school squishy courts, stadium field track, playgrounds, and libraries.

There are also frequent opportunities for community members to hear from and interact with experts in wellness-related fields, with presentations on subjects as diverse as resilience for third culture kids, menopause, suicide prevention, digital health, and teen alcohol use offered this year. Health professionals, the American Association, and external counselors all partner with SAS to provide pertinent and timely information on a wide range of wellness issues. The annual SAS Wellness Festival offers

fun and engaging workshops and is open to all. Events like the Friday Night Lights and the PTA International Fair provide opportunities to build community spirit and celebrate the achievements and diversity of our community. And our afterschool co-curricular programs give students at all levels opportunities to connect, have fun, develop their interests, and interact with educators outside the classroom.

Another important schoolwide initiative to promote wellness is our diversity, equity, and inclusion (DEI) work, intended to ensure that every person on campus feels safe, respected, heard, and valued. Specific DEI initiatives include student clubs, feedback opportunities, outreach to staff, student and educator identity groups, parent interest groups, and parent language groups and translation services. Educators are incorporating culturally responsive practices into their lessons, and students are learning more about Singapore and Southeast Asia in their classes. Through social activities, buddies, and targeted communications, we are also putting extra effort into ensuring that our new families and new educators feel connected and supported.

The SAS Foundation, which raises funds from donors throughout the year, is an important partner in the school’s wellness efforts.

Foundation funds underwrite visiting artists, writers, and experts, support campusimprovement measures, help clubs and teams achieve their goals, make possible socialemotional learning initiatives, and support our educators in working toward their professional goals. Last year, over 1,400 families participated in the school’s philanthropic efforts, and we thank them for their generosity and care for our community.

Student, Parent, and Educator Wellness Initiatives

For students, we want SAS to be a school where deep learning is balanced by the development of lifelong healthy habits. In our most recent strategic plan, social-emotional learning was identified as a priority area. Through counselor lessons, advisory discussions, and individual and small-group instructions, students are taught the key elements of social-emotional learning: selfawareness, self-management, social awareness, relationship skills, and responsible decisionmaking. We gather data on students’ perceptions of their wellness using tools like the Panorama survey, so we can improve areas of concern. We have increased the number of support teachers, counselors, and school psychologists, and we are working to provide more consistent support when students change divisions, move through the college admissions process, or experience other transitions. Our physical education classes help students develop motor skills and fitness, and our health classes deliver important, age-appropriate lessons in health and wellness.

The school also partners with SAS parents in wellness—not only to help parents improve their own mental and physical health but also to help them to learn about and model wellness for their children. During divisional parent coffees and counselor talks, parents are advised on how to promote student and family wellness at home with topics such as the responsible use of technology, managing stress and anxiety, navigating the college path, and talking to teens about sexuality. Two parent groups, the PTA and the Booster Club, work to create parent connections, provide opportunities to support and enhance student life, and foster the welcoming and inclusive atmosphere so central to the SAS experience.

The PTA maintains a list of parent interest groups to help parents connect with others and find enjoyable experiences. Of special note, Parent Support For Mental Health is an active, parent-run support group that shares experiences with and approaches to parenting children with mental health challenges.

Our educators work hard, and we know they can experience high levels of stress and burnout. The Working on Wellness (WOW) initiative, started around a decade ago, encourages them to make time for themselves and practice healthy habits. This has proved a popular program and was especially crucial as staff coped with the uncertainties and stresses of the pandemic. In recent years, WOW has helped secure improved mental health access in educators’ insurance programs and has promoted movie nights, cultural activities, wellness presentations, outings, neighborhood tours, and “Fun with Friends,” a special program that prompted staff to enjoy Singapore and nurture social connections when it was impossible for most to leave the island. School leaders conduct frequent check-ins to hear how educators are feeling, and the Faculty Senate meets four times yearly to hear staff comments, suggestions, and feedback and compile them for school leaders to consider. All staff members also participated in mandatory training in suicide prevention and anti-harassment practices this year. A lactation room was created recently, for the convenience of breastfeeding staff and visitors.

From campus design to classroom instruction to extracurricular opportunities to parent involvement and staff initiatives, the SAS community is encouraged to see wellness as an integral part of the SAS education and experience. In this way, we hope to positively impact our students and families now and help them establish habits for healthy and happy living in the future. We hope you join us in working on our wellness—together!

“It is very clear SAS puts a spotlight on wellness and cares about helping its students. Every aspect of our days is infused with elements that create an overall culture of wellness, from advisory lessons on self-management during AP weeks to health classes teaching us healthy coping mechanisms like yoga and coloring to try when we feel overwhelmed in and out of school. As a senior, I can see pivotal points in my high school career where it was the SAS care for my well-being that got me to where I am today."

“The WOW program is one of the best perks of working at SAS. The way that SAS supported us throughout the COVID times by offering so much for us to do at home made those crazy times so much easier. I've enjoyed being part of the WOW committee and being able to take part in so many wellness activities. WOW is what makes SAS unique. It's such a robust program that offers wellness in every possible aspect. I appreciate how my workplace supports me to be the best version of myself, in the ways that suit me best."

—Jemma

Hooykaas, Third Grade Teacher

“Wellness comes in all shapes and forms and being in an organization that encourages discovering them is amazing. Not only does SAS care about their students and employees, the programs help the community and in turn brings us closer. The wellbeing of the community is a subject that has to continue and grow for the better. I am happy and proud to be a part of an organization that cares so much about wellness."

—Sheereen Fahmy, Library Community Specialist

—Megan Anderson, Class of 2023

Lucky 8s Scholarships at Singapore American School

The Lucky 8s scholarship program provides opportunities that empower educators at SAS to pursue their professional and personal growth. Through generous contributions from our community, the scholarship provides financial support to instructional assistants and support staff, allowing them to pursue higher education, attend training programs, and participate in professional development opportunities. The Lucky 8s scholarship not only enhances the skills and knowledge of our educators but also fosters a culture of continuous learning and innovation within our school community. By investing in the growth of our educators, we are investing in the success and well-being of our students.

Making Learning Possible

By SHAHRIN ARIPIN Multimedia Coordinator

SPECIAL SPORTS AT SAS

Multimedia coordinator at SAS, sole breadwinner in my family, a father of two, a husband, a son, a brother, a friend, and a passionate content creator…

I am Shahrin Aripin and I started out as the maker and creation studio technician in the middle school library at Singapore American School in April 2016. I am also a recipient of a Lucky 8s scholarship that enabled me to pursue a bachelor of science degree in digital media at Singapore University of Social Sciences.

After completing my diploma program, I was unable to pursue higher education due to financial constraints. As time went by, my dream to attain a bachelor’s degree continued to linger in my mind. Digital media is a field close to my heart, and today, as I learn, unlearn, and relearn content creation, I am able to apply this knowledge in my new role as the multimedia coordinator at SAS.

Here’s how the Lucky 8s scholarship has impacted me and why I am so grateful that I had this opportunity.

COST SAVINGS: For me, this was truly a once-in-a-lifetime opportunity! The Lucky 8s scholarship has helped me with my tuition fees and has been a significant financial benefit.

NETWORKING OPPORTUNITIES: I have been able to network with other scholarship recipients and even industry professionals, and this has offered me a valuable way to make connections and build my own professional network.

PROFESSIONAL REPUTATION: Earning the Lucky 8s scholarship is a prestigious accomplishment that demonstrates one's commitment to their field of study. Being a scholarship recipient has empowered me to be a leader and role model and enhance my professional reputation and my personal skills and competencies.

PERSONAL AND ACADEMIC GROWTH: Receiving the Lucky 8s scholarship gave me great personal confidence and has provided me the motivation to succeed academically. For some, it can be an opportunity to pursue an area of study that they are passionate about or attend a school they’ve always wanted to!

LIFE-LONG LEARNING: With the ever-changing trends and market, it is helpful to have our skills and competencies be kept up to date. The Lucky 8s scholarship is one of the many assistance programs that has helped pave my way.

Within the ever-expanding media and technology field, this opportunity has helped keep me up to speed with the current and future trends and allowed me to be digitally engaged with the SAS community in general.

I am truly grateful to my fellow educators who have participated in the Lucky 8s challenge and to the challenge grant donors in previous years so that not only I but many of my colleagues have been able to pursue their dreams.

By UMA L., Tenth grade student, Special Sports officer

For over two decades, Special Sports at Singapore American School has aimed to provide comfort and support to individuals with special needs, especially those with Down syndrome and autism. Since 2004, SAS has been partnering with Singapore Special Olympics to accomplish its mission in various venues in Singapore. Since 2022, SAS has been hosting the Special Sports swimming sessions on our very own elementary school pool weekly and more recently basketball sessions for athletes.

Club member Jacob shares, “Each week, athletes from Special Olympics arrive at SAS campus by bus, and we spend an hour swimming and engaging in activities together. It is an incredible opportunity to learn from these athletes, who show us the true meaning of resilience, determination, and kindness. Throughout our sessions, we focus on staying active and healthy, while also building strong relationships and connections.”

Laurence Ervedoza mentions, “Even throughout the pandemic, members worked hard to provide a fitness routine for the participants via Zoom and ensured these athletes were not neglected during that difficult time.” More importantly, over the years, the club has helped provide participants with opportunities to learn skills and imbibe values that translate into other areas of their lives. For example, the teamwork and dedication applied toward their goals have grown tremendously since they have been a part of this weekly session. Beyond that, many club members have formed friendships with the athletes.

Volunteering through this club has taught us compassion and the ability to deal with challenges. Seeing the smiles on the athletes' faces each time they achieve a new fitness goal shows club members how important this club truly is for many of the athletes. Their enthusiasm has motivated the members to keep showing up week after week.

I've been working here at SAS for six years, and it was only this year that I found out that we now host the Special Olympics swim team here. We could always use more volunteers because the more volunteers we have, the more athletes we can accept into the team.

Coaching the Special Olympics is a very rewarding experience and so I would encourage anyone who enjoys swimming to get involved.

BRENDAN RILEY, MIDDLE SCHOOL SCIENCE TEACHER

The club’s members are dedicated and passionate SAS students and educators, determined to make a difference and help break the stigma usually attached to individuals with physical and intellectual disabilities. It also provides participants with the opportunity to engage in sports despite their disabilities, which promotes their inclusion and acceptance in our society.

Through this program, the participants gain selfconfidence and self-esteem, and they feel like they are part of a sporting community. By taking the time to help the participants progress in their fitness journey, members believe they have helped them go beyond what others may have thought possible. Club sponsor

One unforgettable experience was when students took the athletes out to watch The Hunchback of Notre Dame, a musical where the lead character was played by an autistic actor. This helped shine a light on the importance of representing the differently abled in our community. This joy-filled day was one of a kind and inspired many students to continue serving.

None of this would have been possible without the club’s sponsors, high school Spanish teacher Laurence Ervedoza and middle school science teacher Brendan Riley, who have been dedicated to this organization and consistently show up each Saturday to support the athletes.

Graduation Commemorative Special

“Graduating today means leaving behind friends who inspire us and teachers who have been our mentors—so many people who have shaped our lives forever. Whether long or short in our time at SAS, we’ve made lasting friendships, hopefully absorbed some knowledge, tried new things, and created countless memories.”

COMMENCEMENT SPEAKER

The Class Of 2023 At A Glance

287

graduates in the Class of 2023

Representing

33 different countries, including:

Having coped with pandemic restrictions for more than half their high school lives, the Singapore American School class of 2023 has developed our core values of compassion, honesty, fairness, responsibility, and respect, along with perseverance, flexibility, and grit. As seniors, they were able to return to more normal routines and embraced the many milestones of this pivotal year. We are so proud of our Eagles, who have distinguished themselves in the classroom, on the stage, in the art studio, in sporting competitions, and in service to others. Their focus, creativity, and enthusiasm will serve them well as they move on to new adventures.

Congratulations to the class of 2023!

US

46% joined us in elementary school

Singapore

India

South Korea

52% 12% 12% 4% 4%

24% joined us in middle school

China

30% joined us in high school

Japan

United Kingdom

8% 4% 4%

other passports

7.1 years average time spent at SAS by our newest graduates

SYDNEY NIMERICK (CLASS OF 2023)

Winners Honored in Awards Ceremony

Our annual high school Awards Assembly took place on May 24, 2023. After summarizing each award’s history and focus, a faculty member explained how each winner embodies the award’s high ideals. Congratulations to all these students for their achievements in academics, arts, leadership, service, and sports!

english Emily O’Brien

Performing Arts—BAND Wilson Hou

Subject Area Awards

These seniors were recognized by subject-area departments for their impressive content knowledge and for their demonstrated excellence in our other learning aspirations of character, collaboration, communication, creativity, critical thinking, and cultural competence.

mathematics

Gaurav Goel

Performing Arts—STRINGS

Mariko Hsu

Technology, Electives, and Capstone Jefferson Zhang

Performing Arts—Dance

Yuzo Lai

Physical Education and Health

Alisa Welker

visual arts

Rimi Chakravarti

Performing Arts—Drama

Ripley Craig

SCIENCE

Xiao NouNou Chang

World Languages

Anna Farrell

Performing Arts—choir Sara Bennett

social studies

Sarina Uttamchandani

quest Kryisha Rajan

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.

Chinese and English

Rimi Chakravarti

Aileen Chen

Jeremy Bu-Sin Chen

Robert Han

Lisa Wenle Huang

Chloe Lee

Carys Li

FRENCH and English

Anna Farrell

Hilja Mariel Fitzgerald

SPANISH and English

Edric Ishmael Antimano

Alana Bregman

Zara Burney

Nick Coppell

Riel Dimayacyac

Chloe Hanford

Tanvi Jain

Emma Li

Yuexuan Li

Ziqi Leo Li

Meera Lokur

Katrina YuHsiang Lu

Riona Oda

Genevieve Ong

Victoire Pons

Megan Tashiro

Bo Pilarczyk

Harini Sethuraman

Lucas Song

Wendy Su

Hongyu Wu

Booster Club Senior Scholarship Awards

Open to all seniors, these awards are based on written submissions scored on a blind grading scale. This year’s prompt was, “You just discovered that your pet can communicate. What advice would your pet give you to make this last semester of high school unforgettable?” The judging panel was impressed by the creativity, passion, honesty, integrity, tears, and joy shown in the 10 award-winning responses.

Karan Kuppa-Apte

Yuzo Lai

Natalie Magura

Marley Ritzer

Sai Diya Sen

Aran Sheehan

Tovar Stein

Jasmine Swainson

Gabriela Vazquez-Guillen

Beatriz Vieira

Audrey Wijono

PTA Senior Scholarship Award

EARCOS Global Citizenship Award

The EARCOS (East Asia 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.

gio park

“Strongly committed to the engagement and action needed to make the world a better place.”

For nearly two decades, the PTA has awarded senior scholarships to students who demonstrate academic excellence and embody our core values. A committee made up of teachers and parents judges student submissions through blind grading. The prompt this year was, “Tell us how you have helped enrich the SAS community by demonstrating one or more of the Eagle Way core values (compassion, honesty, fairness, responsibility, respect). What impact has been made and what lessons have you learned that will shape your decisions in the next phase of your life?”

nick coppell

riel dimayacyac chloe lee marley ritzer

Hannah Abisheganaden avi kabra

Vittal Ayer shiven kunal

Archie Coole yuzo lai

Nick Coppell emily o'brien

Anna Farrell lucas song

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

Ninth and Tenth Grades

Akshay Agarwal

Adam Brest

Tommy Fowler

Eleventh and Twelfth Grades

Megan Anderson

Dylan Chamberlin

Coby Chauvon

Lauren Copeland

Nick Coppell

Scottie Fowler

Gaurav Goel

Second Year Recipients

Erie Chen

Poppy Duggal

Saraa Kumar

Third Year Recipients

Alexa Leipold

Connor Murgatroyd

Aria Raymaakers

Lucas Tzu-Chi Huang

Christian Looi

Kian Williams

Portia Hartono

Sean Lai Sheng Hong

Gyulim (Jessica) Kang

Ethan Ko

Simona Letizia

Savanna McKinnon

Rohit Nair

Rita Wu

Lauren Yang

Kyle Zou

Arav Sethi

Aran Sheehan

Pranay Trivedi

Gabriela Vazquez-Guillen

Alisa Welker

Noah Yi

Outstanding Volunteerism and Service Awards

Global Issues

Samara Baidwan

“Always gives others the space and gentle direction they need to be their best selves.”

Poverty Eradication

Ashaank Singh

“Witnessing him interact and connect with the Gawad Kalinga beneficiaries in our Cebu village was truly rewarding."

SAS-Centric

Avni Varshney

“Demonstrates thoughtfulness and passion in her efforts to serve the staff members within our community.”

Help for the Disabled and Ill

Julia Wu

“At each Hoops for Change event, she leads by example.”

Rono Saha

Samantha Wang

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.

jorja zitur

“Sets high standards and hard goals for her teammates and herself."

archie coole

“Not a single game finished without him having given his all for the team."

Education for All

Renee Phan

“Her involvement with Read Bhutan has contributed significantly to enhancing literacy in the region.”

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 compassion, fairness, honesty, respect, and responsibility.

SHANNON Kim

“This student will undoubtedly make a continued positive impact on our SAS community and beyond in the years to come.”

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.

For the arts and humanities

Nick Coppell

“From grades nine through twelve, this creative spirit has worked hard and cared deeply about the success of her peers.”

For science and mathematics

Aidan Lim

“He consistently challenges conventional wisdom and is unafraid to take risks in pursuit of his goals.”

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.

viraaj mehta

“He has earned every bit of his success, and we couldn’t be more proud of him."

Samantha Wang

“Because of her determined preparation, this studentathlete has the ultimate confidence in herself.”

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.

Ripley Craig

“Her talent and dedication combine into an unstoppable artistic force.”

Outstanding Catalyst Award

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

Bo Pilarczyk

“She created her own brand, customized her packaging, and most importantly, she had a lot of fun while learning a great deal about innovation and starting a business."

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.

Chloe Hanford

“In her various leadership roles, she served SAS and Singapore with immense heart, flexibility, and a ton of hard work.”

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.

Vayun Mathur

“His contributions have the potential to shape the lives of countless individuals and create a lasting impact on our society.”

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.

Sydney Nimerick

“Her ability to get others organized and move the community forward to action is remarkable.”

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.

Jessica Kim

“This student recognizes that we can do better, and we should aim to do better—while still acknowledging that as humans we are not always going to get there.”

Ziqi Leo Li

“Through hard work and dedication to learning, this student has continually embraced new challenges and has proven to be an exceptional leader. ”

SAS Student Advocate Award

This 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.

Amora Krishna

“She literally helped SAS to better reflect our student body and their bodies; advocacy is not only what she does, it is who she is.”

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 147 graduates of the class of 2023 who graduated cum laude (with honors), magna cum laude (with high honors), or summa cum laude (with highest honors)!

to the 60 students who graduated cum laude!

to the 67 students who graduated magna cum laude!

to the 20 students who graduated summa cum laude!

“As part of our culture of excellence, we are proud to honor our students’ academic achievement through our cum laude system. Modeled after honor systems in place at many universities, our cum laude system is designed to recognize and praise those students who have achieved the highest academic success during their time in high school. Please join me in saluting our students for this much-deserved honor.”

NICOLE VELTZÉ, HIGH SCHOOL PRINCIPAL

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 2021, 2022, and 2023 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

Adelphi University

American University

Arizona State University

Babson College

Barnard College

Bates College

Baylor University

Bentley University

Boston College

Boston University

Bowdoin College

Brandeis University

Brigham Young University

Brown University

Bryn Mawr College

Bucknell University

California Polytechnic State University

California State University, Channel

Islands

Carleton College

Carnegie Mellon University

Case Western Reserve University

Chapman University

Clark University

Colgate University

College of Charleston

College of the Holy Cross

College of William & Mary

Colorado College

Columbia University

Connecticut College

Cornell University

Dartmouth College

Davidson College

Denison University

Dickinson College

Drexel University

Duke University

Durham University

Eckerd College

Elon University

Embry-Riddle Aeronautical University-

Prescott

Emerson College

Emory University

Fashion Institute of Technology

Fordham University

Franklin Olin College of Engineering

George Mason University

George Washington University

Georgetown University

Georgia Institute of Technology

Gettysburg College

Gonzaga University

Grand Canyon University

Harvard University

Harvey Mudd College

Haverford College

Indiana University Bloomington

Iowa State University

Ithaca College

James Madison University

Johns Hopkins University

Knox College

Lehigh University

Lewis & Clark College

Loyola Marymount University

Loyola University Chicago

Marion Military Institute

Marist College

Maryland Institute College of Art

Middlebury College

Minneapolis College of Art and Design

New York University

Northeastern University

Northwestern University

Nova Southeastern University

Occidental College

Pace University

Pennsylvania State University

- Abington Campus

Pennsylvania State University - University Park

Pepperdine University

Pitzer College

Prairie View A&M University

Pratt Institute

Princeton University

Purdue University

Purdue University Northwest - Hammond Campus

Queens University of Charlotte

Rhode Island School of Design

Rice University

Ringling College of Art and Design

Rochester Institute of Technology

Rutgers University - New Brunswick

Saint Louis University

San Diego State University

Santa Clara University

Savannah College of Art and Design

School of the Art Institute of Chicago

School of Visual Arts

Seattle University

Skidmore College

Stanford University

SUNY at Albany

Swarthmore College

Syracuse University

Tallahassee Community College

Texas A&M International University

Texas A&M University

The New School

The Ohio State University

Trinity College

Tufts University

Tulane University

United States Coast Guard Academy

United States Naval Academy

University of Arizona

University of Arkansas

University of California, Berkeley

University of California, Davis

University of California, Irvine

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

University of Florida

University of Georgia

University of Hawaii at Manoa

University of Houston

University of Illinois at Urbana-Champaign

University of Maryland

University of Massachusetts, Amherst

% of class of 2023 graduates immediate plans:

USA UK Canada Other

of 2023 graduates going straight to college or university

of 2023 graduates going on to National Service

81% 8% 6% 5% 87% 10% 3%

of 2023 graduates taking a gap year

University of Miami

University of Michigan Ann Arbor

University of Minnesota Rochester

University of Minnesota, Twin Cities

University of Mississippi

University of North Georgia

University of North Texas

University of Notre Dame

University of Oklahoma

University of Oregon

University of Pennsylvania

University of Pittsburgh

University of Puget Sound

University of Rochester

University of South Florida Saint

Petersburg

University of Tennessee, Knoxville

University of Texas at Arlington

University of Texas at Austin

University of Texas at Dallas

University of Vermont

University of Virginia

University of Washington

University of Washington, Bothell

University of Wisconsin, Madison

Vanderbilt University

Vassar College

Villanova University

Virginia Polytechnic Institute

(Virginia Tech)

Washington State University, Pullman

Washington University in St. Louis

Wellesley College

Wesleyan University

Western Washington University

Whittier College

Williams College

Yale University

UNITED KINGDOM

Aberystwyth University

Bath Spa University

Heriot-Watt University, Edinburgh

Imperial College London

King's College London

London Film Academy

London School of Economics and Political

Science

Loughborough University

Queen Mary University of London

Rose Bruford College

School of Oriental and African Studies

University College London

University of Bristol

University of Edinburgh

University of Glasgow

University of Manchester

University of Oxford

University of Sheffield

University of St. Andrews

University of Stirling

University of the Arts London

University of Warwick

University of the West of England

ASIA

Chinese University of Hong Kong

Chulalongkorn University

ESSEC Business School (Singapore)

Keio University Mita

Manipal Academy of Higher Education

National Taiwan University

National University of Singapore

New York University Abu Dhabi

Peking University

Seoul National University

Singapore Management University

Sophia University

University of Hong Kong

Trent University Singapore

Yonsei University

AUSTRALIA AND NEW ZEALAND

La Trobe University

University of Melbourne

University of New South Wales

University of Otago, Dunedin

University of Sydney

CANADA

Algonquin College, Pembroke Campus

McGill University

Queen's University

Toronto Metropolitan University

University of British Columbia, Okanagan

University of British Columbia, Vancouver

University of Toronto

University of Toronto Mississauga

University of Toronto Scarborough

Western University

EUROPE

Bocconi University

Delft University of Technology (TU Delft)

Dublin City University

IE University, Madrid

John Cabot University, Rome

Leiden University

Leiden University College - The Hague

Les Roches

Rotterdam School of Management

Trinity College Dublin, the University of Dublin

University College Cork

University of Kassel

CLASS OF 2023

Spotlight College

16

number of countries to which the class of 2023 sent college applications

2,728

number of college applications completed by class of 2023

Other notable class of 2023 results

128

universities

22% of seniors applied to countries outside of the US

Besides the US, graduates will attend university in 10 other countries including Australia, Italy, the Netherlands, Spain, and the United Kingdom

One student will enlist in the US Army immediately after graduation

Since 2021, our applications to women’s colleges have more than doubled

This year saw our most applications and matriculations to women’s colleges ever

8 graduates will take a gap year

2 students will attend the UK for medicine and 1 for veterinary medicine

3 graduates will be student athletes at their colleges in swimming and golf

6% of graduates plan to major in visual and performing arts

47% of our graduates will matriculate to US private institutions

40 Applied to Students applied to 40 US states plus the District of Columbia and will matriculate to 33 states plus DC

12.3

Most popular universities to apply to, for class of 2023

8

Matriculated to countries

Boston University

New York University

Northeastern University

Purdue University

University of California Santa Barbara

University of California, Berkeley

University of California, Davis

University of California, Irvine

University of California, Los Angeles

University of California, San Diego

University of Michigan Ann Arbor

University of Southern California

Most popular universities to attend, for class of 2023

Boston College

Matriculated to US states

Boston University

Carnegie Mellon University

Emory University

New York University

Northeastern University

Purdue University

Tufts University

University of Illinois at Urbana Champaign

University of Toronto

number of recommendations written by SAS teachers

Life After SAS

The class of 2023 Eagles are taking flight! As they soar off to new adventures and challenges, we know that the skills, knowledge, character, and friendships they developed at SAS will help them in their journeys. Looking back on their time at SAS and forward to fresh opportunities, here’s what some of our newest graduates have to say about what comes next.

RICHARD BAE

Computer science studies after National Service

Next Adventure: National Service

Eagle since Kindergarten

I plan on studying at Carnegie Mellon University in Pittsburgh, Pennsylvania in the fall of 2025, after completing two years of National Service in Singapore. I chose CMU because its School of Computer Science is one of the best in the world. Its renowned professors and impressive connections for internships will allow me to have great experiences both inside and outside the classroom.

In high school, I tried to involve myself in both athletics and service. I was one of the varsity badminton captains in my senior year and had a great time during IASAS in Bangkok. Athletics helped me strengthen my leadership and collaboration skills, which can be hard to learn inside the classroom. I also co-founded the service club Code for All. Its mission is to empower underprivileged children in Singapore through coding, and every week, we went to children's care centers to teach Scratch and Java to young children. It was heartwarming to see the students’ enthusiasm and passion for coding grow over the years.

I think the diversity at SAS is what makes the experience truly unique. SAS has students from many different cultures, and by taking advantage of this, I was able to realize its benefits. Whether collaborating during group projects, sports competitions, or music production, I found that a combination of diverse minds creates the greatest ideas.

My advice to younger students is to work efficiently, not just hard. You can get so much more done when you stay organized, balanced, and collaborative. Also, use your energy wisely on the things that are within your control. Doing well in school is not about trying to overachieve and push yourself beyond your energy limit, it is about how well you distribute your energy on the things that matter. I will greatly miss SAS, my home for 13 years. I had a great time here and as I move forward, I will cherish all the memories and experiences I created with my friends and family.

Rimi Chakravarti

Joining a women’s college in New York City

Next Adventure: Barnard College, Columbia University Eagle

since Third Grade

I’ve chosen to attend Barnard College of Columbia University. As a small women's college within a larger university, Barnard places great emphasis on women’s empowerment and community. I'm leaning towards majoring in computer science and economics; however, I applied to college “undecided” and will officially declare a major at the end of my second year. Barnard’s location on the Upper West Side of Manhattan will let me take advantage of everything New York City has to offer, from amazing food to valuable internships and career opportunities.

At SAS, I've been most inspired by Ms. Mare Stewart's sincerity and her dedication to both creating impactful learning experiences and building up SAS's service culture. I have also loved being part of the art community under Ms. Barbara Harvey's guidance, working with Blue Planet Initiative, and helping to build and document competitive ROVs for the Marine Advanced Technology Education (MATE) Robotics Club.

One of my favorite SAS memories is of my fourth grade class performing a Christmas play for our parents and the class from next door. It was cool that so many people gathered to watch something we made for fun. Overall, the elementary school Christmas celebrations were always the best! Instead of lessons, we'd come to school in our pajamas, gorge on snacks, play games, and then watch a Christmas movie.

I'll miss all the wonderful people at SAS, from my hilarious friends to my supportive and passionate teachers. SAS is special because it helps students fulfill their potential and push themselves to try new things. My advice to younger students is to find out about the many opportunities that can enrich your time at school, but also to do stuff that's purely for fun—go to a sports game and cheer really loud, or shape some clay in the ceramics room, or bang out some tunes in the Jam Room! To rising juniors and seniors, I’d say to keep your priorities clear and to never sell yourself short.

Environmental studies at a liberal arts college

Next Adventure: Barnard College, Columbia University Eagle since First Grade

I have chosen to attend Barnard College next year because I want a liberal arts college that will provide a more focused education, rather than a larger school like a state university. My aunt also attended a women's college, Wellesley, and enjoyed the experience. Barnard offers the best of both worlds, as it is a women's college conjoined with Columbia University, allowing for a coed feel.

My plan to study environmental science stems from my participation in environmental clubs at SAS. My favorite was SEED, which stands for Sustainable Effort for EcoDevelopment. Through this club, I met Ria Nakahara, who now studies environmental science at University of California, Berkeley. Her passion for nature inspired me, and I feel that if I had not joined SEED, met Ria, and participated in environmental activities, I would likely be planning to major in another subject.

The thing I will miss most about SAS is the people. The variety of options at SAS means students are continually meeting new classmates and friends, even from other grades. I'm still close with the seniors I met in AT Computational Physics as a junior or AP Computer Science in my sophomore year! Interim Semester also makes the school unique. My funniest memory of Interim is when we had a karaoke night, and one group chose to sing the 1985 song “Sussudio,” even though only two people actually knew the song!

SAS has many opportunities for students to join clubs, and I recommend joining a variety of activities that seem interesting in ninth and tenth grade, and then focusing on a couple of main activities during the upperclass years. My advice for rising seniors is to start early and apply to a variety of safeties and targets that you feel you will enjoy. Also, reach out to SAS alumni who are attending your schools of interest and ask them questions—they're often happy to help, and their information can be really valuable as they understand where you’re coming from.

Rebecca Frey

Yuzo Lai National Service, dance, and an innovative mindset

Zi Ning Lau

Studying law in a historic city

Rupert Lim Physics, friends, and “Aha!” moments

Sydney Nimerick

Studying flight science to become an airline pilot

Next Adventure:

National

Service

Eagle since Fifth Grade

I am headed to National Service here in Singapore before pursuing my college education! While I haven't yet decided on a specific field of study, I hope that whatever path I choose will enable me to open my eyes to various perspectives, creating intriguing pathways in my life. During my time in NS, I will also be working as a dance instructor for the Lauren Blair Smith Dance Company, as well as pursuing other projects.

SAS has instilled in me the invaluable skill of seeking creativity within seemingly rigid confines. As an ardent dancer and choreographer who also harbors a deep love for STEM and English projects, I found profound inspiration both in the diverse interests in our student body and in the captivating intersectionality of our course options. Dance has allowed me to express my individuality and artistic voice, while my classes and extracurriculars shaped my personal growth.

Above all, SAS has given me an understanding of the transformative power of creation—the indescribable exhilaration that accompanies the generation of work that is truly one's own. Whether manifested through intricate choreography on the stage or as a model roller coaster in a math class, I will forever be grateful for the impact of these experiences within the communities that matter most to me. Looking forward, I aspire to keep pushing the boundaries of innovation, for this is the lasting imprint that SAS has etched upon me.

For future classes, I hope that you explore—explore all the opportunities offered here, and create a narrative you won’t regret. What makes SAS special is that you have an opportunity to build, revise, and polish a chapter of your life and take pride in using that as a stepping stone for the future. As I sit here, reflecting upon my time spent at this school, I can confidently say that I am proud of what I’ve built here, as a member of the graduating class of 2023. Till next time!

Next Adventure: University of Oxford

Eagle since Seventh Grade

Next year, I will study law at the University of Oxford. Though I was primarily interested in Oxford’s wonderful law program and tutorial system, I was also enchanted by the city’s history and charm. My decision to study law stems from my desire to better the lives of the underprivileged and underrepresented, expanding the reach of legal systems and support. I hope opportunities at Oxford will kick-start a career rooted in justice, compassion, fairness, and humanity. Furthermore, I am also incredibly excited to spend time with my older brother, who will enter Oxford’s medical graduate program next year.

The connections I have formed with individuals at SAS have shaped my character, worldview, and experiences in indescribable ways. For instance, Cathy Casey and Tomo Tanabe have infused my high school experience with safety and joy, while Jay Londgren—providing unwavering support and guidance—has become a valued mentor and my chosen family. Overall, whether it is a basketball coach who wears caps indoors or a biology teacher who loves the word “exergonic”, SAS has connected me with teachers who have left indelible impacts on my life.

I will miss the music program at SAS the most. Outside of academics, I spent much of my tim playing the guitar as co-president of the high school jazz band. Many of my favorite memories involve inside jokes with bandmates during late-night rehearsals and backstage banter before jazz gigs. As my home for the past four years, the music program at SAS has fostered lifelong friendships and unforgettable memories.

My advice to younger students is to practice gratitude. SAS students are incredibly privileged, as our school offers countless opportunities and support systems for all students. It is a privilege to attend an institution with such experienced faculty, endless diversity, and extensive resources. With that said, I believe recognizing and expressing gratitude for this environment and the people within it will allow students to be truly present and cherish their high school experience.

Next Adventure: Haverford

College Eagle since Third Grade

I have chosen to attend Haverford College next year because of the close interactions between its professors and students. As an entirely undergraduate institution, Haverford’s classes are small, and internship opportunities will be both plentiful and diverse from my first semester onward. I will likely major in physics, because I am very interested in the natural laws that govern our world, and I eagerly look forward to the “Aha!” moments upon solving complex physics problems. I am excited about all the opportunities available at college, from learning alongside other physics enthusiasts to doing highlevel research with world-renowned professors.

One of the biggest lessons I learned at SAS is to never give up. Often, when we start something, we seem like helpless fish flopping around on dry land, struggling to make progress for years on end. However, if we persevere and work hard, we can build the necessary foundations of knowledge and character that lead to massive growth. Thus, I learned that not all growth is visible, and that it is crucial to persevere no matter what. At SAS, I have grown to love learning all sorts of things, from the logical STEM topics to subjects that are more abstract and open to interpretation, such as English and music.

What I will miss most about at SAS is the school environment, because it can never be replicated. We may meet our friends further down the road, but the unique backdrop that SAS created—around which our friendships were formed and shaped— will no longer exist. Out of the many people at SAS who have inspired me over the years, Jefferson Zhang stands out, both for his love of deep academic learning and his stunning efficiency at completing tasks.

To all the younger Eagles out there, I would counsel you to study hard and play hard, but make sure to treasure your friendships and the countless opportunities at SAS as well! Dream hard, strive to meet those dreams, and be very efficient in your use of time. To the rising seniors, start early on your college applications!

Next Adventure: Saint Louis University Eagle since Kindergarten

I will enter Saint Louis University, renowned for its aviation program, to study flight science with the goal of becoming a commercial airline pilot. I am excited to further my knowledge and obtain the licenses necessary to be a professional pilot. My great-grandfather, grandfather, and grandmother all worked on military fighter jets at Lockheed Martin-General Dynamics, so I have been immersed in aviation throughout my life. I'm looking forward to meeting students who are also passionate about aviation, as well as experiencing new things in college.

I have been involved in many activities throughout high school, including Peer Support, National Honor Society, service clubs Project Dignity and READ Bhutan, the mock trial team, and softball. Additionally, I studied to become a private pilot and received my private pilot license in the summer before my senior year. Making time for so many activities can be difficult, and I had to learn to say “no” to some so I could give my all to others. I believe learning to manage my time effectively will be an important skill in college and beyond.

Interim Semester 2023 in Sydney, Australia was by far the highlight of my senior year and SAS experience. Our previous Interims were pandemicrestricted, so it was great to get to travel to a new country, meet new people, and try new things. The trip included surfing at Manly beach, climbing the Sydney Harbour Bridge, and visiting the Sydney Opera House. I don't know of any other high school in the US that sends students on international trips, so it's a pretty unique and special experience.

My main piece of advice for younger students is to use ninth and tenth grades to explore your interests and find the activities that you like best. There is so much value in playing a sport, joining a service club, or participating in the arts. Once you have found your favorite activities, commit to them and give them your all. And during the college application process, stay organized and start drafting your essays over the summer before your senior year!

Bo Pilarczyk

Looking forward to creativity and community

Learning veterinary skills in Scotland

Avni Varshney

Engineering and go-karts in Indiana

Indéa Windust

English literature in Rome, Italy

Next Adventure: Tufts University

Eagle since Second Grade

A few days before the Early Decision II college application deadline, I felt stuck about which school to apply to. After many scribbled diagrams and hour-long conversations with my parents, it was the SAS graduates now at Tufts who cemented my decision to apply there. All were more than willing not just to send extensive voice messages on their thoughts, but also to put me in contact with peers in my intended area of study—biomedical engineering. Their candid kindness and feedback on the collaborative nature at Tufts sold me and solidified my excitement to attend this fall.

Despite being half German and half American, I consider Singapore home. After living here for the past 11 years, I am thankful for the Singapore community and SAS, which have nurtured the person I am today. One of the main reasons I am grateful to have attended SAS is its emphasis on creation. From sixth grade cooking classes to Catalyst in high school, SAS consistently provides diverse avenues to hands-on creativity.

One passion I never anticipated to flourish when I first tried it in sixth grade has been dance. SAS and the dance faculty at our school—notably Ms. R, Ms. Cherry, and Ms. Yenny—are the reason I have been able to explore my sense of self through movement and meet many amazing people. At SAS, no two dancers have the same background. Instead, we all have stylistic preferences and quirks that make up the vibrant composition of our dance shows.

For rising juniors and seniors contemplating the college-application process, you’ll spare yourself lots of frustration if you complete as much as you can during school breaks, so you don’t need to do much during the school year. For younger students at SAS, my advice is to seek out what makes you excited. While this was my friends and dance for me, others find community in debate teams, IASAS sports, and so forth. Find a niche that you enjoy and feel inspired by, and you may just find some of your closest friends.

Next Adventure: University of Edinburgh Veterinary School

Eagle since Eighth Grade

Next year, I hope to attend the University of Edinburgh, specifically the university’s Royal (Dick) School of Veterinary Studies, to pursue my dreams of becoming a veterinarian! I most look forward to learning all the skills needed in the field, taking horses on walks through the Scottish hills, and joining many clubs and societies!

Learning to balance my interests and activities with academics is something I learned at SAS. I was very involved with the debate club, Science National Honor Society, choir and performing arts, Music Honor Society, SAVE club, and Model United Nations. I also learned dance, piano, and Mandarin on the side. Doing all of that alongside keeping my grades up, and obtaining work experience with animals for my desired college degree, wasn’t easy—in fact, it was truly exhausting sometimes. But it gives me hope that I’ll be able to pursue my hobbies and interests in the future while maintaining academic success.

I truly loved some of the teachers I had at SAS: Mrs. White (my inspiring, supportive, chemistry teacher), Mr. Larson (the best advisor ever), Ms. Elhai (who inspired the debate kids), Mr. Craig (all-round sweetest teacher) and countless more. I value their role in shaping me to be who I am and I will miss them dearly.

To the younger Eagles out there, my advice is get to know your teachers! They’re truly some of your biggest well-wishers, and they want you to succeed as much as you do. I wouldn’t have gotten to where I am today without the constant support of my teachers, and as I say my farewells, I know I want to keep in touch with the ones that truly made a difference in my life. Trust me, it makes their day to form bonds with their students, and it’ll make your time learning in their class so much more fulfilling and enjoyable.

Next Adventure: Purdue University

Eagle since Sixth Grade

In the fall of 2023, I will be studying engineering at Purdue University. This institution has the same classes for all first year engineering students, ensuring a strong base of knowledge that can be applied to all engineering majors. Because I am unsure which type of engineering I would like to pursue, this approach opens up opportunities for me to explore the different options. I am especially looking forward to participating in Purdue’s “Grand Prix,” where engineering students create their own go-karts from scratch and compete against others.

Throughout high school, I participated in the service clubs Spotlight on Staff (SOS) and Ronald McDonald House and Charities (RMHC). SOS supports the local staff at SAS through hosting appreciation events and care packages. RMHC supports the children and families living at National University Hospital. Both of these clubs share one of the same goals: building connections with others in order to support them. When I first entered the intensive care unit ward of RMHC, children surrounded me, excited to meet someone new. That day, I played Monopoly, UNO, and Jenga with Jacob, a Milo-loving six-year-old whose sister was hospitalized. Listening to Jacob talk about his sister was a formative experience because it gave me a new perspective that I had not considered before. I intend to continue service in Indiana through the EPICS learning communities where I can learn engineering through serving the local community.

Ultimately, the connections I formed with my friends and teachers at SAS made my experience memorable. Because SAS has a diverse student body, these connections enabled me to grow as a person, look at global issues from different perspectives, and find unique solutions to problems. Therefore, my advice to younger students is to get to know your community— whether it’s talking with the security guards as you enter the school or getting to know people through clubs. In summation, my experiences at SAS have helped me grow as a person; I truly cherish everyone who played a part in my journey.

Next Adventure: John Cabot University

Eagle since Sixth Grade

Next year I will attend John Cabot University in Rome, Italy. I chose this university for its diverse student body and because it uses an American curriculum in English while being located in Rome. I plan to study English literature because I have always thrived in English classes. During high school, I’ve spent many hours hunched over my laptop in the Student Life Center trying to express my ideas through words, and outside of school, I’m a book reviewer and I publish my writing.

I’ll miss my advisory the most, because it was always entertaining and hilarious. We actually went through five different advisors, but most of us students stayed the whole four years. Whether it was playing Among Us while social distancing in sophomore year or being way too competitive at trivia in our senior year, we’ve had so much fun together. I looked forward to every Tuesday and Friday because I knew I’d come out of advisory with a smile.

My favorite SAS memory has to be from Interim Semester this year. Our class had our only international interim this year, but I did a teacher apprenticeship at SAS under the incredible Meaghan Odell. I had so many hilarious and heartfelt moments with our seventh-grade students, I realized that I want to become a teacher one day.

My personal academic counselor Dr. Jeff Devens also encouraged me to pursue a career in education through his drive and passion for his job and his students.

I would encourage younger students to push themselves out of their comfort zones by trying new things. And to rising seniors, I’d say to tune out everyone else’s opinions and focus on what you want after college. During the application season, you’re going to hear a lot of talk about acceptance rates and prestige. But guess what? Next year, you won’t be in SAS, and you’ll be far from your classmates’ opinions, so make sure you’re applying for you and not for them.

Sai Diya Sen

Looking ahead...

...and Looking back

Commencement

Dear graduating seniors,

I was tasked with giving you salient advice about adjusting to the unpredictable college experience you will soon embark on. However, while I would love to give you the magic key to unlock the secret of life over the next few years, there unfortunately isn’t one. I’m about to start my final year of undergrad, and I still find myself constantly stumbling through the uncertainty of life outside of the high school cafeteria. So, instead of playing the role of an omnipotent guru, I’ll just tell you some things that I wish I had been told before leaving Singapore.

First, and most importantly, laundry might honestly be the most monotonous and labor-intensive task you have ever come across. If you have an in-unit washer and dryer, congratulations! You won the lottery. Nothing spurs thoughts of existential dread like staring aimlessly at your clothes furiously spinning in a sea of soap bubbles.

On a less angsty note, make sure to budget properly, continuously, and extensively. Food is expensive enough when you cook on your own, but your bankroll will inescapably take a serious hit when you explore the area you’re in. Combine basic necessities with socializing, dates, going out, and transportation, and you might be in for an unpleasant awakening unless you budget carefully.

Speaking of socializing, you are most likely entering an environment significantly larger than that of SAS. You may, consequently, feel isolated in a sea of new faces. First of all, feeling alone or homesick or sad or anxious isn’t out of the ordinary. College is the epitome of change and adjustment, and feeling some discomfort with these experiences is NORMAL. However, if you feel you are facing more serious mental health issues, it is imperative that you go out of your way to ask for help, whether it’s talking to a friend, therapist, support group, family

member, or professor. If Jordan needed Pippen during the flu game and if Barack needed Michelle to win both times, then it’s naive to think you can do it all on your own.

Some of you will inevitably get your first ever bad grade. Some of you will experience heartbreaking relationships. Some of you will struggle with friend drama. Some of you will struggle finding a job. Some of you will experience all of these things and more at the same time. Not to sound like a broken record, but you are not alone. In moments of hardship, it feels like there’s no light at the end of the tunnel. I promise you that there is. In those moments, take a second, catch your breath, and remember that the most important target is preserving your happiness. Sometimes that message can get bogged down by the perfect storm of mishaps around you, but don’t ever forget it.

And finally, before coming to college, I was told that having fun should be my primary objective. Going through it now, I don’t disagree, but in my opinion your goals should be much more nuanced and deliberate. You should without question have fun, make mistakes, try new things, and seize every opportunity that comes your way—socially, professionally, and academically. But, most importantly, you should figure out who you are and what makes you happy. Specifically, ascertain what will make you happy in the short and long term, and find a balance between fulfilling both those objectives.

That being said, all the SAS graduates I know are crushing it at university, and I know you will too. Good luck and make the most of it! These years are truly better than you could ever imagine.

Love, SJ

Satvik Jain, Singapore American School, Class of 2020; University of Chicago, Class of 2024

By DIDI HARI KRISHNAN Communications Writer

“Education is not the filling of a pot but the lighting of a fire.”

It only takes a spark to kindle the flames of inspiration. At Singapore American School, this passion for inspiring others is the guiding light that can set the world ablaze. In this edition of The Ultimate Eagle, we shine the spotlight on two exceptional educators whose steadfast commitment has made a lasting impression on countless students, empowering them to reach new heights and blaze new trails. Paula and Rick Silverman are educators who stand out as shining beacons of expertise and enthusiasm to their students. They left in separate years because of projects they wanted to finish, Rick in 2014 and Paula in 2016. However, the SAS community continues to be inspired by their loyalty and dedication to our shared values, and we strive to follow in their footsteps to leave a lasting impact on those around us.

Paula Silverman's journey is a testament to the power of seizing opportunities and taking risks. Fresh out of college, Paula landed a teaching job in Australia through the Australian government's recruitment program. What started as a quest for interview experience turned out to be a life-changing journey that sparked her love for teaching and travel. She spent two years in Australia and then traveled for over six months across Asia and Europe before returning to the US. She continued teaching, but her thirst for adventure was far from quenched.

While in Australia, Paula met Rick, who was teaching there after being sent to Korea by the army in 1970 and then traveling and climbing in Europe. After getting married, a shared penchant for exploration led the couple to embark on a new adventure. They sought teaching opportunities in Southeast Asia, and after a series of interviews, they were both offered positions at Singapore American School in 1987—Paula as a dance teacher and Rick as an English teacher.

Between 1987 and 1996, Paula Silverman was the driving force behind the dance program at SAS, where she inspired countless students to take to the stage and find their passion in movement. As the first dance teacher at SAS, her influence extended far beyond the school walls, shaping the very landscape of performance arts in the SAS community.

In the 1990s, dance became an integral part of SAS’s performing arts offerings. It was not only an after-school activity but was also offered as a class. The dance program's growth was impressive! What started with a mere handful of students in 1987 expanded to four different levels of dance classes with an enrollment of over 100 students within seven years. By 1989, the school established a tradition of producing two major dance performances each year, one in December and another in the spring.

Silverman's teaching philosophy was centered on leading by example. She never asked her students to attempt anything she herself wouldn't try and refused to let the word 'can't' become a barrier. She encouraged her students to adopt an attitude of persistence and resilience, always saying, “I will endeavor to try, and try, and try.”

She truly embodied this when she was challenged by a student to make a three-point basketball shot—if she did, the student would sign up for her dance class! In typical Paula fashion, she rose to the occasion and not only succeeded in making

the shot but also convinced this male student to join her previously all-female dance program. This was the remarkable mindset of an extraordinary educator who transformed lives through her commitment to excellence.

After SAS moved campuses from Ulu Pandan to Woodlands in 1996, Paula Silverman stepped up to take on the role of theater coordinator, planning and executing the myriad events and stage productions that take place in the school’s theater facilities. Silverman shares, “One memorable moment for me was when I was asked to write up a theater director/coordinator position and shortly after, I was offered the position. We went from a one-theater experience at Kings Road to being part of the development of four theaters at the Woodlands campus!”

“What stands out is the way she cared for you, every student, and SAS. Her love of education and particularly arts and physical education was evident every day. She never missed a rehearsal, performance, or an IASAS event. She made you feel like she was your number

–W.B. Yeats

Paula Silverman: First Dance Teacher at SAS

one fan. As a young teacher coming in, she always let me try and shoot for the moon and help me settle back in the stars. I am so fortunate to have had Paula as one of my mentors during my career.”

—Tracy Nagesh, high school activities director

Calm, hardworking, and charmingly affable, Paula Silverman thinks any task worth undertaking should be executed with excellence. And she did just that when she not only played an instrumental role in expanding the school's dance program but also in supporting various theater-related clubs, including the theater tech club, theater makeup club, and usher society. Her vision and leadership have been crucial in building the thriving performing arts community that we see today.

“Words cannot describe the gratitude I have for Mrs. Silverman and all the invaluable lessons she taught me about life in the theater and life in general. Mrs. Silverman was one of the kindest, most generous teachers I knew at SAS, and I had the honor of working closely with her on several theater productions both as an actor on stage and a makeup artist backstage. It’s been so many years since graduation and I still remember some new bit of advice when I’m backstage and trying to figure things out.”

—Elliot Miranda (class of 2009)

In 2016, SAS upgraded its school auditorium with a cutting-edge acoustic system, thanks to the generosity of an SAS alumna. The donation was made to honor the exceptional teaching and mentorship of Paula Silverman and enabled SAS to become the first school in Southeast Asia to install the Meyer Sound Constellation® system. This legacy is a testament to the power of a passionate educator focused on providing the best possible learning experience for generations of Eagles.

Rick Silverman: Unlocking the Joy of English

“Rick is the kind of teacher that unassumingly enriches the lives of students by his diversity of interests and willingness to share those with his students. Whether it was his martial arts club, his contributions to building the forensics program by coaching impromptu speaking, or announcing track and swimming meets. On a personal level, he gave true definition to the meaning of friendship.”

—Jim Baker, former educator and alumnus (class of 1966)

For many students at SAS, the name Rick Silverman brings back memories of lively English classes and a teacher who always went the extra mile. After obtaining his bachelor’s degree and master’s degree in English from Colorado State University, he secured a job teaching in a mountain town in the US. His desire to live and work overseas brought him to Australia and then to Singapore, where the Silvermans lived for almost three decades.

Silverman found his passion in introducing students to literature and helping them find their own voice in their writing. He reminisces, “I made an effort to include every student and tried to make English a fun class. When I was a kid I always thought of English as the class we loved to hate. I wanted that to be different for my students.” Part of that drive was to have interesting quotes plastered across every wall in his room.

One of the biggest milestones for Silverman was the move from the King’s Road campus to the Woodlands campus. Although he initially had reservations about the change, he quickly came to appreciate the new campus. He truly believes that despite the constant change, the best thing about SAS is the high quality of its educators.

wanted to instill in my students a love for literature and to help them develop their writing abilities.”

"I got involved with Mr. Silverman through the forensic Cultural Convention program, specifically impromptu speaking. I was a member of his group for all four years of high school and truly enjoyed the experience. And Mrs. Silverman talked me into being in her Christmas dance performance my senior year. It was a blast!"

—Aidan

Donohue (class of 1992)

Just like his fellow colleagues, Silverman worked hard to foster a positive and inclusive learning environment in his classroom, and he continued to adapt and evolve to keep his students engaged. Years have gone by, and he still receives letters or messages from his students. “A former student shared that he still uses some of the writing principles he learned in my class years before, which made me feel really good,” he reminisced.

Reflecting on his time at SAS, Silverman is proud of the work he did with his students, but remains humble as he mentions, “I’d be presumptuous in assuming that I was directly responsible for their success. I do believe that I, along with my other colleagues, pushed students to improve and do their best.”

After teaching at SAS for almost three decades, the Silvermans retired in 2013 and are currently living in Steamboat Springs, Colorado. They remain in contact with many of their former students through social media and in-person meetings.

“I had Mr. Silverman for English when I was in ninth and tenth grade, and my wife Heather had Mr. Silverman for a year of English and Mrs. Silverman for aerobics. Our memories of their special ability to teach and relate to the kids are now being enhanced with new memories relating to them as adults. The Silvermans are timeless. They have a special lust for life, their experiences and stories they share are amazing, and their love for each other—it's all that makes them magical people.”

—Brian Sullivan (class of 1996) and Heather Sullivan (class of 1997)

The Silvermans are the embodiment of the Eagle spirit, igniting flames of inspiration that continue to burn bright for generations of Eagles. Their legacy will forever be etched in the hearts of every student who has had the honor of knowing them. They are truly the ultimate Eagles!

There will always be some disappointments and your passion may change. The thing is to always find something to be passionate about.

—Paula Silverman

A $99 TABLET AND A PASSION FOR CYBERSECURITY

By KYLE ALDOUS

“Beat Saber is how I first became interested in virtual reality, which has gone on to become an important part of my dissertation research at UC Berkeley. I really appreciate the passionate community that exists around VR esports. Some of my closest friends at Berkeley and Illinois have been made through a shared enjoyment of the game.”

KINJAL

At age 13, this Singapore American School Eagle developed a tablet that sold for $99. At age 18 and 19, he became the youngest-ever recipient of bachelor’s and master’s degrees in computer science at the University of Illinois Urbana-Champaign.

Born in Phoenix, Arizona, to a nomadic family, Vivek Nair (class of 2018) spent parts of his childhood in eight different cities, from San Jose to Singapore, while attending school online through Stanford University’s OHS program, and then earned his undergraduate and postgraduate degrees at University of Illinois Urbana-Champaign.

Named LOOP, the aforementioned tablet competed with rivals on the market in everything but price. Nair spent a lot of time sourcing parts for the tablet as he built it from scratch and then programmed it with some help from his educators Jim Diebley and Anthony Selley. Hugely successful as his first major entrepreneurial venture, LOOP sold over 1,000 pieces through Amazon. Nair has left the consumer electronics space but has carried the spirit of innovation with him, and has since filed more than 10 patents for various inventions, mostly related to cybersecurity.

Today, Nair develops cutting-edge cryptographic techniques to defend digital infrastructure against sophisticated cyberthreats. He believes that for every problem that exists in cybersecurity, there is a cryptographic solution waiting to be found.

As our world becomes increasingly connected, everything from our bank accounts to our power grids is susceptible to hackers, ransomware, and cyberwarfare. Currently a first-year graduate student at the University of California, Berkeley, and a researcher at Cornell’s Initiative for Cryptocurrencies and Contracts, Nair studies new ways of using modern cryptography to engineer countermeasures against common digital threats. As a recipient of the National Science Foundation CyberCorps® Scholarship and NPSC Fellowship, he works closely with the US Department of Defense to build resilient cyber systems and address urgent national security threats.

Nair first began researching cybersecurity in 2015, when he founded Multifactor.com, a successful startup aimed at combating attacks on two-factor authentication, and he has authored numerous patents and patent applications for secure user authentication technologies.

Nair takes a leadership role in the cybersecurity community by giving talks at conferences, leading global hackathon teams, and delivering courses to over 1,000 students. He was also the recipient of the 2022 Tong Leong Lim Pre-Doctoral Prize at UC Berkeley, which is presented annually to the electrical engineering and computer science student who achieves the highest distinction in the pre-doctoral examination.

Nair is also a recipient of the prestigious 2022 Hertz Fellowship. In 2022, the fellowship funded 13 remarkable doctoral students who demonstrated extraordinary potential to become foremost leaders in their fields and tackle the most significant challenges facing the nation and the world. It will provide Nair US$250,000 in funding over the next five years to continue his pursuit of cybersecurity research.

Outside of cybersecurity, he is a competitive virtual reality esports player and the captain of Berkeley’s “SSS” Beat Saber team, which he led to a US national collegiate championship victory in 2021.

Nair’s advice for students pursuing cybersecurity

1. Build a solid foundation of computer science knowledge

2. Compete in hackathons and online Capture the Flag (CTF) hacking competitions

3. Check out the CyberCorps program, a US government initiative that covers three years of college tuition for students interested in pursuing a career in cybersecurity

“I am honored to be named a Hertz Fellow, which gives me the freedom to pursue the research that I find interesting and important without being tied to any particular lab or institution.”

Director of Communications

SHAH Communications Writer and

Alumna Emma DeCaro

Class of 2011

On SAS, ASL, and International Development

I attended Singapore American School for third and fourth grades, from 2001 to 2003, and loved every moment of my experiences there. Highlights included taking after-school Irish dance lessons, participating in the Singing Geckos choir, making art in Ms. Carolyn Braznell’s class, playing the Javanese gamelan in music class, and of course, eating Mr. Hoe’s cinnamon rolls. My teachers, Ms. Jenifer Anderson and Mr. Brian Milburn, were creative and interactive while placing a strong emphasis on our critical thinking skills—I would imagine not many third graders around the globe learned about “metacognition!” I loved the people, culture, and food of Singapore. The SEA Aquarium and Clarke Quay were some of my favorite places.

From Singapore my family moved to Austin, Texas, USA, where I graduated from high school and then pursued a bachelor’s degree in public relations. I worked for six years in communications, advertising, and nonprofit consulting, and I am now finishing a master’s degree in international development from Gallaudet University, based in Washington, D.C.

My introduction to the Deaf community came about on my first day of undergraduate classes, when I met a Deaf classmate who used American Sign Language (ASL) to communicate. We became friends, and she encouraged me to take ASL as my foreign language. Five ASL courses and three interpreting courses later, I became a state-certified interpreter and, later, a nationally certified interpreter. One of my proudest accomplishments was coordinating The Bible Recap project, a 365-day podcast that we ASL- interpreted or the Deaf community to access.

I have learned that Deaf individuals can do anything hearing individuals can do, except hear. Most Deaf community members do not view their deafness as a disability or limitation, but as an identity and culture they are proud of. Also, there is no “universal sign language”—at least 300 sign languages have been documented to date, and they are all distinct. Disability activists often advocate for “Nothing about us without us,” meaning that it is critical to include Deaf

individuals and people with disabilities in all decision-making processes that impact them. This is a key area of growth and opportunity for the international development field and the primary focus of my master’s program.

Since 2017, I have been privileged to learn from and mentor a young Deaf Kurdish man living in the US. Together, we have navigated US social services, education, employment, immigration, housing, transportation, and healthcare, while I also introduced him to formal education in ASL. He did not have access to any shared sign language for the first 18 years of his life. Through his story, I realized that there were likely hundreds (if not thousands) of Kurds facing similar barriers in their homeland.

From visiting the region in 2022, I learned that with very rare exceptions, Deaf Kurds do not have the right to obtain a driver’s license, access a certified sign language interpreter, or have options to pursue higher education in Kurdistan due to limited resources. My colleagues and I hosted the first-ever regional conference at which Deaf leaders could share their challenges, hopes, and dreams for their community’s future.

Kurdistan is beautiful, with kind people, delicious food, and a unique and vibrant culture. I received a warm reception everywhere I visited and cannot wait to return. My experiences led to a seven-month internship with the Kurdistan Regional Government Representation in the United States, which became a foundational building block for my next internship in the Middle East.

From January until May 2023, I was an international development intern in Amman, Jordan with Martha EDU (www.marthaedu.com), a small enterprise dedicated to increasing literacy and sign language access for Deaf Jordanians through innovative flashcards showcasing augmented reality technology. We worked out of a small business incubator, I lived in a rental apartment 10 minutes away, and I wrapped up my degree requirements by taking three courses online. I graduated from Gallaudet University with my international development master of arts degree. on May 12, and I am now back in DC pursuing job opportunities.

I am most surprised that more resources do not currently exist to support and expand Deaf education worldwide. Martha EDU’s model and technology are easily scalable and transferable to different countries and contexts, but the biggest challenges seem to be awareness and funding. However, when governments and local organizations do not invest in their Deaf communities, their societies and economies suffer.

For SAS students, especially those who have just graduated or are approaching such a life milestone, I have two key pieces of advice, both originally from my dad. First, leave things better than you found them while enriching the lives of others along the way—whether you are working, interning, volunteering, mentoring, or just being a friend to someone. Second, don’t be afraid to invite yourself to the party. This is the essence of networking! Show up for events. Ask your parents or teachers if they know anyone at a company you’re interested in. Reach out to professionals while you are a student and request informational interviews. If an organization does not list job openings or internships, share that you would be willing to volunteer your time and skills. People are most willing to help you while you are a student, so take full advantage of this time in your life to build meaningful relationships!

In July 2022, I attended the Washington DC alumni happy hour, and it was a joy to meet and reconnect with other SAS Eagles. This is truly a special community to be part of!

When governments and local organizations do not invest in their Deaf communities, their societies and economies suffer.

By DIDI HARI KRISHNAN Communications Writer

Saying Yes at SAS!

Apurv Suri and Carol Kumala, both graduates of the Singapore American School class of 2009, were once mere acquaintances. Although they shared classes and friends in high school, there was never a romantic spark between them. They went their separate ways after graduation, both pursuing their own paths.

Little did they know that fate would bring them back together years later.

In college, their paths crossed again and they grew closer together as they pursued their studies, Suri in New York and Kumala in Boston. The spark ignited when they took a trip to Bali together and fell deeply in love, realizing that their high school experience together was just the beginning of a beautiful love story.

In December 2022, Suri proposed to Kumala in the high school foyer, making it the first marriage proposal known to have taken place at SAS. The proposal was a complete surprise to Kumala, who had no idea what was happening.

Suri had spent months secretly planning the event with SAS's Associate Director of Alumni Relations Beth Toole. He shares, “I convinced Carol there was an alumni event and there was even a fake invite that was sent through an SAS email, so it became even more believable!”

Some may wonder why Suri chose to propose at SAS. For the couple, the school holds a special place in their hearts. They have many fond memories from their time there, from Interim Semester trips to celebrating SAS's 50th anniversary to the many educators who positively influenced them. Suri shares, “I wanted to do something that was unique but also very personal. Not a lot of people get the opportunity to do this at their high school, especially since we were the first proposal at SAS!”

Kumala reminisces, “It was very special. Apurv was clearly very nervous, which I believe is normal. He had his speech written on his hand but unfortunately due to his nervousness and the humidity, the words were no longer visible on his palms.” Nevertheless, Suri managed to impress her with a touching proposal and they exited SAS that night, chauffeured in a golf cart, as an engaged couple. They plan to hold their wedding ceremony in Bali next year, where many SAS alumni will be reunited.

To tuck it in, or not to tuck it in?—That is the question

By KINJAL SHAH Communications Writer

Eight million shirts. Five hundred employees. Eighty six stores. Today, UNTUCKit cofounder Aaron Sanandres, class of 1992, and his business partner, Chris Riccobono, are celebrating their well-deserved success!

Looking Back…

Sanandres was eight years into a career at PricewaterhouseCoopers when he decided to pursue an executive MBA program at Columbia Business School. Little did he know that life was about to pose him one of the most challenging questions: To tuck it in, or not to tuck it in? When Riccobono approached him, planting the seed for making untucked shirts, UNTUCKit was born. It started with US$150,000 capital for a few thousand shirts, a small PR firm, and a company website.

Today, the company boasts 85 stores across Canada, the UK, and the US, and is celebrating 12 years in the business. Resilience has been the name of the game so far and UNTUCKit continues to surpass its pre-pandemic performance. It is one of the fastest-growing men’s retail brands in the US.

After graduating from Singapore American School, Sanandres attended Hamilton College in upstate New York, a liberal arts school he credits with honing his communication skills—which he believes is the single-most important skill set to learn in any newly minted career. He then took a postgraduate year in Beijing, China to focus on learning Mandarin—a result of the impact that SAS teacher Mr. Goh had on Sanandres. Spending a year immersed in Chinese language and culture allowed him to attain (temporary) fluency in Mandarin. He graduated cum laude from Hamilton College with a double major in government and Asian studies.

According to Sanandres, SAS was pretty special in many ways. “Although I might not have appreciated it at the time, going to school with such a diverse group of friends—Australian, Danish, Indian, Singaporean, and more—gave me a unique ability to bring out the best of cultural differences” he says. Among many favorite memories, it is the Interim Semester trips that he thought were particularly special. “From my first trip on a Johor safari to my final trip scuba diving in the Maldives, I couldn't have asked for more!”

Sanandres fondly remembers his educators at SAS and the impact they had on his life! They include Mr. Imperi, who had a phenomenal ability to engage his students in classroom discourse; Ms. Donahue, who always challenged Sanandres to do his best; Ms. Banks, who was one of the kindest teachers he remembers; and Mr. Goh, who inspired him to study Mandarin throughout college and then spend a year in Beijing in intensive language study.

To budding entrepreneurs, Sanandres has simple advice:

Do it. There is no fixed path to becoming an entrepreneur. Some quit their jobs and start something on their own. Some, like me, build their business as a side gig until they have the stability and cashflow needed to quit their day job and go full time. As Nike so perfectly articulates: Just do it. I’m almost certain you won’t regret it.

Sanandres’ Tips to Entrepreneurial Success

When it comes to entrepreneurship, there are literally hundreds of critical lessons I’ve learned along the way. Some I’ve had to learn twice! If I were to limit them into the top five they would likely be :

1. Make forward progress. So many business ideas die before they’ve even had a chance to breathe. Ideas don’t build businesses. So take action. Every day. Keep moving the ball forward. Progress begets progress.

2. Invest in market research. Market research allows you to stay ahead of your competition by keeping you updated on the latest trends and industry developments. You will gain valuable insights into your customer base.

3. Know your metrics. So much about being an entrepreneur is making decisions with incomplete information. So make sure you are using all the data you have to your advantage. With advances in AI, you don’t need to be a stats beast to win on analytics.

4. You don’t have to go big to go home. Don’t set lofty goals. Success isn't just about achieving huge milestones or reaching the top of the ladder. Celebrating small wins can give you the motivation and confidence to continue on your path toward success.

5. Have fun. It can be a daunting, often lonely path…so take the time to celebrate the little wins along the way.

SINGAPORE AMERICAN SCHOOL

DEALS &

PROMOS

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

SCAN THE QR CODE BELOW TO CHECK OUT PROMOTIONS AND DEALS FOR THE SAS COMMUNITY!

Connect with us at communications@sas.edu.sg and help us tell the story of what makes SAS a special place.

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 2023 to 21 June 2027

Accredited by the Western Association of Schools and Colleges (WASC)

© 2023 Singapore American School All rights reserved.