Welcome to this special edition of Journeys! This Singapore-themed edition pays tribute to SAS's rich history on the Little Red Dot. Inside, we proudly feature our ultimate Eagles, local legends Abe and Jolly Abraham, who inspired generations of students and championed equitable partnerships between SAS and its local employees. Be transported through our illustrated timeline of SAS's history—from its beginnings at 15 Rochalie Drive to the reimagining of SAS, providing students with world-class education and unmatched opportunities. Discover the full-circle journeys of our alumni who have returned to Singapore to start their own businesses or have their children experience the SAS life. We also honor the class of 2024 and celebrate the incredible journeys that lie ahead of them!
https://www.sas.edu.sg/journeys
SINGAPORE AND SAS
AN IMMERSIVE STUDENT EXPERIENCE
“So, are you more of an American school or an international school?” “Yes.”
By TOM BOASBERG Superintendent
“So, are you more of an American school or an international school?” is a question that I sometimes will get. And, invariably, my answer is “Yes.”
It’s the both/and—the combination of both these parts of our identity— that makes us special as a school and offers such extraordinary learning experiences for our students. From our founding, our mission has been “To provide students an exemplary American education with an international perspective.”
These learning experiences are both academic and personal. They offer the chance to learn about the broader world inside and outside the classroom and equally important, the personal opportunity to make lifelong friends and connections with classmates who come from so many diverse parts of the world.
We continue to be committed to offering an outstanding American education and preparing our students to excel in US colleges and universities, which 80 percent of our graduates enroll in (with the remainder going to Canada, UK, and several other countries in Europe and around the world).
We have also worked hard to strengthen our connections to Singapore and the many learning opportunities our home country offers. Indeed, our current strategic plan SAS2027 emphasizes a key goal:
“Enrich our students’ international and cross-cultural perspectives by expanding opportunities to learn from the cultural and historical richness of Singapore and the region of Southeast Asia.”
Over the last several years, we have significantly increased the focus on Singapore and the region in our curriculum, introducing several new units across all three divisions. Likewise, we have sought to provide more opportunities for students to get out of the “bubble” our school can sometimes be and dive into the Singapore community.
LEARN MORE ABOUT THE SAS2027 STRATEGIC PLAN
HOW DO WE ENRICH OUR STUDENTS' PERSPECTIVES?
We are excited to share with you in this issue of Journeys many of the connections our Eagles share with the broader Singapore community. I also want to share with you a number of examples that I have seen recently across all three divisions of our school:
Elementary School
• Students explored past and present changemakers in Singapore and then visit the National Museum of Singapore to experience the interactive Singapore history timeline.
• Students participated in a pen pal exchange with local students in Sengkang culminating in a shared experience where the local students came and spent the day learning and playing with their pen pals.
• Classroom lessons on sustainability included both visits to the Waterways Watch Society and litter pickup around the banks of the Kallang River.
• Kindergarten classes adopted the Adventist Rehabilitation Center (ARC) for their service learning project to play games, make crafts, and sing with patients who have physical disabilities caused by stroke or accidents.
Middle School
• World language students interviewed local hawker owners and customers in Chinese to learn the history of hawker centers and how Singapore promotes cultural diversity through these gathering places.
• Students traveled to Sungei Buloh to explore the biodiversity of the mangroves and learn more about how the island’s natural environment has impacted the development of local communities. Our SAS dragon dance club was invited by Club Rainbow SG to perform for a Chinese New Year charity event.
• The keynote speaker for our eighth grade social justicecentered unit from local NGO It's Raining Raincoats (itsrainingraincoats.com) spoke with our students about the lives of migrant workers in Singapore.
High School
• In AP English Language and Composition, students studied Singaporean print and digital advertisements, PSA campaigns, and speeches by Lee Kuan Yew to understand the cultural/historical context and rhetorical strategies utilized. Students also discussed the Singaporean concept of "racial harmony" and read essays from and talked to the author of the recent essay collection Brown Is Redacted: Reflecting on Race in Singapore.
• The Vivace Service Club organized musical performances at the nearby Metta Home for persons with disabilities in the Woodlands to bring joy to the community through music.
• Ninth grade humanities students focused on Singapore's role in cultural exchange through trade. They invited a local theater troupe, Nusantara Theatrics, to teach students acting skills during the Shakespeare unit, and visited the Kranji Memorial and the Ford Factory to learn more about the Japanese occupation of Singapore during World War II.
We look forward to continuing to provide students with more opportunities to explore local history and culture, create personal connections with Singaporean students, and serve in communities across Singapore. Regardless of where our students move after leaving SAS, our hope is that they will always carry a piece of Singapore with them. These connections differentiate our students and equip them with insights and experiences that make them valuable contributors in the communities they choose to join—or when they come back to Singapore!
Rewind
By KINJAL SHAH Communications Writer
Note: This article includes some content
Singapore American School sprang to life amid birthday parties, American Women’s Association meetings, and other lively gatherings of American families in Singapore. In these moments of connection and community, the vision for an American school in Singapore came to life.
Creating the school was a community effort. The American Association of Singapore gave the school institutional backing. It took three years for the American community to embrace the thought and raise S$100,000 with support from American companies, missions, and individuals who made contributions in amounts of up to $20,000.
from Singapore's Eagles by Jim Baker.
ROCHALIE DRIVE KING'S ROAD
ULU PANDAN WOODLANDS
15 Rochalie Drive
SAS first opened its doors on January 3, 1956, in a colonial-style bungalow at 15 Rochalie Drive. Students had a garage for a science lab, servants’ quarters for music and preschool, bedrooms for classrooms, and a dining room for assemblies. They shared their softball field and an outdoor basketball court with chickens raised by a Malay family that lived on the property.
There were 105 students on the first day of school; 57 were Americans, and 41 belonged to other nationalities. A typical day at SAS started at 8:15 a.m.
with a rendition of “God Save the Queen” in assembly. Without air-conditioning, the cooler morning hours were reserved for academic classes. Students went home for lunch and a rest, and returned at 3:00 p.m. for music, PE, art, drama, and other enrichment activities. Parent volunteers manned the office, provided snacks, and managed extracurricular activities. In its first year of operation, SAS had to close down twice because of islandwide curfews to quell civil disorder.
60 King's Road
In June 1962, SAS moved to a purposebuilt school campus at 60 King’s Road, accommodating 307 students from kindergarten through twelfth grade. Missions and companies donated the use of trucks and cars. Students and custodians packed and carried books, boxes, and furniture to the new campus.
Reimagining the school, gathering the funds needed to build it, and seeing it through to completion was no small feat. Purchasing land and building a new campus was a multi-million dollar project for an organization operating on an annual budget of S$250,000 to S$300,000. The community again went to work, lobbying the US State Department to obtain a grant for S$450,000 and soliciting funding from 42 companies and 37 individuals, making it possible to reimagine our students' learning journeys.
By the fall of 1971, the King’s Road campus taught students from seventh through twelfth grade. Students from kindergarten through sixth grade were in temporary quarters in the former British military’s Alexandra Junior School. The arrangement lasted for two years while students in kindergarten through eighth grade awaited the completion of the new Ulu Pandan campus.
Situated in a flood-prone zone, SAS still had an occasional “flood day” that made it difficult for families to get to school. According to associate director of admissions Farouk Maricar, who has been with SAS for 30 years, “When it rained, the walkway leading to the campus would flood near the church, making it difficult to reach the campus without getting wet.” To solve the problem, the school built a water tower, which, over time led to students
painting on the tower. The classes of 1965, 1966, 1967, and 1968 were inevitably caught and made to scrub the tower clean!
The 1970s was the most challenging decade for SAS. The school grew at an unbelievable pace, doubling from 750 students in 1968 to more than 1,500 in just three years. Growing pains, fundamental cultural changes within the school community and in Singapore, a changing student body, and operating out of two campuses— King’s Road and Ulu Pandan—meant learning many a valuable lesson for future challenges.
Former educator Dr. Vicki Rogers (class of 1995) has experienced all three campuses as a student and teacher (17 years at SAS).
“It’s impossible to pick just one favorite memory! Some forever memories include the ‘learning communities’ in the Ulu Pandan and the King's Road campuses—each community was an intimate space that created a culture of connection for faculty, students, and parents.”
SAS educator Steve Early reminisces about the high school at King's Road, where he enjoyed its timeless charm. He fondly remembers Mr. Hoe and the friendly greeters at the gate, the majestic old trees, and the proximity to Empress Road Hawker Centre stalls for delicious noodles.
Although SAS alumni have held annual reunions for many years, the first one held in Singapore was in the summer of 1995. Over 100 alumni and their families came to say goodbye to the King’s Road campus and see all of the changes that had taken place in Singapore. They visited their favorite haunts, tracked down old classmates, renewed friendships, and forged new ones.
201 Ulu Pandan Road
After moving twice in three years, SAS educators were relieved to call Ulu Pandan home. Life at the Ulu Pandan campus was considerably different. Students in different divisions did not have to share facilities, and decisions about programming and scheduling could be made without considering the needs of other grades and classes. New classroom spaces offered opportunities for curricular changes, and the campus thrived.
It was from this campus that the first Interim Semester trips took place. Students enjoyed playing sports against other IASAS schools, and drama and dance took on new life. In 1981, SAS educators put on the first faculty musical, a tradition that continues today.
Another former educator, Alice Early, says, “We have such fond memories of the Ulu Pandan campus with its open and welcoming atmosphere. What a wonderful community! Steve (Early) was fortunate to work with the talented seventh grade teaching team to conduct a comprehensive environmental impact statement for the ‘new’ Woodlands campus. This led to a substantial booklet filled with historical interviews with nearby Singaporean citizens, photos, plant and animal identification, and an inspiring idea from the seventh graders: to preserve a small corner of high ground as a rainforest for future generations. Despite deforestation and fruit tree planting, the area had been left wild long enough to reveal its potential, an idea the architect and board embraced.”
In 1975, SAS had 1,820 students enrolled at the 2,400-capacity Ulu Pandan campus. Year after year, massive swings in student enrollment played havoc with the school’s budget and operating costs. The 1980s and 1990s reverberated with radical changes as the school overcame challenges and embraced opportunities. The new millennium began with a 3,700-strong student body—a feat unimaginable
in the previous years. With visionary leadership and a S$65 million expansion, SAS became the largest single-campus American school outside the United States—a distinction it still holds. True academic rigor, a culture of care and excellence, and a flourishing American spirit were characteristic of SAS and remain so to this day.
Ken Schunk, Former Elementary School
Deputy Principal, 33 years at SAS
Having worked at SAS for 33 years before retiring in June 2023, I was part of the transition of the Ulu Pandan and King's Road campuses to the current location in Woodlands. It was a monumental decision that united all school divisions on a single campus. For me, it captured perfectly the essence of the SAS I had come to know…bold, forward-thinking, always willing to consider possibilities for improvement, and committed to providing the very best to students and families in the present and well into the future.
Never would I have imagined anything that could replicate or exceed that accomplishment...until SAS Reimagined took form and went from a series of “what if” discussions to deeper consideration of a possible path forward, to research and action planning that culminated in a board decision to build a school for the future.
That decision was built on input from hundreds upon hundreds of parents, students, and educators and solidified the identity of SAS as a unique educational institution determined to always move from excellent to exceptional.
Ann Tan, Executive Assistant to the Chief Academic Officer, 50 years at SAS
Change? I have witnessed it firsthand at SAS for half a century. The school has evolved remarkably, expanding in physical size, growing its staff, diversifying its programs, and continuously transforming every single day. This relentless pursuit of progress makes SAS an inspiring place to be.
Ursula Pong,
Former
High School PE Teacher, 34 years at SAS
My first experience at the Ulu Pandan campus was in 1988 as an after-school dance club teacher. Teaching dance became my full-time job before moving into the high school PE department at the Woodlands campus. I have the fondest memories of Ulu Pandan, its tropical cafeteria setting, and the Hoe family, offering the best food.
Ryan Manteuffel, Class of 1999
I started kindergarten at the King’s Road campus and moved to Ulu Pandan in my freshman year. When the Woodlands campus opened in 1996, we transitioned to Woodlands. I remember it being an adventure. It was bittersweet to leave the King’s Road and Ulu Pandan campuses because they had been around for so long and held many special memories for many of us. There was a lot of excitement mixed with reminiscing about the history of the original schools.
Today, as I stepped on campus, I felt a lot of nostalgia, but seeing how the school has grown, with all the new facilities and those still being constructed, is incredible. The progression of the campus and the school itself is remarkable. Everyone I know who went to SAS is very proud and fond of their memories and the time they spent here. Watching the new generations come through is really exciting, knowing that many more kids will be able to share that experience.
Alice Early (24 years at SAS) and Steve Early (30 years at SAS), High School Teachers
When it was time to move to the first Woodlands campus, I (Alice) was teaching part-time in preschool, balancing my duties with the arrival of our first child. Our preschool had its own charming little playground on the far east side of the campus, but as the school expanded, it eventually moved to the high school.
Steve found immense joy in the high school setup, where teachers had offices together, fostering a close-knit community of mentors from whom he learned much. Though subsequent renovations brought new challenges, schools are dynamic places where change is constantly unfolding daily in the minds of students and teachers alike.
40 Woodlands Street 41
Even in 1990, the Ulu Pandan campus was at capacity and had a growing waitlist. Besides the changing make-up of the American community, much like it is today, what was remarkable was its sheer size. This growth of the expat community raised important questions about the future of our school. Board minutes from the early 1990s indicate that government officials felt that SAS should move and expand—a testament to the importance of a growing American community and Singapore's economic future. This meant selling the King’s Road property in exchange for a leasehold at a new location.
A few options were on the table: 1) Stay at King’s Road and Ulu Pandan and increase the capacity of both campuses; 2) Build a new middle school, or 3) Build a completely new school to accommodate all grades on one campus. The board embraced the recommendation to build
a new campus, and the King’s Road property was sold for S$52,300,000 in 1994, with the profit providing the bulk of the funds to lease and build our current 36-acre Woodlands campus. The plans for the new school included two swimming pools, three and a half gyms, six playing fields, a track, four theaters, and a host of other facilities the community could enjoy.
In June 1996, the last students wearing white and blue walked off the King’s Road campus, ending an era. Today, as you enter the Woodlands campus, it is a far cry from 60 years ago! But the American spirit still endures. The hallways echo with passion, excitement, and a drive to learn; the walls display the achievements of Eagles across academics, sports, and the performing and visual arts; and a sense of pride and belonging, of knowing that one is an Eagle for life, prevails.
40 Woodlands Street 41 Reimagining
Since 2014, SAS educators have been transforming an existing, successful school to serve students better as we prepare them for a constantly changing world. Initiated by former Superintendent Dr. Chip Kimball, the research and design process was designed to challenge deeply held assumptions, engage educators, and shape culture. It included thousands of hours of research and visitations to over 100 schools worldwide. Over 100 college admissions officers were interviewed, internationally known educational leaders were consulted, and a strategic plan informed the creation of spaces on campus that could be prototyped for what new learning environments in the new campus might yield. These illustrative and investigative projects, dubbed “pathfinders”, allowed educators
to develop practices and systems within a flexible learning environment to support our strategic plan.
The pathfinders proved to be excellent learning tools, and the lessons learned from their implementation informed and guided the design of future spaces at SAS. These prototypes highlighted what works and does not work and their impact on teacher relationships, student relationships, and student development of future-relevant skills. “Learning walks” became an integral part of community engagement, and over 400 parents toured the pathfinders on these guided tours, which helped them better understand the school’s vision for learning and learning spaces.
On April 15, 2021, Singapore American School announced a S$400+ million campus upgrade project that reimagines school—one that reimagines the role of classrooms and buildings in the learning journey to provide unmatched opportunities for students and teachers. SAS Reimagined is the result of several years of planning and community engagement, including thousands of parent, educator, and student voices sharing thoughtful feedback throughout the development process. The school board unanimously approved the project in spring 2020, and we began phase one in May 2021. We’re deeply grateful to those in our community whose philanthropic support has supported and continues to support the transformation of our campus.
It’s not very often that students have the opportunity to co-construct spaces alongside their teachers and design experts. We are excited to be able to connect educators, leaders, and students so they continue the work to develop spaces in our community further, whether they are athletics spaces, learning spaces, dining spaces, or play spaces. Our SAS Reimagined project has already seen many new spaces open, including The Eagle’s Perch dining space, the sports wing, the west fields, the renovated high school cafeteria, and new ninth grade learning communities.
We have also been excited to open renovated rooms supporting high school and middle school robotics and coding, computer science, and the health center. Earlier this year, we officially opened our new artificial turf field with our first-ever Eagle Friendly soccer game, which included students, educators, parents, and alumni. We also celebrated the opening of our APEx health and wellness center—the culmination of student agency and collaboration since 2012.
Former student Faith Jorgensen (class of 2021) couldn't be more pleased with all these upgrades. “I’m excited about the opportunity for our school to be designed and for classrooms and spaces to be built specifically for their purpose. Whether it be to play and eat with friends, conduct experiments, work in groups, or prepare for Advanced Placement exams, there will be a space for each student to learn and have fun in school.”
Scan here to learn more about how we're reimagining SAS:
Where is your favorite hawker center in Singapore, and what's your go-to order?
LYNSEY HOWITT, PRE-KINDERGARTEN TEACHER
My favorite is the East Coast Seafood Centre. My go-to orders are chili crab and kailan with oyster sauce.
URSULA PONG, HIGH SCHOOL PE TEACHER
Sambal stingray at Adam Road Hawker Centre.
BRYAN, EIGHTH GRADE
I typically order egg fried rice with chicken wings at Newton Food Centre.
S-11 Food Court is on Woodlands Street 31, across from SAS. My sister Maya and I were both varsity swimmers (and then swam in college as well), so we would go to those hawkers frequently! Our go-to order: chicken rice with a Milo dinosaur.
EMERSON, FIRST GRADE
MAX, EIGHTH GRADE
I like to order Hainanese chicken rice at Maxwell Food Centre.
My favorite food center is where we listen to music (Timbre+ One North) because they have dumpling soup and sushi!
MILI KALE, CLASS OF 2009 AND MAYA KALE, CLASS OF 2012
SINGAPORE AMERICAN SCHOOL
Mark your calendars!
We're excited to welcome our community members (students, parents, educators, and alumni) to campus for a series of upcoming events that showcase the vibrant spirit of our school community. Whether you're cheering on our student-athletes at IASAS tournaments or reconnecting with fellow alumni and community members at the International Fair, there's something for everyone to enjoy!
August 2024
August 13
2024-25 24
8:00 a.m. to 3:00 p.m.
Welcome Day 2024
September 2024
September 27
3:30 p.m. to 7:30 p.m.
Friday Night Lights (Season 1)
Bring the whole family for an evening of sports, food, prizes, and entertainment. Cheer on our mighty Eagle athletes representing SAS this season!
October 2024
October 3 to 4 High School Drama Production
October 17 to 19
IASAS Season 1
November 2024
November 7 to 9 Middle School Musical
November 7 to 9
IASAS MUN/Film/Art
November 15 and 16 High School Dance Show
November 21 to 23 Music Festival
December 2024
December 6
3:30 p.m. to 7:30 p.m.
Friday Night Lights (Season 2)
December 13
7:00 p.m.
Winter Collage Concert
December 17 to 19
Middle School Music Concerts
2024-25
UPCOMING EVENTS
For more details, check out our Contribute and Connect page: www.sas.edu.sg/community/contribute-and-connect
January 2025
January 23 to 25
IASAS Season 2
March 2025
March 7
3:30 p.m. to 7:30 p.m.
Friday Night Lights (Season 3)
April 2025
April 10 to 12
IASAS Season 3 (SAS will be hosting IASAS Badminton)
April 12
10:00 a.m. to 4:00 p.m. PTA International Fair
April 17
7:00 p.m. to 9:00 p.m. Jazz Night
April 28 to May 2
High School Theater Festival
May 2025
May 7 to 8 Middle School Dance Show
May 15 to May 23 High School Art Show
PTA STORE AND CAFE
Back to Where It All Began…
By KYLE ALDOUS Executive Director of Communications Class of 2002
Dressed in his trademark Hawaiian shirt with long white hair and mustache, Jim Baker (1966) leans forward in his chair. He tells our table about Singapore American School’s original school board structure (entirely appointed, in case you were wondering). Across the table, Mike Norman, a former educator and also in a red Hawaiian shirt, nods in agreement. I look around and wonder if anyone else knows that these two former SAS educators are as iconic as the address where we’re gathered.
15 Rochalie Drive—the place where it all began.
In 1956, SAS officially opened just where we’re meeting tonight. Of course, when someone mentions that, Jim is quick to let everyone know that the exact location of the school was actually a little further west. We nod in agreement because Jim is a walking encyclopedia of information about SAS, as well as about Singapore and Malaysia. He knows these things because he lived them—he was one of the school’s original students before later joining SAS as a high school teacher.
That original colonial black and white home, rented for S$850 per month, welcomed 105 students representing 13 nationalities and all ages. The classes were held in spare bedrooms, the garage functioned as a science lab, and the grounds were large enough for physical education classes and recess.
Fortunately, tonight, we’re not here as students but as a collection of former SAS students who have moved back to Singapore and enrolled our own children at the same school where we created so many meaningful memories. There are over 30 of us gathered, with another 20 of us who couldn’t join this evening.
The conversations throughout the night cover all of the usual topics— Interim Semester, IASAS, theater and dance performances, favorite teachers (Roopa Dewan, Ursula Pong, and, of course, Jim and Mike), and just a few memorable weekends at the quays. But like all proud parents, the conversations soon shift to our kids and their experiences at SAS right now. We talk about the new opportunities our children have, like robotics, Chinese immersion, and maker spaces. The most common and defining element of these conversations is gratitude. You can feel it across the entire group.
As our daughter enters preschool and transitions from a tiny tot to a little person, we hope she creates her own interests and finds what excites her. At SAS, I hope she finds that education and experiences can be limitless and that off-the-beaten-path is a fun place to travel.
VRUTIKA MODY, SAS PARENT CLASS OF 2006
We hope that our two daughters will get to feel the same nurturing experiences at SAS that I was able to experience long ago. We hope that SAS helps them to continue growing into well-rounded, open-minded, inquisitive life-long learners. Our hope is that they take the privilege of being a "Third Culture Kid" and use it for good in the global community.
We want our children to have the opportunity to grow and learn in the relative safety of Singapore with the guidance of top educators and curriculum. We want our children to be inspired by their peers and have the confidence to embrace challenges, knowing they will be supported if they stumble. We believe SAS offered us the best chance of giving these things to our children.
KATE GARDNER, SAS PARENT CLASS OF 1993
EMILY HOEKSTRA, SAS PARENT CLASS OF
2000
By the end of the night, I’m sandwiched between Jim and Mike as they relive IASAS memories. You can feel the history as the conversation flows. Meanwhile, I’m debating whether I should remind Jim of the time he locked me out of AP Microeconomics on my first day of school because I was late.
Not tonight.
Maybe there are some pieces of history better left in the past.
E
By CARA D'AVANZO Communications Writer
SAS ALUMNI PARENTS
Most Singapore American School parents learn about the school through their children’s experiences, but for around 50 parents, their children’s school years are just the second phase of their SAS life! These are our alumni parents, parents who attended SAS during their own school years and later found ways to have their children attend as well. We asked some of this select group what they remember of their school days, how they made their way back to Singapore and SAS, and what they feel has changed or stayed the same.
Dr. Vicki Rogers (class of 1995)
I joined SAS in elementary school in the early 1980s, and I remember that the communities—or "planets"—that students were then assigned to really helped to make a big school feel small! Some favorite memories from high school include Interim Semester, some very impressive teachers (many of whom later became friends), sports events and IASAS tournaments, and Mr. Hoe! Of course, the best takeaway from my time at SAS was meeting my nowhusband Matt, who was also in the class of 1995.
Matt and I returned to Singapore and SAS in 2000, when I was hired to teach at SAS, which I did for 17 years before starting my private practice, Champion Coaching & Consulting Pte Ltd. Matt joined the senior leadership team just after I left. Our son Kasey, who has just finished eighth grade, was born in Singapore and started at SAS in the magical ELC. He is thriving at SAS! He's had incredibly supportive teachers and loves playing sports. This year he represented SAS on the high school junior varsity soccer and basketball teams.
In terms of what has changed, of course we are now at the Woodlands campus, which is in the midst of a major upgrade, whereas I attended SAS at the Ulu Pandan and King’s Road campuses. The school’s culture has also changed in some ways, and the curriculum has also evolved. Demographically, we have also changed, especially over the last decade. Overall, we feel blessed and very thankful for our family's experience with SAS over two generations!
Matt and Vicki Rogers at a recent event at the Singapore National Stadium
Matt Rogers on the 1992 SAS high school varsity softball team
junior varsity soccer team
Chester Lee (class of 2000)
I attended SAS for all four years of high school, graduating in 2000. SAS did a great job of making students feel welcome—even as an English as a Second Language (ESL) student, I never felt like an outsider, so much so that one time I used the word “we” to refer to the United States in my US History class, to which my teacher, Mr. Jim Baker, responded, “I didn’t know Koreans fought the War of 1812!” Some of my favorite memories are of the many international trips I went on through extracurricular activities, such as Choir Exchange in Kuala Lumpur, Model UN in Bangkok, and IASAS Cultural Convention in Manila. It was always fun to skip school to go on these trips!
In college, I compared my SAS experience with the school experiences of classmates who went to elite US private and public high schools. I was convinced that the education I received at SAS was as good as, if not better than, theirs, and SAS prepared me exceptionally well for my college studies. Moreover, I knew SAS offers a unique, global educational experience that is not available in the US. During the pandemic, I saw the rendering of the new SAS campus on a Zoom call hosted by SAS, and I thought to myself, “I would love to have my kids go to this school!” When my company asked me to move to Singapore, it was not a hard decision. Once we had decided on the move, I put my family through a slightly nerve-racking situation by not even considering applying to other schools. I had too much Eagle pride to do so, but in retrospect, if one or both of our kids had been wait-listed, it could have derailed our relocation plans!
We moved to Singapore in 2023, and our children are now in kindergarten and third grade. The transition has been smooth, largely thanks to SAS. I appreciate that my kids can continue to receive an American education while learning about other cultures and making friends from different countries. I feel that the school is much bigger now—my high school class had around 170 kids, while these days the number is 300. The campus, brand new in 1996, looks surprisingly dated to me now. Also, back in the 1990s, I was a Korean citizen enrolled in ESL class at SAS, but this time around, my family came to Singapore as American citizens from Massachusetts; the perspectives and expectations are slightly different.
As an alumnus and now as a parent, I feel that the SAS experience is very unique, and it’s hard for people who did not experience it to fully understand and appreciate it. SAS is a big part of my identity, and I’m grateful my wife and kids get to join the community and go through the SAS experience; they’ll finally understand what I’ve been talking about all along!
Chester Lee in the 1998 junior varsity rugby team photo hanging in the SAS athletic block hallway
Carys (left) and Emersyn (right) Lee, trying to look as tough as their dad; usually they are full of smiles!
The most important experiences I remember from my time as an SAS student were being able to meet friends and teachers from all over the world. When I was in high school, the structure of the world was different from now. It was during the Cold War, and the world had many boundaries and tensions. But at SAS, there were students from many different countries and we all studied together. The school was especially multinational because then, unlike now, there were only a few international schools in Singapore. I felt our campus was like an ideal of how the world should be: everyone respected each other and freely shared our thoughts. Teachers were very open-minded, and I enjoyed every class. To me, the SAS environment felt especially exciting because I had previously studied in the Japanese education system, which was a very monocultural environment. My SAS education taught me the importance of diversity and provided priceless experiences, and I truly value them even now, 35 years after my graduation!
I came back to Singapore in the mid-1990s for work, but my family left again in 2009 because my ex-husband had a job opportunity in Tokyo. But we decided to move back to Singapore again after three years because we were able to secure a spot in SAS for our daughter Tara. This decision was easy for me to make, because I wished for my children to go through the same valuable learning experiences that I had had, and I was sure they would really love SAS! Tara is a senior this year and my son Neel is in sixth grade. Although I attended the King’s Road campus and the school has grown a lot, I still feel the same nice, friendly vibes whenever I visit SAS.
How would I sum up my family’s experiences with SAS over two generations? Of course, great! I am so excited that Tara will soon be an SAS graduate, and I know she has had plenty of valuable experiences like those I had, which have inspired her and given her ideas about what she wants to do with her future. Neel just joined SAS this school year, and I can see he has already made a lot of friends, has been challenged in sports and activities, and has had a rewarding year. I have no regrets about choosing SAS for my children's education!
Tomoko with Tara at a recent Senior Spirit Day event
Tomoko (right) with daughter Tara and son Neel
Tomoko Kato (class of 1989)
I attended SAS for high school at the King’s Road campus and graduated in 1996. My favorite memories are from my many wonderful Interim Semester experiences, including one on-island course and overseas trips to Indonesia, Japan, and France. My happiest on-campus memories revolve around the fantastic dance program run by Mrs. Paula Silverman and the high school business/accounting program under Ms. Linda Kroll (formerly Clarke). Both teachers greatly influenced my education and life paths. I also remember the ruckus around the 1994 Michael Fay incident, which caused a lot of excitement and gossip among students and teachers—in one class, we even watched the Saturday Night Live episode about it!
My family is based in this region and I grew up here, so Singapore is our home base. Therefore, it was a “nobrainer” for my children to come to SAS. In fact, we registered our interest before our first daughter was even at an eligible age! Now, one daughter is in tenth grade and the other in kindergarten, and as they will likely both be “lifers,” we look backward and forward to many wonderful years as SAS parents.
Of course, the school has changed in some areas. There is far more support for students now—we only had one counselor in high school, but each student now has a personal academic counselor, college counselor, and school psychologists if needed. Also, teachers have more support through inservice trainings and other learning opportunities. The number of classes has increased—I feel I am almost looking at a university course catalog when I view the high school program planning guide! And it is so nice that the whole school is together on one campus, whereas in my time, the divisions were separated. This makes a huge difference for us, as my high schooler can support our little one during special occasions.
Despite the changes, there are many SAS constants I have seen through the decades. These include core values that all students know, an emphasis on extraordinary care for each child, and the goal of producing critical thinkers. Students continue to be exposed to a broad range of cultures and ways of thinking and are still encouraged to become true global citizens, And, just like in my day, students may choose between all sorts of opportunities in academics, sports, arts, and clubs, so they can figure out what will make them happy and fulfilled in their lives. As a parent, I really appreciate that the school encourages community support for its programs. This means I get to relive my own performing arts experiences by supporting the dance program that my tenth grader now enjoys. I truly feel I have come “full circle” at SAS, and I couldn’t be happier!
Astrid (top right) with daughter Reika and husband Kenji Taira to her left and daughter Keira (bottom center) at a classroom celebration
including Reika (bottom row far left)
Astrid Salim (class of 1996)
Mimi's Soup pays tribute to our former athletics and activities director, Mimi Molchan, who frequently ordered this dish at Mr. Hoe's. Inspired to recreate this Mr. Hoe's classic? Follow our not-so-secret recipe below and enjoy this special dish in the comfort of your home!
Divide noodles, chicken, and vegetablesinto individual bowls, and ladlestockontop.
3 Directions 2 Directions
Sautégarlic andvegetables inoiluntilcrisp.
Ingredients
-1/2choppedcabbage
-2 carrots -6stringbeans
-1/2choppedturnips
-6clovesmincedgarlic -100gbeansprouts
-handfulofwatercress
-2tablespoonscanolaoil
-2 chicken breasts cubed and sautéed -yourfavoritenoodlescookedal denté and drained
-3cupschickenstock
-1tablespoonlightsoysauce
-1teaspoondarksoysauce
-1/2teaspoonsugar
-1/4teaspoonsalt
Garnish with cilantroand choppedchili (optional).
4 Directions
1 Directions
Warm broth and add seasoning(soysauce, sugar,andsalt).
Singapore American School built our first cafeteria in 1956 and hired Ho Tee Jam and Hoe Juan Sim to oversee our dining services. The Hoe family and their children and grandchildren have continued to create local dishes such as curries, Hoe’s sweet and sour chicken, and Hoe’s Szechuan chicken, which alumni have listed for decades as some of their fondest food memories in Singapore.
name that educator
We asked our educators to share their favorite hangout spots in Singapore.
Turn the magazine upside down to see if you matched the quote to the right person!
1.
Flying kites at the Marina Barrage and eating satay at Satay by the Bay.
My family and I love hanging out in Little India! The sights, the smells, the tastes, the people—it is a favorite for us. 2.
My favorite hangout spot in Singapore is MacRitchie Reservoir. I love the earthy smell, and it makes me feel calm and relaxed.
Marina Barrage, best place for a view of the city skyline with kites soaring in the air together with the view of the sea and breeze.
My favorite hangout spot is one of the park connectors, aboard my bike!
Sembawang Park is one of my favorite hangout spots for photography enthusiasts like me who love the outdoors and nature.
My favorite hangout spot is Botanic Gardens. My family and I often end up at Swan Lake, where we enjoy chilling out with some iced coffee. 7.
My favorite hangout spot is the nearest hawker center. I love exploring the local foods that make Singapore one of the best places in the world to eat. 8.
1 – Shuli de la Fuente-Lau; 2 – Pauli Haakenson; 3 – Jenny Flint; 4 –
Shuli de la Fuente-Lau Language Acquisition Coordinator Sandrine Gerber Executive Coordinator Pauli Haakenson Middle School Chinese
Melissa Charn Elementary School Counseling Secretary
Jennifer Bernardo High School Visual and Performing Arts Instructional Assistant
Tom Flanagan High School Quest Advisor
Chris Beingessner Middle School Principal
Jenny Flint Facilities Office Manager
Homecoming: ALUMNI JOURNEY BACK AS EDUCATORS
By DIDI HARI KRISHNAN Communications Writer
Once an Eagle, always an Eagle. This phrase has been said time and time again. It implies that Singapore American School students continue to embody the Eagle spirit, carrying it with them throughout their lives, regardless of where their paths may lead. For a select few, this bond translates into a remarkable full-circle journey—from wide-eyed students navigating the corridors of learning to inspiring educators leading classrooms within those same hallways!
We asked some of our alumni-turnededucators to share their motivations and experiences as they guide the next generation of Eagles within the school that shaped their futures.
Braden Betts
Interim Coordinator/Teacher Class of 2006
Attended SAS from 2001 to 2006
One of the first significant milestones in my teaching career was the day I hosted a high school assembly. Stepping onto the stage not as a student looking up but as an educator looking out, was a powerful moment for me. It symbolized not just my physical transition from the seats to the stage but also my role as a facilitator of experiences for our middle and high school students through our Classroom Without Walls (CWW) and Interim Semester programs.
Everything I do at SAS is shaped by my student experiences. This background allows me to empathize with students, understand their concerns, and remember the challenges and priorities I had at their age. This connection helps me create a supportive classroom environment where students feel seen, heard, and motivated.
Leading the CWW and Interim Semester programs has been an incredibly fulfilling part of my role here at SAS. These programs offer more than just academic learning; they are about opening students' eyes to new perspectives, fostering camaraderie amongst their peers, and encouraging them to act with a sense of responsibility toward broader societal issues.
My story, from being a student here to becoming an educator, is a testament to the enduring impact of my time at the school—not just in the knowledge I have gained but in the way it has transformed me into the driven person I am today. As I continue to navigate my career at SAS, I remain committed to inspiring our students to achieve their fullest potential, just as SAS once inspired me.
Emily Hoekstra
Elementary School Learning Support Class of 2000
Attended SAS from 1996 to 2000
Coming back to SAS was a natural choice rooted in my appreciation for the transformative experiences the school offered me as a student. SAS not only shaped my academic journey but also instilled in me values that resonate deeply with my approach to teaching. The care and support I received from my own high school teachers and coaches inspired me to contribute to this nurturing community. I wanted my children to thrive in an environment that prioritizes their holistic growth, where addressing both academic and social-emotional needs
As a student at SAS who was not always the most academically talented, I was met with great compassion and acceptance by the teaching staff. I had teachers that I felt really saw me and tried their best to accommodate my diverse learning needs. There are some teachers who allowed me to show my learning in different ways and chose to assess through differentiated practices. Now, as a learning support teacher, I take this approach when instructing and supporting my students of varied academic and social/emotional abilities. I want all students I work with to feel seen, heard, cared for, and safe. Connecting with my students on a personal level became my top priority, and I cherish every opportunity to learn about their passions, aspirations, and successes.
Through my love for creative writing and the performing arts, I hope to inspire students to explore their interests beyond the classroom, fostering a culture of curiosity and self-expression. To me, it is not just about academic excellence but also about nurturing their creativity and personal growth.
As an educator, I am reminded that education is not just about imparting knowledge but also about shaping lives. Every day, I wake up feeling excited that I can contribute to SAS's legacy of extraordinary care, possibilities, and excellence!
Lynsey Howitt
Pre-Kindergarten Teacher
Class of 1996
Attended SAS from 1991 to 1996
Returning to SAS as an educator was a heartfelt decision fueled by family ties and a desire to provide my children with the same enriching experience I had as an Eagle. Having taught previously at another SAS (Shanghai American School), the prospect of my sons growing up in Singapore, surrounded by the school's supportive community, was irresistible. Even my parents were ecstatic when we told them we were going to relocate to Singapore!
Although I was never a student at the Woodlands campus, my roots run deep within SAS, fostering a profound sense of belonging. Now, as an educator, I cherish witnessing my own children (tenth, seventh, and second grades) and students flourish within the school's nurturing environment.
For me, memorable moments include seeing my first kindergarten class graduate this year (shoutout to the class of 2024!) and reconnecting with my passion for dance alongside middle and high school students.
My time as a student and parent at SAS informs my approach to teaching—emphasizing empathy, connection, and gratitude. I strive to instill these values in my students, empowering them to embrace kindness and self-belief. A former early learning center student, now towering over his high school peers, fondly recalled the care and attention I devoted to each student in the classroom regardless of their emotional state. He expressed gratitude for these memories, assuring me they would stay with him always. His words served as a poignant reminder that being an educator at SAS remains my true calling—reaffirming my sense of purpose in nurturing and supporting future generations with love and guidance.
By CARA D’AVANZO Communications Writer
LOCAL LEGENDS ABE AND JOLLY ABRAHAM
Finding Qualified Teachers for a Growing School
Inspiring teachers, path-breaking colleagues, and Ultimate Eagles
As two of the first local teachers to join Singapore American School, Abe and Jolly Abraham proved pivotal hires for a young school facing a staffing crisis. Over the next three decades, this dynamic duo, who taught for a combined 70 years at SAS, would influence generations of children, enhance staff professionalism and diversity, and push SAS toward a more equitable partnership with its local employees.
Having welcomed its first students in 1956, SAS was soon facing challenges caused by rapidly increasing enrollment. In the school’s first few years, Principal Al Fisher and 10 teachers—all what we would now call “trailing spouse” expatriate mothers who were paid very little—managed to teach classes and, with significant parent volunteer help, complete all the other necessary school-day tasks. However, with enrollment nearly tripling by 1959, it was clear that hiring practices would have to evolve. Especially in the high school, SAS needed teachers with knowledge, training, and expertise in specific disciplines.
In 1959, math teacher “Abe” Kunnumpurathu Abraham was hired. His wife, Jolly Kutty Abraham, was hired in 1960 to teach science. The Abrahams were part of the school’s first group of locally hired educators, most of whom ended up staying at SAS for decades. These teachers immediately improved the
“Mr. and Mrs. Abraham were my favorite teachers. They both had a way of teaching that would make you smarter while having fun at the same time. I’m very grateful to have had them in my life.”
school’s professionalism and then provided continuity and institutional memory through periods of significant change. They also paved the way for generations of Singaporean hires; today, around 20 SAS teachers and nearly all instructional assistants and non-teaching staff are local hires. These valued employees not only tend to have longer tenures at SAS than expatriate staff, they also provide diversity that benefits students, and they offer a window into Singapore’s culture and society for the whole community.
Of course, the cultural lessons can go both ways. The history book of SAS, Singapore’s Eagles, notes that Abe, who passed away in 2011, enjoyed recounting his very first classroom experience at SAS. Walking into the room, he was amazed that the students remained seated—in Singapore’s local schools, they would have jumped to their feet. He wondered whether they were being disrespectful because he was Asian, but later the principal walked in and the students did not stand for him, either. At that moment, Abe realized that he was in a very different type of school!
Jolly Abraham Abe Abraham
“Both Mr. and Mrs. A. were truly wonderful,” reads one recollection.
“They wanted us to not only learn, but do well and succeed in life—they cared about their students.”
The Long Road to SAS and Beyond
Abe and Jolly Abraham both grew up in India and completed their first degrees there: Abe held a bachelor’s of science in mathematics from Kerala University and Jolly earned a bachelor’s of science in biology from Fatima Mata University in Chennai, Tamil Nadu. Abe arrived in Singapore alone and took a job at Tanjong Katong Girls’ School. He soon returned to India to choose his bride in an arranged marriage. According to their daughter, Susheela Abraham (Varghese) (class of 1976), the two young teachers were actually fifth cousins, so the families already knew each other. “I have seen pictures of my mother with her future sisters-in-law when they were teenagers,” she shares. “My father chose Jolly Kutty because he said she had excellent facial features!” Once they were both in Singapore, Jolly first took a job at Saint Thomas Secondary School.
After moving to SAS and teaching there for nearly a decade, the Abrahams took part in an exchange program that SAS had developed with the Montgomery County school system in Maryland, USA. “We lived outside Washington DC as a family from 1967 to 1969,” recalls Susheela. “One year, my father taught mathematics at Winston Churchill High School and my mother was the student doing coursework. The next year, they switched places, and my mother taught while my father studied.” Both Jolly and Abe received master’s degrees in education from American University in 1970. Rather than traveling directly back to Singapore, Abe and Jolly seized the opportunity to take their children on a whistlestop trip of around a dozen cities in Europe, Turkey, and Egypt before returning home.
Inspiring Educators
From the 1960s to the 1990s, both Abe and Jolly inspired their high school students to strive for academic excellence and joy in learning. Abe taught math classes, including Algebra, Geometry, Calculus, and Trigonometry; he also taught physics and offered some of the school’s first computer science instruction in the 1970s. Students remember him as strict yet approachable, a teacher who “made all math simple” while also instructing students how to pronounce “Himalayas” correctly and using Sanskrit to indicate unknowns in equations. Long before SAS math teachers switched to new instructional methods that emphasize critical thinking over just reaching a correct answer, Abe was doing precisely that. One former student noted, “It was thanks to Mr. Abraham that I ended up doing a degree in mathematics—he firmly yet gently pushed me to the next level of understanding, thinking, and problem-solving, rather than doing things by rote.”
Jolly taught courses across the life sciences, including Biology and AP Biology, Botany, Zoology, and Physiology. One of her favorite sayings was, “You must think like a scientist!” After her passing in January 2024, former students and colleagues shared memories of her high standards and extraordinary care for students. They described her as “patient,” “kind,” “encouraging,” “affirming,” “understanding,” “fair,” “witty,” “awesome,” and “a class act.” At a time when girls were often discouraged from pursuing what we now call STEM subjects, Jolly was clearly a positive role model; many of her female students credit careers in medicine and the sciences to her mentorship. Other alumni recall her preference for wearing beautiful saris at all times and her compassion when students felt squeamish during dissections. “Both Mr. and Mrs. A. were truly wonderful,” reads one recollection. “They wanted us to not only learn, but do well and succeed in life—they cared about their students.”
“As a union leader, I saw that, to Abe, the battles were over more than dollars and cents and contracts. They were over questions of fairness, truth, and integrity. An important lesson was that sometimes we have to fight to preserve our principles.”
Jim Baker (class of 1976 and former SAS teacher)
Unionizing Local Staff Members
A final way in which the Abrahams’ hiring was to have profound effects on SAS was in the area of labor relations. By the early 1970s, it was clear that serious financial inequities had developed between the remuneration packages of overseas-hired versus local-hired staff. Abe was at the forefront of efforts to organize a union to address this. “He was the founding chairperson,” former educators Nat and Rose Bava remember, “while Atma Singh was the secretary of the union. Both held the position for two decades before stepping down.” Susheela remembers “endless meetings”at the family home, during which her mother always made one union representative go outside to pursue his chain-smoking habit. These SAS pioneers found that the Singapore Teachers' Union would not accept the school’s employees, as they worked in an international school, so the union was first formed under the Singapore Manual Mercantile Workers’ Union; later, it was transferred to the Education Services Union (ESU), where it remains today.
“My father felt very strongly that Singaporean teachers who had the same qualifications and quality of experience as expatriate teachers should receive commensurate salaries,” recalls Susheela. “He also knew the local staff such as administrative staff, nurses, instructional aides, lab technicians, computer assistants, security guards, and cleaners were not receiving all the benefits they could be entitled to.” At the time, the union justified its efforts to the broader community by asserting that greater fairness in compensation would help SAS recruit excellent staff, and over time this has proved accurate. In recent years, SAS has twice been recognized as one of Singapore’s top-20 employers by The Straits Times, and Superintendent Tom Boasberg received a Medal of Commendation during the government’s 2024 May Day Awards. This recent award was nominated by the ESU in recognition of the school’s “commitment to the well-being of the local faculty and staff,” as evidenced by its establishment of extensive professional development and financial aid opportunities for them.
Both Susheela and her brother Sunil (class of 1975) attended SAS, although their younger sister Sumeena was unable to do so as Singapore changed its rules around citizens attending international schools. Susheela recalls the unusual situation of having both parents as her teachers, sometimes one right after the other: “My mother said she could always tell if I had understood what had been covered in my father’s Introductory Analysis class by the look on my face as I entered her class!” She also recalls that, although her parents were always careful to keep tests locked up at school, friends sometimes asked if she had any inside information. “How annoyed I felt to have students suggest that I had any advantages!” she says. “If anything, I think my parents bent over backwards to be absolutely objective.” In the end, like so many SAS students over so many years, Susheela feels she was fortunate to learn from them for one main reason: “The privilege of being in their classes came because they were excellent teachers.”
Twenty-one graduates from the class of 1964 played pivotal roles in numerous activities during their senior year. Among their notable contributions were helping to organize and present the American Association of Singapore's George Washington Party and Ball and leading celebrations for the 400th anniversary of William Shakespeare's birth.
Six decades later, our graduating class has expanded to 304 students, making it the largest graduating class in SAS history. This year, we welcomed over 1,800 guests to the commencement ceremony held at the Star Vista Theatre. Highlights for the class of 2024 include their Interim Semester trips, Water Day for seniors, and the first-ever final countdown* to their last day of school on May 17, 2024.
*The final countdown to the end of our seniors' high school journey took place in the high school atrium starting at 2:55 p.m. on Friday, May 17, 2024. With our IASAS countdown clock on display, the class of 2024 counted down to the last second of their high school experience and celebrated together.
Alumni Full Circle Stories of Success in Singapore
By CARA D’AVANZO AND DIDI HARI KRISHNAN Communications Writers
It is the ultimate homecoming story: our alumni, scattered across the globe, finding their way back to the little red dot to launch their own businesses.
From the historic town of Antwerp, Belgium, to bustling New York City, they have chased their dreams and conquered challenges, but there is something special about coming full circle.
We reached out to our alumni who have embraced the entrepreneurial world in Singapore, each carving out their unique path to success over the years.
CRU was founded in 2013 by siblings Beatrice (Bebe) Ding (class of 2009), Calvin Ding, and Valerie Ding (class of 2005), drawing inspiration from their upbringing in Los Angeles and Singapore. Over the last 10 years, CRU has branched out into other concepts like CruBox (boxing), CruYoga (yoga and meditation), and CRUHIIT (HIIT). The ever-growing CRU brand has three state-of-theart studios: two in Singapore, on Duxton Road and Orchard Road, and one on the worldrenowned Melrose Avenue in West Hollywood, Los Angeles. CruBox Los Angeles fuses authentic boxing techniques with beat-matching movements and has seen celebrities like Kim Kardashian, Usher, and Hailey Bieber come through its doors. CRU also offers a virtual studio, CRU TV, the “future of fitness” that comes with a bike, screen, and immersive app, allowing fitness enthusiasts to sweat to the beat of their favorite pack leaders.
In 2013, boutique fitness studios were non-existent, so we started with CruCycle, our indoor cycling brand, igniting the fitness culture on the island that year. Our classes aren't about competition; they offer an experience that fosters a sense of community—a Wolfpack.
When we embarked on our venture, there was no equivalent concept to what would become CRU in Singapore. During college breaks, we returned home to Singapore and felt a gap in the market. After graduating, we resolved to establish our own brand—a place where people could gather, exercise, and make positive changes in their lives. From a young age, we were around a family business-oriented environment, intrinsically learning lessons by being brought to the family office with our dad or our granddad, or listening to conversations with my aunts and uncles. Instilled with values like resilience and discipline, cornerstones for running one’s own business, we set out to create our legacy together.
Collaborating with siblings can be fulfilling yet challenging. This was true for us for about the first five years, as it was not always smooth sailing and we stepped on each other's toes a lot. Despite our alignment on values, we sometimes had disagreements that turned intense and personal. However, identifying each individual's strengths and weaknesses was pivotal and allowed us to enhance our communication and vision. The Covid-19 pandemic posed additional hurdles, but we leveraged it as an impetus for a new venture—CRU TV, an at-home bike and digital platform. We continued to adapt and maintain a positive work environment, leading to invaluable lessons and demonstrating how resilience and innovation can sustain and advance a brand.
With 90 percent of startups failing within the first year, reaching the 10-year mark with CRU is a monumental achievement for us. This year is particularly memorable as we expand into other locations in Southeast Asia, a significant milestone in our journey.
Our advice to those aspiring to start their own businesses in Singapore—don’t overthink it, and just do it! A lot of people let their fear of failure get in the way of what they can achieve. Singapore is probably one of the best places you could start a business, so if you have the opportunity, take it. And if you don’t, create the opportunity.
Dawn Koh class of 2006 Co-founder of Chalk Farm
In 2010, upon my return to Singapore from London after graduating from Le Cordon Bleu, I made the decision to join my brother's flourishing online cake business. Founded after his graduation from Cornell University, the venture already had a devoted following. The synergy between our respective expertise and passions laid a strong foundation for our collaboration.
Securing a space at Paragon Shopping Center in 2013 was a significant milestone in our journey. The transition from online to brickand-mortar provided invaluable hands-on experience, exposing us to the multifaceted intricacies of running a successful food and beverage establishment. From crafting delectable confections to managing operations, every aspect of the business demanded our attention and dedication. Despite the inherent challenges, including navigating a persistent manpower shortage, our unwavering commitment and the support of a dedicated team kept us going.
Building on our initial success, we seized the opportunity to expand our reach further. In 2014, we opened our second outlet at Parkway Parade, extending our presence and catering to a broader clientele. Fast forward to 2021, and we embraced yet another opportunity for growth by expanding our Paragon location. This expansion allowed us to showcase an even larger collection of cakes, delighting customers and solidifying our position as a leading player in Singapore's culinary scene.
For those venturing into entrepreneurship, I urge you to prioritize self-belief and resilience. Every challenge you face is a chance to learn and grow, both personally and professionally. Embrace each hurdle as an opportunity for development, and never underestimate the power of perseverance.
Chalk Farm, whimsically named after a stop on London’s Northern tube line, was founded in late 2010. It is a cake company specializing in bold, wholesome, yet sophisticated cakes. We have become well-known for our Western and local flavors.
Website: www.thechalkfarm.com
Instagram: @thechalkfarmsg
Rachel Liou class of 2008
Founder of Rock Daisy
After pursuing business studies and corporate roles, my passion for fashion led me to take sewing classes while living in Antwerp, Belgium. The pandemic provided ample reason for me to dive deeper into technical skills, particularly in pattern making. While researching, I learned that fashion ranks among the top three carbon-emitting industries, trailing only behind energy and agriculture. This sparked a passion to drive change and devote my efforts to seeking solutions for our climate crisis, aligning with my passion in a meaningful manner. So, after 15 years abroad, I made the decision to return to Singapore and launch a sustainable fashion enterprise. Founded in February of 2024, Rock Daisy transcends being just a fashion brand; it embodies my personal journey and values.
Launching Rock Daisy was a monumental task. Navigating an ever-expanding value chain poses hurdles in sourcing sustainable suppliers for a budding brand like ours. With recent market entry, we grapple with crafting a retail strategy that harmonizes growth, brand image, and climate consciousness. These are exciting and unique problems, and I'm grateful I get to work on them.
From the experience of shooting our debut campaign at my grandmother's house to the proud moment of securing our first pop-up at Boutique Fairs, every milestone has been a testament to our commitment to providing our customers with sustainable options in the fashion industry.
For aspiring entrepreneurs in Singapore, I offer this advice: Stay true to your convictions and remain committed, as you will rely on this compass with every step you take. We are also fortunate that Singapore encourages entrepreneurship, so look out for suitable grants as well as organizations and communities that will help support your business.
Rock Daisy is a forward-thinking fashion brand founded on the principles of effortless style, intentional design, and sustainability. Dedicated to crafting classics that withstand the test of time, Rock Daisy embraces the fusion of global aesthetics to speak to the modern Asian woman.
Our debut collection, launched in February 2024, EDITION 1, is designed for equator weather, with oversized yet tailored silhouettes. Made with 100% nature-based fibers and TENCEL™ certifications, Rock Daisy apparel is breathable and moisturewicking. Every piece is constructed for durability, with flat-felled and French seams, bias-bound edges, and topstitching that ensure the garment lasts. In a conscious move against overproduction and high carbon emissions, all pieces are made in small batches in Indonesia to reduce waste and shorten the supply chain.
Website: rockdaisyapparel.com
Instagram: @rockdaisy_
TikTok: @rockdaisy_
Mili Kale class of 2009
Maya Kale class of 2012
FOunders of Moom
We embarked on a journey that intertwined our family bonds with our entrepreneurial aspirations. Being Singaporean by birth, returning home was always on our radar, and the COVID-19 pandemic acted as the impetus for our reunion and the launch of our joint venture, MOOM, in June 2021.
Although Singapore offers a supportive environment for startups, we faced our fair share of challenges. Securing talent and office space proved expensive in a city renowned for its high rental costs, and managing overseas manufacturing during pandemic disruptions added to our obstacles.
Our determination and perseverance led to significant milestones for MOOM:
• Building a diverse team of seven full-time employees
• Raising an impressive $1.2 million seed round
• Defying the odds as female founders in a region where such funding is scarce
• Expanding into Malaysia with successful product launches in major retailers like Watsons and Guardian
Reflecting on our journey, we urge aspiring entrepreneurs eyeing Singapore's market to take advantage of the city-state's supportive government, tight-knit community, and abundance of innovation opportunities. Despite its size, Singapore provides an ideal environment for ambitious ventures to thrive. Singapore may be small, but its potential is immense, making it the perfect launchpad for entrepreneurial dreams to soar.
At MOOM, we are on a mission to create natural remedies for the modern Asian woman in the form of holistic, expert-backed supplements. Our natural guidance, expertbacked formulations, and personalized care allow you to take the guesswork out of your wellness routine and create a modern-day ritual that supports you wholly and puts you in the driver’s seat of your health.
Website: www.moom.health Instagram: @moomhealth
James Fan class of 2010
Tim Tan class of 2010
Founders of agrata
We returned to Singapore in the late 2010s after we both experienced college and jobs in the US, as well as completing National Service in Taiwan for James. We both have strong roots and professional networks in Southeast Asia, and we realized we were passionate about sustainability and felt that aquaculture was an area in which we could put our knowledge to good use. We believe strongly in Southeast Asia’s growth story, especially when it comes to agriculture. With the advent of new technologies and operating methodologies, we felt the time was ripe to build out new, profitable value chains. Singapore is the perfect place to be based – an easy transit point to most Southeast Asian countries and a dependable business environment with access to strategic operational and capital partners.
We started Agrata, our sustainable mud crab farming venture, to help transition the industry away from wild-catch harvesting of this species. Our goal is to help meet the growing demand for this resource, the foundation of Singapore's popular chili-crab and pepper-crab dishes. In doing so, we can relieve pressure on wild stocks, conserve mangrove ecosystems, and involve local communities in a productive cottage industry.
We’ve experienced many lows and highs while building our business! Lows include fundraising in a difficult macroeconomic environment, firing an employee for the first time, and contending with construction delays and regulatory hurdles.
Highs include meeting our fundraising targets, breaking ground on our pilot hatchery facility, producing our first crablets (juvenile crabs), and hearing stories from partners who have joined us in an impact venture they are passionate about. We are especially proud of being the first company in the world to commercialize a recirculating aquaculture system (RAS)-based hatchery for the species and of not only designing environmental, social, and governance initiatives but also executing on them.
Our experiences at SAS helped bring us to where we are today. We both see great value in the school’s holistic approach to education, which results in a balanced worldview and knowledge set. Natural science courses taken during our years at SAS, as well as service opportunities such as mangrove cleanups and recycling efforts, helped develop passions that are realized in Agrata. To this day, James remembers a favorite seventh-grade project involving a self-made solar-panel boat racing across the swimming pool, while Tim credits international opportunities like Interim Semester with widening his perspectives and fostering intellectual curiosity. And for both of us, Mr. Hoe’s delicious meals encouraged a passion for contributing to Singapore’s cuisine by providing Singaporeans and consumers around the world with sustainably farmed mud crab to enjoy all year round!
Founded by two SAS and one UWC alumni, Agrata provides an end-to-end platform that equips farmers with material, technological, and managerial components for the integrated husbandry of mud crab, a high-value species that is currently majority wild-caught. Agrata has developed the world’s first RAS-based mud crab hatchery, which has outperformed traditional hatcheries by up to 13 times for larval survivability, the key to enabling sustainable production.
Agrata provides crablets of Scylla serrata, the most sought-after species, to its farmers and works with them throughout the husbandry process, providing knowledge, technology, and financing for a successful harvest. Once harvests are complete, the company employs a buyback program that de-risks its farming partners and allows it to control the value chain of processing, marketing, and logistics to deliver the final product to global buyers.
Website: www.agrata.co
LinkedIn: www.linkedin.com/company/agrata-group
JOSH MAKAZO From SAS Spotify Radar Artist to
By KYLE ALDOUS Executive Director of Communications Class of 2002
For 13 years, he tapped his SASCard at the pedestrian gate dressed in blue shorts and white polo with a backpack strapped to his back.
Today, he stepped onto campus in baggy denim, a T-shirt, jacket, and Yankees hat—all black everything. His hair is longer than it was senior year and much longer than the two years he spent in Officer Cadet School during his time in National Service (NS).
After 13 years of entering campus as Joshua Goh, today the visitor registration form read Josh Makazo.
I spent four years with Josh as one of his high school advisors. For four years, he would drop his bag on the floor and fall into one of the bean bag chairs before eventually making a joke about something.
Now, in my office, Josh leans back in the chair and smiles as our conversation picks up where it left off when he graduated in 2021. At one point, I had to remind myself that I was chatting with Josh Makazo, recently named one of Spotify’s Radar Artists, whose top 10 songs collectively have almost 15 million streams.
While his peers prepare for their final year of university, he has four new singles, an album, and several music videos on the horizon. He thought about entering university after completing his NS but ultimately decided to go all in on his music career.
“I have some really smart and academically gifted siblings and parents who I went to for advice and guidance as I was deciding what to do. My mom and siblings encouraged me to do university. Eventually, my dad said, “if you go to school while you have this music thing going on, you’ll only do school halfway and music halfway and won’t be able to see what’s really possible in either of them,” said Josh.
He has already tried the balancing act once and understands the discipline needed to get everything done. While in NS, Josh would spend the day organizing cadets while training to be a leader and nights and weekends writing, recording, and producing music.
“I tried my best to incorporate music into my life and properly balance everything. But it’s difficult when I’m in the middle of the jungle and need to stay alert and focused on the tasks in front of me,” he said as he remembered the challenges of being pulled in two different directions.
As I asked him about some of his SAS memories, he laughed and excitedly began talking about his most unique and lasting SAS experience, Quest.
“I still use something I learned in Quest today. We talked a lot about sustainability but not just through the lens of the environment—but in life. I thought about that as I made the decision to pursue music. I think about it now as I create music. I can easily get lost in the creation process and not eat or sleep for a while. But that’s not sustainable. I want to be creating for a long time and that means that I need to look at my routines to make sure they can last,” he said.
I still use something I learned in Quest today. We talked a lot about sustainability but not just through the lens of the environment—but in life.
As a Quest student, Josh worked with Jason Gelchen at Homeground Studios to learn more about the music industry. The relationship continued long after his time as a student, and Jason actively supports and guides Josh as a mentor and manager as he moves into a new era as a musical artist.
Music was an integral part of his life growing up, but if you look at his transcript and list of after-school activities you won’t find the words "music" or "choir" anywhere.
“I got started in musical theater outside of school when I was around 10. It was my first real exposure to a piece of the music industry. I loved it but quickly realized I didn’t want to sing other people’s music. I didn’t want to do cover songs or anything written by someone else. I became obsessed with the idea of writing my own songs and telling my own stories,” he said.
In advisory, there was a running comment expressed by many of us that if Josh ever made it big, we wanted to be invited to the concert he would someday play in a huge arena surrounded by thousands of fans.
But for him, it never was and still isn’t about the fame. “It’s about creating something people can connect to,” he said.
For Josh, the best artists do more than publish songs—they create worlds that people can immerse themselves in. What world is he trying to create next?
“This next album is called Ultraviolet. The best way to describe the world is like Blade Runner,” he said.
He gets his phone and begins swiping through the concept files for the music video shoot he has coming up. There are character screenings, detailed costume sketches, and digital renderings of the world being created. The energy in his voice builds as he talks through each of the details he has worked on for months with his team of artists, designers, and media specialists. This will be his first-ever music video.
He pauses and recounts a question he received once from a fan about what his biggest moment of pride was. “I couldn't think of any specific moment in time. But I know that in the future, what would give me the most joy is being able to be successful with the people that I love. That always brings me so much joy. Just to be able to like, yeah, we did it—we did this. I can't wait for this music video to be completed so we can celebrate it together,” he said.
OFFICIAL MUSIC VIDEO “HOURS” BY JOSH MAKAZO
ULTRAVIOLET
It never was and still isn’t about the fame.
“It’s about creating something people can connect to."
Want to meet Josh Makazo?
“I go on live every single Sunday. The idea is to create a parasocial dynamic between myself and my fans, because honestly, I genuinely am interested in what my fans have to say. I think before it was like 30 people, but now it's like 200 and I hop on and I'm just like, hey, guys. Hello. And they're just hanging out with me,” he said.
The name, fashion, and success might be new, but over the course of our time together, it was clear that Josh is still the same kid with a kind heart who likes to crack jokes and has the discipline needed to pursue his passion.
Oh, and the name Makazo? While he may not have followed his mom or sibling's advice to attend university, he did implement a crucial piece of advice offered early on.
“Makazo is my mom’s maiden name. But it’s spelled with a 'c' instead of a 'k.' It was my sister who said I should change it to a 'k' so it popped more—she was right,” he said.
By KINJAL SHAH Communications Writer
Some go in with fear and trepidation, and some are ready to face the challenge head-on—and sometimes, one comes out with a book to his name!
Singapore’s National Service (NS) is a mandatory conscription system for all male citizens and second-generation permanent residents. Established in 1967, NS requires eligible individuals to serve in the Singapore Armed Forces, Singapore Police Force, or Singapore Civil Defence Force for a period of two years. After completing their full-time service obligation, conscripts are placed in the reserve forces and must undergo periodic training and mobilization until they reach their mid-40s to early 50s. The aims of NS include ensuring the country's security, fostering national unity, and instilling discipline and resilience among its citizens.
After enlisting, Max West (class of 2017) quickly realized his NS experience would be unforgettable. Scribbling notes daily, writing furiously before lights-out (and sometimes after), he knew he wanted to share his journey. What began as a personal journal evolved into a book, capturing memories to last a lifetime.
In June 2017, nearly four years after West first put pen to paper, Marshall Cavendish published How To Forge A Frogman: A Recruit’s Account of
Basic Training in Singapore’s Naval Diving Unit
The book was the first of its kind in Singapore and became a Kinokuniya Nonfiction Bestseller. It is a memoir of West’s first nine weeks in NS during Basic Military Training (BMT) in the Naval Diving Unit (NDU). It proceeds in a day-by-day journal format, detailing his life as a recruit, from the tough training to the lighthearted moments and new friendships. Before being published, the book was reviewed by the NDU, Singapore Navy, and Ministry of Defence, which together took 18 months to offer their seal of approval. The only changes West had to make were to the names of regular servicemen and the removal of some of the most offensive language. But hey, as we all know, people in the Navy do not swear!
The
uncertainty of what lay ahead was a common sentiment.
For others, the journey begins with a mix of apprehension and resolve. Yash Talekar (class of 2019) recalls the initial excitement. “Enrolling in NS as a duty-bound Singaporean citizen was daunting. You never fully know what to expect,” he shares. The uncertainty of what lay ahead was a common sentiment, echoed by Zahin Hasan (class of 2020). Hasan's initial feelings were dread and fear, a stark contrast to the excitement his peers felt heading off to university. Despite the collective nature of NS, the experience is often solitary. This was true for both Hasan and Talekar. Hasan was the lone Singapore American School (SAS) enlistee in the Police Force from his class. Yet this solitude helped him develop self-reliance, independence, and resilience. Talekar found himself alone in his platoon, isolated from fellow SAS alumni, and yet went in equipped with some great advice from past SAS enlistees. After being posted to the Navy as a shipborne specialist, Talekar was excited to take on this challenge and navigate this new world.
Christopher Hussey (class of 2008) describes his initial weeks in NS as a test of endurance. "I was homesick and cried constantly," he confesses. "Mentally, nothing can prepare you for NS." The regimented lifestyle is a stark contrast to the freedom enjoyed at SAS, but it’s in these moments of struggle that our enlisted Eagles find new strength. West, in the elite NDU, redefined his conceptions of toughness and resilience and pushed himself to limits he never thought possible. "We are all capable of doing far more than we think we are," he says, reflecting on the physical and mental challenges he faced.
Completing NS is a shared experience that builds a deep connection to Singapore, especially for SAS alumni. It is a journey of growth, resilience, and discovery. From forging unbreakable friendships to gaining new perspectives, NS leaves a lasting impact. The bonds, lessons, and memories are unique. Whether in the Army, Navy, Air Force, Police Force, or Civil Defense Force, every SAS NS story reflects the strength and spirit of our alumni, bridging their international backgrounds with the shared bonds of service to Singapore.
Preparing for NS
Physical fitness: Start training early. Running and strength exercises are crucial.
Mental resilience: Adopt an "it is what it is" attitude. Understand that millions before you have completed NS successfully.
Traveling light: On enlistment day, pack light. It makes the transition easier.
Embracing the experience: Be open to the journey. This mindset will help you cope better and find meaning in the challenges.
Seeking help: Don't hesitate to ask for mental support. Homesickness and stress are common, and talking about it can make a big difference.
Despite the challenges, camaraderie forms the backbone of their NS experience. Talekar fondly remembers the times spent off-shift, building connections with his fellow Naval trainees. "We would eat, play games, and that's where I made some of my closest friends," he shares. These bonds remain strong long after their service ends.
Going through NS has left an indelible mark on these SAS alumni. Hussey found purpose and focus through his service. "Leading my platoon in the National Day Parade was unforgettable," he says. The experience of commanding and earning the respect of his peers profoundly influenced his approach to leadership. Talekar speaks of newfound adaptability and leadership skills, qualities that serve him well as he navigates his studies in aeronautical engineering at Imperial College London. Hasan embraced a unique lens through which to view Singapore and its people. "Serving in the Police Force enabled me to see the human condition from a different perspective," he reflects. This broadened understanding of society shapes his aspirations as he pursues a career in finance.
The journey through NS is transformative for many reasons. It tests limits, forges lifelong bonds, and shapes character in profound ways. From initial dread to ultimate triumph, these experiences continue to guide and inspire our alumni, proving that their challenges were not in vain.
If National Service were not mandatory…
If National Service were not mandatory, I wouldn't dismiss the idea of enlisting. Given my experiences, I might still choose to join. Serving in the Police Force helped me grow as an individual and provided unique experiences that broadened my perspective on the world and my role in it.
— Zahin Hasan (class of 2020)
I would still choose to do National Service even if it weren't mandatory, though this decision comes from reflecting on my experiences after completing it.
— Yash Talekar (class of 2019)
On some days, I am grateful for who I am and where I am now, none of which would’ve been possible without the army. On the other hand, I still struggle with the “what if” scenario of not having done NS. I just don’t know if I’ll ever know. It is what it is!
— Chris Hussey (class of 2008)
H301 to United Nations: Bridging Worlds
My interest in international affairs and diplomacy began in elementary school, around the time my family moved to our fifth country. However, 2009 was a turning point when I took action on these interests. That autumn, I walked into an intro to Model United Nations briefing in H301, unaware of the journey ahead. I left that briefing, led by Mr. Mabie and Ms. Clark, with a hard copy of the United Nations (UN) Charter. After studying the UN Charter, which outlines the foundation and promise of the UN, I informed my parents at the dinner table that I would one day join the UN.
I spent my weekends crafting the "perfect" resolution, reaching out to classmates representing other countries, and preparing hyperbolic country statements for Friday debates. When the bell rang at 3:05 p.m. on Fridays, I would grab a snack and sprint to H301, eager to immerse myself in foreign policy for three hours. I never saw it as work but rather, a natural investment in my journey to the real UN. Model UN didn't just provide me with an early international affairs education; it also forged lifelong friendships within Singapore American School and across various IASAS schools.
In April this year, I was appointed as a youth leader to represent Singapore at the United Nations Economic and Social Council (UN ECOSOC) Youth Forum at the UN headquarters in New York City. At the UN ECOSOC, we spent the week meeting with youth leaders from other UN Member States, including China, Indonesia, Malaysia, and Uzbekistan. We also had an enlightening conversation with Singapore’s Permanent Representative to the UN, Burhan Gafoor, about Singapore's role in the international order and our individual responsibilities within it.
By SHARMISHTA SIVARAMAKRISHNAN Class of 2012
The UN has always felt like home to me. My career has spanned both the public and private sectors—strategy at EY-Parthenon as well as the Government of Singapore and organizations committed to public impact such as the World Economic Forum and the Asian Development Bank. Much of my career has been spent at the UN headquarters in Bangkok, Geneva, and New York, where I've had the privilege of working with and being mentored by some of the brightest minds. I've participated in intense intergovernmental meetings, grappling with global issues. As a Singaporean deeply immersed in international affairs, it's an indescribable honor to represent my country at the UN.
I can confidently say that SAS’s various immersion channels for my early interests empowered me to pursue my bold proclamation to join the UN. When I was at the UN ECOSOC, I took immense pride in not only in fortifying Singapore’s links to the
international community but also in etching SAS’s footsteps in the halls of the UN. The UN ECOSOC Youth Forum is a crucial platform for young leaders from UN Member States to collaborate and co-design solutions for the world’s 2 billion youths. This year's Forum was particularly significant, given the rapidly approaching deadline for the 2030 Agenda for Sustainable Development. The Forum allows young leaders to share concrete recommendations and ideas to shape the Summit of the Future, which will be held during the UN General Assembly in September.
Despite the organization’s plethora of challenges, I remain a devoted believer in the UN. In an era of multiplied identity crises and polarization challenging the very tenets of multilateralism, my recent appointment was a reminder of Singapore's importance in global dialogues and my journey as an SAS alumna. Attending SAS often leads to full-circle moments— serendipitous encounters with fellow alumni, emails from former teachers seeking to connect you with current students, and overhearing mentions of SAS at unrelated social gatherings or better yet, airport terminals.
Every summer during high school, I volunteered at UN Women Singapore to learn about women’s rights in Singapore. I joined ommunity organizations like the Singapore Indian Development Association (SINDA) to meet fellow young Singaporeans. I also joined Caring for Cambodia (CFC), an international non-governmental organization (NGO) born out of the SAS’s community, as a high school volunteer, later becoming the NGO’s UN Youth Representative in New York and Geneva.
Recently, after more than half my life as a part of the CFC family, I was appointed to CFC’s Board of Directors. Simply put, these activities were more than extracurricular commitments; hey were my earliest leadership guides. Many of these organizations are ones I continue to engage with, and some I now hold leadership positions in. The people I worked with and was mentored by were archetypes of the leader I aspired to be, shaping my understanding of international affairs and the role of organizations like the UN, all while eagerly anticipating our weekly Friday Model UN debates.
After high school, I pursued my undergraduate and graduate degrees in Washington, DC, and Geneva, both diplomatic hubs central to international policy decision-making. I never forgot the UN Charter I received during MUN or the ways Mr. Mabie and Ms. Clark taught us about the UN's origins and influence. When I joined the UN Secretary General’s Envoy on Youth’s Office, I bought a pocket-sized copy of the UN Charter. I acquired another during my time at the UN’s Joint United Nations Programme on HIV/ AIDS (UNAIDS) and another recently at the UN ECOSOC. Holding multiple copies of the UN Charter might seem unnecessary, but for me, they are refreshed compasses for the different milestones in my career, reminding me why I do what I do and where it all began.
REUNITING Eagles
Calling
May 23 to May 25, 2025
SAS will host our first alumni reunion weekend on campus from May 23 to May 25, 2025. We will celebrate all milestone years ending in 4/5 and 9/0. These are the class years that will celebrate milestone years:
5th/6th reunion: 2020 and 2019
10th/11th reunion: 2015 and 2014
15th/16th reunion: 2010 and 2009
20th/21st reunion: 2005 and 2004
25th/26th reunion: 2000 and 1999
30th/31st reunion: 1995 and 1994
35th/36th reunion: 1990 and 1989
40th/41st reunion: 1985 and 1984
45th/46th reunion: 1980 and 1979
50th/51st reunion: 1975 and 1974
55th/56th reunion: 1970 and 1969
60th/61st reunion: 1965 and 1964
65th/66th reunion: 1960 and 1959
Although milestone years will be celebrated, all alumni, including former students who did not graduate from SAS, are welcome to attend.
We are planning many opportunities to reminisce, connect, and celebrate. More information about the schedule, accomodations, and opportunities to be involved will be available on our Alumni Reunion Weekend page.
After coping with pandemic restrictions during their first years of high school, the class of 2024 embraced post-pandemic challenges and opportunities in the classroom, in the arts, in athletic competitions, and in service to others. Through the twists and turns of the last four years, this class developed our core values of compassion, fairness, honesty, respect, and responsibility, along with flexibility, creativity, optimism, and grit. We wish these Eagles smooth transitions and happy landings as they move on to new adventures, and we know their focus, enthusiasm, and sense of humor will serve them well.
Congratulations to the class of 2024!
Class of 2024, we’ve all faced our fair share of obstacles. From doing ninth grade in masks and pods of five to having way too many house assemblies, we’ve navigated through an environment that’s constantly changing. But through it all, we’ve had each other. So, as we sit here today, I encourage you to look to your left and look to your right. These are the people who have made your high school experience worth it. It’s not the achievements or acceptances that define us, but the bonds we’ve forged, the memories we’ve created, and the ways we’ve lifted each other up during the most difficult moments.
COMMENCEMENT SPEAKER
TEDDY ALEXANDER (CLASS OF 2024)
The Class Of 2024 At A Glance
graduates in the Class of 2024
different countries, including: Representing
Looking ahead and looking back...
Looking ahead and looking back...
Commencement
Winners Honored in Awards Ceremony
Our annual high school Awards Assembly took place on May 21, 2024. 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!
Subject Area Awards
These seniors were recognized by subject-area departments for their impressive content knowledge and for their demonstrated excellence in our learning aspirations of character, collaboration, communication, creativity, critical thinking, and cultural competence.
english
mathematics
Performing
Performing Arts—Drama
Performing Arts—choir
Aadya Nishtha
Sophia Buxton
Madeleine Wigent
Performing Arts—BAND
Marcus Chin
Performing Arts—STRINGS
GYULIM KANG
Physical Education and Health
Kiana Ferrell
quest Gabe Hazleton
SCIENCE
Frank Xie
social studies
Aashna Parikh
Technology, Electives, and Capstone
Yohan Sakurai
visual arts
Ishika Sadhukhan
World Languages
GYULIM KANG
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 SAS-designed seal appears on students’ graduation diplomas.
Chinese and English
E-Jun Bae
Gabrielle Baker
Nikolas Basmajian
Rachel Choi
Tara Garde
Ashley Han
Kanade Honda
FRENCH and English
Lauren Ah-Hot
Nyrah Dhariwal
SPANISH and English
Avanti Agarwal
Manya Bahl
Isabelle Bible
Nyrah Dhariwal
Kiana Ferrell
Riddhima Kamat
Emily Lim
Eunseo Kim
Dongwoo Lee
Po Jui Liao
Lauren Lim
Eric Liu
Sakura Niunoya
Aashna Parikh
Ian Wilson
Aria Raymaakers
Inika Sahai
Minghan Sun
Eddie Yang
Yeokyung Yoo
Tianyi Zheng
Samantha Long
Tara Mehta
Connor Murgatroyd
Lorelei Resnick
Xinyue Shi
Ariana Sabet Taheri
Emilio Uribe
Sofia Uribe
Frank Xie
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.
Erin Chen
“Inspired more students to work with local communities to improve lives and the planet.”
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, “What makes you happy and why?” The judging panel of parents and faculty members considered a record number of applications and was impressed by the many thoughtful and amazing stories shared by the writers.
E-Jun Bae
Ella Lam
Sanya Belgaumi
Reina Nakahara
Thomas Bouchard
Aria Raymaakers
Maiya Duran
Sophia Reiner
PTA Senior Scholarship Awards
Luna Koford
Sophia Villaruz
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, “In your experience, how has the idea ‘we belong’ contributed to unity and positive change within SAS? Furthermore, what opportunities or challenges have you observed when individuals come together?”
Anna Cho
Cylas Devens
Simona Letizia
Joseph Oh
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
Theodore Alexander E-Jun Bae
Ryan Bae
Alila Bald
Avery Bretting
Devin Bush
Kaden Chan
Ethan Cone
Claire Coppell
Rahul Cortez
Sofia Dewan
Avery Fiore
Second-Year Recipients
Akshay Agarwal
Adam Brest
Lauren Copeland
Tommy Fowler
Jackson Fowler
Rafael Galicia
Ezra Ganske
Tammy Goh
Vanessa Han
Beatrice Jaeger
William Kim
William (Ziming) Li
Emily Lim
Maggie Matvey
Louisa Milam
Isla Niederberger
Tzu-Chi Huang
Simona Letizia
Christian Looi
Kian Williams
Aashna Parikh
Sean Changhyun Park
Zoravar Singh
Madeleine Thomson
Pippa Tomita
Kaia Woolfe
Rita Wu
Lauren Yang
Third-Year Recipients FOURTH-Year Recipients
Erin Chen
Saraa Kumar
Alexa Leipold
Connor Murgatroyd Aria Raymaakers
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.
Curtis Gray
“Drove himself to perform at his best on every occasion."
Kaia Woolfe
“Supportive, encouraging, and positive—a hard worker with a great attitude."
Outstanding Volunteerism and Service Awards
aid and accessibility
alexa leipold
educational for all gabriella yeung
environmental science
amari kapoor
sas-centric christina yi
social equity
aidan wheatley-khun
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.
Adriana Tan
“Through her humble leadership, she has inspired many young Eagles to continue innovating, creating, and making.”
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.
Chip Kimball Creativity and Innovation Awards Taylor Saich Arts and Creativity Award
For the arts and humanities
Gabrielle Baker
“She continuously asks the ‘how’ questions and poses the ‘what if we try’ questions when faced with challenges.”
For science and mathematics
Ella Chi
“A driving force in our community, she contributed to advanced projects in cognitive AI and robotics.”
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.
Minh Khue Truong
“She pursues art not only as a passion, but as a powerful conduit for change, understanding, and connection.”
Outstanding Catalyst Award
This award honors a senior who has demonstrated exceptional levels of leadership, thinking, and potential with their Catalyst Project.
Ahana Lara
“In every step of her project, this student exemplified the transformative power of empathy, resilience, and action.”
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.
Rahul Cortez
“He celebrated the success of others, improved the chemistry of our team, and elevated the passion we all had for our sport.”
Aria Raymaakers
“Super supportive, hardworking, and helpful, she brings out the best in everyone.”
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.
Simona Letizia
“She takes the strengths and positives learned from one country and applies them to help the next by removing barriers and creating positive change.”
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.
Sophia Reiner
“A critical thinker, she understands nuance and complexity.”
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.
Gio Park
“He was a guiding force in rebooting and realigning our service program post-pandemic.”
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.
Shannon Kim
“This student helped our community feel more inclusive, safer, kinder, and more responsive to student needs.”
Alexa Leipold
“A stellar human being, this student is genuine, mature, effective, organized, authentic, and a true peer ambassador.”
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.
Jia Lakhamraju
“With a strong commitment to equity and inclusion, her focus on working memory and the brain has opened new doors to understanding.”
David Hevey Award
This award honors the late David Hevey and his lasting contributions as an SAS film teacher and faculty member by celebrating a student who demonstrates creativity and communication through the photographic arts.
Peter Shin
“This crowd-sourcing honoree contagiously reignited an enthusiasm for collaborative filmmaking at SAS.”
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 150 graduates of the class of 2024 who graduated cum laude (with honors), magna cum laude (with high honors), or summa cum laude (with highest honors)!
Congratulations
to the 75 students who graduated cum laude!
to the 49 students who graduated magna cum laude!
to the 26 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 another 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 2022, 2023, and 2024 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
Berklee College of Music
Boise State University
Boston College
Boston University
Bowdoin College
Brandeis University
Brigham Young University
Brigham Young University – Idaho
Brown University
Bryn Mawr College
Bucknell University
California Polytechnic State University
California State University, Channel
Islands
Carleton College
Carnegie Mellon University
Chapman University
Clark University
Colby College
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
Drexel University
Duke University
Eckerd College
Elon University
Embry-Riddle Aeronautical University –
Daytona Beach
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
Howard University
Indiana University Bloomington
Iowa State University
Ithaca College
James Madison University
Johns Hopkins University
Knox College
Lehigh University
Loyola Marymount University
Loyola University Chicago
Macalester College
Marion Military Institute
Marist College
Maryland Institute College of Art
Middlebury College
Minneapolis College of Art and Design
New York University
Norfolk State University
Northeastern University
Northwestern University
Nova Southeastern University
Occidental College
Old Dominion University
Oral Roberts University
Oxford College at Emory University
Pasadena City College
Pennsylvania State University
- Abington Campus
Pennsylvania State University
- University Park
Pepperdine University
Pitzer College
Pomona College
Pratt Institute
Princeton University
Purdue University
Purdue University Northwest
- Hammond Campus
Queens University of Charlotte
Rhode Island School of Design
Rhodes College
Rice University
Ringling College of Art and Design
Rochester Institute of Technology
Rutgers University - New Brunswick
Saint Louis University
San Diego State University
San José State University
Santa Clara University
Savannah College of Art and Design
School of the Art Institute of Chicago
School of Visual Arts
Scripps College
Seattle University
Skidmore College
Stanford University
SUNY at Albany
Suny Purchase College
Syracuse University
Tallahassee Community College
Texas A&M International University
Texas A&M University
The New School
The Ohio State University
Tidewater Community College
Trinity College
Tufts University
Tulane University
United States Naval Academy
University of Alabama
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 Delaware
% of class of 2024 graduates immediate plans:
of 2023 graduates going straight to college or university
of 2024 graduates going on to National Service
of 2024 graduates taking a gap year
University of Florida
University of Georgia
University of Hartford
University of Houston
University of Illinois at Urbana-Champaign
University of Maryland
University of Massachusetts, Amherst
University of Miami
University of Michigan Ann Arbor
University of Minnesota, Twin Cities
University of Mississippi
University of Nebraska, Lincoln
University of North Georgia
University of North Texas
University of Northwestern – St. Paul
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 San Diego
University of San Francisco
University of South Carolina
University of South Florida Saint
Petersburg
University of Southern California
University of Tampa
University of Tennessee, Knoxville
University of Texas at Arlington
University of Texas at Austin
University of Vermont
University of Virginia
University of Washington
University of Wisconsin, Madison
Vanderbilt University
Vassar College
Vermont State University (Castleton University)
Virginia Commonwealth University
Virginia Polytechnic Institute (Virginia Tech)
Washington University in St. Louis
Wayne State University
Wellesley College
Wesleyan University
Western Washington University
Whitman College
Williams College
Yale University
UNITED KINGDOM
Bath Spa University
King's College London
London College of Fashion
London Film Academy
London School of Economics and Political
Science
Newcastle 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 Newcastle
University of Oxford
University of Southampton
University of Sheffield
University of St. Andrews
University of Stirling
University of the Arts London
University of the West of England
University of Warwick
ASIA
Brunel University
Chulalongkorn University
De La Salle University
ESSEC Business School (Singapore)
Hong Kong University of Science and Technology
Keio University, Mita Campus
Keio University, Shonan Fujisawa Campus
Manipal Academy of Higher Education
National Taiwan University
National University of Singapore
New York University Abu Dhabi
Peking University
Seoul National University
Sophia University
Trent University Singapore
CANADA
Dalhousie University
McGill University
Queen's University
University of British Columbia, Okanagan
University of British Columbia, Vancouver University of Toronto
University of Toronto Mississauga
University of Victoria
Western University
University of Waterloo
York University
EUROPE
Amsterdam University College
Delft University of Technology (TU Delft)
IE University, Madrid
John Cabot University, Rome
Queen Mary University of London, Malta Campus
Rotterdam School of Management
Trinity College Dublin, the University of Dublin
University of Amsterdam
University of Kassel
AUSTRALIA AND NEW ZEALAND
La Trobe University
University of Melbourne
University of New South Wales
University of Otago, Dunedin
University of Sydney
Other notable class of 2024 results
• Students will matriculate to 33 states plus DC—this is the most states represented since 2015
• Of the students matriculating to US schools, 24% will be in New England, 24% in the Mid-Atlantic, 22% in the West Coast and Mountain West, 20% in the Midwest, and 9% in the South
• 34% of US matriculants will attend public institutions, and 66% will attend private institutions
• 9 students will attend art and design schools; 21 students will pursue visual and performing arts-related majors
• 4 graduates will be student-athletes at their colleges in basketball, rugby, and tennis
• This year’s seniors applied to 68 institutions that had not been applied to in at least three years
• 23 seniors will be matriculating to small liberal arts colleges, the most since 2014
• 44% of seniors applied to countries outside of the United States—double the percentage from last year
• 9 graduates will take a gap year
Matriculated to
universities
average number of applications submitted per senior 12.81
number of countries to which the class of 2024 sent college applications
42 Applied to
US states + the District of Columbia (DC)
Most popular universities to apply to, for class of 2024
Boston University
Carnegie Mellon University
Emory University
New York University
Northeastern University
Purdue University
University College London
University of California, Berkeley
University of California, Davis
University of California, Irvine
University of California, Los Angeles
University of California, San Diego
University of California, Santa Barbara
University of Illinois at Urbana Champaign
University of Michigan Ann Arbor
University of Southern California
University of Toronto
University of Virginia
University of Washington
University of Wisconsin, Madison
3,573
number of college applications completed by class of 2024
number of unique institutions to which applications were submitted 465
Matriculated to
8
countries
Most popular universities to attend, for class of 2024
Boston College
Boston University
Cornell University
New York University
Northeastern University
Pratt Institute
The Ohio State University
The University of British Columbia, Vancouver
Tufts University
University of Colorado Boulder
University of Southern California
University of Toronto
Life After SAS
The class of 2024 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 looking forward to fresh opportunities, here’s what some of our newest graduates have to say about what comes next.
Anshi Aggarwal
Pursuing Interests in STEM and Economics
Next Adventure: University of Pennsylvania Eagle Since Tenth Garde
While attending summer camp at the University of Pennsylvania in 2023, I fell in love with the city, the campus, and the university’s interdisciplinary opportunities. Next year, I will join UPenn’s Jerome Fisher Program in Management and Technology, a dual degree program between Wharton and the School of Engineering and Applied Sciences. I am excited to pursue my interests in STEM and economics while learning from top-class professors in outstanding facilities.
Before joining SAS, I attended a local school in India, so coming to SAS was a huge culture shock! I expect to be in diverse groups throughout college and life, and SAS taught me how to respect everyone, regardless of who they are and where they come from. I have loved the inspiring teachers I have had at SAS, especially Mr. Ayyappan for cultivating my passion for computer science, Mr. Trainor for helping me join SAS in the middle of the pandemic, Mr. Page and Mr. Glenz for being awesome physics teachers, and Dr. Curnett, Mr. Zitur, and Ms. Titus for always going above and beyond.
I have many favorite memories of SAS, but some of my fondest ones come from my Interim Semester experiences, like kayaking in Melbourne and seeing little penguins on Phillip Island. Even though I do not play a sport, watching the school come together to support our IASAS teams was amazing. The pep rallies, posters in the cafeteria, and live streams during class were all integral parts of the SAS experience, and every student, participating or not, could feel the energy!
At SAS, there is something for everyone. My advice to younger students is to find the one thing you care about most, and don’t just do things because your friends are doing them. To rising seniors, get feedback on your applications from as many people as possible. Even though something might sound good to you, ask those who are more experienced to guide you. But always remember, at the end of the day, it is your college application, and you have the final say.
Dyvan Hevey
Basketball and Business Management in Vermont
Next Adventures: Vermont State University Castleton
Eagle Since Preschool
Next year I will be attending Vermont State University Castleton. Being recruited as a college athlete from a school in Singapore is very difficult, but fortunately I have been given the opportunity to play basketball in Vermont next year. I don’t really have any ties to Vermont, but for me, if I’m playing, that’s all that matters. I will study business management and am super excited to play a sport in college. I can’t wait to meet the people there, and I’m looking forward to seeing if I can adapt to having four seasons and a very cold winter.
SAS has done so much for me. Sports events like IASAS tournaments have connected me with people all around Asia, and some of those same people who are my age will be attending colleges near to where I will be. SAS has also prepared me for the future with challenging classes. At SAS, my teachers inspired me the most. They’ve taught me so much and have made me a better person. One thing my varsity volleyball coach Byron Aguilar Rodriguez taught me is that you can persevere through anything, even when it seems like you can’t. That will stay with me forever—thank you, Coach Byron!
SAS is a special school because of its diversity. I’ve been to other countries where students only get to know others who are similar to them, but growing up in Singapore and at SAS, I have friends from everywhere, and I feel we are all the same in a way. That’s the beauty of going to an international school. My advice to younger students is, “Stop and enjoy the moment.” Time flies, and before you know it, you’ll be a classified adult—even if you don’t feel like it!
Riddhima
Kamat
A Passion for Psychology
Next Adventure: Tufts University
Eagle Since Fifth Grade
This fall, I will attend Tufts University, where I am excited to experience outstanding research opportunities, a collaborative and socially conscious community, a stunning campus, and strong traditions. I plan to major in psychology, a field I’ve been passionate about since middle school. I can’t wait to learn more about the intricacies of the human mind and apply this in real-world contexts. I look forward to interacting with individuals of different cultures, deepening my understanding of psychology, and making lasting memories.
One key lesson I learned at SAS is the importance of balancing academic interests, extracurriculars, family and social life, and personal passions. At times, he tests, exams, and projects could get overwhelming, but SAS taught me that maintaining balance is the key to success. Throughout my high school journey, Mrs. Summerton pushed me to go deeper into my passion, whether through AT Psychology, in extracurricular projects, or by pursuing psychology in college. I will definitely miss the people at SAS, from my friends to my teachers who have been so inspirational and supportive. The spirited and diverse individuals make SAS a very special place.
Outside of academics, I was proud to represent SAS on the varsity badminton team, serving as captain in my junior and senior years. One of my favorite memories was IASAS 2024 in Kuala Lumpur. I loved being part of the team and was proud of how we gave our all in every game and supported each other. IASAS also gave me opportunities to connect with people from many different schools and bond through our shared love of badminton. Overall, it was an extremely memorable five days!
One piece of advice to younger students is to follow their interests. SAS provides students with many clubs, activities, and opportunities, and I recommend taking advantage of all these to find your passions! To rising seniors, start as early as possible and get an idea of what kind of college would be a good fit for you. At the same time, stay organized, have a clear checklist, and believe in yourself. Remember, everything will work out!
GYULIM KANG
Math, Cognition, and Social Systems Next Adventure: Stanford University
Eagle Since Ninth Grade
I will be attending Stanford University next year. I chose Stanford because it offers so many opportunities in technology within a high-quality, well-rounded liberal arts education. I plan to study mathematics and computer science, exploring their intersections with linguistics and psychology. I hope to take classes that deepen my understanding of human and machine cognition, emotions, communication, and the systems that drive our society. I most look forward to meeting new people and growing through my relationships with them, as well as enjoying the beautiful campus and weather!
I deeply appreciate the flexibility of SAS’s curriculum. Experiences in courses such as AT Performing Arts, AT Post-Euclidean Geometry, and AT English Literature were pivotal in shaping my passions and understanding of what I’d like to pursue after high school. SAS pushed me to step outside my comfort zone in many areas. As a classically trained cellist, I expanded my musical horizons by joining the pit band for the high school musical, working with my peers on a multidisciplinary cohort show, and exploring guitar, theater, and vocal improvisation. I was also an officer in the math club and on Eagle Council, where I dedicated my efforts to building school spirit and a strong sense of community.
My leadership roles at SAS taught me to take risks, be accountable, value collaboration, and assume positive intent.
My main advice to younger students is to recognize their full potential by taking life at their own pace. Often, we get caught up in how well we match up to others. Adopting the mindset of “I’m struggling with this concept in geometry and need help before moving on” can save a lot of frustration and self-doubt in the long run, compared to thinking “Everyone else is getting this quickly, so I need to pretend it's easy for me too, even if I'm lost.”
My main words of advice to rising seniors would be to have fun and get to know themselves. Senior year is your last year of high school, and it’s a valuable opportunity to explore your sense of self in a safe and encouraging environment.
Gio Park
Exploring to Better Understand Our World Next Adventure: Cornell College
Eagle Since Eigth Grade
“Exploration” is a word many of my peers have used about their college endeavors. I also hope that once I step foot onto Cornell’s campus this fall, I will be able to journey through various academic fields, activities, and societies in order to bolster my holistic understanding of the world we live in.
At the heart of my appreciation for SAS is the community, which has a casual and free-spirited character that makes even the most mundane tasks feel fun. At the same time, the folks at our high school care deeply about their interests, and they care for others. They are the reason why, on so many days, I look forward to coming to SAS not only to learn but also to interact with the many wonderful people here. As an example, Mrs. Sutton in the high school English department transformed the way I approach literature and the humanities. From the moment I stepped into her classroom for my first English 10 class, I could sense her passion for sharing the magic of English with others. Mrs. Sutton opened my eyes to the importance and beauty that literature can hold. Without her, I would have continued to see English as a dull, archaic class. Any student who has her is lucky.
Getting the most out of SAS starts first with realizing the abundance of opportunities at this school. The high school’s four leadership councils, 70 clubs, 11 sports, two annual book launches, and multiple guest speakers mean that the onus is on each student to get out there, explore, and connect. Don’t be too uptight, but try to relax, go with the flow, and explore the tiny yet wonderful pieces of your life. To the rising seniors who are starting the college application process, I recommend having fun with your essays! Write them like natural conversations rather than formal letters, don’t use fancy synonyms, and make them fast-paced, confident, and illustrative. As clichéd as this sounds, I’ve found the best essays are from those who take the task as an opportunity to reflect on the unique character they bring into the world.
Shodai Tanaka
Global Studies in Japan
Next Adventure: Sophia College
Eagle Since Kindergarten
Next year, I will attend Sophia University in Tokyo. Growing up in Singapore as a Japanese kid studying at an American school, I have developed many ways to express my views. In my next life chapter, I want to pursue that side of my identity in my home country. I plan to major in global studies, as I want to understand how civil society works and build my skills toward a career in international relations or business.
I know I will really miss my SAS friends and our Eagles community. SAS is unique because of the unlimited possibilities it offers its students.
At SAS, I played baseball with the Eagle Baseball Club since I was six. Through many emotional challenges over the years—overcoming losses, recovering from injuries, and winning with humility—I learned invaluable life lessons. I am proud of the person I have become through these experiences, and I would like to thank my coaches, teammates, family, and the baseball community for supporting my journey. Our varsity baseball team won gold at IASAS in both 2023 and 2024, and my favorite SAS memory is winning double gold in IASAS baseball and softball in 2023 at home, with all my SAS friends, family members, and coaches supporting us. I was also honored to be named an “All Tournament Player.” This was truly a special memory!
To rising seniors facing the college application process, I would say that senior year is always tough, but try not to stress about it too much. It will be the most memorable year for you, and you should enjoy your time and embrace your SAS friendships. And to all the young Eagle baseball players out there, I recommend that If you are on a Blue or White team, you focus on being a good teammate and developing your character rather than just winning the game— character matters more than talent. Take advantage of your playing time to improve yourself, work hard, be coachable, and, most importantly, HAVE FUN! From being a benchwarmer, I was able to become one of the top varsity players—don't give up!
Shayna Tjiputra
Art History in a New Culture Next Adventure:
Boston College
Eagle Since Kindergarten
I chose Boston College for my next adventure because of its beautiful campus and semi-secluded location close to the city. I will be studying art history there, as I love learning the history behind different paintings and sculptures and how art has evolved over time to reflect its society and the ideas of the time. I am really looking forward to experiencing a new environment and culture since I have never changed schools or lived in another country before. SAS does not offer any art history courses, so I am very excited to study a field that truly interests me.
One lesson I learned at SAS that prepared me for college is the importance of cultural competence in a diverse environment. My friends are from many different cultures and places, and I feel that SAS is very special for fostering this type of community. My primary interest in high school was visual arts, and I contributed to this community by leading the art history committee in SAS’s National Art Honor Society. I was also co-president of the Sexual Assault Gender Equality (SAGE) service club, which seeks to promote gender equality and create awareness about sexual assault in Singapore. My favorite SAS memory is my senior Interim Semester trip to South Korea. I made so many new friends and learned so much about Korean culture—and the food was so good!
One challenge that I overcame while at SAS was learning how to navigate different friendships and maintain positive relationships. My advice to younger students is that even though you may feel uncertain about the future or your place in your social circle, just know that everything will eventually fall into place and you will figure out where you belong and where you will end up. And I would advise next year’s seniors to start your college application process early and set deadlines for yourself for the different essays you will need to submit!
