Au Courant Summer 2017 magazine by West Island College

Au Courant

Summer 2017

THE MAGAZINE OF WEST ISLAND COLLEGE

Au Courant Magazine This Issue 04 Pursue your Passion 06 A Bird's Eye View 08 Challenging Students to Learn without Limits 10 21st Century Learning Abroad 12 International Studies 2017 14 Global Citizenship 15 Cultural Awareness 16 Growing the Community Together 20 Pushing the Limit 22 A Banner Year for the Liberal Arts Institute 24 Challenging Limits through a Multidisciplinary Approach 26 Outdoor Education 28 Fine Arts Accomplishments 30 WIC Musicians on the World Stage 32 Celebrating Canadaâ&#x20AC;&#x2122;s 150th Anniversary 35 Enriching the French Immersion Curriculum 38 Grade 9 Celebration 40 Our Community 42 Graduation 2017 44 Valedictorian Address 46 WICelebrates 50 Homecoming 2017 51 Alumni Highlight 52 Alumni Class Notes 54 Event Listings

Editor-in-Chief Mr. Mottershead, Director of Marketing and Communications

WIC Copy Editors Mrs. Ryder, Executive Assistant Ms. Huhn, Manager of Corporate and Human Resource Services Ms. Ginzberg, Librarian Ms. Berezowski, Faculty

Graphic Designer Mr. Sengaus

Photographers Erickson Group Edward Ross (Edward Ross Photography) WIC Yearbook Club Members Ms. Meckelborg, Director of Grade 7 Studies

The Au Courant is published twice a year for parents, alumni and friends of West Island College. Return undeliverable Canadian addresses to: West Island College, 7410 Blackfoot Trail SE, Calgary AB T2H 1M5 West Island College is proud to be associated with:

WIC is committed to sustainability and environmental stewardship. This publication is printed on 10% postconsumer waste recycled paper.

Letter from the Editor Mr. Mottershead

DIRECTOR OF MARKETING AND COMMUNICATIONS The focus of our last issue was on harnessing innovation and the stories were a glimpse into how we are nurturing innovation within the College every day. An exciting development that will further encourage innovation is the implementation of a new project from the school’s administration team. We are further nurturing innovation in the classroom with the WICI (West Island College Innovation) in the Classroom project pilot program for the 2017-18 school year. We have allocated $20,000 for this pilot and are confident that our faculty members will bring exciting and innovative ideas forward. This grants-based program will function similarly to that of a think tank or innovation hub and will empower our faculty members to submit project proposals that are intended to innovate teaching and learning. There is also an academic and professional development aspect to the program where all projects must have an element of research-based evidence and will require a final report upon completion. These projects may extend over two years and may qualify for additional funding if required.

Applicants will submit proposals that align with our Strategic Plan and grants will be provided to successful applicants who meet one or more of the following criteria: •

Projects that are unique and different from other initiatives carried out by the school

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Projects that do not require additional staffing

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Projects that deliver on the Purpose and Promise of the College

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Projects that focus on one or more of the priorities in the 2015-2018 Strategic Plan

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Projects that have demonstrable quantitative and/or qualitative measures

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Projects that if successful, will be moved into the general budget

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Projects that focus on innovation and improvement for student learning

The College’s administration is confident that this pilot program will challenge and grow the student experience in exciting ways. As a natural continuation of our last issue, the theme of this issue is learning without limits. Learn how West Island College is fostering a culture based on learning without limits both within and outside of the classroom. Our programs continue to push the limits and become more diverse, unique and global with each new school year. Enjoy this issue and the summer!

Summer 2017

Pursue your Passion Mrs. Grant-Watt, B.Ed, M.A. HEAD OF SCHOOL

Schools are dynamic places. It is one of the reasons I love my work so much and why I have always felt at home in them. If you think about it for a moment, it is remarkable that we get anything done on a given day. At West Island College, there are 555 students ranging in age from 11 to 18 years. The issues, challenges and opportunities are limitless and yet, at the end of the day, it all seems to work. This time of year is always a mix of emotions and feelings. It is also a time of optimism and anticipation as the season changes. Looking out my window, I am seeing blooms on the new trees planted in the fall with our Campus Core project. At that time, early October, I was concerned that they not might weather the winter well. When I returned to work this week, they were in full bloom. It is a metaphor for how I feel about the work we do as teachers. The complexity of the human endeavour, in all forms is evident in our building at any given time. I had the honour of traveling with a group of students and Mr. Bennett to New York on the May long weekend for the annual Business Institute trip to the financial district. I loved the opportunity to spend time with students as this is where my heart and passion lies. You may hear me refer to myself as the reluctant administrator and teacher at heart and when I am with our students, I feel confident. We toured several places and visited Goldman Sachs, IDEO, the New York Stock Exchange, the World Trade Centre, Broadway, Ellis Island and Times Square. It was all exciting and as diverse as the sites were, there were a few common themes and

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perhaps principles for success that I will share with you from these experiences. As we toured Ellis Island, the stories of immigrants coming to America inspired and amazed us. The courage it takes to believe in a better future and belief in the ability to do so is what moves the world forward. Sometimes to make a difference and get to where we need to be, a leap of faith is essential. The individuals who fled war-torn countries to find a better life needed to be optimistic and have hope. These are important qualities each of us need in uncertain and changing times. The ferry trip around the Statue of Liberty was mesmerizing for our students. Of course, we are familiar with this iconic symbol of freedom but to be up close and see it in person was inspiring. Our guide shared the story of the statue and what it represented â&#x20AC;&#x201D; so many themes and so many powerful messages. At the bottom of Lady Libertyâ&#x20AC;&#x2122;s feet are chains that are breaking apart as she takes her steps forward. At West Island College, I believe part of what we do is help our students feel confident in their authentic selves and confident to be and become who they are meant to be. The challenges, obstacles and insecurities that we all have, both real and perceived, can become the biggest barriers and limits to growth if we allow them. At WIC, I believe our teachers, our staff and our relationships with our students allow them to embrace the future with confidence. The visit to the 9/11 museum and site of the tragedy was a powerful day. It was sobering for me to realize that the students in our group had

no direct recollection of the day as they were too young to remember it. As we toured the site, I was struck by the growth of the trees since our last visit and the feeling of renewal. Seeing the event through the eyes of the students was enlightening. These thoughtful young people were appropriately respectful and impacted by the stories told by volunteers at the museum. One older fellow helping with directions and organizations set the tone perfectly when he shared that he was unable to visit parts of the museum because it was still too emotional 16 years later. The juxtaposition of his experience next to the students who were experiencing it as a historical event was fascinating to me as a history teacher. The message for me was simply this, our world is in good hands with these young leaders. Our students are caring, compassionate, thoughtful and kind. We are doing a good job as parents and educators and learning from the past. On the Monday, our “work day” as we called it, began at Goldman Sachs. A tour of the trading floor and a Q and A session revealed an empowering lesson. Adam and Eric, two young and successful traders talked about their journeys and it was validating to hear them speak passionately about lifelong learning and following one’s passion. Eric was adamant that whatever direction our students went, wherever they decided to go to school, or whatever career they pursued, to make sure they studied and engaged in pursuits they were passionate about. He said the rest would take care of itself. Their message about enjoying the journey was just what we needed to hear. Our visit to the stock exchange was certainly a highlight. I always enjoy being there and seeing this aspect of the world’s geopolitical machinations. It is an evolving institution and the impact of technology as a change agent is clearly apparent. On this day, however, it was a message from a long-time trader named Joel. As he greeted the students and spoke about his role, he gave a retrospective of the business and how it had changed from a technical perspective. He then told us that you “meet the same people on the way down as you do on the way up.” His message was clear in that the more success you reap, the more generous and gracious you need

to be. People will remember your character and your values independent of success. It struck a chord with all of us. The final lesson came late at night on a walk back to the hotel from our last activity. We passed a fire hall where a firefighter was standing outside catching a breath of fresh air. The big garage door was open and the massive firetruck was too interesting to ignore. He invited us in to see the hall and spent the next 30 minutes talking about his work, the equipment and his teammates. Our eyes were drawn to a memorial wall where a bronze fresco displayed four firefighters. Upon a closer look, it became evident that they had perished in 9/11. Our host became choked up as he recounted their stories — suddenly 9/11 was real for the students. He told us that they polished the tribute wall daily and it served as a reminder of the sacrifice these four men had made — the emotional impact was palpable. As we turned to leave, one of the students asked him if he liked his job and his face burst into a huge smile and he said, “I love my job. There is nothing I would rather do.” What we learned that night was important: • You never know what the day will bring so take nothing for granted. • Pride in your work is important and you cannot do it alone. Your teammates help you through difficult times. • Finally, when you love what you do it is not work. Find your passion and pursue it. When you care about the people in your life and feel that the work you do is purposeful, this is a life well-lived. I can say I have been truly fortunate to serve the community and I thank you for your trust and support . In conclusion, I want to share my favourite quote from Margaret Mead with you, “never doubt that a small group of thoughtful committed people can change the world. Indeed, it is the only thing that ever has.” These are good words to live by. Wishing each of you a summer of fun, friendship and family. See you in the fall.

Summer 2017

A Bird’s Eye View Mr. Goodwin

DEPUTY HEAD OF SCHOOL

Ms. Armitage

DEAN OF JUNIOR STUDENTS

Earlier this year, news of the opening of the new main entrance was brought to the students via drone video created by WIC student, Tom Howard. It was a great video that gave the viewer a bird’s eye perspective of the newly created Campus Core. The overhead view of the new entrance provided a unique perspective of the possibilities at the College. Just as the Strategic Plan charts a course for moving the College forward, this new entrance is an indication that while the College is maintaining its focus on students and excellence, it is continually looking for new ways to deliver on its path to greatness. Jim Collins talks about the pursuit of greatness and that “it is a matter of conscious choice.” It was through conscious discussion, consultation, and collaboration that the doors of the new main entrance were opened. It is also symbolic for change. The change to this new entrance is just the beginning of future possibilities that, with the support of the WIC Board of Directors and the WIC community, we will pursue in the years to come along with our continued pursuit of excellence in learning. As we prepared the bricks and mortar of the College for the future, we have started and continue to evolve our programs to meet the new and ever progressing demands in education.

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We are constantly working as a faculty to improve student engagement in the learning experience. Our multitude of experiential learning opportunities has given our students a chance to see their future possibilities — the drone view of all that they can be in both the near and distant future. WIC’s experiential learning opportunities allow our students to learn outside the traditional classroom, collaborate with one another and build on their passions.

The Grade 9s’ Focus Friday activities were varied with spin classes, core fitness classes, and the opportunity to upgrade their computer technology skills. The students delved into the world of computer programming with the Scratch program and mastered important Excel spreadsheet skills that will be valuable in their future years. Working within the PencilCase app, the Grade 9s used their creativity and critical thinking skills to create their own computer apps.

This year, the Grade 7 students participated in some incredibly enriching Focus Friday experiences where they worked collaboratively to solve real world, relevant tasks. The pipeline building task at Telus Spark was one such experience that took the students through an engaging activity where they worked in groups to design and build a pipeline over a piece of land. During the activity, the groups had to consider a wide range of factors including: environmental considerations, special interest groups, cost, technical specifications and political issues. Working together with a budget, the students developed a route and a plan adhering to the various stipulations of the activity. In another activity, the Grade 7s looked at personal safety and examined a number of issues from how to build strong computer passwords, to social media and how to remain safe while they are online. These engaging activities, including the introduction to the Touchstones Discussion Project and WIC’s Canada 150 celebrations, have allowed our youngest students to experience a wide range of hands-on, thought-provoking tasks all while taking into consideration a variety of issues and values.

West Island College’s Junior High students have been offered many opportunities for hands-on, experiential learning during the course of the school year. It is through these curricular and cocurricular activities that they can start to imagine new possibilities, not only for themselves but also for society at large. Our goal is to help them be better prepared with real-life experiences and critical thinking skills so they can adapt in our rapidly changing world. The next time that you enter the College through our new entrance, take a minute to stop and imagine the potential learning possibilities that await our current and prospective students. The future is ours to own.

Our Grade 8s also engaged in valuable, hands-on problem solving work as they delved into some engineering challenges on Fridays this year. They experimented with the world of 3D design while working within the Tinkercad program and printing on 3D printers. Their additional two Focus Friday blocks, Fitness 101 and Science Fair provided the students with an opportunity to learn more about the importance of personal fitness and spend additional in-school time working in collaboration on their science projects.

Summer 2017

Challenging Students to Learn without Limits Ms. Hunt HEAD OF SENIOR SCHOOL A short walk through the halls of West Island College will demonstrate a few examples of learning without limits the WIC Way. The first stop is a Math 31 class where we can hear Mr. Salmon say, “in mathematics, a limit is the value that a function or sequence approaches as the input or index approaches some value. Limits are essential to calculus.” Perhaps this should not have been our first stop, for it is clear that within calculus there are “limits.” But wait, as we take a closer look we see a student who struggled with Math 30-1 and is now passing and understanding Math 31. This student pushed himself to commit to a math class that would have been seen by many as being beyond reach. He did not believe his learning in mathematics had the limits others perceived. Walk a few steps farther and we stop in the administration office. A conversation in Mrs. Allen’s office is just ending with a student and her parent. They happily report that with a psycho-educational assessment newly completed, the psychologist’s recommendation for exam accommodations will not only be supported during the upcoming Diploma Exams, but the accommodations will also go with the student as she enters post-secondary education this fall. No longer will some of the limits the student felt previously, keep her from presenting her best learnings in an exam situation.

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Still in the administration office, Mr. Smith is dropping off lesson plans for he will be away for a few days with a group of Grade 10 students who have been chosen to participate in this year’s S.E.A. (Sailing Educational Adventures) program. Only one of many exceptional leadership opportunities, the S.E.A. program provides an opportunity for students to participate in a five-day leadership training excursion aboard a sailing boat in the Gulf Islands of British Columbia. A stop in Ms. Kalynchuk’s physics lab allows a look at some highly engaged students working with some unusual gizmos and gadgets that not only help them to find concrete meaning in an abstract physics formula, but also allow them to see the relevance of physics to their own lives. Learning without limits is evident as a closer look at the students shows one whose first love is the arts. “Why senior physics?”, I ask. The response is quite simply, “I wanted to see if I could do it. It is a bit of a stretch for me, but this class is so much fun that I’m learning more than I thought I would.” Upstairs in the second languages wing we can hear singing — yes, singing! It is the end of the day and as an energy booster, Ms. Berezowski has her students stand and sing a lively French song. There is no groaning or complaining, but rather we see smiles and 100 per cent participation. By the third time through the song, the students are alive again. The class moves on to reading and writing, discussing and presenting. There are no limits in this classroom

and as energy is revitalized, every possible avenue of student participation is explored. The research truism is confirmed, that the start to boundless learning is a great student-teacher relationship. As we walk through the +15 walkway on our way to the Hall of Nations, there are frequent stops to enjoy the artifacts from dozens of International Studies trips. Trips to exotic and remote locations not only offer a glimpse of a new culture, but also provide an opportunity for service learning and a deeper understanding of gratitude within our students for the lives they lead here at home. As we part ways on our walk through the school, we pause to look at the many flags within WIC’s Hall of Nations. There are flags everyone knows and flags that are a puzzle to many. Someone asks, “just where is that flag from?” Each of those flags is a symbol that we are global citizens and that we have much to learn from each other and from the world. At WIC, we are not limited by the classroom walls or by perceived abilities and expressed interests. The only limits are within ourselves, for the world is our campus and the learning is limitless.

Summer 2017

21st Century Learning Abro

Ms. Law DIRECTOR OF INTERNATIONAL STUDIES 21st century learning theory maintains that learning not be confined to brick and mortar classrooms, physical books, or digital environments. It acknowledges the need for firsthand experience and supports the idea that learning environments align with curriculum to produce 21st century outcomes for contemporary students. More and more, WIC lives the idea that the world is ripe to be explored and that the learners should seek to learn as much as they can, in order to derive personal meaning and best adapt to 21st century global citizenship. On this note, over Spring Break 2017, 127 WIC students travelled to Japan, China, Morocco, and Peru. Each destination provided innumerable learning opportunities, not only to “learn without limits” — this year’s International Studies program theme — but, also the opportunity to make meaningful differences in the communities they visited. Our youngest groups of travellers were our two Grade 9 Japan cohorts, who embarked on direct flights from Calgary to Tokyo, where

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they later visited the Embassy of Canada to Japan. The embassy is the main diplomatic mission from Canada to Japan and is Canada’s third oldest foreign legation. The groups later made their ways through the mountainous Hakone region – one group was lucky enough to see Mount Fuji firsthand — Osaka, and Kyoto, partaking in as many immersive experiences as time would allow them such as kimono dress-up and noodle and sushi making workshops. Some senior high travellers made their way to Shanghai, China and eventually visited the Baibi Village in the region of Xijiang, a traditional Miao village located on a slope of a mountain ridge. During their time at the Baibi, WICers worked on rebuilding an irrigation ditch as the village’s fresh water supply was provided by a ditch that was no longer intact. The new irrigation ditch is now made of cement and ultimately benefits many families in the area. The group later went on to see the Terracotta Warriors of Xi’an, took a night train through rural China, and explored the fascinating and rich ancient history of Beijing, China’s capital city.

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Morocco Some of our other high school travellers headed to Morocco, where they visited the Allaymoun School located in Marrakech. The school is home to 800 students and was in a state of disrepair. WICers were divided into working groups, renovating classrooms and installing water stations to ensure that the students have access to clean drinking water. In addition to Marrakech, our Moroccan travellers explored Casablanca, Fes, Rabat, and Montreal. Some of our French students were able to practice their language skills in a truly authentic context and all travellers were privy to the beauty and splendour of Moroccan Islam. Many cite their night camping in Bedouin bivouacs and riding camels through sand dunes as huge highlights in Morocco. Lastly in Peru, Grade 12 travellers worked alongside many of the local people at the Institución educativa de Chicon, located in the Sacred Valley of the Incas. The work carried out during their stay included repairing and plastering the fence wall of the school, cleaning up and assisting in planting their food garden, playing games with the young students, painting murals in the school’s classrooms and fixing

broken chairs and desks. Unsurprisingly, most of our Peruvian travellers cite, in addition to their service work project, their hike on the famous Inca Trail and subsequent viewing of iconic Machu Picchu as unforgettable highlights of their trip. The concept of 21st century skills is generally used to refer to certain core competencies such as collaboration, critical thinking, and problem solving that schools need to teach to help students thrive in today's world. Accordingly, WIC’s International Studies program, offering hands-on learning experiences and service work projects around the world, does just that. Our travellers are encouraged to foster mutual respect and understanding for different cultures while being part of projects that, not only necessitate collaboration, critical thinking, and problem solving but make lasting differences in local communities. They are encouraged to “learn without limits” and to expand their reaches to far off places, a notion that is both exciting as well as extremely bright.

Summer 2017

International Studies 2017

China

Japan

Peru

Morocco

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China

Peru

Japan

Peru

Summer 2017

Global Citizenship

Peru

Ms. Ginzberg LIBRARIAN Recently, I had the opportunity to travel to Peru with 21 Grade 12 students on my first WIC International Studies trip. Being able to explore such a lush and vibrant country, as well as see it through the eyes of our amazing students was indeed a privilege. Perhaps the only thing more inspiring than our gorgeous surroundings was the hard work and dedication our students put towards our service learning project. After arriving in Peru and spending three days travelling and sightseeing, we headed to the location of our service learning project for the trip: the Virgen del Carmen school in Cachiccata (located in the Sacred Valley on the way to Machu Picchu). It was heartwarming to see how thoroughly our students threw themselves into their work to better the school. With determination, energy and some vision we were able to finish everything we had hoped. We not only puttied, sanded and painted the building, we sanded, fixed and painted the seesaws, swings and slide, and cleared a huge portion of land for a garden. We even planted some trees. It was not all work; one of the ultimate highlights that our group experienced was interacting with students from two schools that we visited. In preparation for our trip, everyone brought soccer balls that were donated by a Canadian charity named The Ball is Round.

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Almost immediately upon arrival, our students were playing with the children – swinging them around and around: “Uno más, por favor! Uno más!” (One more, please! One more!). Five days later, we found ourselves at another school located on a tiny island on Lake Titicaca called Taquile. Once again, we were able to enjoy some bonding time with local students. Laden with soccer balls we quickly began impromptu soccer and volleyball games. Seeing our students and the children transcend the language barrier through sport and play was something that I will never forget. Children competed for the attention of our students and often would not leave their side for the entire time. West Island College has proven to be an inspiring place to work from the moment I set foot in the door. It never ceases to amaze me how supportive and caring our students are, not only for each other, but for the many causes that are brought to the schools’ attention each year. This International Studies trip was no exception — the compassion and joy our students showed when working at the school and interacting with the children made the perspiration and effort completely worthwhile.

Cultural Awareness Ms. Irvine SUBSTITUTE TEACHER March 29, 10 a.m. It’s sunny and 14˚C, and eager chatter reverberates up and down the mountainside village of Baibi in Guizhou Province, China. We have been traditionally welcomed to the village with firecrackers, music and ceremonial toasting, and now the service learning portion of the 2017 International Studies trip is underway. We are to dig a trench 20 cm deep and 25 cm wide along an existing route of winding, ascending and descending, bushy terrain to where the rains and runoff collect in a large pond that 10 to 15 families access to flood their rice paddies and water their crops. The entire project will be done using pickaxes, hoes, shovels and buckets — and so the students sort themselves into groups and start work. Some are diggers and clearers, while others hoist and lift heavy bags of sand and cement 300 metres up the hill to the designated concrete mixing station. By late morning, enough trench has been prepared that the two local men who are overseeing our construction are able to put 25 metres of forms in place. A group of students declare themselves the concrete crew, and after being given the recipe of sand, cement, water and a demo of the mixing method, they dig in, becoming quicker and more efficient with each batch. The trench continues to be dug and cleared, but now we have a bucket brigade to pass the heavy buckets down the slope to be poured into the forms for the walls of the trough — the floor would be poured the following day after the forms are removed.

China

Such was our routine for four days, with students trying their hand at the various jobs, working alongside each other, joking, teasing and encouraging one another. Despite this project being physically demanding and challenging, these students exceeded our expectations. During our service project, they became a team, everyone intent on seeing the project completed. In the end, 300 metres of beautiful, concretelined irrigation ditch is solid proof of the lasting impact that our students will have in this little village. At noon each day, we laid down our tools and headed into the village where we enjoyed abundant dishes of simple, delicious food which had been prepared for us by the villagers. Each day, we passed the village school on our way to and from the work site, where the children would wave and giggle and call out to us. Our last half day on the project was spent in the school, playing games and making crafts and activities. The ability of the two very different cultures to interact so immediately and seamlessly was somewhat startling to our first time International Studies travellers and several of them mused about it later. The service project in Baibi immersed us in the simple lives of the Miao villagers while at the same time allowed us to compare and contrast our own way of life with that of a culture totally foreign to us. There were numerous opportunities to observe and experience the customs and beliefs of this culture, thereby expanding our personal world views and global awareness. While we left concrete evidence of our contribution to this tiny community in Ghizhou Province, the impact of this experience will be felt by this group for many years to come.

Summer 2017

Growing the Community Together Ms. Klippenstein EXECUTIVE DIRECTOR OF ADVANCEMENT Philanthropy has permeated the halls of WIC for many years. Our students, teachers, staff, alumni and parents donate thousands of hours and dollars annually to worthy causes in Calgary, in Alberta, and globally. Some of our alumni have even gone on to establish their own charitable foundations. From participation in Jane Goodall’s Roots & Shoots, to purchasing the recent Lokai bracelets to raise awareness and support mental health challenges, to supporting our WIC Legacy Gala, WICers, collectively, are growing and strengthening our community. At WIC, we aspire to inspire the next generation of philanthropists. Our students, our families and our alumni are our learners, leaders and world changers.

Giving and the Annual Fund Launched in Fall 2016, and now part of the WIC culture, the Annual Fund Campaign gives every WIC family and alumni, every year, the opportunity to become an integral part of what makes WIC unique. Gifts to the Annual Fund shape the future of WIC by providing the resources to go beyond basic operational expenses and give the best possible education for our students.

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Becoming involved in philanthropy on our own campus brings benefits to everyone. Funds raised through the Annual Fund Campaign support increased classroom resources, scholarships and bursaries, new and expanded programs, enhanced technology and improved campus facilities. We can all play a vital role in helping the WIC community flourish and advance.

Financial Aid – Scholarships & Bursaries Each year, a portion of WIC families access financial aid in the form of bursaries (based on financial need) and scholarships (based on academic excellence and other exceptional achievements). Financial aid is vital to ensuring a robust, dynamic and diverse student body. Our eventual goal is to be able to ensure that all qualified students have the opportunity to access a WIC education, and are not disqualified or forced to withdraw because of their family’s financial circumstances. Financial aid is a critical component in reaching our strategic goals and our institutional vision. We are thrilled to welcome a new international student to the school next year named Lethabo Arao as part of our financial aid initiatives.

A Bright Future for Lethabo Arao One of our WIC alumna, Tiffany FontaineKieboom and her husband Rob Kieboom, are spearheading an effort to bring a bright, young student, Lethabo Arao, to Canada. The Kiebooms, Directors of the Fontaine Children’s Charity Foundation, have graciously agreed to open their home and their lives to Lethabo, so he is able to attend Grade 11 and 12 at WIC. Moises and Connie Arao are a couple in Nampula, Mozambique with three children, including their daughter Graca, and their two sons Lethabo and Tariro. Their second child, Lethabo, currently attends classes in Pretoria, South Africa and wishes to finish his schooling in Canada. It is often said, “it takes a village to raise a child,” and Lethabo’s parents live these words every day. The Arao’s currently run a local, grassroots program for homeless children in Nampula, Mozambique. The Casa de bom Sonhos transitional home is built on the same land as Moises and Connie’s own home. The boys, previously living on the streets of Nampula, now live on the Arao property while they go to a local school full-time. They are also provided with regular wholesome meals, medical attention when needed, and are involved in various trade apprenticeships during their stay; including carpentry, tailoring and mechanics. This is a community effort made possible through financial assistance and partnership with the Fontaine Children’s Charity Foundation, Hayati Children’s Foundation, and the Mozambique City Mission. The Araos value education, within their own family, and in the larger community. Lethabo

is a hard-working student and shows strong leadership skills. WIC has a unique opportunity to assist the Arao family in realizing their academic aspirations for their son. Our staff in Student Services and Admissions are working with the Kiebooms, the Government of Canada and other agencies to secure the required immigration, insurance and custodian forms to make the Araos’ dream a reality. With assistance from the Kiebooms, an Annual Fund donor family, and our WIC village of supporters we can change the future for Lethabo Arao. We are grateful for the enthusiasm of all members of the WIC community who extend themselves through meaningful gifts of time, energy and financial resources. Thank you to all our alumni, parents, faculty and staff who have donated. Today, leading Canadian independent schools provide financial aid to approximately 25 to 40 per cent of students, an opportunity built up through years of donor support. As a school striving for continuous excellence, a strong financial aid program at WIC is critical. Contact Advancement to learn more about supporting scholarships and bursaries at the College. Telephone 403-255-5300 Ext 308 advancement@mywic.ca The West Island College Society of Alberta is a registered charitable organization with Canada Revenue Agency and can issue official donation receipts for gifts. Business Number 1056 45212 R0001

Summer 2017

“I have been at WIC for 29 years and in my time there I have had the opportunity to experience a multiplicity of roles. However, without question, the most rewarding of all has been my role as a parent to two WIC students, my daughters, Courtney (Class of 2011) and Christie (Class of 2014). Unequivocally, every parent, myself included, wants the best for their children, they wish to provide an environment which is safe, enjoyable, encouraging, and one which provides opportunities for growth and genuine learning. The teachers who worked with my daughters throughout their six years at the College always did their utmost to provide all of this for them and delivered the necessary guidance required to prepare them for the challenges they would face moving forward in their lives après WIC. These teachers are what inspired my wife and I to give back, by participating in the Take A Seat Campaign in recognition and appreciation of the great service provided to our daughters by their teachers. Moving forward, I believe it is imperative for all our stakeholders to recognize the important role each must play in ensuring that WIC has the means to continue to be an outstanding educational institution. We must all, in our own way, become active participants in some form of advancement initiative. As my work with alumni progresses, I certainly wish to encourage a giving mindset to each alumnus so that their children, (possibly my own grandchildren), can someday experience the benefits that they were fortunate enough to have. Every bit matters!” – Mr. Roland Chalifoux

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Take A Seat Campaign WIC launched its Take A Seat Campaign in the fall of 2016 and 15 seats, of the 256 available, are proudly named to-date. Through the Take A Seat Campaign you can leave a lasting legacy and play an important role in supporting WIC and the Annual Fund Campaign. For $2,500 each, you can acquire a naming opportunity on one or multiple seats in WIC’s Performance Centre. You can dedicate a seat: •

as an individual, company or family

•

for your children, grandchildren or parents

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as a collective group, such as a graduating class

•

with the name of your business or organization

•

marking a special occasion

We have saved you a seat! Individual seats are $2,500 each, with flexible payment plans. Your generosity will be recognized through an engraved plaque on the seat itself, through WIC publications and you will receive an official donation receipt.

WIC Community Support — The Power of Many Advancement offers an unparalleled opportunity for donors to accelerate WIC in pursuit of its goals and to propel WIC students to new heights of learning and achievement. Your generous participation in the Annual Fund is integral to the spirit and success of WIC.

Faculty member, Mr. Roland Chalifoux and his wife Dawna enthusiastically participated in the Take A Seat Campaign last fall by honouring their own WIC Alumni, Christie and Courtney. You will find the Chalifoux’s two inscriptions in row one of our Performance Centre.

Summer 2017

Mr. Bennett

HEAD OF STRATEGIC PLANNING AND INITIATIVES I hear, and I forget I see, and I remember I do, and I understand. —Ancient Chinese proverb West Island College offered a Swiss Summer School program last July to provide a rigorous experiential learning opportunity for students. Experiential learning is in the words of Lewis and Williams, “In its simplest form, experiential learning means learning from experience or learning by doing. Experiential education first immerses learners in an experience and then encourages reflection about the experience to develop new skills, new attitudes, or new ways of thinking.” The College sent four senior students to Switzerland last summer to continuously challenge themselves to step outside of their comfort zones each day — fully immerse themselves in a new experience. This is one of the main goals of the summer school program. WIC will be sending another 13 students this summer taking a senior English 20-1 or 30-1 course in addition to exposing them to a variety of outward bound experiences in the Swiss Alps, and being immersed in the Swiss culture for three weeks. Keeping with WIC’s core belief of “rigour, relevance, and relationships,” the current Grade 10 and 11 students will complete their senior English course this summer. For the past six months, the students have been working on their course work during the Focus Friday block. Students will spend the first full week of July here at WIC attending English classes before heading over to Switzerland to complete the final three weeks of the course. The summer school allows students to focus on only one course and to deeply immerse themselves in their studies. Students gain an appreciation for taking an accelerated course which helps to better prepare them for university rigour.

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Lewis, L.H. & Williams, C.J. (1994). In Jackson, L. & Caffarella, R.S. (Eds.). Experiential Learning: A New Approach (pp. 5-16). San Francisco: Jossey-Bass. (1994, p.5)

Students gain flexibility in timetable scheduling for Grade 11 or 12. They may then choose an additional option, a 30-level course, an AP class or an additional spare to balance with extra-curricular commitments.

This village is located at the base of one of the world’s most picturesque mountains — the Matterhorn. We we will undertake some of the most notable climbing experiences in the region alongside traditional Swiss mountain huts.

One cannot overlook the extensive outward– bound experiences the students will gain in the Swiss Alps. Working with trained guides from the Swiss company Alpinzentrum, students will participate in a variety of outdoor activities. On the summit of the Hornflue Mountain overlooking the town of Gstaad, students will complete a via ferrata — iron road in Italian. Students push the limits of their dexterity, endurance, and mental fortitude when rock climbing near Schonreid or the high ropes course with zip lines and swinging bridges at Zweisimmen. The Aigle Adventure Park outfits students with harnesses and carabiners and sees students 15 metres above ground moving from tree to tree on mobile rope walkways, wobbly bridges, and narrow platforms next to zip lines.

One final takeaway will be the full immersion into the Swiss culture. Students will live in the town of Gstaad staying in a traditional Swiss chalet. Gstaad is home to a professional beach volleyball tournament as well as men’s and women’s professional ATP tennis tour. Students will venture into both the French and German speaking regions of the country and will be exposed to two other Swiss international private schools — the Institut Le Rosey, near Geneva, and Leysin American School. Here they will meet other international students from all around the globe. One cannot travel to Switzerland without sampling some of the local cuisine and on the menu will be fondue and raclette. A visit to Gruyere would not be complete without a tour of a local cheese factory. One of the most popular activities is the Maison Cailler Chocolate Factory with many samplings of their products. Site visits to key cities gives an insight into the Swiss culture and history. Stops at Albert Einstein’s House in Bern, the Olympic Museum in Lausanne, the old town of Geneva, and the Chateau de Chillon near Montreux are a few of the highlights. It is these real world experiences that develop new skills, new attitudes, and new ways of thinking in a truly global environment.

Switzerland is known for the Alps and the use of a mountain as a metaphor for life is appropriate in this circumstance — we are all climbing to reach the summit. There is a variety of terrain and the paths are winding with dangerous cliffs from time to time. The students will have many mountain experiences. We will hike 10 km down the Wispile Mountain overlooking Gstaad. The Glacier 3000 is a mountain observation area located near the Col du Pillon — here we will take the gondola up and an alpine rollercoaster ride on the side of this mountain. Zermatt has been added to this year’s program.

Summer 2017

Ms. MacArthur FACULTY The profitability of Liberal Arts careers is often questioned when students decide which path to pursue in post-secondary education. Engineering, medicine and business are thought to be honorable and stable professions and it is for this reason that many parents counsel their children into these areas of study. In fact, Liberal Arts education offers and develops many job related transferable skills such as: written and verbal communication, the ability to solve complicated problems, the ability to work well with others, and the ability to learn across diverse fields of study. Individuals such as Michael Eisner, former CEO

of Walt Disney, has a BA in English from Denison University and Howard Schultz, CEO of Starbucks, has a B.S. Comm. from Northern Michigan University. Both men exemplify how profitable a Liberal Arts focus can be. West Island Collegeâ&#x20AC;&#x2122;s Liberal Arts Institute offers students exposure to experiential learning in the Liberal Arts field. This yearâ&#x20AC;&#x2122;s students have been able to: write and edit newspaper articles, visit the Global TV News Studio, tour the Calgary Herald and the Calgary Courts Centre. Additionally, students have participated in the Law Club

Visit to the Calgary Herald

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for the Liberal Arts Institute where they heard recent WIC alumni discuss their process with law school applications, and Balfour Der discussed his passion for literature which led him to a successful career as a lawyer. Students also participated in Model UN activities, learned the basic principles of philosophy, participated in Speech Competitions at the Kiwanis Festival and Law Day, and studied and practiced the structure of a debate.

These soft skills are in high demand in the modern workplace — and because of this, students are truly able to “be bold, be brave, [and] be ready.” If you have any questions regarding the Liberal Arts Institute, please contact Ms. MacArthur at nicolemacarthur@mywic.ca.

These experiences are necessary. They provide students with a broad foundation which fosters adaptability, curiosity and inventiveness.

Visit to the Calgary Courts Centre

Summer 2017

Challenging Limits

Girls’ Field Hockey

Boys’ Rugby Provincial Champions

through a Multidisciplinary Approach Mr. Larsen HEAD OF ATHLETICS AND EXPERIENTIAL LEARNING I recently had the opportunity to hear Canadian Olympic cross-country skier Beckie Scott speak to a group of young women in Banff, Alberta. Her message was clear, inspiring and highly provocative to many in organized sport. Scott, although Canada’s most successful cross-country skier in history, did not have a start like many high performing athletes today. Throughout her childhood, she tried a variety of activities, was relatively casual with her commitment and self admittedly was “not great at anything.” She did however have “fun” in everything she did and by the time she was 18 she had a passion for sport and competition that took her down the path of being a high performance athlete. Her story supports much of the current data surrounding early specialization in sport and the need to be exposed to a variety of experiences in a fun and playful environment.

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Well-known sports psychologist Richard Monette believes that “inactivity and early specialization has created the least active generation in history.” His research indicates that kids who specialize in sports early in life tend to have more injuries, have shorter sports careers and do not achieve as much success as those who are exposed to multiple sports. His research indicates that kids who specialize in one sport are more likely to drop out and sadly often do not participate in another activity after dropping out. Of course these statistics have their exceptions and some of the most successful athletes in the world specialized at young ages. The question for many young athletes and their families then becomes, “what will I lose if I do not begin to specialize?”

A recent and well publicized article on this topic by John Oâ&#x20AC;&#x2122;Sullivan for the Changing the Game Project addresses this topic by tackling six major themes:

Better overall skills and ability: Research shows that early participation in multiple sports leads to better overall motor and athletic development, longer playing careers, increased motivation, ownership of the sports experience, and confidence.

Smarter, more creative players: Multi-sport participation at the youngest ages yields better decisionâ&#x20AC;&#x201C;making and pattern recognition, as well as increased creativity.

3 4

5 6

Most college athletes come from a multi- sport background: A 2013 American Medical Society for Sports Medicine survey found that 88 per cent of college athletes surveyed participated in more that one sport as a child.

WIC has a long history of supporting students in being actively involved in multiple disciplines. Much of this tradition comes from our history as a relatively small school that made it a priority to get students active and having fun. We continue the tradition of supporting students in athletics and eagerly encourage students to try as many physical activities as possible during their time at WIC. Whether it be intramurals, outdoor education, competitive team sports, taking Physical Education 20 and/or 30, individual sports or joining the fitness club, WIC has consciously avoided setting boundaries for our students. This purposeful goal of facilitating multiple activities however, requires patience, compromise and extra support at times. Based on the feedback from WIC alumni and the thirst of current WIC students to get involved, it is well worth these additional efforts. Without setting limits on participation and avoiding the temptation to force students to specialize at a particular pursuit, it is our hope that our graduates will overcome some of the current health trends and continue to be healthy active adults after they leave WIC.

10,000 hours is not a rule: In his survey of the scientific literature regarding sportâ&#x20AC;&#x201C; specific practice in The Sports Gene, author David Epstein finds that most elite competitors require far less than 10,000 hours of deliberate practice. Free play equals more play: Early specialization ignores the importance of deliberate play/free play. Children allowed deliberate play tend to spend more time engaged in a sport than athletes in structured training with a coach.

Junior Soccer

There are many paths to mastery: A 2003 study of professional ice hockey players found that while most pros had spent 10,000 or more hours involved in sports prior to age 20, only 3,000 of those hours were involved in hockey-specific deliberate practice (and only 450 of those hours were prior to the age of 12.)

Senior Badminton

Summer 2017

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Summer 2017

s t r A e Fin ents m h s i l p m o c c A

Ms. Lewis

FACULTY, TEACHING AND LEARNING LEADER (FINE ARTS) It has indeed been a privilege to witness the growth, personal advancement and creativity of both Elizabeth Bentley and Bronwyn Maddock. These young ladies have strong ties to the Fine Arts. Both have been actively involved in curating all Art Exhibitions, as well as the set design and prop construction for WIC Drama productions. These young artists have also participated in every student Art Exhibition at WIC, the Annual Royal Canadian Legion Remembrance Day Poster Contest, the Youth Works Exhibition at the Leighton Art Centre and most recently their Graduate Art Exhibition.

she attends the University of Victoria next year to further her studies in both Visual Arts and Sciences.

Elizabeth Bentley is an accomplished musician and visual artist. During her three years at the College, Elizabeth has travelled and played with our band. Her last concert with her peers was at Mount Royal University. We wish her every success as

On behalf of the Fine Arts Department, we would like to extend special congratulations to the following young actors, artists and musicians: Leah Arnett, Elizabeth Bentley, Christopher Dalton, Nicole Larsen, Bronwyn Maddock and Sean-Gerald Udeh on their Grade 12 graduation.

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During her six years at WIC, Bronwyn has received many awards for her visual work and has been a steadfast student, taking every visual arts course offered. Her multi-faceted talent has enabled her to express herself using multiple media including metalsmithing. We wish Bronwyn continued success as she begins her post-secondary journey at the University of British Columbia, Okanagan campus pursuing her Fine Arts Degree.

Spring Production “Nobody Sleeps”

Spring Production “The Canterbury Tales”

Summer 2017

WIC Musicians on the World Stage

Nick Morgan Ms. Snow FACULTY

Nick Morgan is a Grade 11 student at WIC who exemplifies leadership, creativity and innovation in the Fine Arts department. In Grade 7, Nick became the lighting operator for Toad of Toad Hall and has not looked back since. Operating lights and sound for many productions, Nick has helped mentor many other students with their roles. Nick began playing in band in Grade 7, excelling to perform with the Senior Band by Grade 8. Nick’s leadership in the Jazz Band, Concert Bands and band logistics volunteering has been outstanding for five years. Last spring, he auditioned for and was successfully accepted into the Calgary Stampede Showband. He has been an integral member of this community organization, balancing his

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music and drama obligations at WIC with the demanding rehearsal and performance schedule of the Calgary Stampede Showband. The Calgary Stampede Showband makes over 200 appearances worldwide each year — what an incredible opportunity for Nick. WIC’s Fine Arts programs create an environment where members develop independence and a strong work ethic. Nick’s high level of commitment and dedication to WIC activities has now extended to community organizations where he demonstrates he has gained a true understanding of commitment, time management skills, creativity and innovation.

Ben Lemoing Ms. Snow FACULTY

Grade 11 student Ben Lemoing was selected to take part in the Honors Performance Series at Carnegie Hall in February of this year. Ben was chosen to perform as a percussionist for the High School Honors Band performance. The High School Honors Performance Series showcases some of the most talented student performers from around the world. Accomplished students are brought together with peers to comprise the Honors Choirs and Honors Instrumental Ensembles. Over the course of a few days, the students rehearse under the guidance of master conductors, culminating in ensemble performances at Carnegie Hall in New York City.

music biography. The HPS organizers processed 18,000 nominations for the Choirs and Instrumental Ensembles, ultimately selecting 750 participants for the two groups. New to WIC this year, Ben began studying percussion in Grade 6 at the American School of Doha in Qatar, and improved his technique with private professional instruction from members of the Qatar Philharmonic Orchestra and Qatar Music Academy. He is currently taking lessons at Mount Royal Universityâ&#x20AC;&#x2122;s Conservatory. As a member of WICâ&#x20AC;&#x2122;s Senior Band, Ben has brought his technical and leadership skills in a strong contributory role to our ensemble.

Ben followed a selective nomination and application process prior to his acceptance. In September, he submitted an audition recording consisting of pieces on snare, marimba, and timpani, and was required to write a personal

Summer 2017

Celebrating Canada’s 150th Anniversary Ms. Meckelborg DIRECTOR OF GRADE 7 STUDIES

Ms. Berezowski FACULTY “If you want to build a ship, don’t drum up the men to gather wood, divide the work, and give orders. Instead, teach them to yearn for the vast and endless sea.” – Antoine de Saint-Exupéry It is with this spirit in mind that Grade 7 teachers embraced the challenge to teach students without limits. Our team of brain changers collaborated to generate fantastic interdisciplinary ideas and activities corresponding with the Grade 7 curriculum for the entire second semester. Several special Canada 150 theme days were planned — let’s take a look. In February, 40 Grade 7 students had the privilege to join over 1,200 middle and junior school leaders at the Genesis Centre to attend the My World Conference. They heard addresses from our Prime Minister, Justin Trudeau and Canadian astronaut, musician, and former International Space Station commander, Chris Hadfield. Additionally, they had the opportunity to hear from an exceptional list of presenters speaking about local and global social justice issues. Students broadened their horizons by hearing the perspectives of Brian Keating, Alvin Law, Cowboy Smithx, Christian Hudson, WIC parent Jean-Claude Munyezamu, Riley Good Eagle, and Kate McKenzie.

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To commemorate the first raising of our current Canadian flag on February 15, 1955, Grade 7 students led junior Assembly with a bilingual and thoroughly researched history of Canada’s flags over the years. Special thanks to Brooke Frerichs and Aden Draude for your professionalism in your speaking roles. We also wish to thank the Grade 9s for bearing the flags in an official flag ceremony. We concluded this special assembly with 320 junior student voices raised to sing the official bilingual anthem. On March 15, local musician Steve Pineo, performed songs that told the story of the railways. The intent was to provide a culturally rich and lasting experience, enabling students to better appreciate how the challenges and triumphs of the railway impacted lives in the thenyoung nation. Students were seated in the Performance Centre and treated to live music, featuring Gordon Lightfoot’s “Canadian Railway Trilogy,” a song originally commissioned for Canada’s 100th birthday. In May, students role-played Canadian immigrants on a full-day field trip to Heritage Park. They gained an understanding of the changing perspectives that have occurred in western Canada’s political, social, and economic landscape.

June brought a once in a lifetime opportunity to meet Canada’s Governor General, David Johnston, at the Innovation 150 exhibit at Telus Spark. This is a nationwide program from five leading science outreach organizations that celebrates Canada’s innovative past, present, and future, with the goal of inspiring the next generation of social and technological innovators. To celebrate the end of the school year, Canada’s western heritage, and the upcoming sesquicentennial on July 1, students were treated to an awesome Stampede celebration, kicked off by the Grade 7 band playing our national anthem. Your progress has been phenomenal, Grade 7s. Thank you for rising to this challenge to honour our great nation — you have made us proud. Additionally students have had the opportunity to embrace Canada’s 150th in their lessons. Some highlights are below: Art: Students learned about the Group of Seven, their honourary members and their impact on Canadian art history. Band: Students have learned to play O’Canada in the key of Bb. Additionally they used the understanding of this scale’s notes to play O’Canada in the Eb key signature, as they rehearsed for the finale performance on the last day of school. Drama: Students have been re-enacting scenes from the Revolutionary War and the Plains of Abraham with tableaux that they wrote and choreographed in small groups. English: During our poetry unit, students looked at a First Nations poem called “Mother Earth.” The students learned about annotating that day, so they listened to the poem and then gave me their first thoughts, feelings, or questions they had about it. The poem led them to discuss how humans have treated the earth and how similar the earth is to our own mothers, because it protects us and gives us everything we need to survive.

French Language Arts: Students participated in Poetry in Voice to celebrate Canada’s sesquicentennial anniversary of confederation. They all studied the poem “Flanders Fields” in French, “Au champ d’honneur” that was written during WWI by Canadian Lieutenant Colonel John McCrae. Travelling through history continued in the students’ participation in the Dictée P.G.L. They put their French-language skills to the test as they competed in dictation contests in different regions of the country. Math: Using geo-tools and protractors, students worked out percentages and angles to create circle graphs of the number of Loyalists who relocated to British North America in the late 1700s. Students were then asked to take their graphs to Social Studies class to further discuss the significance of the sector angles. For much of the semester, math students also listened to a Canadian song of the day while marking and tallying their daily mad minute drill results. Science: As an extension to the musical railway lesson, students learned about grades and then measured corresponding angles to examine how to overcome the dangerous 4.5 per cent grade of the Big Hill, which was later replaced with the Spiral Tunnels. Students also engaged in a vigorous engineers versus politicians debate to try to decide where they would have laid the rail in the 1800s. As follow-up, students were also given a choice to feature a historic Canadian structure in their Engineering Challenge showcase. Social Studies: Coincidentally, the Grade 7 curriculum is all about Canadian history. To add spice, teachers prepared their students for Steve Pineo’s visit by introducing them to the music of Gordon Lightfoot’s “Canadian Railway Trilogy” and Stan Rogers’ “Northwest Passage”. Their year’s learning culminated in the “Plains, Trains, and Immigrants” field trip to Heritage Park, with a special stop at the old fashioned bakery and candy store.

Summer 2017

Spanish: Language teachers embraced the occasion to introduce the gauchos in Argentina as compared to the cowboy movement in North America. In addition, they stressed the importance of trains in Latin America and Europe.

Steve Pineo March 2017

Teaching and learning in an interdisciplinary manner is a rewarding experience for both teachers and students alike. Heartfelt appreciation goes out to everyone who stretched themselves to take a risk and be daring as we celebrate and honour Canada’s 150th – Merci!

Student Testimonials “I loved the songs that Steve Pineo sang yesterday. Not only did they teach me about the C.P.R. but about the hard times people went through to build it. They teach you about the adventure that the people had to go on to make the perfect passage. It was fun and really cool.”

“This experience that I had with Steve Pineo was one I won’t forget. To learn in a classroom is one thing, but I feel that to be able to learn something in a new way or in a new atmosphere is fantastic. I have never learned something at school by watching someone sing, but I hope to do it again sometime. Mr. Pineo is also a phenomenal singer, so it made it that much better.”

“These moments are what make school memorable.”

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Enriching the French Immersion Curriculum The French Immersion department incorporated three exciting initiatives and welcomed a guest speaker this year to build student confidence and bolster learning.

2017 Festival Théâtre Jeunesse de l’Alberta From April 20 to April 23, nine French Immersion students travelled to the Goldeye Centre in Nordegg, Alberta, to take part in the 2017 Festival Théâtre Jeunesse de l’Alberta, a French drama competition for French Immersion and Francophone Junior and Senior high school students. This event gathered ten teams of comedians from all of Alberta, with WIC being the only French Immersion school to attend. It was also the first time that the school participated in the competition. The French crew was composed of the following students: Paige Cole, Reece Nelson, Stephen Montgomery, Sydney Nelson, Paige Stone, Krista Cooper, Anabelle Munyezamu, Jada Curry and Danielle Cole. The team relentlessly rehearsed from early February to April in order to be ready for the Festival. They performed “Le bon roi Richard Coeur-de-Pomme” (by Luc Bélanger), a fictional adventure of knights, kings and wizards taking place in the Middle Ages, on the first day of the festival. The play was a tremendous opportunity for students to live an authentic experience in French, performing in front of a crowd of 200 students, teachers and juries, and constantly interacting with native French-speakers. It also gave students a chance to hone their drama skills by attending three workshops aimed at different aspects of acting. The team was nominated for best costumes and awarded: Best Technician (Stephen Montgomery), Best Actress (Danielle Cole), Best Scenography, Best Production and the Public’s Choice Award.

Du 20 au 23 avril 2017, neuf élèves d’immersion française se sont rendus au Goldeye Centre de Nordegg, en Alberta, afin de prendre part à l’édition 2017 du Festival théâtre jeunesse de l’Alberta, une compétition de théâtre destinée aux écoles secondaires francophones et d’immersion française de l’Alberta. Le tournoi a réuni dix équipes de comédiens et comédiennes venus de toute la province, WIC étant le seul établissement d’immersion française à participer. C’était également la grande première de l’école à cet évènement. La troupe se composait des élèves suivants : Paige Cole, Reece Wilson, Stephen Montgomery, Sydney Nelson, Paige Stone, Krista Cooper, Anabelle Munyezamu, Jada Curry et Danielle Cole. L’équipe a répété sans relâche depuis le début du mois de février jusqu’à la mi-avril afin d’arriver fin prête au Festival. Elle y a présenté la pièce de Luc Bélanger Le bon roi Richard Cœur-dePomme, une épopée fictive d’inspiration médiévale mettant en scène chevaliers, rois, sorcières et magiciennes, dès le premier jour du Festival. La pièce représentait une excellente occasion pour les élèves de vivre une expérience authentique en français, ce qu’ils ont fait en jouant devant une assemblée de 200 spectateurs, enseignants et membres du jury, ainsi qu’au fil de constantes interactions avec leurs pairs francophones. Le tournoi leur a également permis d’affiner leurs compétences théâtrales grâce à trois ateliers axés sur différents aspects du jeu de scène. À l’issue de la compétition, l’équipe a été nominée dans la catégorie « Meilleurs costumes et maquillages » et a obtenu la première place dans les catégories suivantes : Prix technique (Stephen Montgomery), Meilleure actrice (Danielle Cole), Meilleure scénographie, Meilleure production, ainsi que le Prix du public

Summer 2017

The Dictée P.G.L. 150 is a series of activities for Canadian high school students that is intended to be an inclusive, festive and participatory experience. French Immersion students had an opportunity to put their French-language skills to the test as they learned about their history through dictation contests in different regions of the country. On April 4, the Dictée P.G.L. of the 150th anniversary of confederation in Canada came to its final with a great accomplishment for WIC! Congratulations to Alex Dong for being the winner in the “French as mother tongue in the Western Provinces,” category. Alex Dong is in fact trilingual in English, Mandarin and French as his third language. He is among five winners across Canada. We would also like to congratulate all of our 2017 school finalists: Alexis Richard, Steven Dong, Hunter Thomson, Marek Pocherewny, Claire Padley, Makenna Osis and Emma Paidra.

La Dictée P.G.L. du 150e propose une série d’activités aux élèves canadiens en misant sur une expérience inclusive, festive et participative. Les élèves d’immersion française ont eu la possibilité de mettre au défi leurs habiletés linguistiques en français, tout en apprenant sur leur histoire lors des concours de dictée qui se sont tenus dans diverses régions du pays. Le 4 avril la Dictée P.G.L. du 150e anniversaire de la Confédération canadienne s’est conclue sur une manche finale sensationnelle pour WIC ! Bravo à Alex Dong, vainqueur de la catégorie « Français langue première » pour les provinces de l’Ouest du Canada. Alex Dong est en réalité trilingue : il parle anglais et mandarin, et compte le français comme troisième langue. Il est l’un des cinq élèves à avoir remporté le concours au Canada.

The Poetry In Voice competition is an exciting way to explore poetry and to see the variety of recitation videos created from across Canada. It is designed to develop long love of poetry while it promotes excellence, helps build selfconfidence, and improves public-speaking skills. 80 students from Grade 7 to 12 had to recite classic, modern, and contemporary poetry drawn from the Poetry In Voice anthology. The following students placed in the competition: 1.

First place in the French stream: Claire Padley

First place in the Bilingual stream: Rosalie Morrish

First place in the English stream: Sean-Gerald Udeh

They competed against 200 students across Canada. To celebrate Canada’s sesquicentennial anniversary of Confederation, students in the French and English language streams had to recite a Canadian poem to compete at the 2017 Poetry In Voice National Finals.

Nous profitons également de l’occasion pour féliciter tous nos finalistes de cette édition 2017: Alexis Richard, Steven Dong, Hunter Thomson, Marek Pocherewny, Claire Padley, Makenna Osis et Emma Paidra.

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Poetry in Voice contestants

Le concours Les voix de la poésie est une façon passionnante de découvrir la poésie et de visionner divers poèmes récités en vidéo à travers le Canada. Le concours a pour objectif de susciter un engouement durable pour la poésie tout en promouvant l’excellence, en contribuant à renforcer la confiance en soi et en perfectionnant ses talents oratoires. 80 élèves de la 7e à la 12e année ont récité plusieurs poèmes classiques, modernes et contemporains tirés de l’anthologie des Voix de la poésie. Voici les élèves à s’être classés : Première place pour la section française : Claire Padley Première place pour la section bilingue : Rosalie Morrish Première place pour la section anglaise : Sean-Gerald Udeh Ces élèves ont affronté 200 autres compétiteurs de tout le Canada. Afin de célébrer le centcinquantenaire de la Confédération canadienne, les élèves des sections française et anglaise devaient réciter un poème canadien pour concourir dans les finales nationales des Voix de la poésie 2017.

Special guest Laurent Tardy This year, the French Immersion students from Grade 7 to Grade 9 welcomed special guest Laurent Tardy, short story author of “Lettre à ma douce,” “Mr. Firmin” or “L’île aux fleurs”. He shared his passion for writing with students and he showed them some of his additional personal works. Students helped him to write and to illustrate a story about a lonely penguin. This rendezvous allowed students to learn more about writing skills and develop a deeper cultural appreciation of French literature.

Un invité spécial Laurent Tardy Un invité spécial : Laurent Tardy Cette année, les élèves d’immersion française de la 7e à la 9e année ont accueilli l’écrivain Laurent Tardy, auteur des nouvelles Lettre à ma douce, Monsieur Firmin et L’île aux fleurs. Ce dernier a partagé sa passion de l’écriture avec les élèves et leur a montré certains de ses autres travaux personnels. Les élèves l’ont aidé à rédiger et à illustrer l’histoire d’un pingouin solitaire. Cette rencontre a permis aux élèves d’affûter leur plume et d’apprécier davantage l’aspect culturel de la littérature française.

Summer 2017

Grade 9 Celebration

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Summer 2017

Spring Carnival Grade 7 Engineering Challenge

Spanish Food Festival

Our Community Quebec trip 2017

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SEA Leadership Experience

Cancer Survivorship Care Planning. Janine has more publications under her belt than books that I have read in my lifetime! As though Janineâ&#x20AC;&#x2122;s medical commitments arenâ&#x20AC;&#x2122;t enough, she has also undertaken learning how to speak Afrikaans, in addition to her enjoyment of multiple outdoor activities such as telemarking, downhill skiing, hockey, cycling and running. Janine currently works in Vancouver as a Clinical Assistant Professor and medical oncologist at the British Columbia Cancer Agency, where she continues to be heavily involved in teaching and cancer research, in addition to her clinical work specializing in gastrointestinal cancers, which include colorectal, stomach, liver and pancreatic cancers. Her main areas of interest in research are specifically related to testing new drugs and improving how patients are monitored after their treatment is over, as well as ensuring that all of her patients get the benefit of better care, such as follow-up after treatment of cancer, or management of the side effects of cancer. As an oncologist, Janine cares for patients throughout their deepest suffering. Kindness, compassion and empathy are only a few of the words I can use to describe this remarkable person.

Summer 2017

Graduation 2017

Congratulations to the class of 2017! The entire community of faculty, staff and alumni is proud of your achievements. On May 31, 65 students crossed the stage at the Jack Singer Concert Hall and joined the ranks of WIC alumni. It was an evening filled with excitement and anticipation with this charismatic and eager group. Good luck with the next chapter of your lives, graduates.

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Summer 2017

Valedictorian Address Lauren Pearce VALEDICTORIAN “Welcome parents, faculty, alumni, family and friends and especially welcome to the graduating class of 2017. It is an honour to stand here before you tonight to celebrate and reflect on the achievements of the class of 2017. Gratitude can be defined as an emotion where one expresses appreciation for what one has as opposed to merely focusing on what one desires. Gratitude cultivates thankfulness and kindness. It fosters meaningful interpersonal connections, enriches creative collaboration, and most significantly, nurtures a sense of humility, which is grounded in empathy. I never fully considered the meaning of gratitude beyond its literal denotation until the summer I worked at Starbucks. Like the customers I served, I was caught up in the day to day minutia of living. I woke in the morning, readied myself for work, and robotically served the customers their specialty beverage while the customers came into the store and robotically ordered and received their desired drink. At first, I did not contemplate the impact I may have on the people around me or consider other people's impact on me. But I came to realize that small actions, such as a kind word, can make a large impact on someone else’s day.

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I was connecting with people, often first thing in the morning, and my actions had the power to change their experience and their mentality for the rest of the day. Throughout our lives, our family, friends and teachers have instilled us with kindness and respect. These fundamental values have been ingrained in our minds since kindergarten when we learned “sharing is caring,” and to always be inclusive. From an early age we were taught that how we make people feel is more important than what we do. So we shared our Lego blocks and invited kids to join in our games of grounders at recess. These early lessons remained important in high school, when we were building meaningful relationships with teachers and peers. The people we leave behind at WIC will remember our actions; they will remember how we spoke to others, how thoughtful we were, and how kind we were. We are, at this moment, leaving our mark on people. In high school, we learned how the most basic elementary school lessons matter. We realized the value of not fearing our differences, accepting the diversity of our values and beliefs and embracing different perspectives. We learned change can only occur when we speak up and voice our different opinions. Right now,

our future stretches out before us, but we must remember the lessons we were taught when we set off to explore the world. We must remember to be kind to and grateful for those who challenge our ideas, because that is the only way for us to develop and move forward. At WIC, we have been privileged to experience incredible schooling, with talented teachers, who are infectiously passionate about what they teach and who have encouraged us to explore our interests and passions. These teachers have truly made an impact on this graduating class. They go above and beyond the job description, running clubs, supporting initiatives, and being involved in the school outside the classroom. They find ways to connect with their students, by suggesting a book, or taking a genuine interest in students’ lives outside of school. These little conversations, these little moments of caring, are what truly create a strong and confident educational community, where students’ strengths can shine. We must remember to be grateful for the teachers and mentors who have made the effort to connect with us. Because of them, we are ready to embrace the world with all of its challenges and complexities. Their positive influence and sage wisdom will endure throughout the rest of our lives. We are fortunate for the countless opportunities and experiences offered to us. We have rarely had to experience failure and when failure threatened, we have been given so much support

by our families and teachers. Our successes are not simply our own. They also belong to the people, our parents, teachers, mentors, and friends, who encouraged us through failure and those who inspired us when we felt defeated. We have been so fortunate at West Island College that struggle and strife have been invariably transformed into opportunities for learning a valuable life lesson. The foundation we have built at WIC, made up of our successes, our failures, and all the opportunities we were given to reflect upon our actions and improve ourselves, has given us a wonderful, confident start to our lives. So, as we build our lives, as we venture out into the world, it’s important for us to remember to be grateful for what we have been given. We must remember all the wonderful people who have helped us get here. We must remember to grateful for our time together at WIC. And perhaps, most importantly, we must remember that a kind word, a smile, or even a cup of coffee has the power to change lives. On behalf of the graduating class of 2017, we thank everyone at WIC and our supportive families for your commitment and dedication to our growth and development. You have touched our lives profoundly during these wonderful, formative years. Thank you.”

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Marshall Anderson, ’90

Jeremy Freeborn, ’95

Arden Styles, ’92

WICelebrates Faheem Allidina, class of ’94 Alumni Achievement Award for Philanthropy Faheem joined BMO Nesbitt Burns in 2000 after initiating his career as an Investment and Treasury Analyst. A bilingual native of Calgary, Faheem was nominated to Vice President in 2009 and then Managing Director/Branch Manager in the fall of 2014.

"Faheem and some friends got together, formed a committee, and organized the Rehana Big Smiles Golf Tournament which ran for over four years in her name. They raised over $100,000 in this time, and each year, the proceeds went to a different non-profit organization.

Married to Jabeen, Faheem is kept busy with his young children Anna and Aydin and their growing interests and activities.

There were two key criteria for choosing the organizations:

Faheem is an an avid sports fan, he loves to travel and has a developing interest in world history, which may have begun developing in Social Studies with Mr. Rennie. He has volunteered his time for, and donated to, a number of causes in the community over the years. Faheem explains his Philanthropy as "taking something tragic and turning it into something positive." After the tragic death of his sister,

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1) The organization must align with the committee's values and interests; and 2) Someone on the committee must be connected to the organization in some way. The organizations that were ultimately chosen were: Right to Play, Alberta Children's Hospital Foundation, Wellspring, and Kidsport Calgary. Faheem's formal philanthropic efforts and the golf tournaments ended two years ago however, he is still involved in the community through his own personal charitable giving, including through sponsorship of WIC’s Business Institute.

Janine Davies, ’90

Steve Major, ’82

Kathryn Waslen, ’01

Janine Davies, class of ’90 Alumni Achievement Award for Personal Achievement Janine travelled the world collecting multiple degrees and educational experiences, starting with a nursing degree from the University of Calgary, which she completed in 1995. She followed this by a Masters of Science in Health Research. Still not enough for Janine, she then moved to Hamilton for her medical doctorate degree at McMaster’s University. She also completed some of her training through Harvard school of Public Health as well as in the Yukon and South Africa where she researched AIDS and TB treatments. Janine returned to Calgary to complete her residency training as well as a fellowship in medical oncology. She then moved to North Carolina where she did a two-year fellowship learning how to develop and run phase I and II clinical trials. What this implies is the ability to perform early studies of potential anti-cancer medications. And finally in 2006, after 16 years of post-secondary education, Janine was finally ready to get a job and start getting paid for all or her hard work!

as well as a grant for over $200,000 for a study in Cancer Survivorship Care Planning.

Janine has received over a dozen grants and awards throughout her career, including the Future Leader in Oncology Innovation Award, and an impressive BC Cancer Foundation Innovation Support Fund for over $10,000,

As an oncologist, Janine cares for patients throughout their deepest suffering. Kindness, compassion and empathy are only a few of her valuable traits.

As if Janine’s medical commitments are not enough, she has also undertaken learning how to speak Afrikaans, in addition to her enjoyment of multiple outdoor activities such as telemarking, downhill skiing, hockey, cycling and running. Janine currently works in Vancouver as a Clinical Assistant Professor and medical oncologist at the British Columbia Cancer Agency. She continues to be heavily involved in teaching and cancer research, in addition to her clinical work specializing in gastrointestinal cancers, which include colorectal, stomach, liver and pancreatic cancers. Her main areas of interest in research are specifically related to testing new drugs and improving how patients are monitored after their treatment is over. She ensures that all of her patients get the benefit of better care, such as follow-up after treatment of cancer, or management of the side effects of cancer.

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Jeremy Freeborn, class of â&#x20AC;&#x2122;95 Alumni Achievement Award for Arts Jeremy Freeborn has achieved success and made significant contributions to the Arts. He received the Davies Shield of Citizenship in his graduating year, and immediately moved on to earn a communications degree from the University of Calgary in 2000. In 2002, he was one of seven Canadians to receive a TSN broadcasting, Education and Skills training internship and bursary while completing a Broadcasting Diploma from Mount Royal University. Jeremy has volunteered at over ten different organizations since his time at WIC, including three years at the Olympic Hall of Fame, four radio stations, TSN Radio 1050 Toronto being the most recognized, and seven years at Canada's Sports Hall of Fame. In 1997, he received an award from Baseball Calgary for his outstanding contribution. Jeremy has held a wide range of positions throughout his professional life. His freelance writing work has featured interviews and stories about many high profile athletes including Kelly Hrudey, Henry Burris, Theoren Fleury, Lanny McDonald, and Stephen Ames. During his time working for organizations, he has been a Technical Operator for Rogers Broadcasting,

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Editor of Go Magazines and a Writer/Editor/ Research Assistant at the Canada Sports Hall of Fame. These experiences have led Jeremy back to self-employment and freelance writing where he has written biographies for Sarah Burke, Kaillie Humphries, Charles Hamelin, Ashleigh McIvor and Hayley Wickenheiser, Willie Oâ&#x20AC;&#x2122;Ree and a summary of the history of Canadian women at the Olympic Winter Games. Over his career he has interviewed over 334 professionals including Alexandre Bilodeau, Tessa Virtue, Scott Moir, Roberto Alomar, Donovan Bailey, Hayley Wickenheiser, Clara Hughes and Ian Millar to name a few.

Arden Styles, class of ’92 Alumni Achievement Award for Business After graduating from WIC in 1992 (and spending a semester aboard Class Afloat), Arden went to Bishops University in Québec where he studied Political Science and Business. After graduation, he worked in the investment/corporate finance industry for two years and obtained his Investment Advisor license. Shortly thereafter, Arden attended UBC to pursue his MBA with a focus on e-commerce and finance. Arden then moved back to Calgary where he started his management consulting career. He worked with a small boutique consultancy, as well as KPMG and EY. During this time, Arden worked with and advised small entrepreneurial organizations all the way up to large multinationals and crown corporations. Arden obtained the Travel Industry Counsellor, the Certified Management Consultant, and the Project Management Professional designations and his work has taken him throughout Canada, the United States, and Western Europe. Until recently, Arden was the Director of Operations for Grant Thornton Alberta where he oversaw over $40M in annual practice revenue and a direct reporting team of 25.

for all operational aspects of venture creation, from negotiating and finalizing business services contracts, to development of new business and investment proposals with prospective investors and partners, to liaising with family offices around the world, and the oversight of the company’s commercial property leases, among many responsibilities. Locally, BIG has made an impact in the Calgary tech scene by providing seed funding and in-kind contributions to Calgary Makerspace, providing Calgary innovators with access to prototyping and fabricating tools and facilities. Arden is also a founder and Managing partner of both the Blockchain Legal Association and the Blockchain Merchant Group that collectively strive to provide a legal framework to deal with new issues that arise from blockchain technology in addition to the identification and development of innovative ideas in this bleeding-edge disruptive sector. Beyond Arden's business pursuits, Arden's interests include scuba diving, travel, and with his wife, raising their first son, Beckham.

He is now the Chief Operating Officer of a Calgary based venture capital firm, the Business Instincts Group (a.k.a. BIG), with offices in Calgary, Toronto and LA. Arden is responsible

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Homecoming 2017

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Alumni Highlight A Culture of Respect Ashton Anderson CLASS OF 2004 “After graduating from WIC in 2004, I was faced with a difficult choice: where to go to university? Looking back, I feel deeply relieved at what I chose. As one of Canada’s best schools in the heart of one of my favourite cities in the world, McGill was clearly the right decision for me. I was always a metropolitan kid into cultural things, and being in the right environment was really important for me to fully develop as a person. I think I would have been stunted if I had gone to a place I was less compatible with. At McGill, I started off in chemical engineering, but eventually found my way to computer science. The turning point was taking an algorithms class (and later doing research with) a professor who quickly became a mentor and singularly important figure in my life. I have never been as engaged with anything as I was working with him, and he was amazingly generous with me. Mark Twain once observed that, “the really great make you feel that you, too, can become great.” I was very lucky to meet a mentor who gave me the courage and conviction to be ambitious. I then went to Stanford to pursue a Master’s in Computer Science, and stayed on to complete a PhD. McGill is a great school, but the sheer power of the intellectual climate I found myself surrounded by at Stanford was on another level. My office was a few doors down from the Google co-founders’ office when they were still at Stanford; I spent my summers interning for Yahoo, Microsoft, Google, and Facebook; and I collaborated with and learned from some truly incredible people. Being in Silicon Valley was similarly stimulating — the whole area is infused with a profound optimism and energy that feels different than anywhere else.

I am now finishing up a two-year appointment as a postdoctoral researcher at Microsoft Research in New York City, where I conduct academic research in an area called computational social science. I apply techniques from computer science to the study of social phenomena, particularly online human behavior. For example, in one of my projects I analyzed an entire year’s worth of tweets to study the structure of how things spread online, defined what it really means to go viral, and measured how often that happens (hint: not often). This summer, I will be starting as a tenure-track professor of Computer Science at the University of Toronto. When I look back now, it is obvious that WIC played a crucial role in my life, and that I would have been an entirely different person had I gone to another school. I am very grateful for the teachers and staff that pour their hearts into WIC; for the culture of respect and support that WIC somehow fosters; and for my parents for sending me to WIC in the first place.”

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Alumni Class Notes

Aleena Virani class of 2016 Over the past year, she has been pursuing an Honours Bachelor of Science degree with a major in Life Sciences at Queen’s University. She is fortunate to be attending as a recipient of the Chancellor’s Scholarship. Her involvement in clubs such as the Queen’s University Child Health Association and the Queen’s Ismaili Students Association has given her the opportunity to interact with dynamic individuals and form lifelong friendships with wonderful people. She fell in love with Queen’s over the course of the past eight months — with both the beautiful campus that she now calls home as well as the people around whom she can be the truest version of herself. She was the recent recipient of the Governor General’s Academic Medal. She was presented the award during a WIC school assembly in May 2017. She recounts the experience of “having the award presented to me in front of the community that supported me for six years was an experience that I won’t soon forget.” She will be spending the majority of her summer working as a student researcher at a medical clinic before heading back to Ontario in September.

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Kailey Beddoe class of 2006

Chantelle Majkovic (née Styles) class of 1997

Kailey is living in Calgary with her husband and two-year-old son River. In November 2014, Kailey co-founded Junction 9 Yoga and Pilates, located in Inglewood. She is busy running a small business and being a Mom and loving every second of it.

After graduating from WIC in 1997, she attended the Calgary Conjoint Nursing Program at the U of C where she received her Bachelor of Nursing degree. She became an RN and worked for three years in general medicine and then followed her real passion which ended up being in the Intensive Care Unit, where she continues to work today. In between all of this, she also managed to find her perfect match Nick, they married in 2005 and now have four beautiful, healthy children.

www.junction9.ca Twitter - @Junction_9

Aaron Logan class of 2004 After WIC, Aaron went to Queen's to take Mechanical and Materials Engineering where he graduated with Honours. Aaron met his wife Anne Logan in residence at Queen's - they have a two-year-old daughter together, Ava Logan. After a brief period of three years working for Schlumberger, Aaron and four colleagues (including his brother Justin Logan — another WIC graduate) founded Evolution Engineering (www. evolutioneng.com) in 2011. Aaron started out as Mechanical Engineering Manager, and since then has progressed to Vice President Engineering — he is a key inventor on over 100 unique patents between Schlumberger and Evolution Engineering. Evolution Engineering has grown from five founders to over 70 employees, three offices, and 217 patents.

Kira Spence (née Horsfall) class of 1997 Kira, a native Calgarian and avid hiker, continues to live in Calgary with her husband Dave and son Connor. After a decade of teaching Social Studies at a local private school for athletes, Kira has recently opened her own academic consulting company, Peak Academics. Kira now works directly with student athletes to balance their academic obligations with their athletic pursuits. Kira’s passion for education started when she entered WIC’s doors and it continues to fuel her entrepreneurial spirit.

Summer 2017

Event Listings Registration Day

Open House

September 5

October 26

7 p.m.

September 6

Remembrance Day Ceremony

November 9

First Day of Classes

Undergraduate Awards Ceremony September 8

9 a.m.

Grade 9 to 10 Transition Evening

9 a.m.

November 16

Grade 9 — 12 Meet the Teacher Night

7 p.m.

September 11

WIC Annual General Meeting

7 p.m.

November 23

Grade 7 — 8 Meet the Teacher Night

7 p.m.

September 13

Drama Production

7 p.m.

December 6 – 8 7 p.m.

Parent Teacher Conferences October 11 – 12 5 - 8:30 p.m.

Winter Concert

December 12

Bella Concert Hall – Taylor Centre for the Performing Arts

WIC Legacy Gala October 20

Mount Royal University, 4825 Mount Royal Gate SW

Hotel Arts, 119 12 Avenue SW

6:30 p.m.

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7 p.m.

Grades 7 to 12

Business, Engineering, Health Sciences and Liberal Arts Institutes

Be Bold.

French Immersion & French and Spanish as a Second Language

Be Brave.

Advanced Placement Fine Arts Leadership International Studies

Be Ready.

OWN YOUR FUTURE West Island College Calgary

westislandcollege.ab.ca

@WICYYC

West Island College Calgary

403.255.5300 7410 Blackfoot Trail S.E.

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West Island College Calgary

@WICYYC

West Island College Calgary

7410 Blackfoot Trail S.E. 403.255.5300 www.westislandcollege.ab.ca