Technology - Compass Fall Winter 2014 by American Section Lycée International de St. Germain en Laye

AUTUMN / WINTER 2014

Compass

m a g a z i n e

TECHNOLOGY AMERICAN SECTION

LYC É E I N T E R N AT I O N A L D E S T G E R M A I N - E N - L AY E

The American Section has

opened the door to technology. Our classrooms are equipped for 21st century learning, teachers are enthusiastically adopting the new tools and we are continually researching ways to create innovative learning environments.

Compass

ASALI-American Section of the Lycée International

Table of Contents

Rue du Fer à Cheval - BP 70107 78100 St. Germain en Laye, France Phone + 33 1 34 51 74 85 Fax + 33 1 30 87 00 49 www.americansection.org

4 Director’s Corner Wikis, iPads and Chromebooks in OIB Language and Literature

The magazine is distributed without charge to current parents, alumni, faculty and staff, parents of alumni, and other friends of the Section. Director: Scot Hicks scot.hicks@americansection.org Editor: Margaret Jenkins margaret.jenkins@americansection.org Graphic design: Judy Loda, judylodadesign.com Printer: Imprimerie Jasson-Taboureau Editorial Committee: Amy Crist, Dawn MacLaren, Catherine Reed Contributors: Grace Abuhamad, Alexandra Cavoulacos, Adrienne Covington, Edward de Fouchier, Orme de Saint Hilaire, Jack Freudheim, Mary Friel, Scot Hicks, Jonathan Hall, Beccy Haugen, Ben Heckscher, Terry Hershey, Charlotte Jarquin, Lucas Mennella, Cymoril Métivier, Barbara Moross, Douglas Penner-Lacompte, Olivier Plas, Carl Schoonover, Sophie Snel-Wark, Gabriella Turek Photography: Pauline Grieb, Celia Heudebourg, Pien Jaeger, Margaret Jenkins, Donna Le Joncour, Marjolein Martinot

5 Lower School Using iPads to Help Project Week Take Off

“...I am certainly grateful that technology has allowed me to rethink the total student

Vol. 4, Number 1 Copyright 2014 by ASALI. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise, except brief extracts for the purpose of review, without the permission of the publisher and copyright owner.

experience in this very

We have made every effort to ensure the accuracy of this magazine. If you have any questions, corrections or comments please contact the editor at margaret.jenkins@americansection.org.

Over the past few years

Founded in 1952, the American Section provides an American educational and cultural experience of exceptional quality within the unique context of the Lycée International, where thirteen national sections are represented. The American Section prepares students to become lifelong learners and global citizens by fostering intellectual curiosity and self-confidence that help students realize their full potential and developing students’ leadership abilities and sense of responsibility towards others. The American Section pursues this mission through a rigorous and rewarding American curriculum which culminates in the French Baccalaureate with International Option, as well as through a broad and enriching co-curricular program including such activities as drama, community service, sports and student publications. Please address admissions inquiries to Director of Admissions, Mary Friel, at admissions@americansection.org.

7 Middle School Virtual Textbooks in Troisième Collaborative Work with Google Docs Using Chromebooks in Sixième and Troisième Book Trailers 10 Upper School Technology for Digital Natives Cyber-Etiquette A Case for Wikis 12 Student Voice 2014 Scholarship Awards

traditional business. 16 Graduation - Class of 2014

the American Section

18 Development Report 25 Window on the Lycée Implementing the ENT

has been integrating 26 Introducing

technology at all grade levels, enhancing the educational experience of all our students.”

Scot Hicks and Becky Cohen 28 Alumni Focus

On the cover, left and above images by Marjolein Martinot (www.marjoleinmartinot.com). We thank her for her collaboration with Compass.

C I think I might have been forgiven for doubting that technology had anything to offer the teaching of OIB Language and Literature. Hardly a Luddite myself, I had eagerly adopted technology for my administrative and personal work from the days of Apple II and still am convinced that Excel is the best thing since apple pie. But what could technology offer the teaching of literature to students who are asked to perform in four-hour handwritten essays and half-hour orals? My teaching is a mix of discussion and lecture. I set essays and commentaries and conduct mock orals. What could be more obvious? But an examination is not an education, and even success on an examination is not best achieved by teaching to the exam. Of this I had ample proof in my early teaching of AP, IB and A-level Latin, where teaching students how to read Latin verse aloud and even compose it reaped huge rewards, not only in their enjoyment of Latin literature but in their performance on multiple-choice and sight portions of those examinations. So in 2006 I started with a wiki project in Première. The idea at first was to encourage students to explore outside a text and to present their findings in different media. I wanted students to have a sense of the limitless possibilities that an OIB reading of a text tends to obscure. The result went well beyond my initial expectations and it has been an experience I have repeated and refined in subsequent years. Meanwhile our class wikis have become a repository of OIB resources, exemplary student work, a work calendar, and a way to submit work online.

Wikis, iPads and Chromebooks in OIB Language and Literature

And along came iPads and Chromebooks. The ease of filming with iPads and projecting with Apple TV suggested a use of iPads in the way we train students for the oral. My initial experiment with the mock oral last year proved helpful, I believe, for most students, allowing them to review their oral and critique their delivery, even if they did not wish to renew the experiment in subsequent mock orals. The experience also proved helpful for me as the Education Ministry considers introducing videoconferencing for the OIB orals. If my initial use of the iPad met with tentative success, the case for Chromebooks became more immediately apparent. Here was a way to become directly involved in student writing at the process level. The use of Google docs has allowed me to “look over the shoulder” and respond to student writing as it happens and has caused me to rethink the way I approach creative writing, notetaking and OIB review, all areas essential to student success but not formally addressed by my former OIB teaching and assignment style. None of these forays matches the excitement of a great class discussion or a piece of student writing that takes me places I never dreamed of going, but I am certainly grateful that technology has allowed me to rethink the total student experience in this very traditional business. Over the past few years, the American Section has been integrating technology at all grade levels, enhancing the educational experience of all our students. This issue of Compass will allow you a glimpse into our classrooms, to see just how technology is being used. Enjoy! Scot Hicks Director

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Incorporating iPads in Lower School

The arrival of iPads in our primary classrooms has enabled students to work independently on projects and activities. It also provides opportunities for them to learn research and technology skills, as well as to practice responsible internet habits. iPads in the classroom have given teachers an opportunity to evaluate their teaching practices and to examine how best to integrate technology into the classroom. There is no doubt that using the tablets creates a motivating “buzz” when students are learning with this technology. Before taking advantage of these tablets, teachers need to examine their current practices and see whether using the iPads is an effective way to teach the desired concept. One of the first things we have had to do is to acquaint the students with how to treat the equipment and train them in appropriate academic use of the tablets. The initial sessions are often frustrating when the iPad doesn’t function correctly or a student doesn’t understand how to do a task. These instances, however, often allow for student “teaching moments” as children help each other, and in some instances, help the teacher solve the problems. Each student has his or her own iPad and this allows for individualized learning. It also provides a “bridge” for students to work at home and at school. Students in some classes have been given their own email addresses at our school domain. With these addresses they can only email other students and teachers in the American Section and cannot receive mail from outside sources. This provides a secure way for them to communicate with project partners and with their teacher. It also allows them to send work to themselves to be continued at home or at school. (continued on next page)

FA L L / W I N T E R

2014

Spotlight On: Using iPads to Help Project Week Take Off

(continued from previous page) When designing activities for students to use the iPads, the teacher needs to determine the learning objectives and to see whether the iPad is an effective way to meet these. Last year, our media specialist, Charlotte Jarquin, and I re-examined how I taught the fifth grade biography project and decided to do away with the poster/ paper/photo essay in exchange for a Prezi slideshow format. Not only did this allow students to work digitally with information, it reinforced the concept of focusing on one aspect of the person’s life and determining the main ideas. Students were able to work at home and in school on the project.They received guidance on how to save and manipulate photos and text, as well as the actual information content they shared. Based on the results and from student feedback on what did and did not work, I will need to look at ways to refine the project this year.

Finding appropriate uses for the iPads in instruction is both a challenge and a reward for teachers. The use of this tool forces us to look at our methodology and routines in order to find ways to enhance student learning and motivation.

The 2014 Project Week theme, Inventions, led the third graders to take a close look at airplanes. A blog was set up for them by Amy Crist, Lead Librarian and Media Specialist, with film clips and information about airplanes. During the first session, students were introduced to the science of flight, and then they folded simple paper airplanes in order to conduct some experiments. The second session was devoted to folding more complex paper airplanes of famous airplane models like the Concorde, for example. Since the folding instructions for the various planes were on YouTube, iPads seemed like the perfect way for students to work at their own pace. Amy Crist and Charlotte Jarquin set up the iPads with the YouTube videos and were on hand to help students during the afternoon. The result was extremely positive. All students were focused on what they were doing. Some needed to back up and watch the video or parts of the video several times, while others worked more quickly. It was easy for the teacher to see who was having difficulty with this exercise, who needed assistance, and who could work totally independently. As soon as the students finished folding their planes, they helped their classmates by giving tips or just getting them past a difficult part. Not only was the classroom abuzz with activity during the session, but also when the teachers from all three third grade classes compared notes, it was clear that the class that worked with the iPads completed more planes than those that did not. Undeniably, using iPads allowed students to control their learning and work at their own pace, and helped the project “take off” smoothly.

Douglas Penner-Lacompte Lower School Teacher

Barbara Moross Lower School Principal

During a reading activity, I wanted to find a way to elicit students’ opinions on several characters in a class novel. I didn’t believe that polling the students through a show of hands was going to give us enough detail, and I couldn’t ensure that everyone participated, so I created a survey and sent it to the students using their email addresses. Using the iPads in classroom, they accessed their email accounts and responded to the questions. We were able to project the pie chart results immediately on the Smart Board and discuss patterns and differences. Another opportunity for individualized learning with the iPads is through our differentiated reading program. In the Grade 5 Language Plus class, the students read selections online and then do comprehension work in the classroom. For students who wish to reread the selections, they can connect to the site via the iPad. Previously, students had to wait for someone else to finish with the hard copy booklets if they needed to reread.

Third grade students used iPads to master airplane folding techniques.

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VIRTUAL TEXTBOOKS IN TROISIÈME:

A Case of Getting What You Wish For otherwise watched. One of the most exasperating issues I’ve ever had to It was only a matter of time before other creative endure--both as parent and teacher--is the ongoing battle projects began to percolate in my brain. If I could help over heavy backpacks. Nothing ever caused me greater lighten a kid’s backpack--what else could I do? I quickly anguish than watching microscopic Sixièmes hunched over, realized that creating a digiagenda would be a useful tool turtle-like, on their way to a class. Why doesn’t someone for the kids. So often, one is rushed at the end of class... make a law outlawing this kind of abuse? Oops--silly me, and the homework assignment doesn’t always get its full they did! And still the torture continues! You can then imagine measure of explanation. The poor kid who has to dash how my shock turned to delight when unexpected changes to off to sports, or who had to be excused early for a doctor’s the Troisième history curriculum in 2012 left me with a whole appointment wouldn’t always get the right homework new course...and no textbook. information from classmates. Seizing an opportunity to turn this figurative lemon into The digiagenda has resolved that problem. Each week, lemonade, I hit upon the idea of creating a digibook--a virtual I write up the homework on an “Updates” page. Students textbook for my students. The result? Lots of time spent check in and see what the assignment is for the coming researching the internet for useful materials for my classes--and week. The best part is that I get to provide a tailor-made “book” that takes up space in the clear instructions on what is expected, cloud--and not in student backpacks. which wasn’t always the case. There is also The new Troisième curriculum focuses on one other benefit...I get to share all that the 20th century, so I had plenty of material delightfully goofy stuff with the kids that I at hand. But the virtues of a digibook are not couldn’t before due to time constraints. To just the wealth of information available--but give you an example, last week I introduced the fun, creative process that touched every the kids to the live webcam at Abbey single “teacher” nerve in me! Road. Result: Connectedness to the world What I discovered as I began to assemble around them...and a possible trip in the my digibook was that I was truly in control future to northwest London! of my students’ learning. Primary sources, If I were to sum up the advantages of the photographs, obscure documents...if it virtual textbook, it would boil down to the following: were available for use and appropriate for my students, then “in” it went! Not only could I oversee what the kids read--I 1. A chance for me to extend quality time with my students by could enhance my teaching time by “flipping” the classroom, “virtually” presenting documents and lessons for them to having them preread important materials before a designated read after the school day is done. lesson. For example, if there was not enough time to introduce the Treaty of Versailles...no problem--I could have the 2. Opportunities to be as creative and to think out-of-thekids read selected passages at home. At the next class, having box as much as possible. Every 21st century sage worth pre-taught themselves about the Treaty, they’d be ready to his or her salt declares loudly how important it is that this understand the significance of the Treaty and its continued next generation embrace creativity in the workplace. role in twentieth century world history. In other words, the My hope in going digital is that I’ll not only excite kids to learning that goes on outside the classroom is as varied and learning, but also--in some small way--serve as a model rich as I choose to make it. for creativity as well. Right from the start, response to the digibook was over3. The book is accessible anywhere--an assignment over whelmingly positive--the kids loved it. And I could be as the vacation only needs an internet connection. Eventually, creative as I saw fit. For example, one assignment over the I hope that students can check out their assignments Toussaint vacation was to watch Charlie Chaplin’s Modern anywhere in the world--even as they head off to exotic Times as part of the lesson on the transformation of European locales for a much deserved bit of R and R. society pre-1914. Through the digibook, I was able to provide the kids with the YouTube link, safe Interested in seeing what part of the Troisième in the knowledge that they would textbook looks like? Type this address to explore a watch a version I had already chapter for yourself: screened for them. The result: the http://covingtonphilosophiesofhistory.blogspot.fr. kids “had fun” doing their homeAdrienne Covington Be sure to note that the tabs lead to philosophers work and watched a cinema classic we’ve discussed in class, and the excerpts selected to Middle School Principal, build on classroom lessons. that many of them might never have Troisième History Teacher FA L L / W I N T E R

2014

M S

Collaborative Work with Google Docs Faithful to its belief that technology must play an increasing role in our pedagogy, the American Section continues to develop programs that meet our students’ needs while nurturing their natural curiosity and hunger for knowledge. As a direct result of this approach, our teaching community has explored the advantages of using Google Docs in--and out--of the classroom, and it has proven to be an amazing collaborative tool! To make it easier for busy parents to learn why the Section is so keen on Google Docs, we’ve prepared this primer:

Why Google? The Section opted to go with Google for Educators a couple of years ago, thanks to its intuitive interface, high performance and userfriendly approach. Have you wondered why your child needs a gmail address with us? It is so that he or she can safely work on Section projects, all under the watchful eyes of our teachers and librarians. Don’t these kids spend enough time in front of a computer? Perhaps--but is it quality time? There’s a lot more to using the computer than Facebook or Minecraft! In fact, at this critical stage in their cognitive development, it is important that we train our Middle School students to understand that the computer is a serious tool for learning-not just for having fun. The teachers and librarians wholeheartedly feel that teaching your children responsible

research techniques is a gift for life-one that will serve them well through their university years. What kinds of skills could my child learn from using Google Docs? The Sixième history curriculum includes a research project on the Civil War, and last year, students produced attractive websites to present their final work. It is a complex assignment, with multiple tasks--all of which are useful for the future. Furthermore, working on a computer actually stimulates a student’s creativity. Research proves (and we’ve noticed!) that writing on a computer gets kids’ juices going so that even the most reluctant writer produces LOTS of captivating prose! Is it true that my child needs to go on the computer for schoolwork? Yes, absolutely. Section teachers especially

appreciate Google Docs and the possibility to extend classroom time. For example, history research projects are time-consuming, so keeping to a tight schedule is challenging due to the two-hour weekly sessions. What’s more, kids can afterwards share their assignment on Google Docs with their teacher who will comment on the work they have done thus far. The editing function, such as comments and revision history, make for a productive collaborative learning process, and the student receives his or her feedback in a format that is easily accessible. Isn’t collaborative learning the trend right now? Why should my child spend his or her time alone in front of a computer? The best part of Google Docs is that once your child has a Gmail account, he or she can create documents that are instantly accessible

SPOTLIGHT ON:

Using the Chromebooks in Sixième As soon as the Chromebooks entered our classroom and were conveniently placed in plain view, there was a general anticipation amongst my sixth grade students. I knew I had to think fast. “Kids, isn’t this exciting, let’s try them out now!” Within seconds, I had every student’s devoted attention. You could hear a pin drop as I passed out the tablets. In no time, they were up and running - the computers that is, not the kids! We had just finished reading “Al Capone Does My Shirts” ‘in class, so I said “Kids, how would you like to design your own comic strips with the Google Chromebooks?” As any teacher knows, there are moments when one has to think fast on one’s feet and improvise. I quickly mustered up a few guidelines and expectations and then...let them loose. They were to recreate a scene from the book. The results were amazing. We displayed all the projects on the white board, admired them, gave constructive comments and asked questions about the different techniques that were used. The project was both fun and instructive.

Nadia Enesco’s Al Capone comic strip

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Terry Hershey Middle School English Teacher

Spotlight On: Troisième Book Trailers

to his or her classmates. So, if the assignment from the literature teacher is for a group to create a special writing assignment, the students can sign on-no matter where they are--and write up a storm, all in real-time. Google Docs is all about collaboration! Thanks to the recent purchase of Chromebooks, students can work in their Section library, or on any device, anywhere. Google Docs is also available offline, meaning that a child’s work can be saved and automatically uploaded the minute they walk into a wifi space. So--have you ever wondered what to do when your child sits in the car waiting for a sibling to finish that piano lesson? Google Docs is your answer! And Google Docs spares you one other anguish--no more USB keys to misplace.

Each year, Troisième students take out fiction books from the library, and the teaching team had been looking for a way to validate - not just evaluate - what is essentially private reading. Meanwhile, as a school, we recognize that students today will likely spend the majority of their private, professional and creative lives using technology. For that reason, we’re integrating technology into the classroom across the campuses and grades. At last fall’s ECIS conference, l saw a presentation on “book trailers.” The idea was to produce a 1-to-2-minute trailer, just like a movie, that would give a teaser of the novel. The hook was that we would upload all these films to the Section’s Vimeo page, print QR codes, and affix them to the books themselves; students curious about the book could scan the code and watch the trailer. As students read on their own time, we began the process by analyzing trailer styles for techniques and moods, including mash-ups like a horror trailer for a comedy or a comedy trailer of a horror film. The idea was to help students work out how pacing and soundtrack communicate mood and genre. We noticed that the trailer had to introduce the main characters, that it should establish the story’s plot, often in the form of a one-sentence tag-line. The trick is not to give away the ending! We used a free Google app called WeVideo to produce the trailers (though they could use any program they were comfortable with), allowing them to upload and access their work anywhere. Students did their own filming, editing and sound recording, and added subtitles and credits. We screened some of the films in class, and then went to the CDI so that everyone could place their QR codes on the book. Next time you’re there, grab one of the iPads and poke around! Ben Heckscher Middle and Upper School History Teacher

You say that Google Docs is good for the environment? Sure--no more driving your kids all over the place for a weekend study date. Google Docs provides the same collaborative “groupwork” experience--with no wear and tear on your car... or you! As of today, more than 20 million students, faculty and staff worldwide use Google Apps for Education, so promoting the use of Google Docs in our school means that we are opening up fresh learning experiences for our students. There’s one other valuable aspect of working on Google Docs-kids can keep track of their writing pieces throughout their schooling, easily creating and storing their work in an e-portfolio. Google Docs provides our students with a safe, reliable way to keep track of their own progress as lifelong learners. Charlotte Jarquin Media Specialist

Samples of the finished book trailers, by Priscilla Benyahia and Axel Fayet

FA L L / W I N T E R

2014

Technology for Digital Natives digital native (n): a person born or brought up during the age of digital technology and so familiar with computers and the Internet from an early age. Schools today are full of digital natives. Several years ago when the American Section had just installed Smartboards in our classrooms, a young preschooler exclaimed “Ohhh it’s tactile!” upon touching it for the first time. Those of us who belong to the generation of digital immigrants might find this surprising, but students today expect to see technology in their classrooms. It is ubiquitous in their lives, exciting, and fun. They know how to play, swipe, open apps and use computers. Why should a school be the only place where they don’t interact with technology? The challenging task for educators is to bridge the gap between toy and tool. The technology used in the classroom is not for playing but for learning, collaborating, and creating: tools not toys. Unlike many schools, the American Section did not race out to buy technology for its classrooms at the beginning of the technology in education craze. Many schools purchased hundreds of laptops or tablets which sat in cabinets collecting dust. Waiting several years allowed the Section to learn from the mistakes of others and to implement a technology program that makes sense in its context as a section of the Lycée International. This program is based on success stories in the United States and uses the International Society for Technology in Education Standards as guidance, thus ensuring that students in the American Section receive similar opportunities for learning technology skills as their American counterparts. The common perception about digital natives is that they already know everything there is to know about technology. How couldn’t they with all the time they spend in front of a screen or connected to a mobile device? The problem is that they don’t necessarily know how to use the technology as tools for research and classwork. The advent of the Internet has made enormous amounts of information readily available. When given a research assignment, students’ first instinct is to go to Google, type in a couple words, copy and paste what they’ve found into a document and call it done. There is little or no thought given to the research process or critical assessment of the sources. Almost ten years ago, the Section recognized the value of digital or information literacy instruction. Initially, students took notes on paper and went home to practice skills demonstrated in class on Smartboards. Any questions or problems which arose had to be dealt with by parents or siblings. This was not an ideal situation. The purchase of class sets of Chromebooks for Middle School and Upper School allows the introduction and practice of research skills with the students in class. The Chromebooks also permit the students fully to take advantage of the Google Apps in Education platform which we rolled out several years ago (see related article on p.8). Similarly, in the Lower School, class sets of iPads for students from maternelle to fifth grade will allow new teaching and learning opportunities (see related article on p.5). By introducing technology as learning tools and teaching skills at an early age, the American Section is committed to having this generation of students who come to us as digital natives leave with the skills to be digital literates. Amy Crist Lead Librarian and Technology Coordinator

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“Not only does technology enhance student learning, it allows me to model skills in ways I never could before. “ Michele Silvestri, Head of History

Cyber Etiquette Children and adolescents spend an enormous amount of time online. Most parents closely track the screen time of their young children. It becomes increasingly difficult to monitor online activity as children get older and have their own telephones and computers, or homework assignments, which require them to complete online research or consult teacher blogs. In the American Section, we believe strongly in helping to keep students safe online by teaching responsible behavior. In Lower School, students receive digital safety lessons teaching them how to protect their identities online, keep their passwords safe and, most importantly, what to do if something happens that makes them uncomfortable. The answer is almost always to tell a trusted adult. All Lower School students using the iPads in class are asked to sign a technology promise which outlines expected behavior underscoring safety and respect. In Middle and Upper School, the same principles apply. At the start of school, I kept overhearing our principals and teachers say, â&#x20AC;&#x153;Be nice to each other.â&#x20AC;? The term respect encompasses the essence of the technology acceptable use policy all Middle and Upper school students sign. The document clearly stresses a no tolerance policy for inappropriate language or negative behavior toward fellow students and others. We discuss cybersafety, plagiarism, and appropriate online behavior with students each year to remind them of the responsibility that comes with using technology. Amy Crist , Lead Librarian and Technology Coordinator

SPOTLIGHT ON:

A Case for Wikis Living in Paris and commuting on the RER and then cycling from the station, the iPad has allowed me to prepare and review presentations on the train and utilize technology without being weighed down. Upon arrival in the classroom, linking up the iPad to the Smartboard allows me to use slides for structure and to show pictures and videos, yet still be mobile. After class, I then am able to upload those slides onto my class wiki for students to review. For Terminales, I also record an mp4 file of each lecture, which is also available on the wiki for students who missed class or are more auditory learners. More than anything, the use of a wiki allows me to stay in contact with the students outside of our biweekly meetings and answer questions or post reading or homework in one central location that students can reference at their convenience. Whether it be editing student essays online to save paper waste, uploading review documents, or posting notices, the use of wiki sites has allowed me to extend my contact with American Section students and to communicate with them in case of canceled classes and absences. Lucas Mennella Upper School History FA L L / W I N T E R

2014

2014 Scholarships Awards

From left: Award winners Ana Sanchez-Moreno, Yann Zhong, Pauline Grieb, Adeline Hafemeister, Marie Moullet, Josephine Odolant and Thomas Valderamma presented their experiences to the community this past October.

G LOBA L CITI ZEN AWARD:

Working at a Youth Center in Cambodia Can simplicity be a key to happiness? Our stay in the little Cambodian village of Chamlak in the province of Kompong Cham, brought us closer to the answer. A French missionary priest named Father François Ponchaud invited us to help in one of his youth centers. Whether we got up at five am to wash our laundry in a basin of well water or planted rice in the fields, we took pleasure in following the simple rhythm of the countryside. Father Ponchaud’s center in Chamlak is divided into two parts. First of all, a youth center, where young students, from 14 to 20 years old, are allowed to stay. These students are given the possibility of attending a school down the road instead of having to travel horrendous distances to learn. Throughout the trip, we became extremely attached to these teenagers, whom we helped with their English, and some even with their Chinese and

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French. We also taught them about how the Earth revolves around the Sun and why there is night and day. In the morning, we taught a group of around 35 children, (two to seven year olds) who attend the nursery school built by Father Ponchaud next to the center. We enjoyed every lesson, teaching them the names of animals, colors and other basic vocabulary in English through a variety of songs. Every child’s smile brought us closer to a self-reflection. The average human is often defined as “being stuck in his own bubble.” He tends to see no path other than his own. Through Father Ponchaud, we have learned otherwise. Though it can be hard to bring help to others in such a distant country, one can at least bring this touch of hope; extend one’s hand in friendship. We have yet to become like Father Ponchaud, dedicated to a sole cause of helping others. However, we do have our own

objectives and goals in life, and will do our best in order to achieve these goals. This does not mean that we have to walk this path without looking sideways, at the ones who struggle to even get onto their own paths. It is much harder for our friends in Cambodia to climb up this steep hill of restriction alone, without a helping hand. We are aware of the fact that we have not,

in two weeks miraculously improved their chances for the future. However, in going there, we have expanded their notion of the world beyond Cambodia. They, in turn, changed our perspective on a culture previously

barely known to us.

NYLF: Law and CSI

The lack of material wealth in the people’s lives made us realize that happiness is mostly spiritual. The generosity and gratitude they showed towards us, every day there, made us realize how lucky we were to have been given the opportunity for such incredible encounters. Gradually catching onto more and more Khmer vocabulary, we got to understand the Cambodian mentality and the uniqueness of this country. Saying goodbye was extremely hard but we cherish today all of those memories, which made us aware of genuine human nature and of how grateful we should be to have the opportunity to learn. During our stay, we met people we simply cannot and will not forget.

SUMMER SCHOLAR AWARD:

Pauline Grieb & Yann Zhong Terminale

Another portion of the program took place outside of the hotel conference vicinity. After visiting a law school, I was more informed on what applying for a law degree would imply and had an idea about what attending law school would be like. Before the end of the program, a trip to the mall and a short visit of Washington DC’s museums, landmarks, memorials and a federal court were on the list to make the week a full experience.

SUMMER SCHOLAR AWARD:

Glasgow School of Arts The first memory of my trip to Scotland is of hearing a strong accent whilst boarding the flight to Glasgow. Peoples’ first impression of me, I’m told, was my own American accent. But my summer was not just a study in accents. My trip to Glasgow was an experience both cultural and academic. I spent two weeks studying Illustration and Portfolio Preparation at GSA, immersing myself in the art world and getting a taste of university life. I studied in the university building with the university teachers along with international classmates of all ages. My classmates were amazing, as all had their own story as to why they had come, where they were from, and where they wanted to go. One was Scottish and could draw blindly, another was Spanish and wanted to go into fashion. Yet another was a Russian comic artist.

This summer I had the opportunity to join a program taking place on the outskirts of Washington DC with the organization Envision Experience. It was a National Youth Leadership Conference, where more than 300 high school students gathered from around the United States and Puerto Rico. This specific conference was on law and CSI (Crime Scene Investigation), which concentrated on criminal law and forensic sciences. The six day program was short but extremely busy between meetings with my group, guest speakers and preparations for the upcoming mock trials. The guest speakers were from a variety of fields, such as forensic sciences, law or crimes investigation police. There were many opportunities for questions which enabled the students to understand the specificities of each job. I especially enjoyed the mock trials, which were hands on exercises that helped me to get an idea of what a lawyer’s job is really like.

However, the program would not have been the same without the people I spent time with. Throughout the week, I constantly met people: roommates, group members, or just dinner companions. I met students from all around the United States which was very interesting and intriguing, especially being one of the only international students in the program that week. Adeline Hafemeister Terminale

The art classes were of course a whole new and wonderful experience. We were in large studios splattered in paint. I spent three days drawing the same dinosaur and came up with twenty different and interesting works. I was able to learn a range of new techniques, study the creative process, and better understand what art studies would be like. But most importantly I learned that spending an entire day in a studio smelling of paint with my fingers covered in charcoal was something I actually enjoyed doing. (continued on next page) FA L L / W I N T E R

2014

2014 Scholarships Awards

GLO BAL CI TI Z EN AWARD :

Teaching in India We consider a Global Citizen to be someone who connects with people from around the world, whether they are young or old, poor or rich. The American Section has provided us with the opportunity to become global citizens, and we have once again been able to create friendships with those living on the opposite side of the world: this time in Ahmedabad, India. For two weeks in August 2014, the families who had hosted us during our first stay in India kindly welcomed us into their homes again. During our stay, we worked with two NGO’s: Manav Sadhna and the Swayam Foundation.

(continued from previous page) During this time, I lived in the student residence five minutes away from both the school and the city center. I was completely independent, searching for food, doing laundry, choosing what to visit next. I was surprised to find that I could follow my own lifestyle and preferences whilst still being responsible and healthy, something I hadn’t realized was possible living with my parents. The city itself was amazing. I’d never been to the UK before, but after this, I’m going to go back many times. The city merges modern lifestyle with traditional architecture. It was vastly different from Paris, from the ambiance of the city to people’s attitudes. The entire trip was an eye-opener for me. My last memory of Glasgow was the air hostess’s Scottish accent when announcing the Paris weather: cold and rainy. Ana Sanchez-Moreno Terminale

Manav Sadhna is a large organization, welcoming volunteers from around the world. Their community center, a small oasis in one of Ahmedabad’s largest slums, teaches children from preschool to ninth grade. We were able to teach classes ranging from fifth grade to nineth grade. We observed with great interest the rituals, prayers and structured lessons that the children received, and learnt that these lessons will ultimately change their future. With an education such as the one Manav Sadhna offers, these children will be able to leave the slums and build better lives for themselves. The Swayam Foundation School, located in one of the poorer slums of Ahmedabad, is made up of one room, in which two teachers (with little English) gather twenty children, aged from four to ten, every morning. This school shows great promise, and its founder, Archana Verma is determined to help these young children succeed in life. In both NGO’s, we taught the children basic English vocabulary, centered around themes such as colors, emotions and body parts. Many laughs, shouts and screams were exchanged as we attempted to brighten each child’s day, even if it was only a few hours at a time. When we reflect back on our stay in India, we realize how lucky we were to be able to return to this rich and diverse country and to meet such incredible people. It was the experience of a lifetime. Josephine Odolant and Marie Moullet Terminale

C O M PA S S M A G A Z I N E

G LOBA L C I TI ZEN AWARD:

Working with orphans in China For my global citizenship project, I decided to go to China with my friend Alex, to work in a small home for disabled orphans. This home was situated on Chong Ming Island outside Shanghai, in a relatively rich but rural environment, and was run by a rich Spanish-American-Chinese expat named Pilar. In this home, your mind is completely wired to take care of the ten boys and girls ranging from four to eleven years old. Each of them had some sort of learning or physical disability, making it all the more difficult and all the more rewarding. The incredible amount of instant gratification as well as a huge deal of personal growth is what drew me there for the second year in a row. Alex and I were needed almost continuously during our two week stay. We were asked to clean, cook, wash dishes, fix bikes, change light bulbs, change diapers, organize activities-and that was in our spare time. We woke up every day at 6:30 to go running with all of the kids, making sure that they did the right amount of laps (which may have been the most difficult task considering they are all very skilled manipulators) and spent the rest of the day guiding them through the program given to us by Pilar. After breakfast, we herded them to class, where we played learning games we had been preparing the weeks leading up to the trip. Most of them were surprisingly successful; the kids were very receptive. Both Pilar and the English teacher were absent a lot of the time we were there, leaving us with an older volunteer, the Chinese teacher and the cook. This basically meant that we had to be with the kids almost 90% of the time, which gave us the roles of teacher, coach, nanny, and most importantly, the roles of the big brothers. It really gets in your head that you are making a difference, even if it is slight, when a four year old girl cries GeGe, the Chinese word for brother, at one in the morning just because she needs help with the most basic of needs: walking to the bathroom. This responsibility which was foisted upon us made us extremely conscious of what was going on around us. We had to pay attention to almost every detail, take into account each very different personality, struggle to make them all work and learn as well as have fun, get them to bed on time, fix cuts, tell stories, and hug them when they cried-all of this constantly for eleven hours a day. Even though I had already been there once, the nature of our responsibility made it impossible to fully prepare, but made it ultimately much more interesting. Sometimes it is tough to specifically say what kind of impact an event has on you, but it seems rather clear to me that this specific trip could not have been better for me at this time. It brought me out of my mindset where I’m the one who constantly needs help surviving school, and turned my perspective on its head. Although it is obvious you can’t always be the catalyst for a change in a society where more than a million children are abandoned by parents and put into awful homes, it is nice to know, as Ghandi said, that “in a gentle way you can shake the world.” Thomas Valderamma Terminale

“It really

gets in your head that you are making a difference, even if it is slight...” FA L L / W I N T E R

2014

G R A D UA T I O N C L A S S O F 2 0 1 4

Facult y Address Excerpt “...When you came into my office last year, many of you were for the first time being asked to make a choice, albeit one circumscribed by many limitations. Did you feel free? I would not say that most of you appeared exactly exuberant before your possibilities. So I would probably argue it depends on what you’re getting to choose. A breakfast cereal? A kind of life? Can you really choose freely when you can’t ignore-- have even internalized--what others may think of your choice- your friends, your parents, your future employers? Anyway, for the moment, you’ve all made some kind of a choice. A first step to somewhere. Some of you will be going to Paris, our furthest-flung, I believe, to Shanghai. But the journey, of course, is not a matter of simple distance but of the challenges you embrace…” “...Your schooling may be said to prepare you to acquire the cultural and scientific literacy to get a job in 21st century society. But it will also hopefully have taught you a bit about how we got here, about what makes you tick, a better understanding of yourself and the world around you that will help you navigate both your professional, civic and personal lives going forward. It’s like one of those mystifying little devices on a Swiss Army Knife-- you won’t know what it’s for until you need it. …” Catherine Boalch, College Counselor, Upper School History

Excerpts from Student Speeches

”...We, on the other hand, have had everything offered to us on a silver platter. Intellectual food has been served, and a thriving learning environment provided. So, I want to end by reflecting on the responsibility that these privileges carry with them. Given that we have been lucky enough to have so many doors opened for us, we have an obligation to do two things. Firstly, to walk boldly through those doors and fully embrace the opportunities that come our way. And secondly, to always be mindful of what we can give back to the global community. Those values – of inclusion and acceptance – place upon us an obligation to be sensitive to those on the margins, to be inclusive, to work with dedication and to encourage those around us...”

“...I’d like to share a conversation I had with my bus driver after the math exam. He wanted to know what I wanted to do with myself. When I told him I wanted to be part of the French army as a war journalist he looked at me and he told me: “Les rêves de jeunesses, ce sont les plus belles choses. Il ne faut pas les lâcher, dès que tu les lâches, tu perds ton existence.“ That is when I realized the American Section is the most incredible thing that could’ve happened for all of us. We have the ambition, we have the dreams, and we have what it takes to achieve them. We are ready...”

Louis Jamart ‘14

Julia Costet ‘14

C O M PA S S M A G A Z I N E

University Destinations Class of 2014 CANADA (2 students) Concordia University McGill University ENGLAND (17 students) Imperial College London (2) King’s College London (3) London School of Economics University of Bristol University of Cambridge (3) University of Exeter (2) University of Kent University of Manchester University of Oxford University of Surrey (2)

“We have the ambition, we have the dreams, and we have what it takes to achieve them. We are ready.”

FRANCE (8 students) Ecole de Théâtre Paris ESSCA Angers / Boulogne Lycée Henri IV (prépa) (2) Lycée Stanislas (prépa) Sciences Po Reims /UBC dual degree Université d’Angers Université de Paris I

Class of 2014 Baccalauréat Results S

TOTAL

Très bien

49%

Bien

37%

Assez bien

10%

passable

NETHERLANDS (4 students) Erasmus University Rotterdam Hotel School The Hague Maastricht Liberal Arts College University of Maastricht

Evolution of mention rates 2014

2013

2012

2011

2010

2009

2008

2007

Très bien

49%

44%

31%

25%

16%

20%

28%

22%

Bien

39%

37%

56%

36%

38%

44%

39%

Assez bien

10%

19%

24%

37%

32%

30%

32%

passable

15%

10%

IRELAND (1 student) Royal College of Surgeons SCOTLAND (1 student) University of Aberdeen SWITZERLAND (3 students) Ecole Polytéchnique Féderale Lausanne (2) Ecole Hotelière Lausanne

Evolution of University Destinations 2014

2013

2012

2011

2010

2009

2008

2007

8 Year Total

France

125

USA

123

England

109

Canada

Netherlands

Gap Year

Ireland

Switzerland

Italy Scotland

1 1

Belgium

Australia New Zealand

1 1

1 1 1

UNITED STATES (10 students) Bowdoin College Bryn Mawr Cornell Universty Macalaster College (2) Pierce Junior College Los Angeles University of Chicago University of Michigan University of Pennsylvania University of Virginia

GAP YEAR (2 students) Studies in Shanghai (followed by Duke University) Lycée Hoche prépa (followed by Imperial College London)

FA L L / W I N T E R

2014

Annual Fund 2014

A s a privately funded section, tuition fees pay the Section’s operating expenses. They cover salaries and social charges, professional development, general operating costs

such as telephone and Internet bills, professional fees, and education related expenses such as textbooks and photocopies. The money we raise through our fundraising efforts allows us to go above and beyond these basics. Without the community’s generous support of our fundraising initiatives, the American Section would be a different institution, lacking the very attributes that most associate with our school: the technology-enabled learning and collaboration spotlighted in this magazine, special awards and programs, Writer in Residence, the library... I would venture that not a week goes by at the American Section that wouldn’t be fundamentally different without the enhancements provided by our Annual Fund and fundraising Gala. We are fortunate to have a committed community network who generously donate their time, talent and treasure. The Board fully supports the initiatives made possible by these contributions. You will find details about how your donations work to make the American Section a unique place of learning, personal development, and cultural experience in this development report. Furthermore, the Board and, in particular, former trustee, Jonathan Marsh, have through great efforts received validation of the school’s non-profit status by the French fiscal authorities. Now 66% of your € donation qualifies as a tax credit on French income taxes. The dynamic and cohesive nature of our community is recognized and even admired by many, including the Proviseur. Our Annual Fund parent and faculty/staff participation rates are unsurpassed by peer schools. Keep it up! Let’s make breaking the 50% parent participation mark a goal for 2014-2015. Jonathan Hall President, ASALI Board of Trustees

Annual Fund Evolution 80000€

73,465 66,606

70000€ 60000€

54,982 55,664

50000€

40000€

C O M PA S S M A G A Z I N E

30,310

39,845

59,943

57,144

50,570

43,735 29,720

30000€

22,958

20000€ 10000€ 0

9,444 2001-2 2002-3 2003-4 2004-5 2005-6 2006-7 2007-8 2008-9 2009-10 2010-11 2011-12 2012-13 2013-4

Key Statistics 2013-2014 Total Annual Fund Income: 73,465€ up 10% from last year Total Fundraising Income: 116,993€ up 11% from last year 46% of our families contributed to the Annual Fund 51% contributed to overall fundraising 82% of our Board contributed to the Annual Fund 91% contributed to overall fundraising 83% of our faculty and staff contributed to the Annual Fund 90% contributed to overall fundraising

Program Supporters up to 249€ Thorkild AARUP & Marilyn GELLNERD Matthieu & Laure ACCOLAS David & Keveren ADOUTTE Marc ARCHAMBAULT & Rachel WARREN Jean-Marc & Catherine BABUTD Jonathan & Isabelle BAKER Indrajit & Caroline BANERJEE Philippe & Fabienne BAUDRIER Patrick & Florence BELE Ying BELLISSEN Roch & Lindsey BLEYNIE Samuel & Emmanuelle BONAMIGO

Charlotte BORDED Jean-Pascal & Virgine BOURDIER Richard & Laure BRAUN Isabelle BRETHENOUX Stéphane & Karine CALLE Jean-Noel CARTIER David & Agnès CATTON Benoît CHAMPION & Delphine LALIZOUT Pierre & Christine CHARCELLAY Christophe & Caroline CHOQUART Suzanne CLARKE Pascal & Min Hua CORCESSIN Richard & Adrienne COVINGTON Rémy CROISILLE & Nathalie SAREL Lisa DEMANGEAT Olivier & Anne DJOMBY Jean-François & Karine DORIN Alain & Janelle DUBOS William & Laurence FABRE Laurent & Laurence FISCHER Thomas & Michelle FISCHER Marc & Madeleine FLEMINGD François & Pilar FORTIN Mary FRIEL Richard & Catherine FUHR Shahin & Alexia GASHTI Yves & Marie-Laure GASTELLU Alain GINSBACH Noé & Michelle GREEN-LEVASSEUR Etienne & Sylvie GRIMON Rodolphe GROSSET Philippe & Sophie GUERINET Bruno & Frédérique GUIOT Yasmina HADERBACHE Juan HARDOY & Carmen GOMEZ ALZAGA Loïc & Emmanuelle HASLIN Stu & Beccy HAUGEN Serge & Nathalie HEIDRICH Scot HICKS Matthew JACKSON Etienne & Laurence JACQUES Olivier & Julia JAMART Margaret JENKINS Jean-Luc & Angela JONVILLE Jean-Christophe & Nathalie JUILLARD Srinivas & Vani KUDARAVALLI Arnaud & Cécile LE TIRAN

Where Donations will be Spent Library 10,000€ Technology 30,000€ Financial Aid 27,000€ Student Awards 6,500€ Teacher Training 5,000€

Special Programs 10,000€ Special Projects 28,500€:

Your donations are making the following possible: Technology - 30,000€ Tools that provide real opportunities for 21st century learning -Classroom set of iPads for Schnapper -Classroom set of iPads for the Maternelle -Classroom set of Chromebooks for Roby -iPad storage and charging carts Special Programs - 10,000€ Co-curricular enrichment programs -College Counseling Workshop -Health Program -Writer-in-Residence -Creative Writing Workshop -Guest Speakers Student Awards - 6,500€ Enabling deserving students to pursue valuable projects -Global Citizen Awards -Summer Scholars Awards -Community Service Award Teacher Training - 5,000€ Opportunities for faculty to explore the latest in American best-practice pedagogy -ECIS Teacher’s Conference -ELSA Teacher Development Day -ECIS Librarian’s conference -Advisors Training Sessions Financial Aid - 27,000€ Aid for Section families Library - 10,000€ Online resources and databases for students and faculty -RandMcNally, WebPath Express, Grolier Online, Brain Pop -Books to enrich library collections Special Projects - $28,500€ -Administrative Database, -Primary Furniture, -Accreditation Process, -Primary Project Week, -Atlas Rubicon curriculum mapping, -Classroom Remodeling

FA L L / W I N T E R

2014

Development Report

Program Supporters up to 249€ Youssef & Muriel LEBBARD Antoine LIMAGNE & Jacinthe BRILLET Brian & Ilona LOCKHART Martina ZOEBELIN & Stephan LOESCH Gregg & Elena MAC NAUGHTOND Penelope MAXWELL-GRATTEPAIN Kate MC CARTHY Andrew MC GOVERN Bruce & Marjolein MEE Stéphane MELIAVA Patrick & Tracy MEMMI Olivier & Ana MENARD Lucas MENNELLA Manuel & Qi MILLOT Sébastien & Emilie MORAS Xavier & Lisa MORVAN Guy & Nora MULLER Alain & Farila ODIN Xavier & Jennifer ODOLANT Jean-Christophe & Catherine PANDOLFI Frederic & Maryline PATREAU Melissa PEDRAZA Douglas & Isabelle PENNER-LACOMPTE Dionisio & Maria Jose PEREZ-JACOME Dan & Catherine REED Alain & Vanina ROBIC Julia RODRIGUEZ Bernard & Janet RUBINSTEIN Chris & Alice SANTEIU Roger & Serene SAUMURE Christian SCHUBERT & Teresa ADAMS Jean-Jacques SEKOWSKI Drew SHAGRIN & Ségolène FINET Thomas & Bénédicte SILIER Michele SILVESTRI Ron & Catherine SIMERAL Joost SMITS VAN WAESBERGHE & Pien JAGER Georges TABARY Jeff & Hortense TEMATIO Yana TOFFIN Fernando & Maria-Giovanna VELEZ Benjamin & Kathrine VIDET Christophe & Martine VOLARD Jenny WATERS Christophe & Réka WEBERT Mike & Janice WHITACRE Paul & Lorraine WHITFIELD Nancy WILLARD-MAGAUDD Antoine & Pamela WOLF Maxime & Edwige YAO Hesham YOUNIS Agnès YOUSRI Lili ZIMMETT 8 anonymous donations

Matching Grants

Section Partners 250€ to 499€

Friends of ASALI Board 2013-14

François ABÉLANET & Lisa BARLOW Francesco & Yasmin BALLARIND Jérôme & Josephine BAUDELET Eric & Shelia BAUMERT André & Laure BENTZE Michel & Debbie BLOCH Eric & Marie Capucine BÔNE Xavier & Celine BOULAT Christophe & Ann CHAUVEL-GOBIN Maxime DAHAN & Michelle HOFFMAN Christian & Anja DELANNES Eric & Nicky DOLADILLE Gilles & Jenny DU CREST William & Catherine FAHBER Anthony & Anne-Laure GIUSTINID Christophe & Muriel GOUELO Edward & Tatyana GRABLEVSKY Andrew & Laurence HAFEMEISTER Thierry & Isabelle HERNU-SFEIR Kelly HERRITY & Peter SHAPIRO Rajiv & Marie-Noëlle ISWARIAH Sven & Tatiana JOCHIMSEN Rajesh & Catherine KRISHNAMURTHY Marc & Sybille LA FAY Marc & Vera LAPORTE Randy & Wendy LEMMERMAN Olivier & Catherine LETEURTRE Philippe & Tyra MALZY Franck & Maryline MARILLY Ludovic MAUPAIN & Colette MORAN Steven & Margie NUSSBAUMER John & Véronique O’BRIEN David & Christine PAGET Olivier & Evelyne PAREIN Christophe & Anne PEYMIRAT Marc ROBERT & Carine VASSY Maël SAUNIER & Beth PAUL SAUNIER Nicolas & Chrystèle SIMON Jean-Marie & Laura SINGER Stéphane & Nathalie SOUCHET Christophe & Victoria THOUMELOU Geneviève WAUTELET Richard & Christine WASHINGTON

President: David Renard ‘91 Treasurer: Matthieu Milgrom ‘95 Secretary: Lorna Colarusso

5 anonymous donations

C O M PA S S M A G A Z I N E

Alumni Donors

M E M B E R S AT L A R G E Grace Abuhamad ‘09 Robin Gillespie ‘73 Evelyne Pinard Alexi Remnek ‘87 Elizabeth Sheehan Anton Zietsman ‘08 We thank Friends of ASALI for their support of the following initiatives: Writer-in-Residence Global Citizen Award Summer Scholars Award Community Service Award The Friends of the Association de la Section Américaine du Lycée International (FoASALI) is a nonprofit organization composed of former American Section students and parents. FoASALI has two primary goals. The first, is to contribute to the American Section’s development by funding academic-related resources (e.g. laptops, tablets) and a number of student grants and awards including the Global Citizen Award, the Summer Scholars Award, The Community Service Award, and the Writer in Residence program. FoASALI’s second goal is to expand the American Section’s family at large with its Lost & Found Event series and other networkingrelated activities in devlopment. If you want to get involved or find long lost friends, please let us know at foasali1@gmail.com. David Renard President, FoASALI

5-Year Consecutive Donors ( D Ten year consecutive donor) François ABÉLANET & Lisa BARLOW Philippe & Marie-Anne AYMERICHD Indrajit & Caroline BANERJEE Brooks & Annette BEAULIEU Jacques BEHR & Veronique ELYD Ying BELLISSEN Michel & Debbie BLOCHD Charlotte BORDE Xavier & Celine BOULAT Christophe & Chantal BOURGES Mark & Catherine CORRIGAN Karl COXD Philippe & Amy CRIST Bertrand & Lise DE FOUCHIER Alain & Marie-Claude DE SERRES Jan & Ina DE WITTE Christian & Anja DELANNES Eric DESBLANCS & Tara PATEL Stefano DI LULLO & Carrie Lee BROWND Didier & Marilyn Goet Hwa DOUAY Gilles & Jenny DU CREST William & Laurence FABRE William & Catherine FAHBER Laurent & Laurence FISCHER Richard & Catherine FUHR Mary FRIEL Laurent & Sophie GILHODES Christophe & Muriel GOUELO Nordine HACHEMI & Kimberly MOCK Yasmina HADERBACHE Jonathan & Natacha HALL Etienne & Laurence JACQUES Olivier & Julia JAMART Margaret JENKINSD Marc & Vera LAPORTE Olivier & Catherine LETEURTRED Brian & Ilona LOCKHART Jonathan & Françoise MARSHD John & Adeline MATHIEU Jean-Christophe & Katie MIESZALA Marcio & Cristina NASCIMENTO Dan & Catherine REED Marc ROBERT & Carine VASSY Thomas & Bénédicte SILIER Nicolas & Chrystèle SIMON Stéphane & Nathalie SOUCHET Antoine & Nathalie TIRARD Tom & Emmanuelle VAN DEN BUSSCHE Matthieu & Denise VAN VEEN

Corporate Sponsors

Participation Rates 2013-2014

Jan & Ina DE WITTE Frederic & Regina TARDY

100% 90% 80%

91%

ASALI Benefactors 1000€ to 2499€

83%

70% 60%

59%

50%

51%

40% 30% 20% 10% 0

Director’s Circle over 2500€

Board

Faculty/ Staff

Senior Class

Family

Community Builders 500€ to 999€ Jacques & Fabienne ASCHENBROICHD Jacques BEHR & Veronique ELYD Pierre & Valérie BIVASD Christophe & Chantal BOURGES Ian & Laurence BURDON Karl COX Sami DAKHLIA & Maria CRAWFORDD Alain & Marie-Claude DE SERRES Eric DESBLANCS & Tara PATEL Jean-Benoît & Angélique DEVAUGES Brice & Christine ENGEL Marc & Sabrina FOURNIERD Thierry & Marie LETRILLIART Giorgio & Lennys MILANO Olivier & Evelyne PAREIN Eric & Carolyn PENOT John & Alicia PRESTON Jean-Paul & Annelise RIVAL Antoine & Nathalie TIRARD Alexandre & Nancy TREMBLOT DE LA CROIX Tom & Emmanuelle VAN DEN BUSSCHE Matthieu & Denise VAN VEEN

Philippe & Marie-Anne AYMERICH Roman & Naïma BEREZA Pierre & Carol CAMBEFORT Philippe & Margaret CLAR Mark & Catherine CORRIGAN Luis ROTH & Jennifer DALRYMPLE Bertrand & Lise DE FOUCHIER Pierre & Isabelle DEBRAY Laurent & Sophie GILHODES Nordine HACHEMI & Kimberly MOCK Jonathan & Natacha HALL Tom & Helen HICKEY Jonathan & Françoise MARSH John & Adeline MATHIEU Jean-Christophe & Katie MIESZALA Keith NEY & Stephanie ANDRIEUX Denis & Marica THIERYD 1 anonymous donation

2 anonymous donations FA L L / W I N T E R

2014

Gala 2014

We raised an incredible 48,404â&#x201A;Ź at our Cabaret - money that is being used to complete classroom sets of iPads and Chromebooks and to optimize classroom technology

C O M PA S S M A G A Z I N E

PLATINUM SPONSORS

GOLD SPONSORS

D G

R A

A L

Total Proceeds 48,404€ We came to the Cabaret, gave generously and celebrated with gusto! Close to 180 guests 20314 attended last spring’s fundraising extravaganza 2 at a Pavillon Henri IV, transformed for the evening into a lavish 1920s-style cabaret, complete with gourmet food, live entertainment, a photo booth, and dancing. The silent auction tables were laden with enticing items for bidding, including an eclectic assortment of the Section’s signature class baskets. The evening’s highlight, a spirited Live Auction, was orchestrated by Elsa Gody-Bauabu of SGL Enchères and our ever-devoted Middle School Principal, Adrienne Covington.

M AY

Sincere thanks to the Gala Committee, Fabienne Aschenbroich, Lise Coronas, Jen Dalrymple, Ina De Witte, Gabrielle Grieb, Margaret Jenkins, Meenu Kohli, Stéphane Meliava, Katie Mieszala, Kimberly Mock, Carolyn Penot, Annelise Rival, Sabine Sayag, Nathalie Tirard and Rachel Warren for organizing such a memorable (and profitable!) evening. Thank you as well to the thirty five Upper School student volunteers who were instrumental in the running of the evening, as well as Beccy Haugen and her Primary School Community Service children, who crafted magnificent roses to thank the Gala committee. Recognition should also be given to the many members of our community who made or facilitated auction donations and to our generous commercial sponsors.

SILVER SPONSORS Camp California Center Waterbike Champagne Jeeper David Yurman Ekyog Espace Peauzdetente Hugues Gioux/Turning Point La Boutique du Vélo L’Ete du Grand Parquet Les Pyramides L’Oreal Paris Wine Company Radisson Blu Ressort Saint Martin Small is Beautiful Super U Unilever BENEFAC TOR Barbeque & Co. Golf de Fourqueux Josette Dujon Le Mas de la Chérine Les Secrets Les Sources Nestlé PARTNER BDBG Maxazria Bénédicte Big Apple Yoga BPS Tax Services Horton Tax Services La Villa Ioma Marjolein Martinot Photography Naam Yoga Nissan Onegum Pépinières Euve Pierre Hermé Paris Ralph Lauren Raynald Baïa Véronqiue Pion Jewelrey FA L L / W I N T E R

2014

Development Report Gala Corporate Sponsoring 5%

Room to Read Fundraiser The purpose of our 2013 Room to Read fundraiser was manifold. We wanted to get the Lycée community involved in raising funds for a very worthy cause - educating and empowering underprivileged children, with the added benefit of promoting reading within the student body. It was also a way to exemplify to students of all ages the importance of donating to a worthy cause. And the Read-at-thon was a mind-boggling success! The combined British and American Sections raised 25,234€, enough to fund the construction of not one classroom library, which was our goal, but six! Three libraries in India and three in Bangladesh are now serving children thanks to the implication of our families. This was one of the most successful fundraisers, worldwide, in Room to Read history. This sum was matched by American donors, so thanks to our efforts, over 50,000€ was raised to promote literacy. 47% of American Section students participated - with exceptional participation rates in CM1 (77%), CE1 (73%), CE2 (67%), 6ème (59%) and 2nde (56%). When the family participation numbers for this fundraiser are combined with Section fundraising totals, the percentage of families who participated in any sort of fundraising, for the American Section or Room to Read, sky-rockets to over 70%! Thank you!

From left: Proviseur Joël Bianco, American Section Director Kelly Herrity, and British Section Director James Cathcart presented a check for 25,234€ to Room to Read, with read-a-thon organizers Margaret Jenkins and Julie Marks and student representatives from both sections.

C O M PA S S M A G A Z I N E

Other Corporate Sponsoring 1% Club International 3%

Fundraising Gala 33%

Fundraising Sources 2013 - 2014

Annual Fund 58%

Senior Class Gift iPads for the Maternelle Thank you to the class of 2014 and their families! Thanks in part to their generosity; the Maternelle classroom has been equipped with a set of iPads, giving our youngest students the same access to technology as the older pupils. Nearly 60% of Terminale families contributed to the gift, which raised over 2000€. As you can see on the cover of this magazine, our maternelle students are very grateful!

Senior Class Gift François & Lucas ABÉLANET, Lisa BARLOW Bruno, Anne & Marie ASSELIN Indrajit, Caroline & Nikhil BANERJEE Alain, Mireille & Lauren BARRIERE Eric, Shelia & Alyzée BAUMERT Hervé, Kim & Olivier BOREL Hamid, Naïma & Camil BOUCHIKHI Lynne & Julia COSTET Karl & Alexie COX Philippe, Amy & Morgane CRIST Baudoin, Karen & Alex DE LA TOUR Didier, Marilyn Goet Hwa & Claire DOUAY Alain, Janelle & Yann DUBOS Richard, Catherine & Audrey FUHR Béatrice & Marine GRIVEAU Olivier, Julia & Louis JAMART Christophe, Véronique & Juliette LE CAILLEC Meryl & Tiphene LECHLEITER Patrick, Tracy & Caroline MEMMI Marcio, Cristina & Daniel NASCIMENTO Xavier, Jennifer & Alice ODOLANT Hubert, Béatrice & JB REYNIER Kellie BOURQUE RIGAL & Julia RIGAL Joost & Lara SMITS VAN WAESBERGHE, Pien JAGER Jacques & Marius THÉBAULT, Isabelle ABRARD Olivier, Christel & Laure VANCAUWENBERGHE Olivier, Laurence & Anne VENENCIE Cédéric, Susan & Marie WOINDRICH 1 anonymous donation

Implementing the ENT Last June, the French administration introduced the faculty to a new Espace Numérique de Travail, or ENT. The project began two years ago under the auspices of Mr. Bianco and thenProviseur-Adjointe Barbara Chappe-Robert. A study of the school’s extant infrastructure followed, and a committee composed of representatives from the intendance, faculty, staff and administration discussed the school’s requirements and ultimately settled on Educ’Horus. There followed training sessions in June, and a phased-in implementation of the program for teachers starting in September. As of Toussaint, the system is online for families as well. Adoption of the system entailed the wiring and equipment of many classrooms, most of which was done over the summer, a project of general technological updating that has had the sideeffect of bringing all the Lycée’s classrooms up to snuff. (The F building, colloquially known as the “prefabs” has yet to be equipped with computers or a wifi-hub, and for the moment, attendance is still done the old-fashioned way.) The system, Educ’Horus, is an altogether quite comprehensive one-stop-shop for all one’s school-administration needs. It includes a liveattendance system, which allows parents and administrators to track attendance in real time; an online assignment form could give students an overview of exactly what is due, when, and how much time investment it represents. For teachers, the system keeps track of classes, automatically opening the attendance list for the class in progress; it also allows us access to relevant data about students; finally, it offers curriculum mapping software and a grade book. In terms of professional interaction, it has its own email domain, a faculty messaging system, and file-sharing software. It has portals for parents, students, teachers and administrators… Mr. Bianco is encouraging teachers to implement Educ’Horus across the board, and many of our French-side colleagues have been busy converting their old grade books and lesson plans to the digital domain. The American Section has a head start in the digital field: wikis and blogs, websites, Facebook pages and Edmodo groups are already fixtures of the Section’s pedagogical arsenal; we’ve set up an American Section domain and a Google Drive account to meet our connectivity needs, and we’ve been using a curriculum mapping tool called Atlas Rubicon for several years. Considering the time invested

in these tools, the potential convenience and centralization of Educ’Horus, is outweighed by the better functionality of each of our systems. Consequently, rather than reboot our digital presence altogether, the American Section has lobbied the French administration, and will only be adopting Educ’Horus for a few functionalities, notably live attendance - the old paper system being rather cumbersome and wasteful - and the online gradebook, allowing you to access all your kids’ grades in one place. For the rest, we will link to our existing systems: we have been given Educ’Horus-specific email addresses, and have set up automatic forwarding to our Section accounts; the lesson planning pages will link to Atlas Rubicon, and in turn to our blogs and websites. Hopefully the transition will be seamless: little new tech for us to learn, no new teacher sites for the kids, and no new contacts for parents! Educ’Horus remains a work in progress for now, but a work that has nevertheless progressed very well since the faculty first waded in tentatively back in June. Initially intent on implementing all of Educ’Horus’s functionality across the Lycée, the French administration has been sensitive to and understanding of the individual initiatives of International Sections, accommodating our existing systems while harmonizing only the most widely applicable functions. Messrs. Courbet and Huguet, along with Mr. Travers, our Proviseur Adjoint, continue to work tirelessly to make this potentially invaluable tool run smoothly and reflect the unique structure of the Lycée International. As the American Section point persons on Educ’Horus, Lili Zimmett and Ben Heckscher have found that aside from populating section class lists and learning how to use the unfamiliar gradebook, adoption of the new system has been relatively painless. The Lycée-wide messaging system has been a welcome way to stay abreast of news, from lost USB drives to important scheduling changes, without the formerly wasteful practiceof photocopying and distributing notes (paper is so last century!). We will soon all have incorporated Educ’Horus into our routines, and as for our French colleagues, a bug-free Educ’Horus promises an immensely more productive and streamlined administrative system that should make everyone’s life just a little easier. Lili Zimmett and Ben Heckscher Secondary School Teachers FA L L / W I N T E R

2014

Orme

Scot

Introducing

Sophie

Edward

Scot

Director Scot Hicks In my interview with Scot Hicks in ASALInk, I explained that Scot Hicks has been with the Lycee since 2002 as an Upper School literature teacher and even before that as an interim Director. I thought it would be nice to have the students’ perspective on Scot’s appointment as our new Director and had the pleasure of talking with three of his former students. I asked them what they thought about him as a teacher, a leader and a human being, and if they were surprised to learn about the appointment of Scot.

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I would say for starters that he combines relaxation, a young sense of humor, a brilliant mind and the values of an educator. I remember always feeling calm in class with him (the best state of mind for learning), laughing at his light jokes, literally being transfixed (along with the whole class) when he would deliver a commentary on a Shakespeare monologue or a Philip Larkin poem (and to this day I owe much of my taste for great literature to him), and impressed by the long hours he would spend with us as we chaotically rehearsed for Vox on Monday afternoons after class. He bears all these great qualities in lightness and humility, which sets a great example for students. I am not at all surprised by his appointment. Scot is dedicated to American Section students, he has this deep commitment and attachment to students, he is patient and always there when you need him, always available. When he has a vision, he stays with it. Educators don’t only have the responsibility to teach students specific knowledge; to guide them in the right path, they also have a duty to show them just how good of a person you can be. Mr Hicks embodies these nicely.” Edward de Fouchier ‘09 Edward studied History and Literature at Harvard University and is now living in Senegal where he is working to integrate the poor in productive economic activities on a wide scale. He is employed by a consulting firm that accompanies West and Central African governments in their emergence planification.

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He was the kind of teacher who never just gave the answer, he taught us to think for ourselves. This was perfect as it really allowed us all to build our own opinions and ideas, not only about the literature we were reading but also about life itself. Terminale was incredibly stressful and busy, but English classes were always a sort of ‘safe haven’ where we could escape all our everyday worries and have interesting conversations. Mr. Hicks definitely made me a more autonomous thinker, something which can be difficult to achieve within the French system. I was surprised about his appointment as a Director, but only because he is so good at teaching and seems to enjoy it. I think he will bring to the Section what he brought to the classroom, that is to say making more independent thinkers, making sure that all American Section alumni are not only are great in literature and history, but can think about life and are more rounded people.” Sophie Snel-Wark ‘14 Sophie is currently studying medicine at Brighton and Sussex Medical School.

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Becky Cohen is teaching Middle School Literature at College Marcel Roby.

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In literature I consider myself as not being a great student. Scot adapts his expectations to the needs and capacity of the student, very personalized teaching. The way he teaches is seemingly effortless, especially with VOX he does a lot of work, but stays behind the scenes and lets the students take all the credit. He never gives up on a student and never judges a student by his or her performance. The relationship between student and teacher is felt as equal and very human, he makes you feel good about yourself. He is very good as a relationship manager as well, he has legitimacy and seniority. He makes things personal and has a clear vision that is very student-focused. Scot inspires academic confidence and encourages students to follow their hearts, which in the end makes them perform better and diminishes their stress. He has a different approach to learning with a personal and human aspect, which makes his students want to learn and do well just to make themselves worthy of being in his class. Scot is passionate about sharing his thoughts as a teacher with a personal drive.” Orme de Saint Hilaire ‘09 Orme went to unviersity at Trinity College, Dublin and after graduating started his own tech software company ‘ORGANICALLY WITH THE UNI’.

It was a pleasure as a primary parent to get to interview and know our new Director and his former students. He is a generous and patient man who wants the best for the American Section and, most importantly, for its students. We as parents are lucky to have a man with his experience as a teacher, and as an American Section parent, with such a passion for education and innovation to help guide our children into their futures. -Cymoril Metivier

Becky Cohen was looking for an opportunity that involved cultural immersion for herself and her family. So, when she found out about the opening at the Lycée last year, she jumped at the chance to learn more and instantly recognized the unique nature of the school. “I loved the combined public and privatized approach, and I loved the curriculum.” Cohen began her career in education immediately. Following graduation from Wesleyan University in Middletown, Connecticut, she became a teaching assistant at the Kindergarten level and a Drama assistant for Middle School. It was at that early time that she discovered her love of teaching Middle School. She then earned her Masters of Education from Lesley University in Boston, Massachusetts and a Certification in Middle School Humanities. Since then, Cohen has taught Middle School almost exclusively, though in a variety of environments. In fact she has always proactively pursued diverse opportunities. Her work includes educating children with all manner of abilities including children along the autism spectrum as well as students with executive functioning challenges. She has taught in public and private, secular and religious schools. Common among these experiences was the challenge of bringing together curricular structure and creativity. Cohen continues to be driven by her desire to help make students successful regardless of where they are socially, cognitively or economically. At the same time, it remains critically important that she make the work meaningful for herself and her students. In addition to her classroom work, she also advises the Middle School Drama Club. When asked what she appreciated most about working here, she enthusiastically described how she enjoys connecting her prior experience to the Lycée and American Section programs, “bringing together a current American pedagogical approach with a strong curriculum already in place.” She is thrilled to be part of the Lycée and the American Section, and she particularly loves the Roby campus. “Roby is fantastic. I love the Francophone environment. The faculty is wonderful, and the students are just so curious, worldly, multi-cultural, and ready to work hard. They understand the value of their American Section time, and they’re driven. I love being here.” Dawn MacLaren

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A Alumni AlumniFocus

This issue’s Alumni Focus spotlights careers in the field of technology. In the following pages we share with you the dynamic professional lives of several of our graduates. Technology offers a vast array of prospects, and here we get a glimpse of some of those opportunities either pursued or created by our alumni, including software development, consulting, entrepreneurial ventures, scientific research, and even public policy management. Read on to find out what some of our former American Section students are doing with technology, and see what advice they have for the next generation. -Dawn MacLaren

Alexandra Cavoulacos ‘04 For the last two and a half years, Alexandra Cavoulacos has been running her own company, The Muse (themuse. com), which has grown to 22 employees and helps over 1.6 million users a month “figure out what they want to do with their life, and how to get there.” The Muse works with over 250 employers who are looking to hire great talent, and as a company they are redefining the career space online. We asked Alexandra to share more about her role and the inspiration for The Muse: “I started The Muse with my co-founders, Kathryn and Melissa, because it needed to exist. We saw this huge gap between the resources that existed online in 2011, and the needs of millions of professionals, and had felt the pain point ourselves. Our goal is to build the largest and most beloved career brand, both in the US and abroad, and to continue helping our users find the careers they want. I wear two hats at the company: COO and Head of Product. That means that I determine which features are built and in which order; I also design and code features, and I work with my designers and engineers to delight and help our users through our site. I also run operations scaling the company to serve new geographic markets and dealing with accounting, payroll, legal and all that fun stuff. I’m entirely self-taught, from the designing to the coding to the accounting; I’ve had to learn it all as I went.” The path from the Lycée to The Muse wasn’t a direct one. “I attended the Lycée from Sixième to Terminale, and graduated in 2004 with a Bac S, spé bio. After the Lycée, I went to Yale, thinking I would do genetics research (with my love of biology and Bac S pointing the way). In my first year there, I realized that although I loved science, I didn’t love working in labs, and I switched to Political Science. I wrote my thesis on the impact of the Iraq War on Franco-American relations, and interned at the EU and US Embassy in Paris during my summers. There I learned that although I loved international relations, I wanted to work in a field free of red tape and where I could have immediate impact with my work. After

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college, I joined management consulting firm McKinsey & Company in their New York office, where I spent three years and met my current co-founders. Since our launch in 2011, it’s been inspiring to see the evolution of the tech industry in New York, where The Muse is based. Every startup is different and the startup space is evolving very quickly. When we first started The Muse, the NYC startup scene was very small but we now have big success stories which are driving interest from talent, and investment into the city. Technologies themselves also change very quickly, and it’s important to us that we stay on top of new trends and opportunities.” When asked what she enjoys most about her current job, Alexandra said, “I enjoy the constant challenges and the fact that my role changes by the day. A month ago, we decided to switch to a new client management system which I didn’t know about, and I’ve had to become an expert in the system in just a few weeks. Next month it’ll be something else. I am always learning and always having an impact. What I enjoy least is the dark side of building a business, which anyone who has started their own company is familiar with. The worrying about making payroll, firing people who aren’t performing as they need to be, and dealing with difficult situations. I know I’ll have gray hairs before my time, and that the pressure is aging me, but I also couldn’t imagine my life any other way. Building this company is my life’s passion, and with every new user we touch and help, I know I’m making a difference.” Would she do it all again? “Yes, 100 times over. This is the hardest thing I’ve ever done, but also the thing I’m most proud of. I don’t know how things will turn out, but all I know is that I’ll be working on The Muse until we IPO, sell the company or run out of money...hopefully not the latter.” We asked Alexandra if she had any advice for current students who might be interested in going into this profession. “If you’re interested in working in technology, I would 100% recommend learning to code. You don’t have to be a hackertype to code or have any technical background, and even a little bit of coding knowledge can make you a much more competitive applicant in marketing, social media or other non-technical roles. I picked up coding at 23, so don’t worry if you haven’t started it, it’s possible!”

Carl Schoonover ‘02 Carl Schoonover must have one of the most interesting careers out there - he spends the majority of his professional life unraveling the mysteries of how the brain learns. Moreover, he wants you to understand how it works, and why it’s important. A neuroscientist, Carl studies neurons in the brain, performs experiments and tests theories that he hopes will help us uncover how we learn things our ancestors never knew. He finds it fascinating to see how we experience new sensory stimuli, extracting meaning and understanding from that stimuli. These are the questions that drive his day to day. On a more practical level, Carl works as a postdoctoral fellow in the Axel Laboratory at Columbia University where he studies the brains of mice. He records their electrical activity, observing their neurons while the animal learns. He develops and tests theories based on those results. If asked why he chose to do this field of work, he will tell you, “Honestly, it feels like it chose me. Neurobiology is an extremely exciting field, and we’re seeing a whole array of new technologies being introduced. The field is also somewhat in a state of disarray - which means a lot of people are gravitating towards it. It’s exciting for technical reasons plus it’s a time of upheaval and ripe for the development of new principles and theories.” But creating experiments and defining theories isn’t all Carl does. He is also a published author, radio host and co-founder of NeuWrite, a professional workshop comprised of 30 people - 15 scientists and 15 writers - “where participants develop popular-science narratives - sometimes written content, sometimes radio and film.” NeuWrite aims to provide what Carl sees as a necessity in his field; by promoting the creation of materials that are both scientifically responsible and interesting to a broad audience, they provide a natural extension to fully appreciating the impact of scientific discovery. In describing how he came to co-found the workshop, he stated, “Over the years, I’ve developed a parallel commitment to communication. It is important for scientists and non-scientists to engage in a dialogue, certainly in order to avoid conflict, but also because I feel strongly that a well-rounded person should be conversant in the natural sciences.” He asserts, “Scientists need to get out of the lab and talk to the public – not just to reporters or through PR professionals but to the general public – and explain why the science matters and what its impact is.” One example of material workshopped at NeuWrite is his book, Portraits of the Mind: Visualizing the Brain from Antiquity to the 21st Century. The book features images ranging from medieval sketches and nineteenth-century drawings to the modern Brainbow, the process that allows neurons to be seen in color using fluorescent proteins. The book is intended to reach a wide and diverse audience. It attempts to balance scientific detail with artistic appreciation, while giving readers a peek at the mind’s innermost workings and offering clues about what may lie ahead. In addition to his book, Carl has published articles and essays in The New York Times, Le Figaro, and Scientific American. This unique focus on bridging science and writing in some ways stems from his educational experiences, extending back to his time at the Lycée. He was quickly able to call to mind both strong influences and strong influencers. He began at the Lycée in the first grade and continued all the way through Terminale.

He remembers in the first grade the first time he looked in a microscope to study the cells of an onion, and he recalls Ms. Roxanne Pavageau who helped him learn how to read and write. He has memories from his later years of how his biology teacher, Emmanuel Ferraris made him excited about biology (Portraits of the Mind is dedicated to him), and he recollects the strong influence his highschool Literature teachers had on him--Anne Levy, in Seconde and Terminale, and Barbara Roush in Première. Throughout college, Carl studied philosophy. Initially, he attended Columbia University before transferring to Harvard where he focused on analytic philosophy. At that time, he worked in a neurobiology lab sparking his interest in the field. After Harvard, he returned to Paris before going to back to Columbia where he completed his PhD and now works as a postdoctoral fellow. When describing his work, Carl shared, “My favorite part of the job is designing simple new experiments that no one has thought of yet, even though they should have. My least favorite part is the day to day lab work, otherwise known as “the bench work.” He cautions students who are considering a future in science that “there’s an element to this field where you have to “pay your dues” and 90% of my time at present is doing the fairly rote but skilled manual labor. That will end when I eventually start my own lab, but it’s a long road.” In support of that goal, Carl continues to develop scientific and technical tools, and he looks forward to spending more of his time setting direction for ongoing research. While he tries to be supportive of anyone interested in the field, he also advises, “Only go into it if you’re deeply passionate and committed. Realize that you need to be willing to renounce certain things – a career in science comes with a set of personal and financial sacrifices. If this is going to be your work and your future, you must be in love with the field you are in.” Would he do it all again? “Absolutely. I can’t imagine what else I would do.” Additional note: Carl also hosts a radio program on WKCR 89.9FM, which focuses on opera and classical music.

Gabriella Turek ‘78 Gabriella Turek came to France after spending just one year in the US (she and her family are Italian). “My dad worked at IBM (“I’ve Been Moved”) in those days. I was at the Lycée from 1974 to 1978 from Troisième to Terminale. My parents liked the fact that it was an international school offering the International Baccalaureate of Geneva.” Afterwards, she completed her undergraduate degree in Astronomy and Mathematics at the University of Texas at Austin. Then she continued studying Applied Mathematics and Astronomy before switching to Engineering. “I was never interested in lab work, so I always steered towards theoretical, i.e., computational work. I picked up programming, UNIX system administration and software practices as I went along in my studies and graduate work. By the time I finished my studies and a post doc, I needed a break from academia, so I took advantage of the “internet bubble” and my computer skills to get into software

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AlumniFocus engineering. But my ultimate goal was to work in research. Today, Gabriella works for one of New Zealand’s research institutes writing scientific software. “I recently heard the expression “research software engineer” and I think it describes pretty well what I do.” “I enjoy the rapid pace of change in software engineering, while I also love to be involved in science. The thing that I enjoy the least is the workplace politics, usually coming from management.” “It had always been my goal to work in the field of scientific research, except that instead of being a full time scientist, I became a software engineer in the scientific field. I just drifted into it; there was no plan.” She would definitely do it again, she says, “but perhaps start in a different field, like marine biology.” For students who might be interested in going into this profession, Gabriella advises, “have a solid basis in science and/or engineering and computing.” Plus, “it helps to have a bit of a focus and don’t be overwhelmed by choice. Follow your heart, not just the prospect of a fat wallet.”

Grace Abuhamad ‘09 Grace Abuhamad is the Public Policy Manager at ICANN, the Internet Corporation for Assigned Names and Numbers. As a Public Policy Manager, Grace manages government relations locally in Washington, DC, as well as works on projects that may have a political angle. “A lot of what I do on a day-to-day basis is research and analyze Internet policy development around the world. I get to travel a lot, too, which is the best part!” Grace was at the Lycée from 2005-2009, starting in Troisième through Terminale.“I have two younger brothers who also attended the Lycée International from 2005-2009. Our parents are American Francophiles: our mother was a French major in college, and studied abroad in France, and our father is from Lebanon, where French is widely spoken. In fact, we moved to France in 2005 because our father was working on a multi-national project with a French company. I really enjoy research and information. At the Lycée, I most enjoyed research projects such as the TPE and an ENH-ENL combined project on witch hunts. For the EN project, my class received research training from our librarian, Ms. Nichols. I still use her “Big 6” research method today. Through research projects at the Lycée, I discovered that “information overload” was not something that scared me, but rather something that excited and motivated me!” After the Lycée, Grace moved to Boston, Massachusetts to attend Wellesley College. She ended up pursuing a research track and studied Middle East history, focusing her research on post-conflict youth development. “During the Arab uprisings, I started looking more into the role of Internet technologies, and discovered a whole new passion for Internet policymaking.

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Since I discovered this towards the end of my education, I couldn’t find a job in the field right away. Still, I moved to Washington, DC, the center of policymaking for the United States, and I spent almost a year at a “think tank” researching and lobbying on the conflict in Syria. I managed to get a few, more tech-focused projects at TechNet and the GovLab at NYU before landing a permanent position at the Internet Corporation for Assigned Names and Numbers (ICANN).” “I’m part of an information and lifestyle revolution. The Internet is often compared to the printing press because it changed the way we manage information. Every day, decisions are made nationally and globally that affect the creation, distribution, and preservation of information on the Internet. We asked Grace how her profession had evolved since she began working. “My profession isn’t as established as other professions, so it’s hard to tell. Also, I’ve only been in my position for a year. I’ve noticed, however, that there are more and more people interested in Internet policy, so I think there’s a lot of growth potential for people who want to get involved.” Grace’s advice for current students who might be interested in going into her field: “Young people who have grown up with access to Internet technology have a natural advantage in this field: they are good tinkerers, and are willing to try and adapt to new technologies. However, the working world isn’t changing as fast as you’d like. To land a job similar to mine, you would still need to have good writing skills. When I started, I was brought on to a lot of interesting projects because I had a reputation for being a good writer. The Lycée, in my opinion, prepared me better than college, so take advantage of as many writing opportunities as you can. Also, there are plenty of opportunities for public speaking on the job, so try joining Theater or MUN for practice while still at the Lycée. As a former MUN-ner, I can tell you that the closest policymaking practice I could get was writing and reading resolutions, and preparing arguments to present during our debates. “

Jack Freudenheim ‘75 “My family arrived for the fall trimester of 1969. My father had been transferred from Chicago to be the Paris correspondent for the Chicago Daily News, a now defunct newspaper. My parents wanted their children to have an international experience rather than go to the American School, and so we moved to St. Germain-en-Laye in order to be close to the Lycée. I have three siblings: my older sisters entered in Seconde and Première; they each went back to the U.S. for university after they finished Première, and that became the model I would follow. I entered in Sixième, and my younger brother started in third grade in the Château. I have to say that the most seminal experience during my Lycée days was not at school: on Sundays at the Conservatoire de Musique de St Germain-en-Laye, the world-famous jazz icon Kenny Clarke came and taught drumming with the equally amazing Dante Agostini. I studied there every Sunday morning for five of the six years I was there. As my drumming improved, I was in rock bands that played at parties and “boums.” Playing music for people dancing was a wonderful experience, and drumming in general helped me through the toughness of the homework and emotional

trials of being a teenager in school at that age! Learning to be bilingual opened up my mind even if I have never worked in a setting where I spoke French in my career. I feel that the challenge of fitting into a new culture in a new language is a tremendous experience, enhancing the development of the intellect as well as intuition and empathy. I had always wanted to be a musician and the curriculum at the Lycée didn’t lend itself to that; however, going there and having a great academic record certainly helped me get into Wesleyan University, where I studied music and ethnomusicology to my heart’s content. I specialized in South Indian percussion, and also delved deeply into the study of Tibetan Buddhism. After college, I performed professionally around the New York City area, and even am seen (briefly) in the infamous film Ishtar, starring Warren Beatty and Dustin Hoffman. I also developed a strong interest in computer programming, even though I had not taken it in college. I had a little taste of it back at the Lycée, on what must now be considered a dinosaur of a computer - we each had terminals, and I’m sure the main computer had far less power than a simple smartphone today. After a few years, I studied database application design and programming at Columbia University and launched a new career as a programmer/consultant, which I have been since the mid-80s. I have also continued with music, most notably with my band 46bliss, which has recorded several CDs you can find online, and placing some of our music on film and television in the US and abroad. My profession in the software field has changed enormously since the advent and growth of the Internet. I now work from home and, using Skype and other collaborative software, work with colleagues and clients all over the country and the world, where only time zones are a hindrance. I love not having to commute, but do appreciate the face-to-face contact when I get to meet with a client or a colleague personally from time to time. If you are interested in software development, start doing it now - there are so many tutorials and so many free software development tools that nothing but time should keep you from getting started. If you’re interested in a career in music, put everything you can into it, but it’s good to have other marketable skills available so you have a way to make a living besides waiting tables. I found my time at the Lycée to be difficult in some ways, but it strengthened me intellectually and academically, gave me great study skills that put me ahead of my peers back in the US, and I have friendships that have lasted through the many years that have passed since.”

Oliver Plas ‘85 Oliver Pias currently works in international business development focusing on small and mid-size companies in technology (predominantly wireless, IT and telecommunications.) He spent three years at the Lycée and American section, beginning in Seconde in 1982 and finishing with his baccalauréat C in 1985. While he cannot link the Lycée directly to this field of work, “because at that time wireless did not even exist!,” he does say, “These were very important years for

me” for the academics provided, the long lasting friendships and the life experience gained. “Three life changing years at the Lycée shaped many, many other aspects of my future. The open mindedness, the international experience, and the ambitious goals ended up shaping many positive things in my life, a fact you only realize when looking back.” One significant realization “is that you become a “citizen of the world” without really thinking about it. When I look back, and at 48 you can begin to do that, I have only worked in international positions, and in international companies, simply because that is what I am good at and feel most comfortable with.” Olivier’s current profession is called an “international growth consultant”. He is employed by a Danish government agency “Vækshuset”, whose goal is to encourage and help young companies (ten people or more) to grow internationally, providing methods and services to assist them in achieving that goal. “I help young Danish software and technology companies organize themselves, grow, and export. The more they are successful at exporting the better.” Olivier also has his own company, entirely commission-based, from which he sells hardware and software products in the fields of digital information (displaying information on screens in stores) and home automation (“making your house smart”). “I also use this company to invest in young companies and startups. One of these companies, in the field of the “internet of things,” was started this year by one of my best friends from the Lycée! It already made headlines and we hope that it will contribute to the future of the “internet of things.” When asked about what he enjoys most (and least) about his current profession and why he chose this kind of work, Olivier offered, “I enjoy the variety of tasks, taking calculated risks, intellectual challenges, meeting people from different backgrounds and helping them reach their goals.” At the same time, “The uncertainty and the risks can be worrying sometimes. My investments are not always successful, as starting something new is risky. It’s the best I can do! At the Lycée, I wanted to be an airplane pilot.” Would he do it again? “Definitely, but then I don’t like doing things again. So if I did them again they would probably end-up differently, which I love doing again and again. Am I being clear?” To clarify, “Starting in one field does not mean you stay there the whole of your working life. However, a major change of industry [may] require taking a “helicopter view” of things, which I achieved by going back to school. An MBA at the London Business School was my investment into my future, the step back that allowed me to leap forward again, into the industries I wanted to get into.” Olivier credits his current success with “methodology and structure I received from my education and my job as a management consultant.” His advice for students today : “My current profession is one that requires hands-on experience and methodology.” And, as he notes, experience takes time. “It involves rolling up the sleeves, going out there and taking responsibility. Responsibility can include developing businesses, succeeding and failing. I found that you can shorten the learning curve, if you learn to learn from your mistakes.” Finally, Olivier recommends, “Stay curious and keep on learning throughout your life. What you learn at school today, is not necessarily up to date ten years from now.”

FA L L / W I N T E R

2014

Excerpts from Ink Magazine

Ink is the American Section’s literary magazine. Students write, select, design and edit the final product which is published in hard copy every year in June.

Photo by: Louis Austin

Terminale

Tuesday afternoon at piano Alice Tirard

Première

She gave me her jacket, she gave me her tea, and her cat in the chair looked on. And my mouth bloomed in sorries, my hands into colds which she plucked while the cat looked on. I was sofa’ed. Pet a creature, another pet me: one feared the other the other could not It buzzed at II or two o’clock But I couldn’t really know (I needed someone to remind me) It caused the intrusion of stucco’ed muscles Politer than mine It took The school in the flesh to release, but in pain, but in aching, with chocolate and tea, with candy, dried apples and tears. And syrup. And nothing’s wrong, ever. All schools have one bell. So I might sit and ask “Are you happy?” to both while the cat in the chair looks on But the word is a berry that floats in my cup A cranberry yes That I swallow.