The Howler - September 23

BLUE wHITE DAy

How does it work?

Blue White Day is a school wide, long standing tradition that takes place every year during homecoming season. On the Friday before homecoming weekend, students across all grade levels come to school dressed in either blue or white, representing their team color. Students keep the same team color for the entirety of their time at AC. Older students are then paired with younger students of the same team. After enjoying a picnic lunch in the courtyard, students of all ages gather on the soccer fields, with their partners, to begin the games. Games consist of relay races, obstacle courses, etc. The games conclude with tug-of-war competitions between grade levels and faculty. The games aren’t over, though, until someone from the losing tug-of-war team gets pied in the face!

The History of Blue White Day:

The Blue White Day tradition dates back to 1927, however, the games were played separately at both the Allendale School and the Columbia School. Columbia, the girl’s school, represented themselves with Red and Black, rather than Blue and White. The Columbia School, not having sports for many years, used this day as an opportunity to showcase their athletic skills. By the 40s, The Columbia School had already made the transition to Blue and White Day, while it would take Allendale another 30 some years to make the switch.

Allendale, the boy’s school, took their competition more seriously with The Mohawk and Apache Cup. Instead of field games, they competed in actual sports, such as basketball. Competitors took pride in this day and every year an award was given out for the Mohawk and Apache Cup. After the Allendale Columbia Merger in 1972, Blue White Day and the Apache Cup remained separate. However, in 1976, Allendale Columbia began a united Blue White Day, which was the start of the tradition that we know today.

More from Bob Moore

Mr. Moore taught and coached at Allendale School and then Allendale Columbia from 1968 to 1982. He left AC to work with the U.S. Postal Service from 1982 to 1990. He then came back to Allendale Columbia in 1990 as Athletic Director. He taught Physical Education in the Lower School and United States History in the Upper School. He coached Varsity Softball for 17 years. Mr. Moore retired in 2010, but served on the Board of Trustees from 2012 to 2018.

Tell us about the history of Blue White Day Blue/White Day was a Columbia School tradition on Goodman Street that began after Columbia School was founded in 1890! So it’s well over 100+ years old! In 1976, four years after the Allendale/Columbia merger, Blue White Day was resumed in its entirety! I know you didn’t ask this question, but two former Allendale Columbia Physical Education colleagues deserve to be recognized for all their contributions to organizing, developing and overseeing Blue White Day for over 30 years: Linda Hale and the late Mimi Hartney. They were the heart and soul of this important event!

What’s your favorite Blue White Day game? My personal Blue White game/event was the “Tug-of-War”, as it capped off a wonderful experience for all involved in Blue White Day!

ARYANA SAEDI

What’s your favorite Blue White Day memory?

Taking the traditional “pie in the face“ for the faculty losing the “Tug of War” to the Seniors was my favorite Blue White memory. I must admit that I was very nervous about getting “pied”!

Big Fish Little sChool

Big Fish is a musical with music and lyrics by Andrew Lippa. The musical is based on Daniel Wallace’s 1998 novel, Big Fish: A Novel of Mythic Proportionsm.

Big Fish revolves primarily around the relationship between Edward Bloom, a traveling salesman, and his adult son Will. The story shifts between two timelines: one in the real world and one in a past story. In the present-day real world, sixty-year-old Edward Bloom grapples with his mortality while Will prepares to become a father. In the storybook past, Edward ages from a teenager, encountering a Witch, a Giant, a Mermaid, and the love of his life, Sandra. The two timelines soon meet as Will discovers the secret his father never revealed.

As someone who recently auditioned for this show, I must say that the songs for this musical are good. The Big Fish: A Novel of Mythic Proportions is also different from the musical. I picked up the book and read it in one weekend, as the book is short, only amounting to (according to Amazon) about 196 pages.

The show will include both high schoolers and lower schoolers in various roles much like Beauty and the Beast did, though with fewer lower schoolers. The two roles open for lower school auditions are a younger version of Will, and Will’s son.

Get ready for an exciting show!

ExClusive with Mr. Tepedino

ARYANA SAEDI

Mr. Tependino taught at AC from 1996 - 2022. During his first 7 years. I taught PE and coached the girls varsity basketball team. He then taught kindergarten for 7 years. In 2010, he started working with the tech department doing technology integration with classroom teachers and helping with AC’s first iPad program. In 2014, he shifted to working to bring online classes to the AC upper school curriculum and also coordinating faculty professional learning. His last role at AC started in 2019 when I joined the Student Success Team as the Dean of Student Life. Mr. Tepedino also worked on projects like TEDxAllendaleColumbiaSchool, Best Buddies, and most recently Unified Basketball.

Q. What is your personal favorite Blue White Day game?

My personal favorite game was always the balloon hug. When I worked in the PE department, I would always volunteer to go over to that particular game to make sure everything went well. It was by far the cutest thing to see. Pairing the youngest participants with the oldest was just so fun, and the activity itself created a fun energy. I remember watching the joy on the faces of every student and teacher involved. Even the most curmudgeonly students would smile.

Q. What do you think is the most important part of the Blue White Day tradition that should be persevered?

To me, the most important part has always been bringing everyone together. I have seen students become lifelong friends with their Blue White Day partners. I have seen them connect and look out for each other as they move through the different grades. The importance of this type of experience changes what AC really is. It’s too bad it only happens once a year. Blue White Day always felt like a magical day for the community!

Q. Tell us about the pie tradition! Is there one memorable pie incident that was your favorite? Have you ever been pied?

I was on the block to get the pie twice, but I never had the honor to receive the pie because we never lost the tug of war…except for this one time when we may or may not have intentionally lost. This particular year, the Head of School, Mr. Hertrick was slated to get the pie, and his son Scott was the student who was picked to get pied. I don’t remember much prior planning but I remember our collective effort that day was a little lacking. So, we lost and Scott got to pie his father in front of the entire school. It was great! I did get a chance to pie two different students over the years, and that was fun until they chased me and shared some of the whipped cream.

JAMES THORNBURG

THen Now VS 1957 2022

COMPILATION DONE BY ARYANA SAEDI

Artificial Intelligence in Education

In late November 2022, OpenAI, an artificial intelligence company based in San Francisco, introduced ChatGPT. This human processing program is trained to understand human language using large text corpora, including Wikipedia, scientific journals, and news articles. However, ChatGPT quickly gave rise to concerns related to academic dishonesty, posing various challenges in the classroom. Many worry that the increased use of AI networks like ChatGPT could disrupt student engagement, critical thinking, comprehension, and introduce potential biases, inaccuracies, and “dubbed hallucinations.” Since ChatGPT is publicly accessible, anyone can utilize it for diverse purposes, including academic cheating.

integration into the classroom is essential. As Harvard Educational lecturer Houman Harouni asserts, educators must prepare the next generation to navigate the world with integrity in the face of AI’s pervasive influence. In short, we need to acknowledge the existence of AI because it is already prevalent in the media, and guide students on how to use it responsibly. Those with a positive perspective on AI’s role in the classroom view it as a tool, a critic, and an aid for gaining comprehension, improving vocabulary, and stimulating imaginative thinking.

To address the new wave of plagiarism in schools, anti-AI technologies such as GPT Zero were developed to detect AI usage. These technologies identify characteristics in writing, such as sentence length or word choice randomness. However, these “anti-AI” tools primarily mitigate academic dishonesty in written assignments. For instance, they are ineffective if a student intends to use artificial intelligence for a math assignment. Moreover, these AI detectors lack accuracy and may mistakenly identify human-written work as AI-generated, and vice versa, making it possible for minor edits to evade detection. In fact, students can even request ChatGPT to compose essays in a manner that bypasses detection or provide it with

Mr. Reinhart states, “I remember when Google emerged in high school. By college, there was a huge skill gap between those who could use it effectively and those who couldn’t. The same will likely happen with AI chatbots. These tools’ conversational nature makes learning engaging. You can ask follow-up questions and request explanations in different styles that resonate with you. ChatGPT, Bard, and Claude2 are top options to try. However, chatbots have limitations and can’t replace human teachers. It’s crucial to develop skills for using them strategically rather than overly

their own writing sample and instruct it to write a paragraph in a matching style.

There is no doubt that AI will continue to advance, and many argue that its

relying on their outputs. Students should start experimenting with these AI tools to get ahead of the curve. It’s your job to figure out how they fit into your learning process. The future rewards those who learn how to use technology effectively!”

Allendale Columbia has an academic integrity policy, which prohibits cheating and plagiarism. This September, The Howler asked the student body and faculty to fill out an identical survey regarding artificial

Figure 2. Graph displaying the percentage of students and faculty members who either agree or disagree with the following statement: “AI platforms like Chat GPT and Bard should be blocked for students at school.”

Figure 1. The percentage of students and faculty members who either agree or disagree with the following statement: “Schools should educate their students and faculty on AI and how it works.”

Figure 3. The percentage of students and faculty members who either agree or disagree with the following statement: “Students should be able to use AI for information and explanatory purposes.”

Figure 4. A graph of the percentage of students and faculty members who either agree or disagree with the following statement: “Ai should be used to complete assignments.”

Intelligence in Education continued from page 4

The survey results were unexpected, as faculty members were more in favor of AI usage for information, explanation, suggestion, and feedback, in comparison to students. The faculty also unanimously believes schools should educate their communities on AI and how it works. It’s important to note that this survey may not represent the entire faculty or student population, introducing a source of error. However, from the 60 responses collected, it is quite evident that the majority of both students and faculty are in favor of more educational opportunities with Artificial Intelligence. In the future, more nuanced questions regarding the ways in which AI can be used would have improved the intrication and accuracy of this survey. Ms. Offord presents an example: “I think AI should be used to complete assignments” could be interpreted as “without restrictions or followup” or “with explicit and embedded instruction to consider bias, voice, accuracy, and revision.” I think one of the most critical unasked questions here would touch on the idea of AI’s implementation into teaching. When we talk about implementing artificial intelligence into a lesson, where do the opinions of our student body and faculty fall?

I believe that the use of artificial intelligence for academic cheating should prompt reflection on why students resort to cheating rather than advocating for restricting access to AI networks. If students can turn to AI

A bit about AI

Artificial Intelligence (AI) is a technology in which machines adapt to iterative and algorithmic data to emulate human intelligence. Early AI research began in the early 1950s when scientists experimented with computation to create neural networks, interconnected nodes resembling neurons in the human brain. Neural networks employ algorithms to recognize patterns, correlations, and relationships in data, gradually learning and evolving to solve problems more efficiently and accurately. In 1950, Claude Shannon constructed remote-controlled mice capable of navigating a labyrinth and remembering the course. Over seventy years later, we employ neural networks in various applications, including target marketing (in social media), medical and disease diagnosis, credit card fraud detection, and ecosystem evaluation.

As neural networks evolved, machine learning and deep learning emerged, taking artificial intelligence a step further and enabling networks to discover connections and make inferences within given data. Thirty years ago, no AI model could reliably and accurately perform tasks in visual recognition or language comprehension compared to humans. However, as AI has continued to expand its capabilities, it now surpasses various human abilities.

As AI continues to progress, concerns arise regarding its potential to surpass human intelligence to the extent of comprehending data in ways beyond our grasp or even achieving “consciousness.” Consciousness can be described as an “awakened” state in which an individual experiences emotion, sensation, and thought. Although the definition of consciousness

and easily complete an assignment, what does that say about the kind of assignments we are giving students, and the value or message we have placed on education?

I believe that the use of artificial intelligence for academic cheating should prompt reflection on why students resort to cheating rather than advocating for restricting access to AI networks. If students can turn to AI and easily complete an assignment, what does that say about the kind of assignments we are giving students, and the value or message we have placed on education?

is debatable due to our limited scientific and emotional understanding of the human brain, it is evident that recognizing a stop sign as red and experiencing its redness are distinct mental states, just as winning a game of chess differs from feeling the exhilaration of victory. The question of whether artificial intelligence can achieve consciousness and the threats it poses to our future remains unresolved. We currently do not fully comprehend the capabilities of artificial intelligence. If AI were to achieve a semblance of “humanness,” should we nurture its development, granting AI rights and moral considerations? Alternatively, should we attempt to curb its progress out of fear that AI may surpass human power, potentially displacing our dominant role and, ultimately, posing a threat to our species?

Recognizing when AI has gained consciousness, particularly when we struggle to define it ourselves, presents a formidable challenge. What may seem like a dilemma from a science fiction novel could swiftly become a reality, catching humans unprepared.

The figure above illustrates a trendline representing the advancement in Artificial Intelligence performance in handwriting recognition, speech recognition, image recognition, reading comprehension, and language understanding between 2000 and 2020. When X=0, human and AI performance are equal.

Figure 5. The percentage of students and faculty members who either agree or disagree with the following statement: “AI should be used moderately for feedback and suggestion.”

INSIDE THE DEN

Soccer Coaching Insights: A Conversation with Hunt SCORE ROUND UP

ERIC ROOF

Q. HOW MANY YEARS HAVE YOU BEEN COACHING HAC SOCCER?

A. I took over the Boys Varsity program in 1987, but spent three years as assistant coach (1993-95) after my twins were born. I became head varsity coach again in 1996.

Q. WHAT IS YOUR FAVORITE THING ABOUT COACHING HAC SOCCER?

A. Because we are a small program (by numbers) I have the opportunity to actually teach the game of soccer to players who don’t have a lot of experience in how to play the game.

Q. ARE THERE ANY UPCOMING MATCHES YOU ARE PARTICULARLY EXCITED ABOUT?

A. Homecoming is always an exciting experience.

Q. WHO ARE YOUR HIGHLIGHT PLAYERS SO FAR THIS SEASON?

A.I generally don’t like to speak about individual players while the season is going on, but Finn Costello is having a great year as our only senior, our sole captain, and our leading scorer.

Q. WHAT DO YOU PREDICT THE TEAM’S RECORD WILL BE THIS YEAR?

A.Our team is very young, and it’s very difficult to predict how a young team will do.

Q. WHAT ADVICE WOULD YOU GIVE TO YOUNGER PLAYERS WHO STRIVE TO BETTER THEIR GAME?

A. Play as much as possible during the spring and summer

Q. WHAT MOTIVATES YOU TO KEEP COACHING SOCCER?

A. The same thing that motivates me to keep teaching history: working with teenagers is “da bomb.”

Homecoming games

Coach Hunt standing on the soccer field

Coach Hunt standing on the soccer field with two student athletes

BAM!

The right to Privacy

Ellen Alderman and Caroline Kennedy

Genre: Nonfiction

Rating: 9/10

I got this book on the side of the road in Maine. It was battered and almost lacked a cover but I love the book. The book addresses mainly addresses the privileges afforded to citizens by the Fourth Amendment and through privacy torts, among other things. The Fourth Amendment protects people from unreasonable searches and seizures by the government. It is not a guarantee against all searches and seizures but instead attempts to balance individual privacy against the degree of the search.

The authors, both attorneys, use recent cases and court rulings to evaluate the current state of privacy and to describe where our rights end. The two consider areas such as law enforcement (e.g.: when the police have the right to conduct a strip search?), abortion, the press (how much is legal for a paper to publish about a private individual?), employers (under what circumstances an employee can be asked about their beliefs, sexual orientation, etc.).

The Right to Privacy grabbed my attention from the first page and kept it all the way through. Despite the dense nature of court cases and rulings the authors manage to write in a way that makes the book much easier to read. This book is a must-read for any citizen interested in what their rights are under the Fourth Amendment.

Cinderella III: A Twist in Time

Disney Genre: Fantasy

Rating: 9/10

“Cinderella III: A Twist in Time” is an animated film created by DisneyToon Studios, constituting the third installment in Disney’s animated Cinderella trilogy, succeeding “Cinderella” (1950) and “Cinderella II: Dreams Come True” (2002), and taking place a year after the original movie. The plot primarily revolves around Lady Tremaine (the evil stepmother), who manages to steal the Fairy Godmother’s enchanted wand. With the wand, Lady Tremaine manipulates the fabric of time, rewriting history and preventing Cinderella from marrying the Prince. Instead, she ensures that her own daughter, Anastasia (the evil stepsister with the red hair), becomes the Prince’s bride.

My personal favorite part of this movie is the royal family, specifically the King, and to a lesser extent the Prince. There is one scene near the beginning of the movie where the Prince and the King are sword fighting and discussing the outcome of the ball. During this dialogue the King says, “Do you think there is only one

girl in the kingdom who wears a size 4 and a half?” I love this portion of dialogue because it is poking fun at the whole idea of Cinderella and is quite humorous. The King continues to serve as comic relief throughout the movie to great avail.

The animation in this movie is also something to marvel at. My favorite portion of the animation is during the scene where the Prince and Cinderella meet for the first time since the time skip. The Flowers curling around the posts of the walkway appear much like an oil painting and give the movie a classical feeling.

I highly recommend this movie to anyone who is looking for a good laugh or the craziest storyline ever put together by Disney.

Wake Up & its OVEr

Genre: Indie Rock

Artist: Lovejoy

Rating:9.5/10

Lovejoy is an indie rock band formed in Brighton, England, in 2021, with members William Gold (Wilbur Soot) as the lead vocalist and rhythm guitarist, Joe Goldsmith as the lead guitarist, Mark Boardman as the drummer, and Ash Kabosu as the bassist. They release their music through Anvil Cat Records and distribute via AWAL. Their album has made its mark in various playlists, blending influences from lo-fi, twee pop, and post-punk. While each track showcases unique qualities, there’s an underlying sense of similarity when compiled.

“Portrait of a Blank Slate” opens the album with vivid imagery and impactful lyrics, supported by lively basslines leading to powerful choruses. “Call Me What You Like” is a standout, taking a more pop-oriented approach with lighter bass.

However, tracks like “Consequences,” “Warsaw,” and “Scum” share a sonic resemblance. However standouts as it has more emotional depth. These songs conform to indie music norms, and their similarity raises questions about album cohesion.

A standout track is “It’s Golden Hour Somewhere” with a beautiful riff and exceptional lyrics. The album’s predominant theme explores life’s downward spiral and toxicity in others.

While the album is well done, it could benefit from more sound diversity to avoid a sense of sameness between tracks. Overall, it’s an excellent album.

Who Are You?

ANGELICA DAVIS-BERNARD

How often do we hear, so, tell me about yourself? It’s the beginning of the school year and it’s tme to introduce yourself to others. When you go on a job interview, the potential employer will most likely ask you to share about yourself. Who are you? What comes to mind first?

Iceberg

There are many aspects to one’s identity, including the social identity groups to which they belong (race, gender identity, religion, sexual orientation, etc.). Some parts of your identity are clearly visible, and many are not. When you first meet someone, you may think you can clearly see aspects of their identity, but in fact, many aspects of one’s identity are not visible to the eyes. The iceberg metaphor is helpful when exploring identity. You can only see a small part of an iceberg (about 10%) that is above the waterline. Like an iceberg, only a few aspects of one’s identity are immediately visible and apparent. We all have multiple social identities that intersect in unique ways and influence our lived experiences as well as interactions with others. Our identities impact how we show up in spaces, how we interact with others, and how we experience school. As a millennial, cisgender African American woman, who is a mother and follower of Christ, I experience life through these identities and concepts.

Take a moment to reflect on your identities:

• Which social identities are most central to how you see yourself as a person? Why?

• Which social identities have the biggest impact on how others treat you? Why? Does your answer change depending on context (e.g., at work, at home, with your friends)?

• How does your gender identity influence who you are?

One of my hopes is for all of us to identify as AC wolves who feel connected to school. Student-led clubs and sports are great ways to connect with others. You can help open doors for student voice and equity at AC and beyond. Equity is about giving people the resources they need to succeed (which is different from equality, which is about giving everyone the same

resources). Sometimes understanding equity can be difficult for people because it can feel like they are losing “something.” In fact, equity benefits everyone! Equity and creating a community of belonging requires a special ingredient of inclusion.

The term inclusion is used often, but how do you define it? Let us know! Inclusion is more than just welcoming people through AC’s door. Inclusivity should be in our lounges, athletic center, the books we read in class, and at the decision making table. Inclusion includes students being able to, safely, make requests and/or demands upon that same table with student leaders. This is why the student voice is so important! Student government, the Speak Up Forum, surveys, and other community building tools are vehicles to get your voice heard!

Affirming, acknowledging and accepting others is key in my work. I hope we all create spaces where you are affirmed and a sense of belonging is cultivated. Acknowledging and accepting students takes intentionality. Acknowledgment is approaching every AC wolf with an understanding that we accept you all. Osborne (2001) writes

I love the quote, “in a world where you can be anyone, be yourself” is so powerful and affirming. “Be You, for You” is a clarion call to promote AC schoolwide inclusivity. I am inviting all of us AC wolves to know everyone has the right to feel comfortable being their own person and social identities. Let us remember to be kind because everyone you meet is fighting a battle you know nothing about.

Photo by Brett Jordan on Unsplash

“We accept their quirks, their moods, their emotions, and their motivations, and we acknowledge that we will work with them to become the best learner they can be.” (Acknowledge Every Student, Every Day)

The Legality of Free Speech on Campus

JAMES THORNBURG

The history and legality of freedom of speech on campus can be traced back to the landmark case of Tinker v. Des Moines in 1969. In this case, students at a public high school planned to wear black armbands as a silent protest against the Vietnam War. The school’s principal warned the students that they would be suspended if they wore the armbands, fearing that the protest would cause disruption. Some students wore the armbands anyway and were subsequently suspended. The case eventually reached the Supreme Court, which ruled in a 7-2 decision in favor of Tinker. According to the ruling, neither teachers nor students

Additionally the Supreme Court emphasized that school officials cannot prohibit speech based solely on the suspicion of disruption. This case established that students have a legal right to freedom of speech in public schools.

However, Hazelwood School District v. Kuhlmeier (1988) restricts freedom of speech. A student newspaper run as part of a journalism class (funded by the board of educators) at Hazelwood East High School in St. Louis, Missouri sued after the principal removed two articles from the May 1983 issue. The articles described students’ experiences with pregnancy and divorce. The principal believed that the students interviewed and parents discussed in the articles could be identified, and found the discussions of birth control and sexual activity inappropriate for younger students. The Supreme Court decided that there is lesser protection for school-sponsored speech (any speech prompted and partially controlled by an educational program) and affirmed that a public forum must be created intentionally in a public high school setting.

It’s important to note that private institutions are not bound to case law concerning public schools. Private schools not legally bound to free speech priciples underlined in Tinker v. Des Moines such schools often still adhere to free speech principles in many instances. Private schools that receive federal funding are required to follow federal anti-discrimination laws and free speech principles. State policies also play a role in determining the expectations of freedom of speech in private schools. I know what most students are thinking: what about the forum? Is that school-sponsored free speech? And the answer is yes. Consider the forum within the context of Tinker v Des Moines, is there proof that the forum would have caused disruption to the learning environment? That’s hard question to answer. Disruption to the totality of the learning environment or the learning environment of specific students? Regardless, both of these ruling solely applied to public schools. Private schools are gray areas in terms of constitutional rights and one’s freedoms are often very dependent on school codes.

Regardless free speech is vital for a functioning democracy, and if AC claims to be a place where expression is encouraged they should show it when it comes to freedom of speech.

Two of the students involved in the court case: Mary Beth Tinker and her brother John holding up the arm bands they planned to wear to their school in Des Moines

Top: Student journalist from the spectrum holding up an edition of the paper

Bottom: the articles about teen pregnancy, and divorce that prompted Hazelwood School District v. Kuhlmeier

“shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.”

Last year’s senior forum. From left to right: Harmony Palmer, Tommy Duver, Thomas Riveros, Kai Palozi, Nathan Roof

The fire that Brought Allendale Columbia Together

MARINA ELLMAKER AND CAITLIN SWARTZ

The night of Thanksgiving 1966, the Allendale School caught fire, leaving only the flag pole standing. The fire began for an unknown reason, Passersby and firemen did not notice the fire because the school was far from the road. When children began to arrive at school in the morning, two-thirds of the school had been destroyed and the fire department was still at the scene. Former student Bill Clark witnessed the aftermath, recalling,

Q’s with the news

MACKENZIE OPIRA

Clark also stated that while the fire was devastating, it was “possibly the best thing that ever happened for this school.” The fire allowed the Allendale school to come closer together and was rebuilt into the Allendale Columbia School, combining the Columbia girls school with the Allendale boys school. Operation Phoenix was the school’s plan for rebuilding. And with that, an important symbol and word came from the fire. The majestic phoenix, along with the term synergy, represents the uprising from the flames and being reborn. Sculptor Albert Wilson created an art piece using the surviving steel from the original building to make the phoenix sculpture. You can see this sculpture at the front entrance for Middle and Upper School.

More information about operation phoenix is avaible here:

Q. HOW LONG HAVE YOU BEEN TEACHING?

A. This will be my seventh year teaching in schools, and my ninth year working in education.

Q. WHERE DID YOU TEACH BEFORE AC?

A. Before moving to Rochester, I taught history at a school in Chandler, Arizona. I moved here two years ago, and worked as a history curriculum writer while pursuing a master’s degree at the University of Rochester.

Q. WHATS YOUR FAVORITE SPOT ON CAMPUS SO FAR?

A. While I haven’t spent much time there yet, I really like the courtyard areas.

Q. A FUN FACT ABOUT YOURSELF

A. I’m very into amateur astronomy, and I was able to do a lot of stargazing in the deserts of Arizona. Thanks to a friend, I had the opportunity to use a 36-inch telescope that required a ladder to look through the eyepiece.

Q. HOW LONG HAVE YOU BEEN TEACHING?

A. I’ve een working in schools for 16 years.

Q. WHERE DID YOU TEACH BEFORE AC?

A. I spent the last 15 years at Rochester Prep Charter School. I was a Dean of Students for 6 years at the middle school level, and 9 years as the Director of Athletics at the high school.

Q. WHATS YOUR FAVORITE SPOT ON CAMPUS SO FAR?

A. My favorite spot on campus for me has to be the athletic wing. Alumni Gym/Gannett Gym. I enjoy walking over to the tennis courts and crossing Allens Creek.

Q. A FUN FACT ABOUT YOURSELF

A. I was a state bowling champion when I was 12 years old!

“Inside the burnt rubble, I saw the pot holders we had been making for our parents the day before the fire”.

Photo of art piece created of steel that survived the fire. Next to the statue is a a photograph of the fire and more details about this incident

scan of a the newspaper at the time detailing the events of the fire

MR. ROBB History Teacher

MR. LAMBERTON Assistant Athletic Director

HOWLARIOUS

LOGIC PUZZLE BY JAMES THORNBURG

Classifieds

MASTHEAD

COPYRIGHT SEPTEMBER 29, 2023

PUBLISHER ALLENDALE COLUMBIA

EMAIL

thehowler@allendalecolumbia.org

Answer to the logic puzzle

STAFF

COPYEDITOR

Evelyn Kacprzynski, James Thornburg, Eric Roof, Marina Ellmaker, Caitlin Swartz, Mackenzie Opira, Kexin Cai Angelica Davis-Bernard

CONTRIBUTORS

Links to sources are included here in order of article placement

Vincent Bissonette DIRECTOR Amy Oliveri

LAYOUT James Thornburg