Aspire Magazine

A publication of Hathaway Brown’s Aspire Program I 2015

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pg.

Continuing Education

Aspire’s New Ninth-Grade Academy Eases High School Transition

2014 Program Faculty & Administrators Core Academic Teachers: Emily Brindza, Ohio Univ.

Sarah Coulter, Hampton Univ.

Brynn Doherty, John Carroll Univ.

Katelyn Ferrara, John Carroll Univ.

Joyce Guo HB ’13, Yale Univ.

Tori Guy HB ’10, Cleveland State Univ.

Rhyann Koehler, Kent State Univ.

Katherine Kiliany, John Carroll Univ.

Elizabeth Roll, Cornell Univ.

Kathleen Riley, Eckerd College Katherine Smythe HB ’12, Colby College Ciera Whitsett*, Eastern Michigan Univ.

Junior Teachers Deja Abrams*, Early College High School Zita Gratzl, Hathaway Brown Kendra Hughley*, Shaker Heights High School Kyra Germany*, Hathaway Brown Daijah Reese*, Hawken Taylor Jones*, Cleveland Heights High School Jada Thompson, Garfield Heights High School Da’Rya McAllister*, Phillips Exeter Academy Chloe Binczyk, Shaker Heights High School Delani Hughes*, Hathaway Brown

Academy Teachers Steven Elliott, Mathematics & Science Emily Miller, English & History

Directing Teachers Leslie Coleman, Social Studies Kelly Fishman, Language Arts Alex Honold, Science Joe Romano, Mathematics

Deans and Administrators Ashley Medve, Assistant to the Director Christine Fishman, Dean of Faculty Katherine Jenne Chapman HB ’04, Dean of Junior Teachers Angela Groves HB ’08, Dean of Students Anna Karwowska, Librarian Alina Freeman*, HB ’13 Alumnae Association Coordinator Brandon Lipford, Choir Teacher

*Aspire alumna

mark your calendar The best way to know the magic of Aspire is to experience it in person! We’d love to welcome you to campus this summer.

OPEN HOUSE July 7 9:00–10:30 a.m.

TOURS June 17-July 22 Call 216.320.8776 to RSVP.

CLOSING CEREMONY July 22 5:30 p.m.

Where girls learn to lead and people are inspired to teach

Getting There 2014 Aspire Founder’s Award given to invaluable transportation providers One of the most important aspects about Aspire for our families is the availability of transportation. Without the buses that Aspire provides during the summer session and for events throughout the year, many students would not be able to participate in the program.

For many years, a small group of dedicated drivers served the Aspire program faithfully. These four drivers: Jack Fishman, Peter Rudolph, Ed Beegle, and Jim Niederst, graciously and compassionately drove our students to and from school and year-round events.

Driving a bus filled with 30 sixth-, seventh-, and eighthgraders is no easy task. In the hour that it takes to complete the Aspire bus routes, drivers spend time listening to pop music, sometimes reminding girls to remain seated, and being regaled with the stories of the day. At all times, these drivers showed sincere compassion and care for our Aspire students.

Whether during the summer session or on Saturdays throughout the year, Jack, Peter, Ed, and Jim made sure every girl felt known and safe. They learned the girls’ names, developed relationships with their parents, and took care of them as if they were their own daughters.

These are patient and caring individuals who were truly invested in supporting us in meeting our mission for young women.

For their belief that an experience at Aspire can change the trajectory of a young woman’s life, their understanding of middle school students, their enthusiasm for field trips including the Lolley the Trolley tour and visits to the Cleveland Museum of Art, and for their ongoing efforts to collaborate with us, these men were honored with the 2014 Founder’s Award. The Aspire program, our students, and their families will be forever grateful for the indelible mark they have left on us.

Leading by Example Imani Rucker ’14 wins the 2014 Aspire Girl Award The recipient of the 2014 Aspire Girl Award is a remarkable young woman who was selected by her classmates and teachers as an outstanding example of what it means to be a part of Aspire.

Imani Rucker ’14 came to Aspire as a Woodbury Elementary School fifth-grader and spent three years thriving in the program. She came to us as a self-confident, personable, bright, and capable young woman, and she continued to exude those same traits throughout her middle school years. A trustworthy and committed student, Imani achieved perfect attendance for all three years of the summer session as well as for all of the year-round Aspire activities. At the summer awards ceremony, Imani’s classmates and teachers celebrated her compassion, leadership, and overall positive outlook.

The Aspire Girl Award honors a young woman who represents the values of sisterhood, spirit, scholarship, and service. Because of her commitment to Aspire and dedication to her personal and academic excellence, we were thrilled to present Imani Rucker with the 2014 Aspire Girl Award.

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contents FEATURES 6 Continuing Education

New Ninth Grade Academy program bridges the gap between Aspire and high school

8 Taking Action Aspire co-founder Koyen Parikh Shah

speaks at TedxSHHS

9 College Prep

Aspire alumna Ronda Kyle ’10 spent the summer getting to know her college campus

10 Worldwide Leadership Right at Home Transformational summer program teaches life lessons

11 Where Are They Now?

Checking in with members of the Aspire classes of 2004 and 2005

13 Full Calendar

Aspire’s year-round programming keeps girls engaged long after summer ends

14 Difference Maker Student leader and activist Kyra Germany ’10

teaches tolerance and understanding

15 #BrandYourself!

Leveraging the power of social media

AWARDS 4 Leading by Example

Imani Rucker ’14 wins the 2014 Aspire Girl Award

4 Getting There 2014 Aspire Founder’s Award given to invaluable

transportation providers

GET TO KNOW ASPIRE 2 Program Faculty and Administrators 2 Upcoming Events

I

f you’ve attended an Aspire closing ceremony, you have probably heard me say that Aspire is truly a magical place. Every day during the summer, and when we see the girls and alumnae throughout the year, something incredible happens.

A girl comes into the essence of herself. An alumna gets that college acceptance she has long been waiting for. A butterfly starts the career of her dreams. The magic of Aspire lies in the life-changing moments that the program creates for all of us, myself included.

There is an ancient Native American proverb that says, “Tell me the facts and I’ll learn. Tell me the truth and I’ll believe. But tell me a story and it will live in my heart forever.” I am so excited to share this newest edition of the Aspire magazine with you. In its new form, the magazine blends the narratives of students, families, faculty and staff into one publication that celebrates the facts, the truth and the story of Aspire. I hope that you are as inspired as I am and that the magic of Aspire will live forever in your heart.

Letters to the editor may be sent to publications@hb.edu or to the school’s mailing address.

If you’d like to become a contributor to Aspire’s Teaching Leaders magazine, please email cseals@hb.edu or call 216.320.8796 x7203.

Camille J.L. Seals, HB ’02, Aspire Program Director

NEW Ninth Grade Academy

program bridges the gap between Aspire and high school

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or many low-income and at-risk students, the summer between the completion of eighth grade and the start of ninth grade can be a defining moment in their academic careers. This important summer can be an indicator of long-term success in high school and a student’s ability to persist, graduate, and begin their studies in college and beyond.

these activities, students had the chance to learn useful life skills such as cooking, budgeting, and forming a club for their new high school. “These skills will really allow the girls to flourish both academically and personally, to become a true Aspire girl: a leader, a risk taker, and a positive influence in the world,” says Aspire faculty member Anna Karwowska.

In the summer of 2014, Aspire launched the first year of the Ninth Grade Academy. This program, designed to support Aspire graduates, offered these young women the opportunity to spend time preparing for high school in an environment that is safe, familiar, and supportive. The Academy was created out of a demonstrated need. Many Aspire graduates have struggled when they begin high school; they experience myriad challenges that aren’t necessarily unique to the Aspire girl but are hurdles that can deter a student’s achievement if she doesn’t have the proper tools to overcome them.

Not only does the Ninth Grade Academy offer alumnae the opportunity to spend another summer in the program, but it also creates another level of opportunity for teachers. Academy Teachers are early career educators or graduate students working to build their skills. Three Academy teachers and one Junior Teacher comprised the faculty for the inaugural Ninth Grade Academy program. Emily Miller, a graduate student at Case Western Reserve University, and Steve Elliott, a first year teacher at Hathaway Brown and recent master’s degree recipient from John Carroll University, bravely accepted the call to lead the academic classes. Both had previously spent several years teaching in the Aspire middle school program. Newcomer Karwowska, a graduate student at Knox College who served as Aspire librarian and coordinated many of the learning resource and study skills classes, rounded out the team.

The Ninth Grade Academy is intentionally different from the middle school program, as it mimics a high school experience.

The Ninth Grade Academy program runs parallel to the core middle school program. Students who have completed their threeyear commitment to Aspire are eligible to return the following summer and are given the choice to participate in the program.

The Ninth Grade Academy is intentionally different from the middle school program, as it mimics a high school experience.

Ninth-graders attend classes Monday through Thursday for half days and take rigorous courses in English, history, mathematics, and science. The curriculum in the Academy program is designed to reflect the skills and competencies that ninth-graders need to thrive in their first year of high school. Teachers focus on essay writing, public speaking and debate, conducting research, and practicing the critical and analytical thinking skills required to succeed in high school.

In addition to these core curricular offerings, students also took classes focusing on learning resources, health and wellness, and leadership. While the Academy program is rigorous, it also includes a fair share of fun and adventure. Ninth-graders are given the opportunity to participate in select aspects of the core program that keep them connected to the middle school students.

During the 2014 summer, ninth-graders stayed on campus for the Talent Show and cheered for their younger sisters as they took the stage to sing and dance. They also participated in the annual Love Your Body Day and focused on exercise and stress management.

Academy students take several field trips, all of which are experiential in design and give the girls the chance to travel off campus, experience public transportation, and learn how to navigate Cleveland. Students visited Whole Foods Market and learned a bit about healthy food and nutrition from the grocers.

They were divided into groups and each group was tasked with creating a healthy, balanced meal on a limited budget. The students also visited and toured John Carroll University and tested water samples at the Nature Center at Shaker Lakes. Through

“I am passionate about providing educational opportunities for youth, especially young women and girls, and the mission of Aspire aligns perfectly with my values as someone who hopes to promote social change throughout my career,” Miller says. “The Aspire Program provides girls the opportunity to increase both their social and human capital. Education at Aspire is not ‘oneway’—it is a dynamic process among teachers and students, and the Ninth Grade Academy is an important piece in fostering that meaningful environment in which both students and teachers grow and learn.”

The Ninth Grade Academy program already has demonstrated impact for the students and the teachers. All of the students who participated in the Academy said that the program helped them navigate the first semester of their freshman year. Many of the girls who participated in the program are taking rigorous course loads, and one student will be sitting for the AP US History test this May. Several graduates of the Ninth Grade Academy program reported that much of what they studied in the summer was included in their school-year curriculum. As a result, topics that presented challenges for their peers were easier for them to navigate since they had spent the summer preparing to do just that.

The Ninth Grade Academy addresses a critical gap that previously existed in the Aspire program. Research shows that each level of formal education allows individuals to develop more sophisticated cognitive thinking skills. The Ninth Grade Academy program further nurtures each Aspire student’s intellectual potential while giving her the chance to learn how to develop and sustain meaningful relationships, solve conflict, and develop genuine leadership skills.

Forge Unlikely Connections, CHANGE YOUR ABILITY TO TAKE ACTION IN THIS WORLD Aspire co-founder and Hathaway Brown’s Director of the Center for Leadership & Well-Being Koyen Parikh Shah spoke to a sold-out crowd at a TEDxSHHS at Shaker Heights High School in February. Shah was one of seven speakers with Cleveland ties to be featured at the event. Other speakers were Hannah Belsito, Vice President of Community Affairs at Destination Cleveland; Wesley Lowery, Capitol Hill beat writer for The Washington Post and the secondyoungest Pulitzer Prize winner in history; Amy Hanauer, founding executive director of Policy Matters Ohio; Caira Lee, nationally acclaimed slam poet; Dan Moulthrop, CEO of The City Club of Cleveland, the citadel of free speech; and Scott Mescudi, better known as rapper Kid Cudi. The program was developed, curated, and managed by students at Shaker Heights High School.

In her speech, “Forge Unlikely Connections,” Shah told the audience about the critical role teamwork played in the founding of Aspire, and the profound impact Aspire has had on students and teachers for more than a decade. To learn more, please visit www.tedxshhs.com or search the hashtag # TEDxSHHS.

We need your help!

Do you have time or talents to volunteer? Contact Ashley Medve at amedve@hb.edu or 216.320.8796 x7255 to find out how you can help affect the life of an Aspire girl.

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COLLEGE PREP

Aspire alumna Ronda Kyle ’10 spent the summer getting to know her college campus

R

onda Kyle was a member of the Aspire Class of 2010 who graduated from Heritage Middle School in 2011 and enrolled in Hathaway Brown. She will graduate from HB in June 2015, and she plans to attend Barnard College in the fall. We caught up with her recently to discuss a special program she participated in on Barnard’s campus during the summer of 2014.

IN HER WORDS: Over the summer, I attended Barnard’s Pre-College Program, where I studied journalism and narrative writing. For four weeks, I went to class in the morning and spent the rest of the day exploring New York City and all it has to offer. The program did an amazing job of organizing excursions that gave us the opportunity to venture off into the city, but there was also an extreme element of freedom that served as a preview of what my life would be like if I went to this particular college.

I found my favorite spot in the park, the cheapest thrift stores, tried new pastries at local bakeries, and overall had an incredible time. I met girls from all over the world and also shared a dorm room with someone who is still one of my good friends.

I found this program when my mother stumbled upon an organization called The Joyce Ivy Foundation, which is devoted to funding young girls who want to attend a PreCollege Program (PCP). I had to apply and be accepted into this program first, before I could apply and commit to any PCP. Once I received the scholarship that would cover the expenses required to attend a PCP program, I chose one and devoted the rest of the spring to its application. Barnard is not the only college they offered funding for, but its location in New York City was one of the most attractive and is one of the main reasons why I chose to apply. I had never heard of the college before I was given this opportunity, but I am so glad I chose it.

In the beginning of my college search, I had no idea what I wanted in a school, but Barnard’s Summer in the City precollege program heavily influenced my decision to apply there.

At the beginning of my college search, I thought I wanted a huge campus with thousands of students (including boys), but my summer on Barnard’s gated grounds showed me that the school’s devotion to empowering women is exactly what I want and need in a school. From the dorms to the classrooms, where

I was really able to work closely with my fellow students as well as our professors, I was given a taste of what I truly wanted: an intimate classroom experience inspired by diverse peers who are thoughtful and care deeply about learning. Barnard would provide this for me all in one setting. Being a part of PCP gave me an excellent preview of what it’s like to attend a dynamic institution while having access to a vast city. During that month, I not only gained knowledge about the campus, but I learned about myself. This is not to say that any other college or university would not prepare me for the future, but Barnard would provide me with unique opportunities that I truly want to take advantage of.

By being away from home for the summer, I learned that independence is an awesome thing, especially when you’re mentally prepared for it. I was capable of waking myself up on time for class, and I knew how to manage the money I had; things that your parents usually handle. I also began to understand the importance of safety and not being a risk-taker in unknown territory. I did not feel fully comfortable exploring alone, or even at night, and it is very important to know your exact location at all times. Overall, being away from home was a great experience that was a genuine preview to my future life as a Barnard student.

Aspire girls should really expand their horizons when it comes to opportunities and understand that Aspire is not the end; it is just an amazing beginning. Aspire really prepares you for what’s next and the program is exceptionally supportive. For me, Barnard’s pre-college program was one of the greatest things I’ve participated in, but I knew how to handle a rigorous, allfemale environment solely because of my exposure to Aspire.

It prepared me for high school and the PCP prepared me for college.

The advice I would give to other Aspire girls about enrolling in a summer program is do not be hesitant. You are more prepared than you may think. You can only gain from a new, exciting experience. You should travel, and not be bound to one setting.

The world is large and because you have access to it all, you should not be tentative to explore. My experience should be an incentive for you to try new things even if you have never heard of them.

Worldwide Leadership Right

@ Home

by

Autumn Faithwalker, Aspire Class of 2012

G

irls’ Leadership Worldwide was an experience I couldn’t possibly articulate in one essay. I have made priceless friends, learned invaluable lessons about leadership, and have been inspired to make a great change in my community. The workshops I participated in and the places I went were absolutely fulfilling.

Girls Leadership Worldwide is a nine-day summer camp program for high school girls hosted at the Eleanor Roosevelt Center. The program gives girls an opportunity to experience workshops and field trips that help them build strong relationships and plan for their futures.

I spent two days in New York City, where I met Al Jazeera’s Mary Snow, Giancarlo Esposito from the television show Breaking Bad, and numerous women who work at the United Nations and at J.P. Morgan. We dined at the Friars Club, which is a very fancy, jazzy joint that allowed us to practice our etiquette.

I got to tour the set of an indie film called Stuck, which is due to come out soon. Along with a small group of other students, I had the chance to tour CNN for a full four hours. It was amazing! We met Rosa Flores, who just recently returned to the US after covering a story about immigrants in Honduras. I also was able to edit B-roll for a story that CNN New York filmed about Pete Rose, and I got to meet an interesting flood of frazzled—but generous— writers, who let us bask in their journalistic light for a couple of minutes.

The workshops I attended at the Eleanor Roosevelt Center were more private and self-fulfilling. Big D-Diversity was a session that taught me more about embracing the people around me. Public Speaking was an experience in which I learned to actually vibe with an audience, a skill I will use for the rest of my life. Follow Your Inner Compass reinforced the importance of using my conscience, having faith in myself, trusting my own instincts, and knowing that my decisions are mine to make in my own time.

I am motivated to now move forth and make a difference in my community and, ultimately, the world.

Finding Your Passion and Purpose was my favorite workshop because it helped me find my focus and guided me through my Ambassador project. I plan to use my writing and communication skills to help my community stay connected and aware. There are a lot of issues in Cleveland that aren’t discussed with the right people, and a lot of people in Cleveland are ignorant about the resources that we have. I hope to start a community sharing space that will connect organizations to people, and prompt people to spark change by telling the stories of those who are affected by given issues. Once those stories are told, we’ll open up community discussion so that we can ask “What now? What can we do as a people?”

The best things about GLW were the brilliant, lovely, and beautiful girls I spent my time with. We all laughed and cried together and confided things in each other that we hadn’t been able to share with anyone else. We discussed feminism and other important topics

while we rode on the bus to New York, and shared ice cream from one giant bowl! The girls and I connected and I can say for sure that there was not one girl I didn’t hug or hold hands with or say “I love you” to. At the beginning of the summer, I was puzzled when I was told of the magical bond I would make with the 36 other girls upon my entry into the program, but now it makes sense. I truly have 36 sisters.

All tears and proclamations of undying love aside, I am motivated to now move forth and make a difference in my community and, ultimately, the world. I now have the skills, contacts, and—most importantly—the confidence to make that change. I am so grateful for my GLW sisters, for Aspire, and for all of the people who have helped support and encourage me.

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WHERE ARE THEY

NOW?

Checking in with members of the Aspire classes of 2004 & 2005 Meagan Coggins Aspire class of 2004 Ohio University class of 2014

What did you study in college? What activities were you involved in ? I received my B.A. in English Education. I also did diversity work and received a certificate in diversity studies. I was on the executive board of the Black Student Union for three of my four years. I also mentored in the Big Brothers Big Sisters program in Athens, Ohio.

What is your current profession, field or area of study? I’m currently teaching fifth grade English at Hathaway Brown School.

What are your long-term plans and goals?

I plan to enter a graduate school program and study Education Policy. I hope to play an active role in changing how we as an

overall nation look at and address education equity, specifically in urban areas.

How did Aspire help you get to where you are right now? Aspire instilled a permanent love of teaching in me. I experienced so much academic and personal growth thanks to Aspire and its amazing teachers.

It shaped me as an individual. Afterwards, I felt there was no way I couldn’t give back.

Youth advocacy is my passion and it started with Aspire.

What advice would you give to Aspire girls who are still dreaming up what they want to do with their lives? Dream with no intention of ceasing until it’s a reality.

Then, even when your dreams have come true, dream more! There is such truth to the line “if you can dream it, you can achieve it.”

With hard work and persistence, anything is possible. Setbacks and mistakes will occur, you’ll have a couple of doubters, but these things are meant to position you for greatness and not to deter you. Also, you’ve been given a great networking gift as an Aspire girl. If you are a college student, or even a high school student, please reach out to your peers at different schools or older alums. We automatically care about you because we’re connected through Aspire.

Use us as a resource!

Carolyn Hockey Aspire class of 2005 College of Wooster class of 2014

What did you study in college? What activities were you involved in? I was a Restorative Justice major and a Political Science minor, so I took mostly political science, sociology, and criminology classes.

I also studied abroad in Cameroon in Central/West Africa and took a number of French classes as well. I also took voice lessons and was in the Wooster Singers. I was a member of Model UN, Post Office Student Manager, a front-desk worker in the student center, and participated in various clubs such as Peace by Peace, Worthy Questions, Circle K, Interfaith Scholars, and Hillel, and I was student leader and trip organizer for a West Virginia service trip.

What is your current profession, field or area of study? I am currently participating in a service year program called the Young Adult Service Corps through the Episcopal Church. I spent the first half of my year working with sexual- and genderbased violence programs in Burundi, East Africa. I recently switched placements, however, and am currently working in a school in Grahamstown, South Africa, doing administrative work as well as helping to teach third grade.

What are your long-term plans and goals? I am still unsure of where I see myself long-term. I know that I want to be doing something to help people. Right now I see myself working for an education nonprofit in the next 5-10 years. My dream would be to work for Reading Camp! (A couple of girls who have graduated from Reading Camp have gone on to do the Aspire program, which makes my heart smile.) Programs like Reading Camp and Aspire help change young people so much and give them the confidence and support they don’t always get in other places in their lives. That’s the change I want to see in the world.

How did Aspire help you get to where you are right now? Aspire gave me the selfconfidence I needed to do well in school and to find my passions in other places as well. I’m really grateful for this amazing program and the good work it continues to do in the Heights community.

What advice would you give to Aspire girls who are still dreaming up what they want to do with their lives? I’m still dreaming myself! Make as many connections as you can. Be open to new relationships and new ideas. You can learn so much from everyone, and you never know who will inspire you.

Betty Cowans Aspire class of 2004 The Ohio State University class of 2014

What did you study in college? What activities were you involved in? I studied Human Development & Family Science, and minored in Education. I was also involved in Society of Sisters, an organization designed to support women of color, I served as a co-chair for the African-American Heritage Festival, I was a student orientation leader, and worked with the Office of Diversity and Inclusion to recruit talented students from under-represented communities. I also served in an organization called Pay It Forward, which helps organizations partake in service activities, and I volunteered with Buckeye Reach, which helps build relationships with young people incarcerated in Ohio through the Department of Youth Services. I had the opportunity to travel to Haiti in 2013 with the Haiti Empowerment Project to examine the development of STEM education in that country. Finally, I served as an Upward Bound tutor counselor in the federally sponsored TRiO program, designed to motivate and support students from disadvantaged communities and backgrounds.

What is your current profession, field or area of study? I am in the Urban Teacher Center Program in Washington, DC. I am a resident teacher and a full-time graduate student. I will be receiving two master’s degree through my program—one in Elementary Education and one in Special Education in May 2016. I currently teach at Excel Academy Public Charter School, which is the first all-girls charter school in D.C. In my first semester I worked with fifth-graders, and now I am teaching fourth-grade reading.

How did Aspire help you get to where you are right now? Aspire ignited so much of the passion that I now have for education and serving others. From the age of 11, when I started Aspire, I was able to create and understand the vision I had for my future and myself. I learned that the possibilities are endless. Aspire taught me the importance of advocating for myself as a woman in this world at a young age.

Along with the academic enrichment and resources, Aspire also empowered me to dream and achieve big. I don’t have enough words to express what Aspire means to me.

I consider it to be a foundation of much of the success that I have been so fortunate to obtain. I am forever indebted and grateful for my experience at Aspire.

Erica Walker Aspire class of 2004 Bethune-Cookman University class of 2013

What did you study in college? What activities were you involved in? My college experience was both humbling and busy. In college, I studied mass media communications and theatre arts. I began as a trumpet player in the marching band and pledged Tau Beta Sigma National Honorary Band Sorority Incorporated.

Within my major, I first started writing for the school magazine before shifting into broadcast journalism and the fundamentals of acting. Two years later, I went on to work for the school radio station, pledge Delta Sigma Theta Sorority Incorporated and serve as grand female ambassador as Miss Bethune-Cookman University 20122013.

What is your current profession, field or area of study? I’m currently performing with an acting ensemble in New York City at Michael Howard Studios.

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What are your long-term plans and goals?

I hope to perform for the rest of my life.

Aside from acting, I plan to transition into writing and directing my own short films and visual projects soon.

How did Aspire help you get to where you are right now? I was such a quiet child (and almost a complete mute at Aspire), but Aspire gave me my first opportunity to take a class inside of the black box theatre and to perform on stage in a play that we wrote in class called “Superstition.” I remember it being the scariest, yet most comfortable moment hearing the crowd laugh at a witty line that I had. That was certainly an “a-ha” moment for what was to come in my life.

What advice would you give to Aspire girls who are still dreaming up what they want to do with their lives? Life is simple, but NOT easy. However, simplicity is enough to put forth the effort to live your purpose. Trust your instinct and be patient with yourself because your struggles are bigger than you.

Everything you go through has purpose. As women, we have this odd desire to always want to know what’s next. It’s okay to “live the question” sometimes. Everything and every person that you love, learn and do now will unlock doors that you don’t expect.

To learn more about what other Aspire alumnae are doing now, please visit www.hb.edu/aspire.

Full Calendar

Aspire’s year-round programming keeps girls engaged long after summer ends

The annual Aspire summer session is rich with chances for Aspire girls to learn, explore, and grow, but you might be surprised to discover that the program doesn’t end in August. In fact, Aspire is always moving and there are plenty of opportunities for growth and engagement throughout the fall, winter, and spring seasons.

One of the major core values of Aspire is exposure. The program is designed to offer young women opportunities that they might not otherwise be able to access. To that end, Aspire provides current students with a number of field trips on several Saturdays during the year for them to come together and take part in interesting adventures. In addition to the year-round programming offered for current students, there are a number of events that also provide program alumnae a chance to reconnect and build important skills to prepare them to thrive in college and beyond.

Over the program’s history, Aspire students have experienced a number of field trips that range from spending time building their academic skills to visiting Playhouse Square, or jumping for hours at SkyZone Trampoline Park. Students also have explored the complex diversity of Cleveland by touring and shopping at three ethnic markets, learning about foods and cultures different than their own.

Students and their families enjoy these trips because they give the girls a chance to reconnect when they are not together during the summer. This program offers experiences that may be difficult for their families to provide and give us a chance to check in on the girls and to assess how they’re doing between summer sessions.

These regular meetings also give Aspire alumnae additional avenues that allow greater college access and help the girls thrive in their lives after they complete their schooling. Alumnae come together for high school selection workshops, ACT test prep, reunions, and sessions designed to introduce them to the college process. Many also volunteer as chaperones for year-round events, sharing these field trip moments with their younger sisters, and bringing the experience of the Aspire girl full circle.

Summer Slide March 10–12, 2016 CLEVELAND, OH

Nearly 200 educators and community partners with a shared vision of leveraging resources, networks, and knowledge for the benefit of their larger communities will convene on the Hathaway Brown campus for this yearly conference.

Learn more at www.privateschoolspublicpurpose.org.

Aspire addresses a significant need for low-income students limited in opportunity by addressing the issue of Summer Slide. This term refers to the loss that students experience—specifically in reading and math—over the course of a summer. This loss of academic momentum impacts students like those in Aspire in particular because they often do not have the same access to libraries, museums, and other educationally enriching activities during the summer as counterparts from middle- and upper-class demographics. While Aspire offers an outstanding summer experience for middle school girls, and now offers a rich summer introduction to the high school freshman year through the Ninth Grade Academy, there are still Aspire alumnae (especially high school upperclassmen) who desire enriching summer experiences. Some find part-time jobs or accept internships in fields of interest, while others spend time honing their leadership skills and taking courses on college campuses.

Difference

Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.

MAKER

M A RGA R E T M E AD

Student leader and activist Kyra Germany ’10 teaches tolerance and understanding uthor and activist Margaret Mead once said, “Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.”

Kyra Germany ’10 has taken these famous words to heart and has spent the last four years of high school campaigning for equity and justice in her school and home communities.

Kyra has taken on the work of activism in a special and concrete way. During her freshman year in high school at Hathaway Brown, she joined the Black Cultural Awareness Club. This organization creates awareness of AfricanAmerican culture and offers a safe affinity space for students who identify as African-American to share stories and experiences. After becoming a member of the club, Kyra decided to step into a leadership position, and she has served as the vice president for two years.

Because of her collaborative leadership with the other members of the executive board, BCA has increased its presence in the school community in a number of ways. The group has hosted several informational forums on issues that affect African-American women, such as “I Love My Hair.”

At a school-wide assembly, Kyra explained the important impact of the “Hands Up, Don’t Shoot,” protest that originated in Ferguson, Mo., and she has helped coordinate many social activities to bring together past, present and future BCA members. All of these initiatives also serve as vehicles for sharing African-American culture with the larger community.

Kyra’s passion for activism and social justice is not limited to conversations on race. She is the co-chair of the SchoolWide Activist Group, a student-led organization that presents important issues regarding all dimensions of diversity to the school community. Her leadership in this organization has helped the group introduce conversations about sexual orientation, religion, and socio-economics and ability issues. Kyra is committed to helping others become engaged and informed about these and other important topics that influence people’s assimilation in our culture. She also understands the importance of being an ally to other students, and she is an active member of SPECTRUM, HB’s Gay/Straight Alliance. In these and other ways, she has successfully positioned herself as an upstander, ally, and friend.

Because of her strong leadership around issues of multiculturalism and equity, Kyra has been selected three times to represent HB as a diversity ambassador at the National Association of Independent Schools’ Student Diversity Leadership Conference. This convention brings

together more than 1,000 students from independent schools across the world to work to create solutions and promote equity in their schools. The experience of participating in this program has not only helped Kyra grow, learn about herself and expand her horizons, but it also has given her concrete skills to benefit her school community and others around her.

“I recognize that progress doesn’t come overnight,” Kyra says. “I like to think if I can teach one person one thing, or help someone make conscious decisions to be more respectful and considerate, then I’ve taken a step toward building a more diverse community. To me, diversity isn’t only about having a variety of people but it means being able to agree, disagree, understand, and acknowledge a variety of experiences while peacefully coexisting.”

15

#BRANDYOURSELF!

Leveraging the power of social media

by Alina Freeman, Syracuse University, Aspire class of 2008

S

ocial media seems to dominate the lives of so many teenagers and young adults, making skeptics question whether it is useful or just a distraction. With the rise of technology and the use of social platforms, we are seeing many different types of people using social media along with today’s youth. Websites such as Twitter, Facebook, Instagram, LinkedIn and many more are being used by many employers, top corporations and even colleges and universities. The possibilities that social media offer are different for each person, and it is important to be strategic in your use of these platforms.

You may be thinking, Why this again? Why do people continuously beat this dead horse and give youth talks about social media and how to use it? This is a popular topic because there are so many examples of using social media the wrong way, and sadly many students and young adults don’t realize their mistakes until it’s too late.

So let’s start a new conversation, one that youth will want to hear; a conversation that will not just go in one ear and out the other. We need to focus on how social media can be beneficial.

If businesses can use social media as a marketing tool, why not use it to market yourself? Social media is the easiest way to begin branding yourself and creating a positive personal image. Here are a few benefits to using Facebook, Twitter, and LinkedIn to develop your personal brand.

Facebook offers a way to show who you are as an individual.

Unlike many other platforms, Facebook enables you to give a holistic view of who you are. Giving you the ability to post pictures, different statuses and videos, share articles, and much more, Facebook is a vehicle for you to display your life visually and in writing, which gives people a taste of who you are on a personal level. You also can control privacy settings and can pick your virtual friends. Using Facebook to post inappropriate images and content could really hurt you if employers or colleges were to visit your profile. So be sure to only post content you would be OK with anyone seeing.

Twitter opens up a world of so many opinions and ideas. It allows people to share their thoughts and feelings on endless topics, and it creates an avenue

to communicate with a variety of people who have accounts as well. Twitter lets people see what you are passionate about. The tweets you retweet, the trending topics you post about and the people you follow definitely say something about who you are as an individual. Being too opinionated and possibly offensive is something that happens daily on Twitter, so watching out for this is a necessity. Twitter is a way to definitely share your voice with the world and be heard online about topics you find important. Use it to demonstrate what matters to you and what you care about most.

LinkedIn is the professional social network. It was made for career pros to connect, so start using it now while you’re still a student to get ahead. This platform will open networking possibilities in ways you never knew existed. LinkedIn is the perfect tool to allow companies to find you. If you are worried about resumes being tossed out, use LinkedIn as your own quick online resume. It will not only allow others to find you, but is a way for you to make connections with other students who share similarities. Don’t be intimidated by the formality of LinkedIn, but instead learn as much as you can and utilize all of its features for your benefit.

Start today and make the correct changes to your social media accounts. Shape them in ways that show the best you possible.

Make sure that when people visit your social networks they have a positive response because what you put online never truly goes away. Your digital identity reflects who you are as a student, employee, and individual.

If you’d like to become a contributor to Aspire’s Teaching Leaders magazine, please email cseals@hb.edu or call 216.320.8796 x7203.

The Aspire Program 19600 North Park Boulevard Shaker Heights, Ohio 44122 t 216.320.8776 f 216.320.8779 aspire@hb.edu

HB.edu/aspire Your gift to The Aspire Program at Hathaway Brown School will ensure that Aspire continues to

exist for years to come. Contact Mary Rainsberger at 216.320.8115 or mrainsberger@hb.edu to find out how easy it is to impact the life of an Aspire girl and join our growing list of donors.

about us Since 2002, Aspire has tapped the leadership of girls from underresourced schools in the Cleveland area, helping them expand their educational opportunities. Aspire also cultivates the teaching talent in high school and college students whose new ideas may very well change our schools.

Aspire has admitted more than 400 students to date from 39 schools 53% of the first two cohorts have completed a college degree or specialized training program.

“When I wear my Aspire t-shirt, it reminds me that I not only represent myself but I also represent every Aspire alumna who came before me, and every sister who will come after me. I am proud to be a part of such an elite group of young women. Aspire has molded me to be fearless; I know that there is no dream too big for me to accomplish and that my opportunities are limitless. Aspire believes in us and I believe in us.”

- Nijia Robinson ’14

85% of the college-eligible classes of Aspire students are currently enrolled in colleges and universities across the country Aspire has retained more than 91% of its students 100% of faculty surveyed believe Aspire offers new teachers an effective introduction to teaching 63% of former Aspire faculty members are currently working in the field of education The Aspire program’s current pledge endowment is $1.81 million