The Legacy of Christopher Shannon
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HEAD OF SCHOOL
Christopher Shannon, Pre-U ’76
LION EDITOR
Dawn Levy
ASSISTANT EDITOR
Dana Kobernick
COPY EDITORS
Katherine Leblanc
Jane Martin
ARCHIVES, RESEARCH & DATABASE
Susan Ferguson
Jane Martin
Adrianna Zerebecky
TRANSLATION
Nathalie Lampron
CONTRIBUTORS
Mark Boghen
Kristine Jones, Pre-U ’93
Dana Kobernick
Jane Martin
Alec Mathewson ’95
Lyna Morin
Deanna Radford
Christopher Shannon, Pre-U ’76
Nancy Smith
Carolyne Van Der Meer
PHOTO CREDITS & CONTRIBUTORS
Chris Auclair
Vic Badian ’61, Pre-U ’62
Anabela Cordeiro
Susan Ferguson
LCC Archives
Christinne Muschi
Kyle Williams
DESIGN
Origami
THE LION
is published by Lower Canada College 4090, avenue Royal Montréal, Québec H4A 2M5 Tel 514 482 9916 @ communications@lcc.ca Website www.lcc.ca
ERRATA
We strive for accuracy in our content, but occasionally errors do occur. We regret the following mistakes in the fall 2024 issue:
Due to a printing error, the credits typically found on the Table of Contents page were omitted.
Page 13: Herbert K. Crabtree was erroneously identified as Harold.
Page 21: The first girl to play on an LCC boys’ football team was Kim Marx ’04, not Molly Moroz ’05.
Page 69: In the entry submitted by Andrew Kavchak ’79, Pre-U ’80 a reference was incorrectly made to Paul Anderson instead of Paul Henderson.
Chris Shannon: A Retrospective Chat on 20 Years as Head of School
Learning 12
Learning Without Limits: Fostering Global Awareness in & Outside the Classroom
A Steady Force Behind the LCC Fab Lab
The Evolution of the LCC Campus
Headlines
Reflections on Two Decades at LCC Réflexions sur 20 ans de carrière chez LCC
As I prepare to leave LCC at the end of this academic year, I have been looking back on the past 20 years, considering the passage of time, and reflecting on the many challenges and achievements along the way. It is the many positive highlights that predominate, most of which align with one of the following themes: plant, program, priorities, and people.
In terms of its physical plant, LCC has never remained stagnant. We have more than realized the centennial vision that was established in partnership with our board of governors shortly after my arrival in 2005. Notably, we raised funds and built the impressive Glenn J. Chamandy Arena in 2008, followed six years later by the construction of the Assaly Arts Centre. Today these buildings house first-class facilities for athletics and arts, with contemporary classrooms and community gathering spaces. The arena was a notable upgrade from our original 1950s-era artificial ice facility located on the west side of Royal Avenue. The Assaly Arts Centre, opened in 2014, is LCC’s first purpose-built facility for the development of outstanding music, art, and drama programs that flourish at our school. Within the Assaly facility, the beautiful Saputo Auditorium has strengthened our sense of community by providing a modern venue in which to gather, perform, and celebrate student achievements. Further details about our campus growth can be found on page 22.
On the program front, it is important to highlight the value of more than a decade of the IB framework and curriculum from grades 7 to Pre-U. This focus goes well beyond the
Alors que je me prépare à quitter le Collège Lower Canada (LCC) à la fin de l’année scolaire, je reviens sur les 20 dernières années en réfléchissant au passage du temps, aux nombreux défis surmontés, ainsi que les nombreuses réalisations qui ont jalonné mon parcours. Ce sont les nombreux points positifs qui ressortent, la plupart d’entre eux concernant l’un des thèmes suivants : les installations, les programmes, les priorités et les personnes. Sur le plan des installations, LCC n’a jamais cessé d’évoluer. Peu après mon arrivée en 2005, nous avons concrétisé une vision allant au-delà de celle que nous avions établie, en partenariat avec notre conseil d’administration. Parmi les réalisations dignes de mention, je pense aux collectes de fonds qui ont permis la construction du magnifique aréna Glenn J. Chamandy en 2008 et à celle du Centre des arts Assaly six ans plus tard. Ces bâtiments abritent aujourd’hui des installations sportives et artistiques de premier ordre, des salles de classe modernes et des espaces communautaires accueillants. L’aréna représente une amélioration notable par rapport à notre ancienne patinoire artificielle datant des années 1950, qui se trouvait du côté ouest de l’avenue Royal. Quant au Centre des arts Assaly, inauguré en 2014, il s’agit de la première installation construite spécialement pour le développement des programmes exceptionnels de musique, d’art et de théâtre qui fleurissent dans notre école. Au sein du bâtiment Assaly, le bel auditorium Saputo a renforcé notre sens de la communauté en offrant un lieu moderne où nos élèves peuvent se rassembler, se produire sur scène et célébrer leurs réussites. Plus de détails sur la croissance de notre campus sont disponibles à la page 22.
En ce qui concerne les programmes, il importe de souligner les efforts que nous avons consentis pendant plus de dix ans pour intégrer le cadre et le programme d’études
“The members of our school community have all contributed to our student and community success.”
Quebec curriculum, with an inquiry-based global orientation rooted in international educational best practices. Our LEAD (Learning Enrichment and Development) department, introduced in 2006, has validated, supported, and enriched all learners in our school, while operating in a space created specifically for this program. Other important benefits have come from our unique design and innovation programs and facilities, including an MIT-inspired Fab Lab and Discovery Centre, that have helped students learn how to create, refine, and problem-solve. These are critical skills in a world driven by rapid change and the need for both inventiveness and resilience.
During my tenure, school priorities have been clearly identified in six core values and four separate strategic plans, with a notable focus on having the most engaging curriculum, supported by the Round Square IDEALS (Internationalism, Democracy, Environmentalism, Adventure, Leadership, Service), and a clear focus on developing global awareness and competencies. This commitment is further reinforced through the IB Learner Profile, which nurtures students to be inquirers, knowledgeable, principled, open-minded, and reflective, among other key attributes essential for their growth as global citizens. Beyond building familiarity with diverse languages, histories, and cultures, we have sought to help students approach difference as a foundation for understanding and navigating the world. Our focus on greater student diversity in our school body has been supported by the generosity of many community donors. An endowment of over $30 million now makes that possible through bursaries for the most deserving students. Attaining this diversity remains a key priority for “Montreal’s leading global school”.
du Baccalauréat international (IB), de la 7e année au programme préuniversitaire. Cette approche va bien au-delà du programme d’études du Québec, avec une orientation globale axée sur l’apprentissage par la recherche ainsi que sur les meilleures pratiques internationales du domaine de l’éducation. Notre programme d’enrichissement et de développement de l’apprentissage (LEAD), créé en 2006, valide, soutient et enrichit l’expérience de tous nos élèves — au point que nous avons aménagé un centre réservé expressément à ce programme. Nos programmes inédits consacrés au design et à l’innovation, dont l’atelier de fabrication (Fab Lab) inspiré du Massachusetts Institute of Technology (MIT) et le centre de découverte, offrent aux élèves l’occasion d’apprendre à créer, à parfaire leurs compétences et à résoudre des problèmes — des compétences essentielles dans un monde qui change rapidement et où l’inventivité et la résilience s’imposent.
Durant mon mandat, nous avons défini les priorités de l’école autour de six valeurs centrales et dans quatre plans stratégiques distincts. Nous avons notamment mis l’accent sur un curriculum des plus captivants, fondé sur les Round Square IDEALS (c’est-à-dire les « idéaux » du réseau Round Square : l’internationalisme, la démocratie, l’environnementalisme, l’aventure, le leadership et le service) ainsi que sur le développement de compétences et d’une conscience globales chez nos élèves. Cet engagement est également renforcé par le programme de l’IB, qui incite les élèves à démontrer des aptitudes comme l’esprit de recherche, la connaissance, l’intégrité, l’ouverture d’esprit et la réflexion — des caractéristiques essentielles dont ils auront besoin pour évoluer en tant que citoyens du monde. Au-delà du renforcement de leurs connaissances de différentes langues, histoires et cultures, nous avons cherché à aider nos élèves à se sentir à l’aise face aux différences en tant que base pour comprendre et naviguer dans le monde. De nombreux donateurs soutiennent généreusement notre engagement en faveur d’une plus grande diversité au sein de notre
It is critical to remember that schools are people places. Education from kindergarten through to Pre-U is about young learners emerging and flourishing. In developing confident citizens of the world, competent professionals are our most important asset in our students’ educational journeys. They have the skills, knowledge, and patience to help students develop, achieve, and thrive. This is where I believe we have been most successful at LCC. People have selflessly committed to our school’s distinctive character. From dedicated board volunteers, teachers and staff, to proud and supportive parents and alumni, we have all contributed to our student and community success.
I have had the privilege to work with so many gifted and dedicated people who have been unyielding in their efforts to work together for the benefit of our students. I am very thankful for our community’s countless achievements. With the philosophy of “Students First”, I know that the LCC community will continue to be open to the world and “stride forward boldly” with both confidence and a humble spirit of empathy.
population étudiante. Un fonds de dotation de plus de 30 millions de dollars nous permet d’ailleurs d’accorder des bourses aux élèves les plus méritants. L’atteinte de la diversité demeure une priorité clé pour « L’école mondiale de premier plan de Montréal. »
N’oublions pas que les écoles sont avant tout des milieux de vie pour leurs communautés. De la maternelle au programme préuniversitaire, l’éducation consiste à favoriser la croissance et la réussite des jeunes. Pour permettre à nos élèves de renforcer leur confiance tandis qu’ils travaillent à devenir des citoyens du monde, nous comptons sur nos professionnels compétents, qui constituent notre atout le plus important dans le parcours éducatif de nos élèves. En mettant à profit leur expertise, leurs connaissances et leur patience, ils stimulent le développement, la réussite et l’accomplissement personnel de notre corps étudiant. Selon moi, la plus grande réussite de LCC réside avant tout dans l’investissement inconditionnel des personnes qui se sont engagées de manière dévouée en faveur du caractère distinctif de notre école. Qu’il s’agisse de bénévoles du conseil d’administration, d’enseignants et d’employés passionnés ou de parents et d’anciens élèves fiers et solidaires, chaque membre de notre communauté scolaire contribue au succès de nos jeunes et de notre école.
ANTIOS PARIATAT AUT UNT FACIA SAM, SINVERI ALIAM QUI SINCIPSA VOLORRUM, NON EXPERO TO MOLORES RECTATE NDUCIAN IMILICI RE NONEM. NAM QUO ODIGENT UNDESSUM EA NESTO ODITAM, QUO TESTRUNT DESSIMI LLATENI OMNI SUM
J’ai eu le privilège de collaborer avec de très nombreuses personnes talentueuses et dévouées qui n’ont jamais cessé de travailler ensemble dans l’intérêt des élèves. Je suis très reconnaissant pour les innombrables réalisations de notre communauté. Je ne doute pas que LCC, fidèle à sa philosophie « L’élève avant tout », continuera de s’ouvrir au monde et d’avancer avec audace, avec confiance, humilité et un esprit d’empathie.
Non Nobis Solum
ANT.RESTRUM REM CONSEQUE NUM ET ESTI BLANDUCI QUI VERRO ILIT VOLUPICIUS NULLANDERUM COMNIS ENDA.
CHRISTOPHER SHANNON, Pre-U ’76 Head of School / Directeur général
Chris Shannon: A Retrospective Chat on 20 Years as Head of School
WHEN CHRIS SHANNON, PRE-U ’76 TALKS ABOUT THE PAST 20 YEARS AT LCC, THERE IS SOMETHING DISTINCT IN HIS TONE—A MIX OF PRIDE AND HUMILITY—AND A RECOGNITION THAT ONE SHOULD NEVER COME WITHOUT THE OTHER. THAT IS CERTAINLY ONE OF THE MANY THINGS HE HAS LEARNED WHILE LEADING THE SCHOOL THROUGH THE LAST TWO DECADES. CAROLYNE VAN DER MEER, WRITER AND
CONTRIBUTOR TO THE LION, CHATTED WITH HIM RECENTLY AND SOUNDED HIM OUT ON A VARIETY OF TOPICS.
Carolyne Van Der Meer: After holding positions at Appleby College, several years at Stanstead College as Head of School, and now 20 years at LCC, you’ve made a career in education. What drew you to teaching as a profession and what made you stay in education?
Chris Shannon / I was a history teacher for many years, yet I wasn’t convinced I’d be in this profession forever. In the end, I think it was the human connection working with kids and what its impact can be that hooked me.
CVDM / What was your vision when you arrived in 2005 and how did it evolve?
CS / First, the curriculum. The vision was to develop the curriculum in a broader way, which went beyond the Quebec curriculum. We wanted to create globally-minded students. Eventually that became the IB programme, a globallyrooted, inquiry-based curriculum where you encourage children to ask questions. Rather than just memorizing information, the students develop a global perspective and gain experiences which are outside
the norm. Although the IB programme was introduced in a staggered fashion originally to our grade 11 and 12 students as the Diploma Programme, and then to grades 7–10 through the Middle Years Programme, the ethos of IB has been adopted at all grade levels including in the Junior School.
CVDM / There have been significant changes in the arts as well as inclusive learning during your time at the school. How have these made LCC distinct?
CS / As part of the LCC vision to foster globally-minded students, we put significant energy into developing our arts programs.
We always had a very strong athletic program and the necessary facilities, but with this new direction, we focused on building appropriate spaces to house excellent art, drama and music programs. And today the largest team in our school is our senior band. At 110 students, it is almost three times the size of a football team! So, students embracing the arts in a meaningful way has been a big transition.
As for inclusive learning, we recognized that students have different learning styles, and these needed to be validated and supported. So, we created the LEAD Centre (Learning Enrichment and Development) a dedicated space especially for our learning support program. We continued to help students who learn a bit differently, and we have taught teachers how to be inclusive in their educational practices. That's really important, because there are different kinds of learners with different strengths and skills, and we have to build on those skills from kindergarten right through to Pre-University.
CVDM / Are there other programs that you believe have been game-changers for LCC students?
CS / We created a Design and Innovation program that’s based on students being creative, coming up with a project or an idea and iterating until they develop a product or service that works. We have an MIT-inspired Fab Lab. This same approach now begins with our primary school kids their own Junior science centre with a
discovery zone that promotes exploration, creativity, refinement, resilience, and playful engagement. When I see what some of these kids are creating, I’m blown away. My hope is that rooting these kids in the freedom to create and giving them the tools will provide them with confidence in their professional lives and beyond.
CVDM / I know that coeducation has been transformative for LCC. Expand on how it has been a cornerstone of your vision.
CS / The most important thing that my school has done was to become coed about 10 years before I arrived. And it continues to be a key part of the LCC vision because to validate women and the importance of women and men being together is, in fact, a critical move in the 21st century. Men and women work together and for each other. So, it should be an integral part of their education. But we have taken things one step further, recognizing today the importance of gender inclusivity. As teenagers are growing and becoming independent young adults, gender identity must be validated and brought out into the open so that we can allow students, regardless of where they are on the gender spectrum, to feel a sense of belonging and involvement at school, and that their school is a place they can take pride in.
CVDM / Given your vision and its evolution during your 20-year tenure, what would you say is your most important accomplishment at LCC?
CS / It's been about finding ways, as much as possible, to create a sense of community and inclusion for our students, engendering a sense of pride, purpose and engagement, and the
feeling that learning and activities at their school matters. We’ve done this not just by creating an environment where students want to achieve, but also by recognizing key aspects of development in adolescence. We have to respect kids for who they are at different moments in their evolution—as young people who are trying to forge their identity. It's not always just about excellent results. It's about striving. It's about falling down. It's about getting up. It's about good educators helping to validate them and support them in that complicated journey. That is by far the most important accomplishment that I’ve been part of.
CVDM / What to you is the most important thing about education and its development during your career?
CS / I think the most important element in education is maintaining the human aspect. For example, I'm not a huge believer in online education as the sole approach for adolescents. I think it’s best when young people are together because students learn from each other. The socialization of students up until the age of 18 is the cornerstone of who they become. Being together, collaborating together, working together, and learning from each other are critical parts of education. We have great facilities and solid programs, but we have to keep it human, and we have to help students use whatever emerging technologies there are to keep it human. Celebrate the creative. I think teachers are the facilitators of the human connection and that will never change. What is key is the need for the teacher to be the guide on the side, instead of the sage on the stage. Teachers need to help kids connect to learning and to the material, so they feel that what they're studying is meaningful and relevant.
CVDM / What are your hopes and dreams for this school?
CS / My hopes and dreams for the school are that we stay on this great path and never lose our way. I just mentioned keeping it human. Education is a human activity. Kids come to school every day to be together. Young children and adolescents need to be together for their social development, learning how to work together, how to collaborate, how to be angry at each other and then how to recover from that. All that is part of the human dynamic. At LCC we're teaching much more than content. We're teaching about citizenship, about character development. My hope is that we continue to embrace those objectives, no matter what the future holds, and that we take it forward with a global perspective, keeping our eye on the world, not just on our own backyard.
CVDM / After two decades of dedication at LCC, you will be moving on to new adventures. You call it “rewiring,” not retiring. How are you planning to rewire your days?
CS / Yes, rewiring because I am not planning to slow down to a crawl. I would like to do some consulting: leadership development with heads of school, who I think have complicated jobs that are getting more and more complicated. And I didn't expect this, but I'm going to be the chair of the Vimy Foundation for the next three years, which is an organization I helped establish it in 2006. I believe in it and have supported it for some time now because of the way it preserves history and promotes active learning and leadership. I’m also blessed with four grandchildren, and I will be spending more time with them and their parents. I am planning to help educate those kids too!
AWARDS and BOARD APPOINTMENTS
AWARDS
2012
Queen Elizabeth II Diamond Jubilee Medal
Awarded by: Chancellery of Honours at Rideau Hall
The Diamond Jubilee Medal is an award that honours Her Majesty for her service to Canada and at the same time recognizes significant contributions and achievements by Canadians. Chris was honoured for his exceptional work and dedication to the Vimy Foundation.
2020
Art of Leadership Award
Awarded by: Canadian Accredited Independent Schools Nominated by peers, recipients of the award are recognized for their commitment to excellence in education and school leadership.
2024
Lifetime Service Award
Awarded by: Canadian Accredited Independent Schools Chris was recognized for 25 years as head of two CAIS schools.
BOARD APPOINTMENTS
Canadian Accredited Independent Schools
• Board Member from 2013–2016
Quebec Association of Independent Schools
• Past President, Member of Executive and Chair of Government Relations Committee since 2009
Vimy Foundation
• Co-founder and Board Member since 2006
• Currently Vice-Chair and assuming role of Chair in July
Round Square
• Board Member from 2013–2019
Kahnawà:ke Cultural Arts Centre Fundraising Cabinet
• Board Member since 2022
A CULTURE OF PHILANTHROPY
BY MARK BOGHEN , WRITER
The past two decades have seen many impressive architectural changes to LCC’s campus. The Glenn J. Chamandy Arena, the Assaly Arts Centre, and the Miller Rink all followed the Webster Learning Activity Centre’s opening in 2000. These advancements came as a result of capital campaigns and generous donations from members of the LCC community. Less visible to the naked eye, but of equal importance, is the way that LCC raises funds. Over the last 20 years, under the leadership of Chris Shannon, Pre-U ’76, a fundamental transformation has taken place, promising to ensure LCC’s growth and prosperity well into the future.
Despite the tremendous success of capital campaigns aimed at developing LCC’s infrastructure, Chris saw that most of the contributions came from a tiny percentage of the LCC community: those who were able to offer major gifts. He felt that if a higher proportion of LCC stakeholders participated, even if it was on a much smaller scale, the benefits would be not only financial, but would also accrue to building the community fabric of the school. LCC Director of Advancement Nancy Smith stresses the importance of Chris Shannon’s philosophy of giving. “From the outset of
his tenure, Chris has treated fundraising as something that doesn’t need to be hidden from sight. He has encouraged everyone to contribute according to their means, and has not shied away from announcing his own willingness to give, publicly noting that his will includes a planned gift to LCC.”
The effect has been tremendous: simply by reinforcing the impact of wider involvement, staff and faculty giving has risen from 26% to 80% since 2016, and parent participation has jumped from 9% to 50%. Even families who receive bursaries have been part of the change. Through these successful fundraising endeavours, the school continues to augment its ability to bring students into LCC who need part or most of their tuition to be subsidized, lending to increased socioeconomic diversity. They have also meant that the student experience is enhanced with additional resources and programming.
Chris Shannon’s vision and leadership have helped ensure that LCC can count on the generosity of its constituents, allowing the school to embark on meaningful projects that enrich the student experience. The culture of philanthropy that he has instilled is now a central component of the LCC community.
FOSTERING GLOBAL AWARENESS
IN & OUTSIDE THE CLASSROOM
BY DEANNA RADFORD , WRITER
DUKE OF EDINBURGH GOLD TRIP, COSTA RICA, 2025
SINCE STEPPING INTO THE ROLE OF HEAD OF SCHOOL IN 2005, CHRIS SHANNON, PRE-U ’76 HAS LED BY EXAMPLE TO FURTHER LCC’S MISSION OF FOSTERING GLOBALLYMINDED LEARNERS AND LEADERS. HE HAS EMBRACED OPPORTUNITIES AND CHALLENGES AT HOME AND INTERNATIONALLY, SHOWING A DEEP COMMITMENT TO NURTURING A CULTURE OF CONTINUOUS LEARNING AMONG STUDENTS, STAFF, AND FACULTY.
Reflecting on Chris’s tenure, Mark Salkeld, deputy head, as well as longtime colleagues Michele Owen, director of student learning and engagement, and Gillian Shadley, school counsellor/coordinator of outreach programs, highlight the importance of global mindedness in education. They discuss Chris’s philosophy on learning and leadership in an international context and the collaborative approach they have shared in advancing Chris’s vision.
“Chris opened the school to a more global view of everything,” Gillian says. “He insisted the school take advantage of opportunities to partner and get involved with whatever global opportunities were available. He came with ideas, as did faculty, and we developed projects in these areas. He made it a priority to ensure that there were no financial barriers so it was accessible to all. He said, ’We should do this. Our students need to get beyond these walls.”
Michele adds, “From the outset, Chris engaged with classes by reading, discussing books, and fostering conversations on global mindedness. He encouraged projects and supported teachers in integrating these themes into their lessons, while also placing a strong
emphasis on understanding Canadian history. As a history teacher himself, he highlighted connections between historical events, Indigenous rights, and Indigenous history, ensuring these topics were explored in Junior School and throughout the LCC educational journey.”
Mark underscores that empathy has always been a key element: “To be Montreal’s leading global school, which was Chris’s vision, our students must understand the world beyond our walls—its diversity, perspectives, and cultures. The more we prepare them in their formative years, the better equipped they will be to participate and thrive in an interconnected society.”
LCC’s approach to nurturing the development of global citizens has continued to evolve. Student exchanges, international conferences, and a variety of initiatives for staff as well as students across all grade levels have become the cornerstone of the school’s commitment to fostering a globally aware community.
For example, September 2018 marked a milestone for LCC, when it hosted the prestigious Round Square International Conference. In a once-in-a-generation opportunity, the school welcomed nearly 400 delegates from 60 schools across 20+ countries, all united around the theme of “Bring Your Difference”. Students collaborated,
shared ideas, and participated in workshops and discussions on topics related to global citizenship. “Chris ensured every faculty member had a role, fostering a real sense of pride,” Gillian says. “Parents also played a vital part, hosting students from around the world. It was an unforgettable experience.”
The robust student exchange program, which offers students a unique experience to attend school abroad while living with a host family, is also a testament to Chris’s international focus. “Chris was adamant that every student should be able to seize this opportunity regardless of their academic standing,” Gillian says. “What is important is that they are good model representatives of LCC.”
The Duke of Edinburgh Awards program, designed to help young people develop essential life skills and challenge themselves, is another program introduced at LCC during Chris’s headship that cultivates a broader world view among students. “We emphasize purposeful travel, ensuring each experience has inquiry and engagement,” Gillian says.
Finally, the Certificate of Sustainable Global Leadership, an LCC-created initiative, recognizes students who have prioritized environmental and global learning throughout their Senior School careers. “They take part in United Nations
DUKE OF EDINBURGH GOLD TRIP, MOROCCO, 2015
STUDENT EXCHANGE, FRANCE, 2009
sustainability courses, and we meet biweekly to explore global citizenship, school development, and their ideas,” Mark says. “We discuss the environment, immigration, freedom of speech, and media bias, encouraging students to think critically about the world. These conversations have been incredibly enriching over the years.”
The impact of Chris Shannon’s leadership and his collaboration with faculty, staff, partners, and community are woven into every conversation, experience, and perspective gained along the way. Both Mark and Michele confirm that this impact can unfold over time. “Students have told us that our programs have influenced their university and career paths,” Mark says.
The testimonials of Mark, Michele, and Gillian highlight Chris’s unwavering commitment to the professional growth of his colleagues which, in turn, significantly enhances the learning experiences of the students. Throughout his impressive tenure, he has nurtured new partnerships while strengthening existing ones, ensuring lasting connections within the LCC community. With a strong foundation in place, LCC is poised for continued expansion in global education opportunities and programs, empowering future generations of students to succeed in an interdependent international landscape.
GRADE 3 VISITS THE DROULERS-TSIIONHIAKWATHA ARCHAEOLOGICAL SITE INTERPRETIVE CENTER
COALITION OF RACIAL EQUALITY
(CORE) CLUB VISITS MEMPHIS, TN
SIGNAGE DESIGNED IN LCC'S CENTRE FOR DISCOVERY
In the past 10 years, LCC’s Fab Lab — a hands-on learning space that encourages students to explore their imaginations, share ideas, learn, and design together — has evolved into a thriving hub of innovation. Known today as the Centre for Discovery, it integrates design, technology, the love of making things, and entrepreneurship. More importantly, it allows students of all ages to explore their creativity and curiosity and develop critical mindsets. Alec Mathewson ’95, LCC’s design curriculum lead and Fab Lab coordinator, shares how Chris Shannon, Pre-U ’76 has been a main driver in its growth and success.
A STEADY FORCE BEHIND the LCC FAB LAB
BY ALEC MATHEWSON ’95 , Design Curriculum Lead, Fab Lab Coordinator
In 2015, I pitched an idea proposing the creation of a Fab Lab on campus, a space designed to bridge the innovative, interdisciplinary learning often reserved for higher education with the creative potential of elementary and high school students. I was deep into my design and computation art studies at Concordia and never expected that one of the best places to practice creative technology would be at my former school and current place of employment. I realized that access to educational technology alone is simply not enough and that school students were missing out on maker-driven experiences. Fab Labs democratize access to modern means for invention, empowering communities not just to use technology but to create it. Children also need a dedicated space to experiment, learn from each other, engage in project-based learning, and, above all, transform ideas into tangible outcomes. Chris Shannon was the first to recognize how such a space could foster leadership.
Launching a Fab Lab was a bold initiative, especially given the significant investment required. Yet, Chris recognized its potential, understanding that the Fab Lab model — developed at MIT’s Center for Bits and Atoms — operates under specific conditions set by the Fab Foundation, uniting a global network around shared principles. More than just a feature, the Fab Lab could be seen as a transformative space for interdisciplinary learning, connecting LCC to a worldwide movement. He understood that a Fab Lab could foster an environment where students engage in entrepreneurial thinking while getting their hands dirty, honing their decision-making skills, and learning from mistakes as they iterate toward solutions. Moreover, a Fab Lab would connect students to a broader, global community of changemakers and innovators, supporting project-based learning and Chris’s vision of building a global school.
ALEC MATHEWSON ’95, DESIGN CURRICULUM LEAD, FAB LAB COORDINATOR
What began in a single classroom has grown substantially. Expanding the LCC Fab Lab into what we now call the Centre for Discovery — a dedicated space for design and innovation — required someone to stand behind the idea that such resources must be central, available, and visible. This expansion was possible because someone was bolstering the idea of building something different and the belief that creativity and active discovery belong at the heart of our school community.
The Fab Lab is not only a foundation for innovative thinking and exploration; it is also a space for research and creation. Students, faculty, and staff have the opportunity to learn alongside each other. They play with and experiment on emerging ideas about design and technology. We have been given the opportunity to invent
new learning experiences that require active participation and collaboration.
I have always felt encouraged by Chris as he quietly nurtured the project’s growth, supported me professionally, and ensured that I could share ideas with other schools and communities. An ambitious project like the LCC Fab Lab and Centre for Discovery needs a champion to contextualize and market its benefits to the school community. While our success reflects the efforts of many passionate LCC leaders, it was Chris’s vision of a school built on the power of people and community that truly paved the way for something lasting.
His willingness to take risks on new ideas and empower faculty and staff with the freedom to be inventive has made all the difference. By encouraging us to be inventive, Chris Shannon has left an indelible mark on our community that will inspire students and educators for years to come.
The IB Programme at LCC:
OPENING DOORS TO A WORLD OF LEARNING
BY MARK BOGHEN , WRITER
For more than a century, Lower Canada College has earned its reputation as a leading educational institution, one that has produced generation after generation of scholars and public leaders. But in some ways, perhaps its biggest jump onto the world stage has occurred in the last 10+ years, having become an International Baccalaureate World School, offering the IB Diploma Programme (IBDP) to grade 11 and Pre-U students starting in 2013, and then extending its participation with the Middle Years Programme (MYP) in 2020, covering grades 7 through 10.
In becoming the only English-language high school in Quebec to adopt both the IBDP and MYP, LCC has joined an ambitious global community of learning, and all of it has taken place under the approving eye of Head of School Chris Shannon, Pre-U ’76.
LCC’s IB coordinator June Takacs has seen a real commitment from the leadership team to IB’s core values, with a focus on respect and international-mindedness, all of which are spoken about explicitly not only in the classroom but in school assemblies as well. “Since coming to LCC, I’ve heard a consistent message: it’s not just about academic rigour, it’s about being well-rounded — encouraging student and teacher well-being and a belief in community and how we’re moving forward together. These are part of a common language that is spelled out by IB, and the fact that we are all speaking that language only encourages success.”
The IB philosophy includes interdisciplinary study, the development of skills for life-long learning well after a student’s school years are done, interpersonal skills, self-management, and an orientation towards community building and social awareness. The school’s Middle School director Tammy Groff, who is also a grade 8 math teacher, notes that gaining a wide range of skills has always been Chris’s focus, more than achieving a certain exam result or grade. “Irrespective of the subject you’re teaching, the underlying emphasis is always on what IB calls “approaches to learning”, or ATL skills. He’s also always been a supporter of professional development for teachers. IB provides amazing ongoing opportunities for teachers to continue their training and sharpen their tools. So, it all works together: teachers feel fulfilled, which leads to better environments for students. It’s a win-win.”
The IB Programme prioritizes method, especially with respect to research and communication skills. The strengths that students build over time are
“Gaining a wide range of skills has always been Chris’s focus, more than achieving a certain exam result or grade.”
applicable to any field, and are excellent preparation for university studies. While LCC students continue to show the strong academic performances that have always been one of the school’s calling cards, they are also achieving virtually 100% success in acceptance to the universities of their choice. And the attention paid to soft skills goes far beyond the classroom: the IB requirements include wide-ranging projects and a dedication to service that is still at the heart of the LCC experience.
LCC math teacher Todd Hirtle is responsible for coordinating the grade 10 Personal Project, which is the culmination of the IB Middle Years Programme. “It’s an opportunity for students to delve into something that is of particular interest to them, a subject or topic that is purely of their own choice,” he says. “Every year, I’ve had a great conversation with Chris about the projects, about how important it is that the students choose, and that they reflect on what does or doesn’t work, and on what might have happened if they had made different choices. It seems like every year, we are amazed by the fire that this kind of independence can light in a student’s imagination and sense of self.”
The IB Programme is also really helping to make LCC a world school in a very tangible way. As Tammy Groff points out, “many kids who are coming to LCC from other countries were already in an IB school, so there is a level of comfort for them and their families. The subjects may not be identical, but the rigorous approach and set-up are what they are used to. It’s a Quebec curriculum, but it’s the IB method. It makes for much easier transitions.”
UNDER THE LEADERSHIP OF CHRIS SHANNON, PRE-U ’76, LCC’S CAMPUS AND FACILITIES HAVE UNDERGONE REMARKABLE GROWTH AND TRANSFORMATION. OVER HIS 20 YEARS AT THE HELM, THEY HAVE BEEN RESHAPED WITH SIGNIFICANT ADDITIONS AND MODIFICATIONS, REDEFINING THE PHYSICAL LANDSCAPE AND CREATING A DYNAMIC ENVIRONMENT FOR STUDENT LEARNING AND DEVELOPMENT. THE FOLLOWING ARE SOME HIGHLIGHTS:
ASSALY ARTS CENTRE
GLENN J. CHAMANDY
ARENA
A state-of-the-art, eco-friendly indoor arena is inaugurated. This replaces the first covered outdoor rink installed in 1955.
A new LEED Gold Standard building transforms arts education and also creates a modern and spacious hub for mathematics. The new Saputo Auditorium, with its own streetfront entrance, provides an outstanding performance space for music, drama and special events. The former math department is converted to a student activity centre, a green room and music sectional spaces. The rink change rooms are converted to a student workshop, now home to our robotics team and used as an extension of our design program.
THE EVOLUTION
SCIENCE WING
The Senior School science wing, originally known as the Baillie Science Wing when added to the main building in 1959, undergoes a significant renovation— bringing the labs to modern standards, expanding storage and providing appropriate office space for science faculty.
SAPUTO FIELD
The installation of a FIFA-standard synthetic turf pitch on the playing fields east of Royal Avenue extends the season for team sports.
LEAD CENTRE
The former Senior School art department is transformed into a large space for learning support. Small classrooms and pods are created as part of our learning strategies program.
JUNIOR SCHOOL
The entire Junior School receives a facelift with new paint, flooring (no more carpet!), and adaptable furniture.
DINING HALL AND BASEMENT
One of the most significant interior renovation projects in the school’s history is completed. The kitchen is moved across the basement, a new stairwell with a skylight to access the Junior Gym and second floor is built, and locker spaces are reconfigured, allowing for additional office areas for personnel. Most notably, the dining hall is fully refreshed but the traditional look is maintained.
2017
CENTRE FOR DISCOVERY
The Fab Lab in the Webster Learning Activity Centre is expanded and reimagined to meet demand, reinforce the IB design program, and help students strengthen their knowledge and skills, while keeping up to date with the latest technology, tools, and trends.
LION LOUNGE
An outdoor social and learning space located beside the Webster Learning Activity Centre is created for the benefit of both students and parents.
2022 2024
of the LCC CAMPUS
2025 2018
TSATAS FITNESS CENTRE
The fitness centre is overhauled and renamed the Tsatas Fitness Centre. It includes a multipurpose room and fully equipped room for weight training.
MAIN ENTRANCE AND OFFICES
The lobby and reception are reconfigured, providing a brighter and more welcoming space. Administrative spaces are consolidated, improving efficiencies and enhancing opportunities for collaborations.
2021
MILLER RINK
A moveable, refrigerated outdoor NHL-size ice rink is installed on the Saputo field adjacent to the arena, allowing for an expansion of outdoor athletics and recreational activities.
ROOFTOP URBAN GARDEN
After a 1.5-year renovation, the gift from the 2023 Rock Your House Challenge is built on the roof of the Webster Learning Activities Centre. It is an outdoor classroom dedicated to sustainability and environmental education.
“I believe that I am on the right track now, and will work toward leaving the planet in a better state.”
Jeremy Even ’15
An Unconventional Journey
BY DANA KOBERNICK, COMMUNICATIONS MANAGER
For Jeremy Even ’15, the path to finding his real purpose was not a straight line. After exploring different careers that never quite felt right, and travelling the world to immerse himself in different ways of life, he finally found his calling in the field of sustainability. Today, as a partner in Primal Soles — a business founded by his brother David — Jeremy is channeling his passion and business savvy into building a company that makes a positive impact on the planet.
Currently based in Amsterdam, Jeremy’s native city, the entrepreneurial duo has garnered many awards for shaking up the footwear industry, manufacturing recyclable insoles and slippers made of Portuguese-grown cork. “We only use what nature gives us,” he says. “With the bark of cork oak trees, a material which has great properties for our feet, combined with discarded footwear, we can create products that are fully circular.”
Jeremy has found that there are numerous applications for this innovative and sustainable design, but currently he is focused on the hospitality sector, producing slippers for hotels around the world. In a study conducted with
one hotel company client, Primal Soles found that it successfully diverted 400 pairs of used slippers from landfills in just one month by sending them for recycling.
Despite this impressive statistic, Jeremy finds it difficult to pinpoint a single crowning achievement across his personal, academic, and professional journeys. “I believe that I am on the right track now, and will work toward leaving the planet in a better state,” he says, “but I don’t feel like I have accomplished anything significant just yet.”
He does recognize, however, that overcoming the challenges he encountered during his school years was, indeed, an achievement. When Jeremy moved to Montreal from Amsterdam, he entered LCC in grade 7 and had difficulty fitting in. “I spoke no French and my English wasn’t great,” he says. “Eventually, I found my place primarily through my involvement in sports, and built lasting friendships with my classmates, some of which remain strong to this day.”
( Jeremy Even ’15 continued)
He also credits LCC with giving him much needed structure at a time when, in his words, he was a wild child who often misbehaved. He believes that in a less structured environment, he likely would have been expelled from school and would not have reached the productive path he is on today. “I’m pretty sure that Mr. Neal and Mr. Hirtle would be surprised to see where I am now,” he says with a laugh.
The struggles that he had fitting in with any one group — even beyond LCC, whether at Dawson College, Concordia’s John Molson School of Business, or when he returned home to Amsterdam — have served more as opportunities than hurdles, according to Jeremy. They shaped his identity, and now he embraces a nomadic lifestyle, where he meets like-minded people and is enriched by the freedom it allows. He loves travelling, and since he is able to work from anywhere, he never stays in one place for very long. Last year he was based in Argentina and Sri Lanka. Soon he will be headed to Italy, after which he will return to Montreal to visit his sister.
Reflecting on his experiences thus far, Jeremy is happy that he stepped out (pardon the pun!) of his comfort zone and took time for himself, enabling him to discover what would bring him real fulfillment. “I know I could have earned twice as much in a job that I wouldn’t enjoy,” he says. “That’s enticing for a young man, but what I gained in the process was a clear vision for my future.”
“It takes a village, not just to raise a child, but to build a successful career.”
Anita Svadzian ’07, Pre-U ’08 Modern Renaissance Woman
BY LYNA MORIN, WRITER
Anita Svadzian ’07, Pre-U ’08 has always embraced both the arts and sciences, reflecting the curiosity and versatility of a true lifelong learner. Striving to contribute meaningfully to her community and the world at large, she has never shied away from exploring uncharted territories.
After graduating from LCC, Anita embarked on a transformative year at Bader College, the UK campus of Queen’s University located at Herstmonceux Castle. During her time at Bader, she broadened her horizons in the liberal arts, and continued to do so at McGill University, where she completed a double major in art history and history, while taking electives in math and science.
Initially drawn to medicine, Anita discovered her true calling in clinical research and public health, leading her to pursue a master’s degree at Boston University in the field of public health with a focus on the epidemiology of infectious diseases. “I loved it so much in my first few months that I knew I would do my PhD and go down this research route,” she says. “I was accepted in an exciting program at University College London, but then Brexit happened, and potential funding issues arose because of it. Since your happiness during a PhD program is contingent on your supervisor and the funding you have, I decided to come back to McGill to work with a wonderful supervisor.”
Anita’s academic journey continued with a PhD in Infectious Disease Epidemiology at McGill, focusing on tuberculosis (TB). Her research took her to India, where she worked with organizations like the Bill and Melinda Gates Foundation, which funded her thesis work, as well as the WHO, and the United Nations. Fearlessly pursuing her passion posed certain challenges. “India is a beautiful country, but conducting fieldwork as a young female researcher meant I had to be accompanied to sites because of the inherent risks as a solo female traveller in remote parts of the country,” she recalls.
Focusing her research on TB melded her interest in history, social determinants of health, and health inequality. “I wanted to understand why TB continues to be a problem while the disease is completely treatable,” Anita explains. “People in Western countries think TB doesn’t exist anymore, but it affects one in three people in the world. TB can be seen as a kind of litmus test for how society is doing. If we think about Canada, the populations that have the highest degrees of TB are sadly within our Indigenous and unhoused populations.”
During the COVID-19 pandemic, Anita’s expertise in respiratory infectious diseases proved invaluable to her. The pandemic resulted in hiring freezes in academia, prompting her to explore other career options. “It was the first time that I started thinking about what I could do with my life if I wasn’t a scientist,” she says. “How could I best utilize my skill set and also do work that I’m passionate about?”
Drawn to problem-solving on a larger scale, she transitioned into consulting, joining McKinsey & Company, a global management consulting firm, in 2022. “I’ve gotten to travel a lot, work with really interesting people and, every two or three months, I explore complex questions with other experts. My practice focuses primarily on health systems strengthening, diagnostics, medical technologies, and pharma. That’s my sweet spot, and I also do large-scale transformations of businesses as well.”
When asked about her achievements, Anita humbly acknowledges her PhD as a significant milestone, including navigating funding hurdles. However, she considers her greatest achievement
to be the friendships she has maintained since her LCC days. “I’m still extremely close to both my elementary and high school friends. They’re my most beautiful and supportive network,” she notes.
Anita credits LCC for shaping her path. She was the first female “lifer”, spending 13 years at the school, from kindergarten to Pre-U. “I had the most wonderful time at LCC! I loved all my teachers. They really cared about us. Even my elementary school teachers came to my high school graduation!” Teachers like Mr. Olive, Mr. Armstrong, Mr. Salkeld and Ms. Shadley played crucial roles in nurturing Anita’s passion for science and providing guidance. Anita recalls that there weren’t many girls in the advanced STEM classes. “I’m glad it’s changed since then,” she reflects. Anita offers valuable advice to graduating students: be humble, thankful, and appreciative of the support network around you. “Explore your passions realistically,” she advises. “It takes a village, not just to raise a child, but to build a successful career. Surrounding yourself with people who believe in you is the best secret sauce you could have on the planet.”
(TOP TO BOTTOM) ANITA RECEIVING THE DUKE OF EDINBURGH'S AWARD FROM THEN HIS ROYAL HIGHNESS THE EARL OF WESSEX, NOW REFERRED TO AS HIS ROYAL HIGHNESS THE DUKE OF EDINBURGH
20 YEARS OF LCC GIRLS EVENT, 2016
Branching Out
ALUMNI GATHERINGS FAR & WIDE
OTTAWA ALUMNI REUNION
OCTOBER 16, 2024
It was wonderful to be back at the Ottawa Conference and Event Centre for the annual Ottawa reunion, where alumni were joined by head of school, Chris Shannon, Pre-U ’76, and incoming head, Mark Salkeld. We are grateful to Marco Vocisano ’80 for helping to arrange the event space.
ALUMNI & TOTS
OCTOBER 29, 2024
It was lovely to have young alumni families back on campus with their little ones for a play date in the Junior School Library. Our graduates and their tots were entertained by our grade 1 class, who recited a Halloween poem for the group.
HALIFAX ALUMNI REUNION
OCTOBER 29, 2024
We travelled east and had a great time with alumni in the Halifax area. We hope to make this an annual stop on the alumni tour circuit.
NEW YORK ALUMNI REUNION
NOVEMBER 13, 2024
This year’s NYC alumni reunion at The Smith NoMad was a memorable evening, which included delicious food and cocktails, and engaging conversations with alumni from a wide range of graduating classes. LCC is well represented in The Big Apple!
LONDON ALUMNI REUNION
JANUARY 14, 2025
Thank you to Jeremy Kinsman ’58, Pre-U ’59 for helping us secure Canada House on Trafalgar Square for our London Alumni Reunion. It was a pleasure to be back in the UK with our alumni and we look forward to our next gathering across the pond!
WHISKY NIGHT
NOVEMBER 20, 2024
Toby Lyle ’94, owner of The Burgundy Lion in Montreal, was our gracious host again and provided a perfect mix of entertainment and education on the world of whisky. Thank you, Toby!
HOLIDAY SKATE
DECEMBER 8, 2024
Skaters of all ages took to the ice with the LCC lion and Santa for the Community Holiday Skate. This annual event supports the Bring Some Joy and Give A Toy initiative organized by Sandy Milroy ’74 to benefit the Montreal Diet Dispensary.
YOUNG ALUMNI MENTORING EVENT:
THINGS YOU WISH YOU KNEW BEFORE GRADUATING FROM LCC
JANUARY 21, 2025
Thank you to our 10 alumni panelists who joined us for our annual virtual mentoring event. They shared their post-secondary choices and experiences, and answered questions from our Senior School students. Harry Grubsztajn ’23, Pre-U ’24, Daniella Kalil ’24, Julie Lavigne ’23, Pre-U ’24, Noah Lieblein ’24, Jacob Lisbona ’23, Pre-U ’24, Lily Mariani ’24, Paige Mazoff ’23, Pre-U ’24, Sophie Miller ’23, Pre-U ’24, Rocco Ramadori, Pre-U ’24, Caroline Weber ’23, Pre-U ’24
FLORIDA ALUMNI REUNION
FEBRUARY 5, 2025
Thanks to the alumni who joined us for our second annual reunion at the Country Club of Florida. Our appreciation goes out to John Nixon ’72 for helping secure the venue. A lovely dinner in a beautiful environment was enjoyed by all.
ALUMNAE WEEKLY BASKETBALL
Join alumnae of all ages who have been coming back to the LCC court to play basketball weekly on Wednesday nights. Want to play? Contact alumni@lcc.ca for more info.
LIONFEST
SEPTEMBER 26 & 27, 2025
Save the date for the LIONfest Alumni Reunion Weekend. We are welcoming all classes ending in 0 and 5 celebrating their milestone reunions this year.
WINE TASTING
FEBRUARY 19, 2025
Thank you to former parents Leo Rabinovitch of Leanto Wines, and Pino Forgione of Beatrice Restaurant, for their contribution to the success of the evening. Alumni gathered at beautiful Beatrice, where the wine, food and company were exceptional as always.
NON NOBIS SOLUM LUNCHES
Did you graduate between 1950 and 1975 and live in the Montreal area? Join us each month at Brasserie Le Manoir for the Non Nobis Solum lunch. Retired faculty and staff are also welcome to join. We hope to see you at the next one! For more info, contact: alumni@lcc.ca.
FOR MORE INFORMATION ON OUR ALUMNI EVENTS AND PROGRAMMING, CONTACT KRISTINE JONES, PRE-U ’93, ALUMNI OFFICER, AT KJONES@LCC.CA OR CALL 514 482 9797, EXTENSION 359.
1950s
PAUL MARCHAND ’58 is co-chair of a capital campaign to raise funds for a new department at the McGill University Health Centre, focusing on palliative care.
1960s
BOB FRASER ’61, PRE-U ’62 retired in 2024. He and his wife have been spending time with their musical friends, travelling, and enjoying life in the countryside at their home north of Brockville with their fur babies.
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STEVE BENJAMIN ’76 headed to Jackson Hole, WY for his annual ski trip with Derek Goodson ’76, Pre-U ’77. (Photo 3) 1 3
ALEX CULLEN ’68 is getting closer to earning his Worldloppet Master title, having finished the 50 km classic cross-country ski race at the Transjurasienne loppet in France this past February. This is #7 for him, as he has completed loppets in Canada, the US, Czech Republic, Austria, Estonia, and Finland. There are only three more to go to earn his Master title.
(Photo 1)
1970s
MARK OSTERMAN ’74 was delighted to reconnect with the gang at the last reunion after a 50-year
absence. He and Jane spend their winters cruising on Aida — their Beneteau 473 sailboat — in the Bahamas. This winter’s cruise was delayed due to the arrival of Louise Gisèle Hall, their first grandchild. On next year’s cruise, in addition to Hélène ’12 and William ’08, Pre-U ’09, and Mark ’74, Louise (hopefully Class of 2041!) will also be aboard.
(Photo 2) CRUISING LAST WINTER IN ABACOS, BAHAMAS
JEFFREY HARPER ’75 penned a new play, COLLISION AT HOME PLATE — Pete Rose vs. Bart Giamatti — An American
Fantasy in Nine Innings, which received a workshop reading directed by John Gould Rubin at ART Studios in New York City. The play examines historic American tensions and battles through the story of baseball legend Pete Rose’s expulsion from baseball for gambling, and Rose’s figurative and literal fight to the death with MLB Commissioner — and former Yale President and Renaissance literature scholar — Bart Giamatti.
1980s
DAVID STEIN ’81 and four of his classmates from the Class of 1981 got together for dinner at Montreal’s Ye Olde Orchard Pub in January.
(Photo 4) (L TO R) DAVID STEIN ’81, NEIL MORRISON ’81, MLADEN PALAIC ’81, IAN TURNER ’81 AND ROBERT RAMBALLY ’81 4 6 5 7
MARC JAVET ’84 and seven of his classmates met in Whistler, BC in March for some skiing and frivolity!
(Photo 5) (L TO R) DAVID BERKOWITZ ’84, MARC JAVET ’84, TIM SMITH ’84, STEVEN LINDY ’84, ERIC ROSEN ’84, CRAIG STEIN ’84, NEIL STEINMAN ’84, PICTURE TAKEN BY MENGO MCCALL ’84
1990s
JERILYN HORN, PRE-U ’94 is thrilled to announce the birth of her first grandchild, Peter Cross, on July 20, 2024. (Photo 6)
JOHN INGLIS ’95 and CARSON RIAR ’19, PRE-U ’20 met up in Tokyo while Carson was visiting Japan in November. Carson recently graduated from McGill in political science and is currently applying to law school. John is a longtime resident of Japan and is senior legal counsel at JERA, Japan’s largest power generator, advising it on its decarbonization strategy. Coincidentally,
both Carson and John grew up in the same house in the West Island (at different times, of course). Beyond a shared home and interest in law, John and Carson also enjoyed reminiscing about their respective experiences attending LCC.
(Photo 7)
STEPHANIE ABDON ’97 was appointed Member of the Order of Military Merit in November 2024. After graduating from LCC, she joined the Canadian Army Reserves while completing CEGEP at Dawson College. She then transferred to the Regular Forces in 2004 and recently retired from the Canadian Armed Forces. During her military career she was deployed to Pakistan, Afghanistan and Libya, and was posted to several locations such as Petawawa, Brazil, Shilo and Yellowknife. She has since started a new career path as a public servant with National Defence at Defence Research and Development Canada (DRDC).
(Photo 1 ) RECEIVING THE ORDER OF MILITARY MERIT AT RIDEAU HALL: (L TO R) CAF CHIEF WARRANT OFFICER MCCANN, CDS GENERAL CARIGNAN, CORA ABDON (STEPHANIE’S MOM), AL ABDON (STEPHANIE’S DAD) AND MASTER WARRANT OFFICER STEPHANIE ABDON ’97
3
KIRK SHANNON ’97 was appointed as an Associate Judge of the Federal Court of Canada on January 23, 2025. He lives in Ottawa with his spouse and two children.
KELLY BENNETT ’99, PRE-U ’00 joined Canadian public opinion and market research firm Abacus Data as vice president and Atlantic lead. Abacus Data recently opened an office in Halifax and Kelly leads the company’s operations and team in Atlantic Canada. Kelly says that this is her dream job, and the challenge of staying on top of the news and politics, and finding out what people actually think, gets her out of bed in the morning.
(Photo 2)
2000s
JOSEPH HOPMEYER ’05 recently founded Laurier Property Management and Laurier Realty Ventures, newly established companies specializing in the acquisition and management of commercial and industrial real estate in Canada and the United States. Laurier Realty Ventures focuses on identifying and purchasing properties, while Laurier Property
Management ensures they are professionally operated and maintained.
GINO KHOURY ’05 and his wife Salomé Khoury welcomed son Matéo Lou Gustave Khoury on October 5, 2023. (Photo 3)
KELSEY ALLAN ’06, PRE-U ’07 recently returned as employee relations manager for North America retail at Lululemon after an 18-month parental leave following the birth of twins Emma and Rory. She also reconnected with classmates Madeleine Ballard ’06, Pre-U ’07, Reesha Raja ’06, Victoria Csabrajetz ’06, and Elizabeth Zimmerman ’06 at the wedding of Ashley Tinker ’06, Pre-U ’07 in Provence.
(Photo 4)
MATTHEW
SECCARECCIA ’08 and his wife, Veronique, welcomed baby Henry on February 8, 2025. (Photo 5)
2010s
NASTASIA SCHREINER ’12 recently obtained her PhD in teaching and learning from the University of Miami and officially became Dr. Schreiner! She now works in the department of assessment, research and data analysis for the Miami Dade county public schools district. (Photo 6)
JOSH HARDIMAN ’13 and his girlfriend Maddy welcomed Stevie Rue Hardiman into their hearts and lives on July 11 in Kingston, ON where Josh enjoys his role as training centre coach at RELM Sports, a hockey academy. He is also the assistant coach for the USPHL Premier Wranglers, all while being an adoring dad to his baby girl. Proud uncles are Blair ’10 and Drew ’17, Pre-U ’18. Equally proud aunt Kirsten ’20, Pre-U ’21 is thrilled that another girl has been added to the Hardiman roster. First time grandparents Scott ’81 and wife Leslie are over the moon. (Photo 7)
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It is with deep sadness that we announce the passing of the following members of the LCC community:
ALUMNI
DAVID ORROCK ’52 on December 27, 2024, in Jacksonville, FL.
TAYLOR CARLIN ’54 on October 21, 2024, in Rockford, IL.
COLIN CAMPBELL ’56 on April 2, 2025, in Oakville, ON. Colin was predeceased by his brother, former staff member Gregor Campbell, and is survived by his brother David ’55. Colin was a former member of the LCC Board of
Governors and President of the Alumni Association from 1971–1973.
DAVID GODWIN ’58 on November 22, 2024, in Vancouver, BC. David is survived by his brother Charles ’62, Pre-U ’63
OVE SAMUELSEN ’59 on November 19, 2024, in Sackville, NB.
BRIAN KELSEY, PRE-U ’67 on April 9, 2025, in Edmonton, AB.
JONATHAN KHAZZAM ’11 on January 9, 2025, in Montreal, QC. Jonathan is survived by his brother Daniel ’09.
PAST BOARD MEMBER
TIMOTHY CLARK on October 23, 2024, in Montreal, QC. Tim is survived by his sons Chris ’93 and Tom ’99 Tim was a member of the LCC Board of Governors from 1993–1995.
Consider a Gift that Keeps Giving
LCC has given me so much—purpose, pride, and a front-row seat to the growth of countless young people. After 20 fruitful years as Head of School, supporting the school in this way felt natural. It’s my way of ensuring that the values and experiences that shaped me—and so many others—will continue well into the future. ”
Christopher Shannon , Pre-U ’76, Head of School
Some gifts last beyond a lifetime. By planning a future gift to LCC, you help ensure that generations of students will benefit from the same opportunities and sense of community that have defined your experience. It’s a quiet but powerful way to make a lasting difference.
Contact advancement@lcc.ca to discuss making a planned gift to the school.
