18 minute read
Academics
TAKING HIS PLACE AT THE FRONT OF THE CLASSROOM
It was none other than American rapper Big Sean who said, “It’s evolution, man. Eventually, the student becomes the teacher.” He could easily have been talking about Hanyan Cai’22, who spent part of his final semester at Canterbury coteaching the Advanced Placement (AP) Calculus BC Seminar with Mathematics Teacher William Prescott Hagen. “This year, because I had been working with different students for peer tutoring, I wanted to see if I could help Mr. Hagen with the seminar,” Hanyan said. “I began to talk with him about assisting with or even teaching some lessons.” While the BC Seminar isn’t part of the regular curriculum at Canterbury, it is a valuable potential resource for AP Calculus students. According to Hanyan, “It is a seminar-type class that meets outside of school at night to talk about material that is not covered in the AB class here.” Pres explained further. “The calculus exam for AP is divided into two parts. There’s the AB, which is essentially Calc One, and the BC, which is Calc One and Two,” he said. “So when you sit down to take the BC, you are essentially taking an exam that covers the material from both of these college-level classes.” For students preparing for that part of the exam, the Calc BC Seminar can be a helpful tool indeed. Knowing this, Hanyan was feeling the pressure when Pres agreed to let him co-teach. “This was my first experience teaching an actual class,” he explained. “I tutored bigger groups but never had to prepare material in advance. I had moments in class when my mind was going blank, and I didn’t know which direction to go, so I was pretty nervous. But it went well because all the students and Mr. Hagen were really supportive. It was a great experience!” Pres shares that it didn’t take long for Hanyan to grow comfortable operating in front of the classroom. “Between Han’s first and second lesson, I saw a lot of growth,” he recalled. “He was able to introduce concepts clearly and began to get really good at articulating his vision of the problems. It was fun to teach with someone whose ability to traverse the math is so strong. I really enjoyed talking through the material with him.”
The seminar made Hanyan truly appreciate the hard work and challenges that come with being a teacher and piqued his interest in pursuing it further. “Teaching is something I definitely want to learn more about. That’s my plan for college,” said Hanyan, who is attending Vanderbilt University in Nashville, Tennessee, this fall. “I am hoping to combine my three main interests—science, teaching, and video production—into something I can do in the future. It is rewarding to be able to help people through different problems.” It was equally rewarding for Pres to share teaching duties with his student. “I am thankful that Han sought me out to do this. It enhanced the experience greatly for me. Not just anyone can step into the role of teacher the way he did. Han is a special student.” And now, a special teacher.
COLLEGE MATRICULATION
CLASS OF 2022
The Class of 2022 is ready to write the next chapter of their story! Here are the fortunate colleges and universities that are welcoming members of this great class:
Adelphi University American University Arcadia University Babson College Bentley University Boston College Carnegie Mellon University Central Connecticut State University Clemson University Colgate University College of Charleston College of Mount Saint Vincent College of the Holy Cross Cornell University Denison University Elon University Fairfield University Fordham University Furman University George Washington University Georgia Institute of Technology Hamilton College High Point University Hillsdale College Hobart and William Smith Colleges IE University (Spain) Ithaca College Lebanon Valley College Lehigh University Merrimack College New York University Northeastern University Pace University Pennsylvania State University Post University Princeton University Providence College Sacred Heart University Saint Joseph’s University Samford University Santa Clara University Seton Hall University Siena College St. Lawrence University Stevens Institute of Technology Stonehill College SUNY Albany SUNY Buffalo Swarthmore College Tecnologico de Monterrey (Mexico) Trinity College United States Naval Academy Universidad Carlos III de Madrid (Spain) University of California (Berkeley) University of California (Davis) University of California (Los Angeles) University of California (Santa Barbara) University of Connecticut University of Georgia University of Maine University of Miami University of North Carolina (Chapel Hill) University of Rochester University of South Carolina University of Southern California University of Tampa University of Tennessee (Knoxville) University of Virginia Vanderbilt University Villanova University Virginia Polytechnic Institute Wentworth Institute of Technology Western Michigan University Yale University
Sixth Form Projects
VALUABLE REAL-WORLD EXPERIENCE
What a way to spend your final semester in high school! This spring, several Canterbury students embarked on some fascinating Sixth Form projects both here and abroad. Often similar to college internships, these projects give students valuable real-world experience, industry knowledge, and contacts—and help them decide if a particular field or interest is right for them.
Such a decision was not an issue for Emily Chickering. This certified EMT already knew exactly what she wanted to do for a living and used her project to learn as much about it as possible. Emily decided to spend the eight weeks in familiar surroundings—nearby Danbury Hospital and Newtown EMS. And she did a little bit of everything there, from planning and inventory to shadowing in the ER to serving on the EMS team. Emily had the opportunity to work alongside doctors, interact with patients, and get a behind-the-scenes look at the inner workings of the medical profession.
“It showed me the variety of calls that come into a hospital, especially a trauma center,” she said. “I am now even more excited to learn about medicine and continue on the path to becoming a trauma surgeon.” The next stop on that path for Emily—Colgate University in the fall.
Can “Ada” Cui, too, had a specific goal going in. Seeking a career as an art teacher, she chose to work as an Art Assistant at Shami Art Training Co., a studio in Nantong, China. There Ada had the opportunity to join other teachers in painting murals along the walls of the community walkway and to work with young art students, which she found extremely fulfilling.
“As an art teacher, you are also in the process of learning yourself. My students were my teachers because they all have a rich imagination and creativity,” she said. “It is a rare opportunity for a high school student to have an ‘internship’ before entering college. It gives me an academic advantage and a good foundation for the future.” That future includes studying art at New York University this fall.
Discovering New Paths
Conversely, some Sixth Form students, by the completion of their projects, decided that a particular area really was not for them—but coming to that conclusion made the experience just as valuable. Eric Diaz chose to do his project at the Law Office of Frank E. DeEsso, P.C. in Carmel, New York, to learn more about real estate law. His parents are both in the real estate field—his father works at the DeEsso firm—and this was a chance to see if he should follow in their footsteps. Even though he ultimately decided it was not a career he wanted to pursue, Eric said he learned plenty that will help him in whatever field he enters.
“I concluded that I am not a ‘desk job’ type of person, but the eight weeks made me realize some of the things that are important in any workforce, such as organization, communication, and time management,” he shared. “It was an advantage to work full-time; most high school students do not get that opportunity.”
Qingzhi “George” Tu had a similar experience after returning to his home country for his Sixth Form project to explore the possibility of a career in the banking industry. As a self-proclaimed “Lobby Boy” at It showed me the variety of calls that come into a hospital, especially a trauma center. I am now even more excited to learn about medicine and continue on the path to becoming a trauma surgeon.”
EMILY CHICKERING
the Zhongqinqu branch of the China Construction Bank, George’s job was very customer-focused. He was often one of the first friendly faces people saw when walking into the bank, and he spent much of his day assisting customers with using the Smart Teller Machines and completing essential paperwork. Later, he worked in the Investment Department, making client calls and completing meeting summaries.
After his eight weeks were up, George determined that he did not have enough interest in the banking industry and looked to cast his net elsewhere. “When I was on this internship, I got to meet people who were doing law consulting, and I discovered that was more challenging and appealing to me,” he explained. “So the experience was successful because I learned so much, and I was able to see what field fits my interest the most.”
Heading Home to Learn
A number of other Sixth Form students chose to return home to China for their projects as well:
Xinyi “Grace” Gu initially took a nearly identical path as George. She, too, started in the lobby of a China Construction Bank branch, this one in Nanjing, then switched gears to its subsidiary trust company as a sales manager assistant. But she did not stop there. Grace moved on to Bytedance, a multinational internet technology company headquartered in Beijing that operates a range of creative content platforms, including TikTok. The last leg of her project journey—at Phoenix Contact, a manufacturer of industrial automation, interconnection, and interface solutions headquartered in Blomberg—was “fruitful and memorable.”
CAN “ADA” CUI
In the end, it was a hugely positive experience for Grace. “I feel extremely grateful for the new knowledge and skills I gained working in three different positions at different types of companies, each with their own cultures and purposes,” she said. “It laid a solid foundation for both my college and my long-term future career in business.”
Yijiang “James” Tian spent his two months at Command Capital Management Company in Beijing, which provides asset management services and long-term, stable investment returns for clients. His project duties left James with a robust new set of skills as he further pursues his career goals.
“It gave me a basic understanding of quantitative investment. I learned how to use (programming language) Python to process financial data and draw different graphs, and I practiced writing analysis reports,” he shared. “It made me more eager than ever to study data science in college.”
Equally as passionate about data science, Jiankun “Eric” Yang had what he described as “an unusual experience” at the Institute of Software, Chinese Academy of Science in Beijing. “I was given the opportunity to be involved in a research project for human brain health,” he explained. Eric’s work focused on the development of a digital cognitive test based on digital devices such as cell phones and iPads to screen for memory impairment.
“The internship was great,” he said. “I acquired new skills such as the ability to use HTML, CSS, and JavaScript to create my own webpage and use SAS system to analyze results. It helped me prepare for my major in college—Computer Science and Data Science.” When I was on this internship, I got to meet people who were doing law consulting, and I discovered that was more challenging and appealing to me ... I was able to see what field fits my interest the
most.” QINGZHI “GEORGE” TU
Ziqian “Jacqueline” Yang also took a research path for her Sixth Form project, becoming involved in a study of air quality issues in passenger cars. Working for the Chinese Center for Disease Control and Prevention, Jacqueline was tasked with researching background information regarding the topic, collecting data during experiments, and helping to develop the questionnaire investigating the tested automobiles. And, similar to George, she shifted gears along the way.
“Through this experience, I found my interest does not lie in research in medicine as I had thought; instead, I am more fascinated by the primary care aspect,” she said. “But it was still one hundred percent worth it. It provided me with an organized style of doing background information research, allowed me to communicate more efficiently, and strengthened my critical thinking required for research. I truly believe this is the best way to transition into college.”
Ready for a Bright Future
Director of Curriculum Kelli Darrin P ’26 was delighted to see the students get so much out of their projects. “The Sixth Form project provides a real-time, hands-on experience for students to dabble in potential career opportunities, and allows them to pursue passions outside the traditional classroom setting,” she said. “And in terms of setting a more focused path for themselves, it worked! Emily solidified her dream of being a trauma surgeon while Eric realized he’d rather be in the field than behind a desk.”
CAMMY ROFFE: A TRUE CHAMPION FOR OUR ENVIRONMENT
Cammy RoffeP’12,’15 would shout it from the rooftops if she had to—protecting the environment is vital for the future of our planet. Canterbury’s Director of Sustainability and Science Department Chair is all about the environment, whether she is leading annual tree-planting initiatives on the hilltop, taking overseas Earthwatch trips, or sowing the seeds of knowledge in her classes. And our students are reaping the rewards.
“Cammy’s love of the subject matter inspires her students to learn more, dig deeper, and think harder,” said Sue RobertsP’24, Associate Head of School for Academics and Dean of Faculty. “She consistently expands discussions with vivid examples, amusing illustrative anecdotes, and relevant facts. Cammy works feverishly to educate our community regarding sustainability and the role we play in this world.”
A passion for the environment has shaped Cammy’s life from the very beginning. Born in New Milford when her father taught at Canterbury, she moved with her family to Williamstown, Massachusetts, when she was still very young. “I grew up with nature,” she said. “I was an equestrian, my dad was a baseball coach, and on weekends my parents were ski patrollers. We rode, we skied, we hiked, we swam—we have always been outdoors. So an environmental track in college made sense to me.”
That path led Cammy to Middlebury College in Vermont, which offered one of the first environmental programs in the country and then to Wesleyan University in Connecticut, where she earned a master’s in liberal studies with a focus on science. “It has long been a passion for me, and I knew I was the kind of person who was not going to sit behind a desk,” she recalled. “After college, I was in the Peace Corps in West Africa teaching science for two years, came back to the States, and have been teaching science ever since. I always tried to incorporate environmental themes into it, even in something like basic biology.”
SUZANNE ROBERTS P ’24
Coming Home to Canterbury
In many ways, it was inevitable that Cammy returned to her birthplace and work on the hilltop. “My grandfather attended Canterbury in the ’20s. My dad and his two brothers also went here,” she said. She and her husband Rob RoffeP’12,’15, the School’s Director of Academic Technology and Innovation and its Digital Communication, Design, and Innovation Chair, started teaching together at Hoosac School in Hoosick, New York, then followed a great opportunity to Prairie School, a day school in Wisconsin. While they loved the five years they spent there, the couple decided a return back east was in order after having their first child.
“Once we had Cam, we felt isolated from family. We wanted him to know his cousins, aunts and uncles, grandparents, great grandmother,” Cammy explained. “We did a search and, because of my dad’s connection, sent our résumés directly to Canterbury. We had several different offers, and eventually, Canterbury said yes. So we came in the summer of ’95, baby in tow, and have been here ever since.”
Getting Students Involved
As enthusiastic as Cammy is about the environment, she is even more thrilled to get young people excited about it. “We have a great group of students who are passionate about all of this,” she said. “Not all are not going on to be scientists, but they are learning the basics to be informed voters. So if there is a vote about carbon tax, they understand the science behind it. To me, yes, I love it when I hear that students are going into the environmental field. But not everybody will, so many of my electives are about giving them the basics to understand the world so they can be compassionate individuals.”
According to Sue, Cammy’s impact on students goes well beyond the curriculum. “She understands the importance of building supportive and collaborative environments. In addition to forming caring relationships with each student, she fosters healthy and mutually respectful relationships between them,” she said. “Her classroom is like a community where each individual plays a part and feels at home. Cammy has high expectations for her students, but those expectations are both challenging and realistic. She knows what each student is capable of individually and strives to help each one attain their personal best.”
The impact of those relationships has undoubtedly left its mark on her students. “Mrs. Roffe was my biology teacher during my first year at Canterbury, and you could tell how passionate she was about sustainability both in class and in conversations outside class,” recalled Giovanna “Gigi” Esposito’22. “That is what drew me to the Sustainability Club. I feel very fortunate to have been involved with the club for the past three years. My favorite thing about Mrs. Roffe is how willing she is to help you academically and personally. She is always asking for members’ input for club events and
fundraisers and consistently going above and beyond for her students.”
That dedication has not gone unnoticed. In 2019, Cammy received the School’s prestigious J.P. Mandler Teaching Award, named for the longtime Canterbury dean and presented to the faculty member who “reflects the fundamental commitment to excellence in classroom teaching.”
Fostering a Desire for Continued Learning
Ever dedicated to professional development, Cammy continually seeks ways to expand her knowledge and bring new experiences back to her classroom. She has participated in a number of expeditions through Earthwatch, a global organization pairing science volunteers from all sectors of society with researchers around the world. These included monitoring river otters in Southern Chile as part of the Duffy Family Faculty Travel Grant, working to restore the Sierra Nevada Meadows in California, and traveling to Peru with the Morpho Institute’s Independent Schools in the Amazon for a program on Inquiry, Conservation, and Sustainability. This summer, she received a Duffy Travel Grant to go to the Galapagos Islands.
“All of my Earthwatch experiences have an environmental base with sustainability,” she said. “I use what I learned on these trips—the hydrology from the Sierra Nevadas, the loons and the oil spill—in my teaching. When we cover the environmental impact of oil spills, I can talk about actually catching loons and looking for oil, and I have pictures of what the area looks like. All of that has been professional development in the sense that it is something I can bring back and add to my classes.”
Sue marvels at Cammy’s desire to continue learning and get her feet wet—sometimes literally—in the field. “On any given day you may find her in the Aspetuck River, with waders pulled high, alongside her students of environmental science…setting insect traps around campus…creating bee sanctuaries…sailing out on the open water with Marine Science for a study cruise…or researching solar, wind, and geothermal energy sources with her water, energy, and climate students,” she said.
And Cammy looks for every opportunity to give students the same experiences she has had. “I attended a program up in Acadia National Park in Maine, and from that I developed a ‘Women in Science’ service trip to Acadia,’ she shared. “I took six young girls there this summer to perform climate change work similar to what I had done.” During the week-long excursion, the girls spent time working with scientists at the Schoodic Institute and on service initiatives to benefit the park. Along the way, they gained valuable exposure to realworld scientific data collection and saw first-hand what is being done to understand climate change and its impact.
Embracing the Canterbury Family
Beyond the rewards of her teaching role, Cammy’s experience on the hilltop has turned into a true family affair. In addition to husband Rob being a colleague, her son and daughter now teach at Canterbury as well— Mathematics Teacher Cam Roffe’12 and Digital Art & Design Teacher Katie Roffe ’15. “It is cool having our kids come back and work here,” Cammy said. “After they graduated, both of them got sucked in little by little by the idea of returning and finally said, ‘Whoa, we really like this!’
When all was said and done, Canterbury ended up being an excellent fit for Cammy and her family. “There is a history and legacy for me here,” she said. “When I talk to people who are thinking about coming here to teach, I tell them it is not a job—it is a lifestyle, a community. That is certainly what it has been for me.”
Sounds like the perfect environment!
