Journeys Winter 2020

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THR E A D S TH AT B I ND U S: E M B R A C I NG DI VE R SI TY

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JOURNEYS

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On The Cover

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With nearly 10,000 students, educators, and parents, SAS is a vibrant tapestry composed of many diverse individual threads. We celebrate the uniqueness and diversity of these many threads and, equally, we need each separate thread to cohere together with all the other threads to provide strength. Read more about the ties that bind on page 7.

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CONTENTS 01

Sky's the Limit

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Name That Teacher

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Captivating Classrooms: Elementary School Recess

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Passport to Fashion: The First Flight

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Then and Now: Halloween

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Supporting a Safe Space for All

Editorial team

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Adapting to Change

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Alumni: Match Made at SAS

Kyle Aldous Cara D'Avanzo Didi Hari Krishnan Kinjal Shah

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Finding Joy at SAS

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Canvas and Curtains

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Campus Scene

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Alumni: Spotlight on Marisa Grimes

Haziq Hairoman Nur Afiqah Johan Amos Ong

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Honor a Teacher

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Alumni: The Best Laid Plans‌

Contact

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Serving with Joy and Passion

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At Your Service: Service Beyond SAS

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Living in the Land of Uncertainty

Online https://www.sas.edu.sg/journeys

Design team

communications@sas.edu.sg

Featured

Connect

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Threads that Bind Us Together

Š 2020 Singapore American School All rights reserved.

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JOURNEYS

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The cornerstone of Singapore American School is a strong culture of possibilities.

Even today, every member of the SAS community adopts a growth mindset as they explore, take risks, innovate, create, and pursue excellence. And in all that they do, it is the community that supports them, encourages them, lifts them after failure, and celebrates every win. What has SAS made possible for our Eagles?

Sky's The Limit

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Where the mind is without fear Where the mind is without fear and the head is held high; Where knowledge is free; Where the world has not been broken up into fragments by narrow domestic walls; Where words come out from the depth of truth; Where tireless striving stretches its arms towards perfection; Where the clear stream of reason has not lost its way into the dreary desert sand of dead habit; Where the mind is led forward by thee into ever-widening thought and action Into that heaven of freedom, my Father, let my country awake.

Rabindranath Tagore, poet

When extraordinary care, excellence, and possibilities are present, active, and alive in a classroom you feel it before you ever see it. When I step into kindergarten and grade one classrooms at SAS, I feel I am immersed in the joyful pursuit of learning, where the air is filled with curiosity, wonder, and discovery. Whether the children are quiet and focused on a story, busy doing their "work," or actively engaged in activities...there is genuineness, earnestness, and purposefulness to their behavior that tells me that they are capable of learning anything.

Our job as educators is to both allow and help create that climate for all children and then work like crazy to protect and defend it.

Ken Schunk, elementary school deputy principal

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SAS has made so many things possible and I am endlessly grateful! I completed a second master's degree and a doctorate here. I've been able to grow professionally in new roles and across grade levels.

I feel a sense of purpose and belonging. I've traveled the world and made friendships that have carried me through all of the highs and each of the lows. I've been given a community and a home.

Thank you SAS! Dr. Sarah Farris, elementary school associate dean of student life

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3,4,5.

SAS has made it possible for me to turn a passion for theater into a new career path. We have developed the theater tech program that has a course in stagecraft and clubs that include the technical theater club, theater make-up club, and usher society that have all become a strong part of the SAS performing arts program.

Paul Koebnick, middle school theater engineer

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SAS has supported the gathering of the Story Telling Club, a parent interest group, and continues to inspire and engage the community so more parents can join this fun and supportive interest group.

Ana Sousa Gavin, Story Telling Club founder and parent

SAS has given me several opportunities to excel in school. From allowing us to exempt grades from our overall score and providing us with a variety of leadership opportunities, it is very clear that SAS wants us to succeed. This approach is optimistic and encourages students to strive to take advantage of these opportunities as well!

SAS has allowed me to connect with a wide variety of people, deepening my understanding of topics and providing opportunities for new experiences.

They have helped shape me into who I am now.

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Shannon Kim, ninth grade

I'm part of Singapore American School's theater program and the advanced topics performing arts course. Acting has been my one true love since I was a child, and SAS has provided me with a multitude of opportunities to pursue my passion for theater. My most memorable performance was the scene Good Luck in Farsi, part of this year's fall production The Show Must Go On!. Despite the challenge of COVID-19, Mr. Schulz put an immense amount of effort into making the show happen this year, and performing it was an experience like no other. I'm unendingly grateful that I'm part of such a great theater program and that I have a teacher that cares so much about his students.

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My prior school district undertook a similar research and development initiative to SAS's. While the findings were similar, the resources at SAS have enabled us to implement the recommendations with fidelity. The combination of an amazing faculty and staff and resources from our generous community have enabled us to embrace the possibilities!

For my Catalyst project, I wanted to learn how nanotechnology could impact the future of cancer research and treatment, but I was clueless as to how a focused project could be born from this figment of my imagination.

Luckily, frequent communication and collaboration with my peers, teachers, doctors, professors, and research fellows allowed me to acquire the resources needed to boost my knowledge of nanotechnology and create a tangible result. Never would I have thought that my broad idea would turn into mentoring from the luminaries and revolutionaries writing and conducting the very research that was catching my eye.

Chris Beingessner, middle school deputy principal

Amelia W., eighth grade

Cheryl Lim, twelfth grade

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The creativity center at SAS is steeped in the culture of possibilities. Every day we follow our interests, inspire each other, and dream up new possibilities for recycled materials our community has donated. In the hands of our creative third, fourth, and fifth graders each paper towel roll, each tin, and each box can be turned into a myriad of things. A cute puppy, a telescope, a light saber, or a much needed desk organiser. The possibilities for us to explore are endless!

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Charlotte Huston, creativity center specialist

Austin Napierski, Class of 2018

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In my old school I never told anyone about my interest in dancing, but here in SAS when my teacher mentioned dancing to me, it felt really nice, and it made me feel that I'm good at something. At the same time, it made me realize how long I have been dancing. When I'm dancing with my friends in after-school activities, I feel very happy. What SAS has made possible for me is to realize my passion for dancing.

Elizabeth H., sixth grade

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Elementary School Recess While considering how to bring over 1,800 elementary school students back to campus, the Singapore American School elementary school physical education team developed a recess plan that allows students to have fun, be creative, and collaborate while staying safe and following new guidelines.

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Recreation specialist Byron Aguilar Rodriguez is the guy every kid wants to play with! Struggling students feel a little more comfortable participating in group activities when they know there is a supportive teacher around.

Due to COVID-19, elementary school recess is staggered by grade level each with 240 students.

The physical education team has created zones and assigned students to different groups.

Each student wears a colored wrist band so they know where to go.

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Sometimes students play simple tag games. At other times, there is something more structured like kickball where they make teams, find a strategy, and figure things out themselves.

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Thirty-two zones and 161 stations host over 1,800 elementary students each day, creating a system that allows students to play while ensuring safety.

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Over 20 SAS alumni have partnered with instructional assistants who set up recess zones, manage recess equipment, and monitor zones in order to keep students safe.

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For security and safety manager, Major Isaac Benjamin, discipline is everything. His daily routine begins at 5:00 a.m. when he arrives on campus, checks in with his team, eats a hearty breakfast with a generous cup of coffee, conducts his morning prayers, and then begins his schoolwide Segway patrol. For 17 years the military veteran has diligently led the Singapore American School security team. Each morning he is at the front gate greeting families and carefully orchestrating the morning traffic flow. “We can never take the morning routine for granted. Our role is crucial in ensuring students arrive at class on time. Each day we give our very best,” says Major Benjamin.

Major Benjamin

“I love the energy, clarity, and perspectives that students bring.

I think of my role as being an advocate for students, a partner for parents, and an ally for colleagues.

In practice, that means I try to be a fixer,” says Renée Green, high school dean of student life.

The energy and drive she brings to campus each day are only rivaled by her love of Formula One. Recording practice races, qualifiers, and Sunday races, Green is passionate about cars and the strategy that drivers like Lewis Hamilton use on and off the track to succeed.

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Taping ankles and conducting concussion tests, leading XSProject and teaching second and third grade students dance routines are how eleventh grade student, Caelyn Hughes fills her time when she’s not in class. For Hughes, service is the hallmark of the SAS experience.

“As a leader in both XSProject and Student Athletic Trainers, I just love learning more about how to help, and even more than that I love passing on everything I've learned to our new members,” says Hughes.

Caelyn Hughes

From the moment you step onto campus, you are surrounded by the creative work of SAS design lead, Amos Ong. Over the last eight years, he has handcrafted the school's visual identity and turned SAS into the envy of its peers throughout the world. Banners, logos, color palettes, signs, and more have all seamlessly moved from thoughts and sketches to the walls and spaces around campus. “Every piece is part of the whole and it is exciting to see our visual identity continue to grow and come alive with each new creation,” says Ong.

Amos Ong 9

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Having explored 53 countries, middle school teacher and photographer Teresa Cantu brings the world to her classroom. The quiet patience she uses to capture stunning photographs on her travels is reflected in her work with her students and peers. “It is inspiring to see a group of people work so hard for our students and push themselves to learn and grow in new ways year after year.

Teaching is rewarding when you see kids grow, and is fulfilling because we get to grow and develop as well,” says Cantu.

Teresa Cantu

Storytelling takes many different forms, and senior Liberty Leggett, is honing them all. From creative writing courses to AP Art, she is constantly crafting stories in various mediums to connect with others. The art suite is her declared "second home," where stories are born each day. “I really hope the people within my circle of influence––be it the clubs or activities that I help to run or the people I interact with frequently–– understand that their presence in our creative community is more important than the ‘quality’ of the content they create,” says Leggett.

Liberty Leggett W i n t e r

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These are just a few of the stories that abound at Singapore American School. With nearly 10,000 students, educators, and parents, SAS is a vibrant tapestry composed of many diverse individual threads. We celebrate the uniqueness and diversity of these many threads and, equally, we need each separate thread to cohere together with all the other threads to provide strength. Without each member of our community contributing, this would simply not work.

I had the opportunity last year to hear so many of your voices—students, teachers, parents, alumni, school leaders—during my listening tour.

I was energized by the thoughtfulness and diversity of the voices I heard.

Each voice presented their own unique ideas and perspectives, but all the voices had in common a love for SAS and a determination to help us continue to grow. One of the nicest aspects of being back in school this fall has been the chance to resume these conversations and further our dialogue.

As a wonderfully diverse school with students, teachers, and parents from over 60 different countries, we celebrate the variety of backgrounds, perspectives, and life experiences that our community members bring to the school. That diversity is a principal driver of excellence in the school because it enriches our students’ learning experiences. We stress with our students the importance of respecting and celebrating the different backgrounds, identities, and cultures of each student. Equally, we celebrate all that we have in common as students and educators across our diverse cultures. During a year when we were often separated by events out of our control, the unity with which our diverse threads came together has been one of the aspects of my time here that I most value.

The year 2020 was a rollercoaster ride filled with numerous ups, downs, twists, and turns. In a year where we spent two months going to school virtually and most of us were unable to return home to visit our family and friends, our community helped us not only make it through this crisis but, far more often than not, thrive in it. My family and I are grateful for the support we received from so many of you. I am also grateful for the stories I hear regularly about families looking after one another. In talking to our teachers, I have consistently heard them applaud their professional learning community teams as a great source of strength, collaboration, and support in addressing the year’s challenges.

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My hope is that we will continue to come together as a community, celebrate both our differences and our commonalities, and bring our unique talents, stories, and experiences to campus each day.

Tom Boasberg Another great example of our community's coherence has been our educators’ commitment to giving back to the school. Last year, over 60 percent of our educators participated in our annual fund challenge, in which we raised well over S$100,000 dedicated to professional learning for our instructional assistants and a similar amount for the development of teacher leadership opportunities. Our educators’ 60+ percent participation rate was more than three times higher than any previous year's. It is a striking sign of our educators’ willingness to give back and support the development of their instructional assistant and teacher colleagues.

Likewise, our parent community gave generously. When a number of our families encountered financial difficulties as a result of the pandemic’s economic effects, parents stepped up and donated more than S$135,000 to our new Compassion Fund. Donations to the Compassion Fund helped students stay in school despite their families’ economic challenges.

It is not possible at this point to know what twists and turns lie in front of us. My hope is that we will continue to come together as a community, celebrate both our differences and our commonalities, and bring our unique talents, stories, and experiences to campus each day.

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When will the cafeteria open? When will we have our "free" period?

Will we be able to travel for Interim Semester? Are we going to have a traditional graduation ceremony? And when can we stop wearing these masks?! These questions, posed by students in my advisory, were left unanswered. Like them, I too have questions. Who will serve as the next president of the United States? When will we have a vaccine for the COVID-19 virus? Will we be able to travel to the United States during winter break? I'm writing this article in September, you're reading it in December. Several of these posed questions now have answers, and new questions have taken their place.

By D r. J E F F D E V E N S Personal Academic Counselor

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The ability to anticipate and predict change is a powerful emotional pull. Clinical psychologist and professor at Georgetown University Jelena Kecmanovic notes, "Uncertainty is fertile ground for anxiety and fear because we don't know what's going to happen." The need for certainty is so powerful it can lead us to make faulty predictions and actions. Our brains perceive ambiguity as a threat and try to protect us by diminishing our ability to focus on anything other than creating certainty. During adolescence, anxiety commonly manifests in academics, interpersonal relationships, and athletic and artistic performance. Without healthy coping skills, kids are prone to maladaptive outcomes. How can adults help?

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Uncertainty is fertile ground for anxiety and fear because we don't know

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what's going to happen.

Help kids focus on what they can control— their reactions Living in uncertain times means having to navigate situations and circumstances we can't control. Many of us long to be with family and friends outside of Singapore; however, the reality is we may not be able to travel for some time. Kids will need help learning how to respond to such life events.

Emotional regulation is a skill, and in school settings, educators can model, coach, and practice this skill with students. However, parents are the primary teachers. Sharing stories, life events, and personal experiences are good ways for helping kids to learn how to regulate their emotions and respond to uncertainty.

Focus on one day at a time What decisions can your child actively focus on in the present? If necessary, break the day into individual classes (i.e., what do we need to do to make it through period one today?) instead of seeing the entire day as a whole. After this, move on to the next task until they come to the end of the day. Repeat this the following day, and so on. There's an old passage from the Bible as timely today as when written a few thousand years ago, "Therefore do not worry about tomorrow, for tomorrow will worry about itself."

Each day has enough trouble of its own.

Help kids take the focus off the future and live in the present.

Help kids get the focus off of their grades Why list academic performance amid COVID-19 uncertainties? Regardless of world events, when it comes to grades, uncertainty and anxiety abound...for both kids and parents! The unknown of grades often means kids and parents are on a performance anxiety merry-go-round. When it comes to learning, it's not competition and hard work that cause stress and mental health issues for kids. It's fear and anxiety regarding their grades. Sadly, I've seen this theme play out for nearly 20 years at SAS. At what cost? Every student at SAS will have the opportunity to attend university. If the belief is that university is destiny, or that there are only a few good universities to attend and the rest quite frankly stink, then uncertainty and anxiety will abound. Help kids focus on the process of learning, not the product.

Help kids recognize that uncertainty can have an upside as well Think about the suspenseful books, movie sequels, new job postings, promotions, retirement, or a host of other unknowns that have filled you with awe, wonder, surprise, and gratitude. In the past several months, I have had several conversations with parents who spoke of how the COVID-19 situation drew them closer as a family, "forcing" them to slow down and recalibrate what is essential in life. In some cases, these families have made significant life changes—changes for the better.

What about you? In what ways are you viewing uncertainty as an opportunity for growth?

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Then Now 2003

Singapore American School students, teachers, and PTA volunteers helped unload pumpkins and set up for 2003’s annual pumpkin sale at the PTA Food Fest, a longstanding tradition that raised proceeds for programs at SAS.

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2020

The PTA distributed 100 pumpkins throughout the early learning center and elementary school.

Students were able to carve their pumpkins, conduct science experiments, and enjoy the spirit of Halloween!

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Adapting

to

We see this recess program as a huge success because it has kept our students safe, given us a way to allow students to have a break and leave their classrooms, and also play within their group throughout the day. We see so many more kids trying activities and games that they wouldn’t normally try at recess.

Change

Anne Wenstrom, elementary school physical education teacher

By DIDI HARI KRISHNAN Communications Writer To say that the 2020–21 school year is “unusual” would be quite the understatement. From precisely timed arrival and dismissal procedures to restructuring our athletics and co-curricular programs, there is change in nearly every aspect of our school community.

The common thread across campus has been the enduring spirit and resilience of students and educators as they rise to the challenges that this year brings. Students at Singapore American School continue to seek out learning opportunities, all while becoming more adept at deciphering social cues by the look in their peers’ eyes rather than their smiles.

The COVID-19 pandemic has stimulated the creative and innovative approaches taken by SAS educators. From world language to robotics classes, teachers have adapted well to the regulations, including safe distancing guidelines, grouping students in pods of five, and redesigning some lessons. Here are some great examples of how SAS teachers have recalibrated their teaching methods in various classroom settings.

Elementary School In the elementary school, each teacher reconfigured their classroom—moving furniture and establishing systems to adhere to safety regulations.

One of the biggest challenges our teachers in the elementary school faced was the way morning meetings were being conducted.

Before COVID-19, students in Mark Davidson’s fourth grade class started each morning meeting in a community circle on the rug, where they would greet each other with handshakes and play interactive games with their classmates.

We still have greetings but instead of handshakes, we have table-group daily discussion topics. Our group activities are spaced out and we use the whole classroom.

Mark Davidson, fourth grade teacher Recess time in the elementary school has also gone through some significant changes. Due to limited outdoor space and safe distancing regulations, the elementary school physical education department looked at maximizing

the use of indoor spaces that could be repurposed as recess zones.

A total of 32 zones and 160 stations were created for kindergarten through fifth grade students. Over 20 SAS alumni were hired to help instructional aides with student supervision, assist with the setup of the stations, and ensure the continuous rotation around the recess stations.

By the end of each week, each student would have had the chance to play at each recess station within their zone.

The result was the middle school’s first-ever Eagle Days, which featured multiple activities within the campus grounds—improv lessons with artist-inresidence Kamil Haque, Brazilian drumming, a marshmallow and spaghetti tower challenge, showtime games, break-out activities, frisbee golf, and more. These activities helped students develop a spirit of camaraderie and learn how to cooperate with their peers.

Elementary school physical education teachers redesigned their units for the first five lessons of the school year to demonstrate the use of various recess stations. Teachers helped model safe distancing measures, and they encouraged students to create and collaborate in their colorband groups. These extra layers were very helpful in guiding students into this new system of recess.

Middle School Eagle Days Traditionally, at the start of the year, middle school students participate in Classroom Without Walls (CWW)—trips outside the four walls of the classroom that help forge meaningful relationships among peers and teachers. With no way to venture outside of the school due to the travel restrictions, CWW coordinators were tasked with redesigning and reinventing this signature middle school program.

One of the best parts of Eagle Day was building the tallest tower using marshmallows and spaghetti. The group that I was in eventually agreed on an idea that we thought would be the sturdiest.

We each had a role to play on our team, and in the end, we got to a height of 103 cm. We felt really proud!

Ethan H., seventh grade

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High School Drama High school drama teacher Tom Schulz had to revisit his plans for the high school fall production when he realized that it would not be possible to have large numbers of students on stage together performing in front of a live audience.

He held online sign-ups instead of the usual in-person auditions for The Show Must Go On! and he was determined to give a part to every student who wanted to perform. The planning process presented many challenges—the search for transparent masks, the transformation of the auditorium into a film studio, and organizing students into groups of five. The theater team was committed to showcasing the talents of our high school actors, despite the different approach necessary this fall.

Middle School Band What happens in sixth grade band?

• Music Mondays: Watching and

listening to performances and learning about band instruments

• Tuneful Tuesdays: Learning about tunes from method books and creating music of their own

• Worldly Wednesdays: Exploring

music, instruments, and composers from around the world

• Theory Thursdays: Learning the basics of reading and writing music notation

• Fun Fact Fridays: Learning

interesting music facts and facts about their peers

What happens in seventh and eighth grade band?

Students are exploring the history of band music, learning about composers and music theory, and watching great performances online. Recently, students started learning how to play tone chimes, which require several of the same skills as playing their band instruments—counting, blending, and ensuring the melody can be heard above other parts of the music.

About The Show Must Go On! Fifteen short plays were filmed and presented digitally to the SAS community. Forty-seven actors, 19 theater crew members, and five faculty directors took part in this year’s fall production.

High School Choir With the guidance from Singapore’s National Arts Council, choir and band could not operate like they normally would. Choir students are using body percussion and chime repertoire to learn rhythm, play in an ensemble, and work on their musicality.

We explored virtual choirs and the many technical aspects of music production. In class recently, we began experimenting with software that allows us to develop our music theory skills and an app that lets you record music with other people.

Rohan Panday, eleventh grade The new plan was a culmination of brainstorming and researching that began well before the start of school. SAS choir teachers were in contact with colleagues from other IASAS schools to share ideas and refine lessons. This process helped them feel grounded and supported on a daunting journey.

We have learned a lot about different technologies and methodologies. We reached out to many other music educators in similar situations and have learned how to ask for and give help to others. That has been incredible.

The changes implemented in our programs thus far have highlighted the promising future of teaching and learning at SAS. The passion, creativity, and dedication of our community will continue to be a source of inspiration in these trying times for our Eagles.

Nanette Devens, high school choir teacher

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The COVID-19 pandemic has disrupted and upended our lives in a myriad of ways. Singapore American School graduates across the world were presented with a new set of challenges this past year. How have our Eagles

We ship internationally!

persevered during this difficult time? How have they continued to make the best of their situations?

By MICHAEL FUMA Tw e l f t h G r a d e The negative effects of the COVID-19 pandemic, in equal parts intense and far reaching, have been well documented over the past year. From exacerbated financial strain to deepening mental health issues, not to mention struggling with the losses of loved ones, people’s lives all around the world have been impacted in various ways.

The Singapore American School community is no exception, and needless to say, graduating into a coronavirus-stricken world presented some challenging times for our alumni.

Nevertheless, many former SAS graduates are choosing to make the best of what others might easily write off as a bad situation. They are finding and celebrating joy in this time of uncertainty.

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Sophie Anderson (Class of 2018)

Olivia Gil de Bernabe (Class of 2020) r most recent e was among ou ab rn Be de il G Olivia her friends, she . Unlike many of ss cla g ke tin ua ad gr e her plans to ta fortunate becaus f el rs As . he 19 s er Did VI ns co ed by CO relatively unstrain e ab rn Be de il a gap year were itor, G hool recess mon d an s es in pp ha an elementary sc e the “carefre e ur pt ca re w to ne le r has been ab od” through he e with my childho grateful for the wonder that cam herself frequently d un fo e sh e er role, wh es her job here at Bernabe describ de il G . gs in th little ot only does it usly fulfilling.” N r SAS as “tremendo experience in he in valuable work e th to r enable her to ga he so re-introduced gap year, it has al entary attitude” of elem “happy-go-lucky ities al on rs “Their pe school students. s. ile sm e sh joy,” have brought me

Without our alumni, it would have been impossible to keep our middle school students dancing

phie Anderson was Before graduating, So dance community at deeply involved in the first ever dance class in SAS, “from taking my the coming co-president of sixth grade to finally be cut ic em ar.” When the pand dance club in senior ye she , DC ton dies in Washing short her university stu SAS, ester off and return to sem a decided to take nce da l’s oo sch ent in the renewing her involvem ns, pla r he to n tio disrup program. Despite the n great joy to help out rso de An ht ug bro it has and to work with in the dance program women” teachers “wonderful, inspiring er Elena Cherry and Heath Rodocker.

due to COVID-19 restrictions and constraints. Our dancers are extremely lucky to be working

Alice Zhou (Class of 2018 )

Alice Zhou was also a dedicate d member of the dance cl ub throughout her middle school and high school years at “The dance pr SAS. ogram means a lot to me,” explains Zhou . “It’s really ex citing to step back into the choreographe r role at SAS af graduating.” A ter lthough her pl ans for junior year were inte rrupted, the ch allenge of working with th e dance progra m and the energy an d enthusiasm of the dancers has m ade Zhou’s tim e back at SAS w ell worth it.

with such amazing role models, talented choreographers, videographers, teachers, and professional mentors. What an honor to witness our alumni giving back and supporting our dancers. It’s especially meaningful for me as I remember many of our alumni when they

Ushmil Sarkar (Class of 2020) the dance also working with is ar rk Sa il hm Us of her Towards the end program at SAS. s to pursue deferred her plan senior year, Sarkar to intern neering in college mechanical engi assistant. ol dance teaching as a middle scho and her rk wo e between her SAS as Balancing her tim at b jo r describes he ar rk Sa e, lif al on pers me time that’s also “given a meaningful role ngthen tionships and stre to forge new rela joy also brought me current ones. It’s r he Mrs. Heat to reconnect with ar adds. rk Sa ,” Rodocker

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were in middle school!

– Heather Rodocker, middle school teacher

Jiwon Jeong (Class of 2015 )

Jiwon Jeong, has also come back to campu in intern capaci s ty. He’s working as an elementa school recess monitor, ensurin ry g that students abiding by CO are VID-19 preven tive measures their playtime. during Though he was “apprehensive” about taking th e job at first, Je ong is “very joyful and glad that I took it in the end...Being able to work up a sweat while making sure the kids are sa fe and happy makes me happy every da y,” he reports.

Mina Troise 20) (Class of 20

l ntary schoo as an eleme s rk , o it w h e 9 is -1 o Mina Tr en COVID monitor. Wh d opt playground er studies an h r fe e d to d e ggled in Troise decid AS. She stru S at ip sh rn nd a sense for an inte as since fou h t u b g in n er new role. the begin cere joy in h n si d an se h every day of purpo hang out wit to t e g I s d they're only “The ki d kind, and an t ar sm so are hey make it ry school! T right in elementa imagine a b really easy to . says future,” she

Our alumni are thankful to be part of a community that has supported them during this difficult transition. Our determined Eagles have shown how they can continue to deal with adversity and cope with changes during this difficult time. This truly embodies the Eagle Way.

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Honor

a Teacher

The Best Teachers with the Best Supporters

It was such a pleasure to hear from Chris Marshall (Class of 1998) after all these years and to realize that fond memories of his time here remain. His gift helps continue our tradition of meaningful and exciting learning at SAS.

Steve Early

high school science teacher and honoree

It means a lot to know that parents made a gift to SAS in my honor because their gratitude benefits all of our other students. To top it off, receiving a personal message from the donors truly made my day.

PTA STORE And Cafe MONDAY – FRIDAY 8:30 A.M. – 4:00 P.M.

Jemma Hooykaas elementary school teacher and honoree

Teachers are the single most important factor in a child’s education.

SAS educators have a big impact on your family, and you on them.

When you give in their honor*, you tie your gratitude to the bright futures of our students.

Every gift you make—no matter the size—lets our educators know you care and enables the school to support incredible learning opportunities for our students. *The advancement office will notify honorees and include your personal note.

The amount of your donation will not be shared with the honoree.

Who will you honor?

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Serving with Joy and Passion By DIDI HARI KRISHNAN Communications Writer

We were thrilled with the news, especially after a recent celebration of long-serving employees who had reached important milestones in their SAS careers. At the ceremony, Superintendent Tom Boasberg presented certificates and pins to 33 employees with more than 25 years of service each under their belts.

We caught up with six faculty and staff members who were honored at the ceremony. We hope their heartwarming stories will inspire you as you continue your journey at SAS. 31

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One of the high points in Tan’s career was when she was asked to organize the East Asia Regional Council of Schools conference that took place at the Westin Stamford Hotel in 1985. Over 100 representatives from 28 international schools in East Asia attended this event, and it took her and her colleagues nine months to plan and execute the event successfully.

"Ann is a human dynamo. She can keep five plates spinning all at the same time.

She is solidly bright, efficient, and competent.

Complementing all this is her tremendous capacity for compassion and empathy.

Simply one of the best."

Each year, Singapore American School attracts a diverse group of teachers and staff whose character aligns with the school’s ethos.

We strive to recruit highly qualified educators who are enthusiastic about being part of our community and who sincerely care about the mission and vision of the school and the future of our students.

For many educators, Singapore American School has proven a fantastic fit as they continue their careers in education. In April 2020, SAS earned the seventh spot on Singapore’s best employers list, compiled by The Straits Times and Statista.

The ranking is based on an extensive survey of over 8,000 employees and over 16,000 evaluations.

visited SAS for our 50th anniversary celebration in 2006. She shares, “I remember when his MercedesBenz rolled in. I shook his hand! That was quite memorable for me because he was someone I always admired!”

the opportunity to pursue a certification in computer studies, which kick-started her SAS journey with both the business office and the IT department.

One of the most memorable moments for Lee was when she was asked to help set up the server room at our Woodlands campus. “My workstation was in the elementary school basement parking lot. It was such a different experience, but I loved it because it was a challenging task!”

Keeping up with the school’s innovative approaches and initiatives has kept Lee on her toes throughout her time at SAS. She shares, “Doing what I love most is what keeps me going.

Also, the challenging and inclusive environment at SAS brings me joy!”

—Bob Gross, superintendent (1999 to 2007) Tan is extremely grateful to be part of the SAS family. “SAS takes such great care of the staff!

The school continues to show extraordinary care and empathy for their employees and it is definitely a privilege to be here!”

Ann Tan

executive assistant to chief academic officer and chief innovation officer

Joined on December 2, 1974

Linda Lee senior systems analyst

Joined on March 1, 1975 Ann Tan joined SAS as the secretary to the schoolwide principal at the Ulu Pandan campus.

After serving as a secretary for seven years, she was offered a role as the executive assistant to former Superintendent Dr. Melvin Kuhbander.

Many of us know Tan as a powerhouse staff member who has worn multiple hats at SAS over her years of service. She has done everything from taking the place of a nurse on sick leave to serving on the welcoming committee for former Prime Minister of Singapore Lee Kuan Yew when he

Imagine wheeling around one huge Macintosh to different offices for admin staff that needed to use the computer! Linda Lee has been there, done that! She worked in the accounts department at the King’s Road campus when she first joined SAS. After enjoying her experience of working for former Superintendent Melvin Kuhbander, Lee was offered W i n t e r

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Annie Wan

high school science lab technician

Joined on September 1, 1986

David Hoss elementary school principal

Joined on August 1, 1990

Kristina Abu Bakar

Jalilah Saian

sixth grade instructional assistant

Joined on September 8, 1993

fourth grade instructional assistant

Joined on August 11, 1992 Annie Wan was working with the Singapore Armed Forces before she explored the idea of a change in environment. At 23 years old, she started working at the King’s Road campus. What was supposed to be a short-term stint turned into a career of 34 years and counting.

When asked why she stayed at SAS so long, many reasons came to mind for Wan. Apart from great working hours, medical benefits, and the short commute from her home to campus, it is the opportunity to work with caring and dedicated educators that she treasures most. She recalls, “A colleague, Kim Melson, left a small gift every day for a few days and I never knew who it was. It was such a special way to show extraordinary care!”

Wan has seen many friends and colleagues leave over the years, but they all hold a special place in her heart. ”I hope that people will remember me as a reliable employee who cares and is willing to go above and beyond for teachers and students!”

A leisurely stroll around the SAS campus in the winter of 1989 turned into a 30-year career for David Hoss. He was principal in a school in Colorado when he and his friends traveled to Singapore. He ran into Ann Tan, who was the secretary to the superintendent, and she convinced him to apply for the position of elementary school deputy principal that had opened up. He handwrote his resume on a piece of paper and handed it to Tan. Six months later, he stepped onto our campus grounds again as an SAS employee.

"If I was starting a school, I would immediately call on David to join me in the enterprise. He has a great understanding of pedagogy and recognizes the importance of the human dimension. He has been a blessing for SAS and I'm certain David would say that SAS has been a blessing for him. May his long tenure continue for many more years."

—Bob Gross, superintendent (1999 to 2007) There are so many things about SAS that keep Hoss energized after working here for three decades. “I’m always learning new things as education continues to evolve,” he explains.

“I also get to interact with colleagues who are fun to be around and are dedicated to providing our students with the best education. I love that!”

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Kristina Abu Bakar was fresh out of school when she joined SAS in 1992. She was especially drawn to SAS due to the short distance from the Ulu Pandan campus to her home. Abu Bakar shared, “I didn’t intend to stay long. But then I got comfortable and I was lucky enough to have a job that I love!”

It is the spirit of camaraderie that keeps her coming back every day. She knows she can count on her colleagues to help her out when things get tough. “I’ve had some great mentors who have helped me over the years,” she reminisces.

“Former Deputy Principal Susan Bergman and Noor Aaini Kadir have both been my mentors and I’m grateful for them.”

The joy of being around her students is the cherry on top. She recalls how difficult it was to be away from her students when school was not in session during the circuit breaker period: “The genuine smiles the kids and the love that I get from them makes this place feel like home.”

Retrenched and ready for a change of pace, Jalilah Saian was looking for acceptable working hours and a shorter commute when she found a job at SAS. Fast forward 27 years and Saian has no regrets!

As she looks back on her days at the Ulu Pandan campus, she fondly recalls, “I was typing out letters and worksheets with a typewriter. How things have changed. Our systems have improved tremendously!”

Our dedicated teachers and their genuine care for their students inspired Saian to continue her journey at SAS. “I really enjoy working here and I hope people will remember me as a dedicated employee who will try her very best to help everyone.”

Strolling down memory lane, most long-serving educators find it easy to recollect how school culture has played an important part in their SAS journey. The pursuit of excellence, extraordinary care, and possibilities has led our educators to aspire to be forever memorable as life-defining mentors in our students' academic, extracurricular, and social development. They truly are our greatest strength!

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Was it this person who said that? Or that person who said this?

Turn the magazine upside down to find out if you matched the quote to the right educator!

1

2

Stacey Griffiths, middle school physical education/health

Maya McCoy, middle school learning support 3

4

Jo McIlroy, elementary school deputy principal

Kristoffer Munden, high school Quest

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Leanne Pepple, elementary school music

Lance Murgatroyd, high school deputy principal

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As a child, I got to meet Prince Charles and Princess Diana when they came to my home country on a royal tour.

I grew up in South Africa along with two brothers, one sister, six cats, and eight dogs.

I was invited to participate in a round table discussion with then-President Barack Obama about youth involvement in politics.

I'm a bit of a daredevil, so I have gone skydiving over Byron Bay, I have bungee jumped in Christchurch, and I have zip-lined in Whistler.

CHOOL S N A IC R E M A E R O SINGAP

& S L DEA PROMOS

Scan the QR code below to check out promotions and deals for the SAS community!

Before I became a parent, I used to dance and perform with machetes in an Afro-Brazilian warrior dance called Maculele.

I met my husband while coaching against the Eagles at IASAS volleyball in Kuala Lumpur.

ANSWERS: 1 – Jo McIlroy; 2 – Lance Murgatroyd; 3 – Kristoffer Munden; 4 – Stacey Griffiths; 5 – Leanne Pepple; 6 – Maya McCoy

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TICKET From traveling by train to taking their first flight for an IASAS championship, student athletes at Singapore American School have come a long way.

BOARDING PASS The first SAS-ISB games were held in 1962 and for most of the decade were the high point of sports at SAS. High school US History teacher Julian Chun and the SAS contingent traveled to Bangkok by train that year with a dozen students. Groen fondly recalls, “On the way back, the train stopped somewhere in a small town in Malaya. We stayed there overnight, two to a bed.�

Pa s s p o r t t o Fa s h i o n

The First Flight

March 21, 1964. Endorsed by the student council, Singapore American School put on a fashion show to raise funds for their athletes to travel to Bangkok, Thailand by air for the legendary Singapore-Bangkok Games at the International School of Bangkok (ISB).

The show was titled "Passport to Fashion," and true to its intent, proceeds from the show funded the first SAS student air travel to play in another country. Class valedictorian and president of the student council, Clifford Groen (Class of 1964), who later went on to pursue degrees at Dartmouth College and Harvard Law School, was on that flight and part of the team accompanied by coach Kasi as the schools battled it out in badminton, basketball, bowling, cross country, table tennis, softball, and volleyball.

By KINJAL SHAH Communications Writer

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FLIGHT

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SINGAPORE AMERICAN SCHOOL

In the late 60s, the program settled into a groove, with soccer, basketball, volleyball, softball, and track and field as part of the official SAS-ISB games. A much larger school than SAS at the time, ISB boasted a student strength of 3,300 in 1968.

The Vietnam war had increased American presence in Thailand dramatically, and ISB had a large number of military dependents.

Even though it was three times the size of SAS, the competition between the two schools was intense. Nail-biting finishes with the ultimate triumph resting on one or two sports was the order of the day! In 1963, SAS managed a praiseworthy tie when debate was included in the competitions. The year 1969 saw SAS’s first overall victory—made sweeter when taking into account the difference in student numbers between the rivals.

In the early years, SAS did not want girls to participate in the Singapore-Bangkok Games. As early as 1964, ISB had proposed including girls in the games, but the SAS board rejected the proposal. There were no budgetary considerations and the games were played during school holidays. The only reason for rejection had to have come from a fear of their daughters traveling to Bangkok, where there were a large number of US servicemen on leave. It wasn’t until 1969 that girls were included in overseas games. The same year, they were also equal partners in the SAS-ISKL games.

Locally, SAS girls were powerhouses in swimming, softball, track and field, and volleyball. SAS had girls teams in three age groups and they were a considerable success, winning many more district titles than the boys all through the decade.

The seeds of the Interscholastic Association of Southeast Asia School (IASAS) organization were planted during the SingaporeBangkok Games. In 1980, the International School of Kuala Lumpur (ISKL) asked to participate in this event, creating what then became known as the Triangular Games. It was around this time that the idea of forming an athletic conference for regional international schools began to develop.

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After months of tossing the idea around and a meeting of likeminded athletic directors from schools in the region, IASAS formally started in the fall of 1982. The initial conference was made up of four schools: Jakarta International School* (JIS), SAS, ISKL, and ISB. International School Manila (ISM) joined the conference the next year, while Taipei American School (TAS) joined the group in 1986, creating the six-school conference that has flourished ever since.

Originally the idea was limited to athletics, but at the urging of an SAS art teacher, a cultural component was also instituted that very first school year. Over the years, more cultural, artistic, forensic, and math events were soon added to this athletic partnership.

Today the wide-ranging IASAS activities include badminton, baseball, basketball, chess, cross country, dance, debate, drama, forensics, golf, math contests, Model United Nations, music, rugby, soccer, softball, swimming, tennis, track and field, and volleyball.

Since that first flight funded by "Passport to Fashion," Eagle athletes have traveled hundreds of times over the last 38 years of competition. More than 260 gold medals in sports. Myriad performances, contests, and competitions in all sorts of disciplines.

Since that fall of 1982, SAS has remained one of the top contenders in the region! Today, more than 400 high schoolers at SAS participate in multiple IASAS events and competitions throughout the school year.

As our Eagles push themselves to their limits while maintaining the integrity of the ultimate competitor, they continue to display determination, self-sacrifice, and perseverance—the Eagle Way! *In 2014, Jakarta International School changed its name to Jakarta Intercultural School Special thanks to Clifford Groen (Class of 1964) for offering interesting insights into sports at SAS in the 1960s.

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All Singapore American School students and adults should feel safe, accepted, and welcome at our school—including our LGBTQIA+ community members.

By C A R A D ' AVA N Z O Communications Writer

Supporting a Safe Space for All

For any child who feels different, school can be a lonely place. All children benefit from knowing that their school is a safe space for them, and this is certainly true for students who identify as lesbian, gay, bisexual, transgender, or queer; who do not conform to gender expectations and stereotypes; or who have questions around their sexuality or gender. For these students, Singapore American School seeks to extend a warm welcome and provide a safe and supportive environment. One of the three pillars of an SAS education is “extraordinary care,” and we are committed to ensuring that all our LGBTQIA+ students feel cared for.

SAS is a large school, and its students, staff, and parents are extremely diverse. We know we have and will continue to have community members who identify as LGBTQIA+. During the journey of self-discovery that is childhood and adolescence, students sometimes discover they do not fit neatly into society’s expectations around gender and sexuality. We recognize that each of us deserves to be validated for our unique self, and as a school, we are committed to making sure all students know they are accepted, valued, and safe at SAS. We also want to prepare students to be sensitive and accepting of any family members, friends, classmates, neighbors, and colleagues who identify as LGBTQIA+, now or in the future. This is at the heart of our core values of compassion and respect.

We realize that the SAS community includes families who hold disparate views on issues surrounding gender and sexuality and we welcome these diverse views. At the same time, at the student level, SAS will continue to be committed to providing extraordinary care, including affirmative social-emotional care, for each child; personalizing our support for every student; and emphasizing both physical and mental wellness for our students and community members. As a school we are clear on our priority

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of ensuring that our LGBTQIA+ community members are treated with respect and acceptance at all times.

The school’s support systems for our LGBTQIA+ community members include both general inclusivity measures and more targeted outreach and education. Our counselors reach out to SAS families and offer support to parents with concerns, including concerns about children who identify as LGBTQIA+ or who are questioning their gender and/or sexuality. Administrators and counselors work to support students of all identities and genders and provide safe spaces to talk and learn. Counselors also work as appropriate to facilitate conversations or work separately with parents to help them navigate their understanding. High school counselors have also offered presentations for parents, which have been well attended and received.

A number of faculty members have participated in Safe Space workshops with our school psychologists, and “Safe Space,” “Ally,” and rainbow stickers displayed on doors and windows let students know they are ready and willing to help. Faculty have also shared information about how to address offensive language around gender and sexuality in the classroom. School uniform options deliberately include elements that are gender-neutral, and we respect students’ preferred names. High school departments are addressing diversity, equity, and inclusion, including around gender and sexuality, in their curriculum reviews.

Lessons and discussions regarding these topics are delivered in age-appropriate ways schoolwide.

In elementary school, our core values of compassion, honesty, fairness, responsibility, and respect provide a common language to discuss issues around identity, family, and community.

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and educators may facilitate conversations about society’s gender expectations as they develop organically. Starting in fifth grade, health lessons cover biological aspects of human development, and middle school advisory lessons address different forms of bullying and discrimination. In eighth grade, health and advisory lessons include discussions around biological gender, gender identity, gender expression, sexual/romantic orientation, and relevant vocabulary. This year, as part of our diversity, equity, and inclusion focus, the high school advisory program began with an in-depth lesson for all students centered on exclusion, inclusion, and the kind of community we want to build at SAS. Class options and assignments give interested students opportunities to learn more about related topics. In the eighth grade social studies’ Civil Rights unit, for example, students have chosen to research Harvey Milk, the first openly gay elected official in California; the landmark Supreme Court case Obergefell v. Hodges, which legalized same-sex marriage throughout the United States; and current issues impacting the transgender community. A culminating "gallery walk" gives other eighth grade students the chance to learn about topics their classmates researched. In high school, classes such as English, social studies, the arts, and Catalyst offer opportunities for relevant research and self-expression. Age-appropriate resources are available in divisional libraries; they are not grouped together so students need not fear stigmatization if they search for an item. Librarians and teachers stand ready to help students, parents, and educators find the resources they need in a supportive and discreet manner.

SAS students have been integral to our efforts to build a community ethos of acceptance and support. Peer-to-peer support groups in the middle school and high school give students safe spaces to express themselves, ask questions, and share experiences. High school students also created PRISM, a service club dedicated to education and raising awareness in support of the LGBTQIA+ community. SAS staff members who identify as LGBTQIA+ or have LGBTQIA+ family members have acted as guest speakers for these groups; besides giving students insights

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into their own lives, these adults act as role models and share their experiences around such questions as “how do I tell my parents?”; “how do I navigate social relationships?”; and “how do I support a loved one in this situation?” One of Superintendent Tom Boasberg’s first listening tour sessions last year was with students who identify as LGBTQIA+. High school students are currently working with teachers to look at LGBTQIA+ inclusion in the curriculum and are assisting with staff inservice work around diversity, equity, and inclusion.

Our parent community started SAS Rainbow Parents and Allies several years ago. Rainbow Parents offers an inclusive and supportive environment for parents and allies of the LGBTQIA+ community across all grade levels to talk about gender and sexuality topics, including positive self-esteem, healthy identity development, and acceptance of differences.

According to one of the parents involved, “Shortly after starting SAS Rainbow Parents and Allies, we as the founding group of several parents found inspiration in the open doors and hearts of the teachers and faculty in the school.

We found eager partnership from all three principals, college counseling, personal academic counseling, admissions, athletics, libraries, parent engagement, and communications in finding ways to strongly and systemically signal SAS support for students open and hidden from view. Together they exemplified the Eagle Way by codifying a supportive environment for our LGBTQIA+ students at SAS.” Our support for our LGBTQIA+ community is a work in progress. Even as we seek to strengthen our support systems in this area, we know there are students who feel afraid of coming forward, disrespected by words and behavior around them, or unsure of where to turn for help. In this time of heightened discussion around issues of inclusion, equal treatment, and righting past injustice as we move forward together, we feel it is important to be clear that SAS strives to be a community that sees its diversity as a strength and a source of pride. We welcome all SAS families to join us in working toward providing for every child a culture of excellence, a culture of possibilities, and a culture of extraordinary care.

SAS Strives to be a community t h at s e e s its diversity as a strength and a source of pride

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Yiu Liu (Class of 2008) at a bar/restaurant in Singapore when Suresh laid eyes on her again for the first time in 10 years. He mustered up the courage to send her a message the following day and they made plans to meet up the following week. The rest, as they say, is history.

Back to where it all began The engaged couple had plans for a pre-wedding photoshoot at some of their favorite and most memorable spots in Singapore. While they were working on their list of locations, Mody’s father suggested that they consider having their photoshoot at SAS. They reached out to SAS’s associate director of alumni relations, Beth Toole, and everything else fell into place.

e d a M Match at SAS

By KRISHNAN DIDI HARI r tions Write a c i n u Comm

Anup Suresh (Class of 2007) and Yashika Mody (Class of 2008) had to change their wedding plans when the global pandemic caused a shift in international travel. A livestreamed wedding, a photoshoot at Singapore American School, and an outpouring of love and support for the couple turned this special occasion into the wedding of their dreams!

Tying the knot in the midst of a global pandemic is no easy feat, but that did not stop Anup Suresh (Class of 2007) and Yashika Mody (Class of 2008) from continuing with their matrimonial plans— with a twist. On August 21, 2020, the happy couple livestreamed their wedding ceremony, and their union was blessed with the virtual presence of family and friends from around the world. The outpouring of messages seen over live chat, the multiple videos of pre-recorded speeches and videos for the Sangeet; a music night that celebrates the bonding of both families, and the fact that 700 friends and family members tuned in to watch are a testament to the love and care that surround Suresh and Mody.

The couple shared, “It was such an amazing day for us, and truly one of the most special and memorable weddings we could have ever thought to have, especially in these tough times.

Though it wasn’t the wedding we had originally planned, it really ended up being the wedding of our dreams!”

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THE JOURNEY The journey to their wedding aisle began in 2007 at Singapore American School when Mody and Suresh met for the first time in Mr. Jason Adkison’s Modern Asian Perspectives class. They were just classmates then and they never made plans to reconnect after Suresh graduated in 2007.

Mody graduated from SAS in 2008. She went on to Bentley University in Boston and subsequently moved back to Singapore for a role at Accenture as a consultant. Suresh served two years of National Service in Singapore before making his way to the University of Virginia. After completing his bachelor’s degree, he worked with Morgan Stanley in Philadelphia for a year before spending four years working at the New York City office.

It was meant to be...

Suresh was given the opportunity to move back to Singapore three years ago, and he jumped at the prospect to be closer to his family. As fate would have it, Mody was with her fellow alumna Shih

Setting foot on the SAS campus grounds for their photoshoot brought back fond memories for the couple. As they walked past the high school foyer where break gigs are usually held, they remembered the times when Suresh and his band would perform for their classmates. Mody mentioned, “It was such a lovely experience being able to walk around the campus and recognize elements that were so familiar from our time at SAS. It was also a really special way to get to learn more about each other’s unique experience at SAS.”

Where are they now?

Mody is currently an associate director at KPMG Singapore on a team called KPMG Digital Village.

Her team functions as the innovation arm of KPMG, designing and developing technologybased products for their clients using innovative technology, such as blockchain. Suresh is a vice president at Oaktree Capital Management.

He joined the US-headquartered investment firm three years ago.

When asked about their future plans, the couple shared that Singapore will continue to be their home for now, especially with both of their families living in the Lion City. There is so much to love about the gorgeous city-state, and there is no place quite like Singapore!

We wish Suresh and Mody the very best as they embark on the next phase of their journey together!

Teachers who inspire The teachers at SAS have made a huge impact on Suresh and Mody. They helped shape the trajectory of their lives: Fred Crawford: “His enthusiasm for the subject (physics) and his unique gift to distill down the most complex topics into simple, digestible concepts left a lasting impression on me. I was also inspired by Mr. Baker’s economics class to pursue the subject in college.”

—Anup Suresh Jason Adkison: “History and current affairs were taught in such an interactive and engaging way. It felt like one of those classes where you really got to absorb and understand everything that’s happening in the world, without the traditional way of reading textbooks.”

—Yashika Mody Mark Guggisberg and Dr. Roopa Dewan: “I really loved all of my AP English classes. They really helped me become a better writer.”

—Yashika Mody

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SINGAPORE AMERICAN SCHOOL

THE LION CITY THE EAGLE WAY Kebun Baru Birdsinging Club

JOIN THE SAS FAMILY AT WWW.SAS.EDU.SG/ADMISSIONS Singapore American School CPE Registration Number: 196400340R Registration Period: 22 June 2017 to 21 June 2023 Accredited by the Western Association of Schools and Colleges

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Spotlight on

Marisa Grimes

CLASS OF 2008

After growing up in Singapore and studying in the US, this alumna landed a dream job working with farming families in East Africa—where she sees many similarities between Kigali, Rwanda and the Lion City!

I was born in Singapore and spent my primary school years in international schools based on the British system. But then it was time to become more “fluent” with the US school system to prepare for high school and college. I attended Singapore American School for sixth and seventh grades, and I would have graduated with the Class of 2008 if I had stayed!

I left Singapore with my mother in 2003 and moved to the US for the first time. I spent eighth grade through high school in upstate New York and then attended George Washington University in Washington, DC. After graduation, I spent a year teaching in Tanzania before returning to the US for graduate work at New York University. After receiving my Master's degree, I returned to East Africa, where I’ve spent most of my time since 2014 living in Tanzania and Rwanda.

elements for the program’s expansion, enrollment, impact and customer protection aspects. I work with a small team of amazing individuals, and we have a lot of fun as we think about how to better serve farmers every day. We work with 600,000 Rwandan farmers now, and we hope to serve one million farm families by the end of 2022!

I studied international relations with a focus on East Africa in both my undergraduate and postgraduate programs, so living in East Africa comes as no surprise. However, joining the agricultural sector was totally unexpected! I thought I would work on access to education, but when I came across One Acre Fund during my job search, I was really drawn to their mission. I love that my work is mission-driven and that I can see how it affects the end user. For example, we put in a lot of effort to prepare for a regional expansion, and over the last month, we finally saw the fruits of our labor when more than 60,000 farm families from our new area signed up to join our program.

COVID-19 has been a challenge for everyone across the world, but the situation pushed us to embrace technology a lot faster than we initially planned. Within months, all our village-based team members upgraded to smartphones and tablets—and they now fill out Google Sheets, take online quizzes, and communicate over email!

It’s been a radical transformation and was a difficult shift at first, but it is definitely the doorway to even more innovation down the road.

This sounds funny to say, but in a lot of ways Kigali reminds me of Singapore! It is a clean and green city, despite being densely populated. It is extremely safe, well designed, and tolerant of difference, and there are people from all over the world living and working here. I’ve loved every moment of living in Rwanda so far this past year, and hope to stay for years to come.

SAS affected me because it really showed what success looked like and helped normalize a drive to be the best you can be academically. Everyone studied hard, everyone was expected to put their best foot forward, and yet, teachers would give extra time to support you when you struggled.

When I moved to the US school system, it was really helpful to have this as a base, as I was propelled to take advanced coursework and stretch myself and my abilities.

In terms of my fondest SAS memories, I would pay a lot of money to go back to the cafeteria for roti prata day! That was my favorite! And one of my most meaningful memories was going on a Keyboards for Kids trip to Indonesia. It was one of the first times that I really saw what giving back could do and how even a simple programmatic change could unlock a cascade of improvements for someone. That’s definitely stayed with me— I have now made a career out of doing just that!

But in all seriousness, it was all about the friends that I made while at SAS, some of whom I am still in contact with so many years later! My first week of college, I ran into a friend from SAS who I hadn’t seen in five years, and the boyfriend of my next-door neighbor was another SAS student I went to school with! Whenever I run into other SAS alumni, it brings a smile to my face to have this point of connection.

I currently live in Kigali, Rwanda and work for a nonprofit organization called One Acre Fund that serves farm families across the country by providing agricultural inputs on credit and training. I am the program design lead for the field operations team, which basically means I oversee the strategy design

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THE BEST L A I D P L A N S… By K AT I E Z H A N G Class of 2020

The thing I’ve come to realize is that as much as you try to plan things out, you can’t really plan the unplanned.

And most of life, I’d say, is rather unplanned.

UNPLANNED, PART 1: THE INTERNSHIP At the end of June, I decided to work.

After receiving an email about three available internship opportunities from the office of alumni relations at Singapore American School, I entertained the idea of applying for Zesttee Digital Health Clinic. Zesttee, a digital health start-up, stood out to me due to my interest in biology/health. Furthermore, the required time commitment—two months—would allow me to start university in August with minimal overlap.

Long story short: I applied and was accepted.

I was tasked with simple but necessary tasks, such as testing the website for bugs, recommending UX improvements and content editing. I organized my notes into Google Docs for easy sharing. In doing so, I happened to catch the co-founder’s attention.

Sanju Goswami thought my document was well organized and appreciated the detail in my work.

He then assigned me to review his spreadsheet of supplements and allowed me to edit his writing. This catapulted me into working on other projects like restructuring content across the website, creating a landing page for his previous customer base to drive conversions, and brainstorming for marketing.

UNPLANNED, PART 2: THE GAP YEAR Three days before I was due at college, I decided to take a gap year.

A month into my internship, Goswami broached the idea of extending my work contract with the company. I assumed this would lead to a part-time job offer, but he soon suggested I take a gap year. I quickly dismissed it, as I was due to start university in less than a week. But I realized that the opportunity of a valuable work experience appealed to me much more than starting school online amid COVID-19, and in a series of fortunate events, I was able to arrange a very last-minute gap year request with the University of North Carolina’s admissions office.

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At the time of writing this, I have been at Zesttee for almost four months. There is an endless amount of work, but it’s purposeful, and I enjoy it. Over the past two months, I’ve been given bigger tasks—managing Google Analytics/ Google Tag Manager, launching Google Ads, creating email flows and cost sheets, handling operational work and delegating tasks.

Start-up life and culture have taught me a lot. I am humbled to learn that our decisions are merely hypotheses and it’s the market that will support or reject them. This keeps us on our feet and reinforces the idea that it’s never good to get too comfortable.

I’ve come to enjoy the start-up environment, especially the freedom and flexibility to take on a variety of roles and tasks. While it brings great responsibility (and unpredictability), I find that it makes work fresh. There’s always something new to learn, something more to do, and it’s inspiring to work with smart, hardworking, dedicated people.

(P.S: If you’ve read this far, please go check us out and support us at zesttee.com) As I look back, my time at SAS prepared me for work in different ways. Junior year was rigorous academically (content-wise) and pushed me to absorb lots of information at once. I was also challenged to adapt as a new student and that was a steep learning

Internships for SAS Alumni • Seventy-one SAS alumni were hired between May 2020 and October 2020 • Eleven organizations offered internships, with some extending these to full-time hires Beth Toole, associate director of alumni relations at SAS, started this program in May 2020 in response to young SAS alumni who were losing internships elsewhere or moving home due to the pandemic.

Current and former parents and alumni offered opportunities for our college-age alumni to apply for summer internships at their organizations.

The alumni relations office continues to seek internship opportunities for summer 2021.

If you’re interested in supporting this program, you may submit internship opportunities by scanning the QR code or reaching out to Beth Toole at btoole@sas.edu.sg.

curve. Senior year, while not as heavily focused on theoretical knowledge, was a highlight of my schooling. I was a part of Quest, a project-based interdisciplinary program, where I was stretched to learn in a more meaningful way. I think the number one thing Quest taught me was self-awareness.

Through Quest I became more cognizant of my own biases and perceptions, my approach to work and work style, and my strengths and weaknesses.

I was stretched to think, albeit in different ways, and as my mom always says “a mind is a terrible thing to waste.” For me, a plan is a great rough draft, but life–the epitome of unplanned circumstances–is where thinking should be most present, as it’s the final draft in play.

This internship program was developed in May 2020 in response to SAS alumni who were displaced and had limited internship opportunities due to the pandemic.

We recognized that this was a meaningful way to support our young alumni by offering them work experiences and at the same time giving our alumni, current parents, and former parents the opportunity to benefit from their skills and experiences.

— BETH TOOLE, ASSOCIATE DIRECTOR OF ALUMNI RELATIONS, SINGAPORE AMERICAN SCHOOL

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Owen Green and Sriharsha Sikhakollu eleventh grade Serving meals to housebound Singaporeans

Service Beyond SAS By C A R A D 'AVA N Z O Communications Writer While Singapore American School offers students myriad service opportunities through class projects, grade-level efforts, and service clubs, some students find ways to contribute outside of school. These students have joined community-based service groups or have independently spotted opportunities to fill a need. Especially during the COVID-19 period, when some school-based service options were modified or put on hold, these out-of-school service opportunities have provided a way to learn more about the wider community, maintain perspective, develop skills, follow a passion, and connect with new people in new surroundings, online or in person.

We celebrate these students for following our core values while displaying initiative, independence, curiosity, and creativity as they contribute to wider communities and follow their passions!

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COVID-19 has affected us all with unprecedented inconveniences, and all the time we spent indoors over the summer break offered us an opportunity to think about how we can do our part in assisting those with less ability and freedom. After some research, Sriharsha and I found Touch Home Care, an offshoot of the Touch Community Services organization. The organization works with volunteers to deliver warm, healthy, free meals daily to elderly Singaporeans who are not able to leave their homes—especially during times like these.

Every Sunday, Sriharsha and I sort, pack, and deliver meals across HDB apartments in Jurong West. Many Sundays we deliver upwards of 20 meals, sometimes splitting up to cover more ground when convenient.

Sriharsha and I appreciate the direct nature of sorting and delivering meals, and so we have kept with it. Since school started, we have shifted from volunteering three times per week to once, every Sunday morning.

We have delivered over 250 meals so far, and we hope to deliver 1,000 meals before we graduate!

Ella Boasberg twelfth grade Working at a soup kitchen Over the summer, my friend Emma Anderson and I worked at a soup kitchen for four hours every morning. Willing Hearts continued to prepare meals for delivery during the circuit breaker. The friendly aunties and uncles always greeted us with big smiles behind their masks, asked how we were doing, and dropped by to check on us while we were working. We especially enjoyed cutting vegetables outside and chatting with local Singaporeans as we filled baskets with green bean coins and sliced okra. Fellow volunteers included flight attendants, retirees, and office workers.

Through our conversations with them, we learned about their lives and Singapore, and we gained a new appreciation for their dedication to the cause; some would come at 5:00 a.m. to work the morning shift before heading off to work. It was because of the friends we made that our last day of summer break at Willing Hearts was bittersweet.

As we said our temporary goodbyes, one auntie clasped our gloved hands and remarked how much our cutting skills had improved and how she would miss seeing us. Emma and I had only been in Singapore one year, so Willing Hearts gave us the opportunity to interact with Singaporeans outside the SAS community and learn more about this country. We are so happy to have had the experience and can't wait to continue volunteering in our free time!

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Declan Sheehan twelfth grade Keeping Singapore's waterways clean and healthy

Chloe Hanford tenth grade Sewing pillowcases for cancer patients

I learned about the Waterways Watch Society (WWS) halfway through my junior year, while researching a Marine Biology project. The organization seemed interesting because it deals directly with the issue of plastic pollution. I ended up attending a meeting and then became a member! When I have time, I help to carry out bike and boat patrols in the Kallang and Marina Bay areas. Moving along the waterway, we remove plastic bags, bottles, and other trash, and we talk to anyone involved in environmentally unfriendly activities. These include littering, dumping waste, using live fishing bait or prohibited charcoal grills, entering off-limits areas, and setting up for parties where they are not allowed. We try to educate and encourage such folks to do the right thing, and more experienced members contact government services to step in if necessary. I really enjoy working with WWS because it is out of my normal SAS “bubble”and I get to meet Singaporeans, often older people with interesting careers as hydrologists, civil engineers, or wildlife photographers, for instance. They have vast amounts of knowledge and experience, and they are very generous about sharing it with me.

No matter our age or background, we all want to get outdoors and do our part to keep Singapore’s waterways clean and healthy for everyone.

A few years ago, I visited my infant cousin in his hospital room while he waited for a heart transplant. Seeing him in the hospital and noticing how lonely and sterile it can feel made me realize that even a small item such as a pillowcase can bring a lot of happiness to the patients. In 2019, I embarked on a service project to earn my Girl Scout Silver Award. I sewed and collected around 75 colorful homemade cotton pillowcases for children with cancer at National University Hospital Singapore (NUH) as a small gift—something bright and fun so that they will feel cared for during a difficult time.

Some had Harry Potter on them, some were covered in dinosaurs or kittens. I later teamed up with Lesli Berggren, founder of the organization Love, Nils, to hand the pillowcases out in person at the NUH outpatient ward. Visiting the children and seeing the smiles on their faces gave me the most incredible feeling in the world.

Ayan M. seventh grade Creating artwork to protect African wildlife A year ago I started working with a conservationist, Francoise Malby-Anthony from Thula Thula South Africa, to help raise awareness and funding for rhino conservation. Rhinos are among the world’s most critically endangered species, because poachers hunt them for their horns, which are used in traditional Asian medicine.

When I found out about this, I thought it was crazy, because horns have no magical powers, but are just made of keratin like our own fingernails. So I started the “Save the Rhino” project, which combines my other passion—art—with conservation. I sketch and sell wildlife portraits, mostly of rhinos, but also of other animals. The funds generated from this effort are used to adopt the rhinos at Thula Thula, which basically means paying for their security, as rhinos need 24 hour surveillance by rangers so that poachers do not kill them. You can read more about Thula Thula’s rhinos and how we can all help them at my website: https:// www.savewildlife.art/.

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HAS MOVED ONLINE!

What’s your story?

The bonds of friendship. The mentorship of teachers and staff. Memories made in moments big and small.

The learning that shines through perseverance.

Every interaction, every pursuit, every class, and every activity at SAS weaves the fabric of our community to make us who we are.

Scan this QR code and celebrate our community.

We want to celebrate all things SAS. Share your story with us, and we may share it with our community online or in Journeys.

Connect with us at communications@sas.edu.sg and help us tell the story of what makes SAS a special place.

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40 woodlands street 41 Singapore 738547 Phone: (65) 6363 3403 WEB: WWW.SAS.EDU.SG QUESTIONS? EMAIL US AT COMMUNICATIONS@SAS.EDU.SG CPE Registration No.: 196400340R Registration Period: 22 June 2017 to 21 June 2023 Accredited by the Western Association of Schools and Colleges (WASC) © 2020 Singapore American School All rights reserved.