Optimum Magazine 2022

VOLUME

XXII

OPTIMUM MAGAZINE

Celebrating The Past, Creating our Future

A STRATHCONA-TWEEDSMUIR SCHOOL PUBLICATION

CREDITS

HEAD OF SCHOOL

CONTRIBUTING PHOTOGRAPHY

Carol Grant-Watt

Samantha Braet, Jennifer Chipperfield, Ewan Nicholson, Brenda Thompson, The STS Archives,

CONCEPTUAL DEVELOPMENT AND MANAGING EDITOR

and several more STS faculty, staff, alumni,

Melanie Hampson

GRAPHIC DESIGN

parents, and students.

Freshly Pressed

PRODUCTION SUPPORT AND EDITING Samantha Braet, Steve Hanulik, Brenda

PRE-PRESS AND PRINTING

Thompson, Lara (Hamnett) Unsworth ’95, Brian

Oil City Press

Uzick, Jana Wager

CONTRIBUTING WRITERS Laura Boudens, Samantha Braet, Class of 2034, Peter B. Ditchburn, Jason Fong ’03, Carol GrantWatt, Steve Hanulik, Pam Heard ’73, Bruce Hendricks, Kate Julian ’22, Bolu Kasumu ’23, Chloe Liu ’26, Amy Meyer, Yasmin Mohsen ’22, Mike O’Brien, Melony O’Neill, Spencer Purdy ’05, Jessica Richmond, Chris Ruskay, Rahmaan Shajani ’26, Michael Simmonds, Shannon Taggart, Brenda Thompson, Lara (Hamnett) Unsworth ’95, Brian Uzick, Alanna Wellwood, Ken Zelez and several more STS faculty, staff, alumni, parents, and students.

O P TI M UM M AGAZ I NE I S P U B LISHED BY THE COMMU N ITY R ELATION S DEPA R TMEN T. P LEAS E AS K P E RM I SS I O N B EFOR E R EPR IN TIN G A N Y PA R T OF THIS PU B LICATION .

STRATHCONA-TWEEDSMUIR SCHOOL 2022 Strathcona-Tweedsmuir School RR 2, Okotoks, AB T1S 1A2, Canada 403-938-4431

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TABLE OF CONTENTS

01 03 13 15 17 19 23 27 29 35 39 41 43 45 47 49 59 79 83 89 111 115 125 127

MESSAGE FROM THE HEAD OF SCHOOL THE YEAR IN REVIEW CENTRE FOR EXCELLENCE IN TEACHING PRIMARY YEARS PROGRAMME MIDDLE YEARS PROGRAMME DIPLOMA PROGRAMME CELEBRATING OUR GRADUATES STEAM EDUCATION SPEECH AND DEBATE OUTDOOR EDUCATION ATHLETICS HEALTH AND WELLBEING CAMPUS AS A THIRD TEACHER THE SACRED CIRCLE ENROLLMENT FROM THE ARCHIVES 50TH ANNIVERSARY HIGHLIGHTS FLOURISH 2031 OUR STS COMMUNITY OUR STS ALUMNI COMMUNITY SWEET FAREWELLS CLASS NOTES THE ATKINSON SOCIETY IN MEMORIAM

Contents

A new beautiful “Strathcona-Tweedsmuir School” sign popping up above the hillside showcases the School in the distance as you drive on to the campus. This new installation was created by CLAIRE ’96 AND MICHAEL PERKS OF Little Monkey Metalworks, and was generously supported by funds raised by our parent organization, POSTS, who wanted to leave a legacy to benefit all STS families.

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A MESSAGE FROM THE HEAD OF SCHOOL

A

Impossible BY

CAROL GRANT-WATT HEAD OF SCHOOL

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“It took a shared commitment to excellence and a belief in the impossible, and this is a belief that has transcended generations.”

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Celebrating the Past, Creating our Future. The theme of this year’s special 50th Anniversary edition of Optimum magazine perfectly captures both the momentous nature of this historical milestone and the vision, values, and spirit that continue to buoy us through the challenges and successes of each academic year.

Belief in the impossible has become a key part of the Strathcona-Tweedsmuir School (STS) ethos. I’ve often wondered what it must have felt like as a founder to be sailing into uncharted territory for the first time. After all, who would have thought it made sense to amalgamate two independent schools, boy’s and girl’s schools no less, and place them in such a remote location? It required a group of brave visionaries who stepped forward to make this impossible dream a reality, and I believe that this is a value that is instilled in every member of the STS family to this day.

The 2021-2022 school year was both the longest and fastest that I’ve experienced as an educator. The return and subsequent lifting of some COVID-19 restrictions were followed by a hopeful return to in-person classes, and we endeavoured to adapt our day-to-day protocols, as well as our 50th Anniversary events, to allow everyone to safely attend.

One question became the focus of all of our policies — ‘What has changed?’

We examined all of the steps taken over a two-year period to ensure the health and safety of our students, teachers, staff, and families, and we built our new framework on these successes.

We didn’t back away from our responsibility at the first opportunity; rather we forged ahead with what I believe is the same spirit that inspired our founders to first set foot upon our campus over 50 years ago.

The decisions that I’m most proud of are the ones we made when all official guidance appeared to cease this past spring. Whereas we had previously aligned our actions to those outlined by the provincial government, we suddenly found ourselves surrounded with endless questions and very few answers. Rather than enact and enforce a series of new or arbitrary rules, we took an entirely different approach — we let respect lead the way.

The subject of masks became a brilliant metaphor for this sense of respect. When student masking was no longer deemed mandatory by the provincial government, we wanted our students to still have that choice.

In true International Baccalaureate (IB) tradition, we put forward a clear and consistent message: It’s okay to have different views, and we are going to support your personal decisions.

I couldn’t be more pleased with the overwhelmingly positive and inclusive response we’ve received from our students, parents, guardians, and employees in return.

wait quietly for the future to arrive, the STS community has always moved forward to meet it. Our Flourish 2031 Strategic Plan is the summation of this. Based on the foundation of this inspiring and innovative plan, we are presently engaging professionals to help us determine exactly what is possible as we chart the course for the next ten years. This Plan anchors the School back to the immediate and future needs of our campus, and will help to establish STS as a global hub in a natural setting, not just for students, but for educators and thought leaders as well.

Our Strathcona-Tweedsmuir School of today is a living testament to the incredible bravery of our founders, and the vision and values that led them.

To paraphrase the great Theodore Roosevelt, “It is not the critic who counts…The credit belongs to those actually in the arena…who strive valiantly; who err, and come short again and again, because there is no effort without error and shortcoming… those who, if they fail, at least fail while daring greatly.”

Our 50th Anniversary Founder’s Luncheon in June provided another opportunity to reflect on the deeper meanings behind our legacy. As I gazed around the room, I knew that I was in the presence of every single living individual or family who had played a role in the creation of STS. I realized, more than ever before, that our School is bigger than any one individual.

It took a shared commitment to excellence and a belief in the impossible, and this is a belief that has transcended generations.

Our use of the word create in this year’s theme is very much by design.

There is nothing idle about StrathconaTweedsmuir School. Where others may

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THE YEAR IN REVIEW

Band Performance Highlights The Department of Fine Arts was excited to continue the holiday tradition with the Grade 7 to 12 Winter Band Concert featuring more than 100 students in six different ensembles.

The Senior School Band and Senior School Jazz Band travelled to Whistler, BC for the 2022 Con Brio Music Festival. The students demonstrated grit, resilience, and a love for music-making with both bands achieving excellent ratings.

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ELEMENTARY SCHOOL WINTER CHORAL CELEBRATION

STS SUMMER PROGRAMS

Featuring the entire Elementary School, the virtual Winter Choral Celebration delighted STS community members with two fantastic evenings of indoor and outdoor performances.

Over the summer months, over 650 students learned, grew, made new friends (and reconnected with old ones), and explored new horizons at STS Summer Camp and Summer School.

Marti McKay Week

NO STONE LEFT ALONE

Students and faculty took part in numerous activities for the 37th annual celebration of Marti McKay Week. Founded in 1984, Marti McKay Week promotes the creative arts, honouring the memory of Marti McKay, an STS student and gifted poet who passed away in 1981.

Grade 7 students took part in a special No Stone Left Alone ceremony to honour the sacrifice and service of Canada’s military. Students placed poppies on headstones in the Field of Honour at the Okotoks Cemetery. Through this experience, students became deeply aware of the selflessness and bravery of those who served to defend our country and gave the ultimate sacrifice.

This year’s guest speaker line-up included STS alumnae: author Sabrina Uswak ’07 and artist and author Mackenzie Roth ’17.

Students also welcomed authors Anna Priemaza, Bree Galbraith, and author and illustrator Peter Brown.

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THE YEAR IN REVIEW

rdic e Canmore No th to d e ll e v a ld udents tr g. The fie Our Grade 7 stay of cross-country skiin ss-country skiing Centre for a das the culmination of a cro(MYP) physical experience w Middle Years Programme unit in the IB sses. education cla 5

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WINTER GIVING CAMPAIGN

BULLYING AWARENESS WEEK

Thanks to the generosity of the STS community, Grade 5 students in the Elementary School’s Encore group were able to help distribute 344 gifts to local families in need. This co-curricular activity gives students the opportunity to expand their learning.

Coinciding with Bullying Awareness Week, our Grade 6 students participated in the largest National Child Day event in history!

National Child Day honours our country’s commitment to supporting the rights of all children. Our Grade 2 students created a ‘positive takeaway board’ — inviting the STS community to take any messages that spoke to them to keep as a ‘gift’.

PINK SHIRT DAY

Recognizing, Amplifying, and Celebrating Black Voices

Our students wore pink shirts in recognition of Pink Shirt Day which aims to raise awareness and funds for anti-bullying initiatives. The School community also celebrated Random Acts of Kindness Day. Our Parents’ Organization of STS surprised students and employees with homemade caramels, spreading sweetness and smiles!

A student-led initiative inspired compelling conversations around Black History Month within the STS community. In recognition of Black History Month, three of our Grade 11 students created a working group to share some of the messages and themes of Black History Month with the School community.

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THE YEAR IN REVIEW

Model United Nations Grade 9 students participated in Model United Nations and had the opportunity to engage in discourse with one another over international issues. This year the topic was the ongoing Ukraine refugee crisis. In the morning, they were joined via Zoom by retired Canadian Forces MajorGeneral David Fraser, who served as a NATO operations commander in Afghanistan. He spoke with the students about NATO and how militaries work with refugees abroad.

BC Universities Tour Grade 11 students participated in the 2022 BC Universities Tour visiting multiple universities, including Thompson Rivers University in Kamloops, the UBC Okanagan Campus in Kelowna, the University of BC and Capilano University in Vancouver, Vancouver Island University in Nanaimo, and the University of Victoria in Victoria.

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THE YEAR IN REVIEW I OPTIMUM VOLUME 22

ents agency in their Encore is a co-curricular option that gives stud Encore group, Grade 6 learning. As part of the Elementary School resources creating products students chose to donate their own time and Maker Market. Embodying for sale to our School community through a s brought awareness and our vision, mission, and motto, the student sale of their products, support to four different causes through the raising approximately $ 1,700.

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THE YEAR IN REVIEW

week 2022 ess activities, l, n e r a w a in d ate cia unity particip brating our ra The STS comm erent diversity focus: cele ds; commonality un iff each with a d nic, and cultural backgro ysical achievements; ancestral, eth s beliefs; highlighting ph al orientation and in our religiout for all regardless of sexund dietary choices. empowermenty; and diversity of food a ts also participate gender identi initiative saw STS studennd violence against A student-ledence to protest bullying a in a Day of Sil uth in schools.

LGBTQ2S+ yo 9

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IB BIOLOGY ECOLOGY

SPEECH DAY

Our Grade 11 IB Biology students spent the day outside on campus completing an ecology field study. Facilitators from the Biogeosciences Institute (U of C) guided our students through this unique experience, providing them with practical skill development in designing experiments as well as ecology specific tools and design elements.

STS students impressed audiences with their confidence, poise, and excellent public speaking skills during one of STS’s most cherished and long-standing traditions — Speech Day! Grade 12 Persuasive and Senior School Impromptu speakers delivered their speeches to an in-person and virtual audience, followed by the top competitors in Middle and Senior School who performed during the People’s Choice event. Their work was both entertaining and remarkable, and upheld the rich tradition of public speaking at STS.

STS GIVING DAY

TASTE OF NYC TRIP

We are truly moved by the generosity of spirit and philanthropic ethos of our community on STS Giving Day! We were able to raise $329,191.70, contributing to our incredible 2021-2022 annual giving total of $700,000! The lives of our students, faculty, and wider Calgary community are impacted through the gracious giving of our community, and we are so deeply appreciative of your commitment and investment in our School’s bold future.

Thank you!

A group of Grade 11 and 12 students participated in STS’s first international travel trip since 2019. They visited the 9/11 Memorial and Museum, Grand Central Station, the United Nations Visitor Centre, Ellis Island, and the New York Stock Exchange among other exciting tourist attractions.

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THE YEAR IN REVIEW

dan arato day

HONOUR DAY The STS community gathered virtually to commemorate our annual Honour Day — an important time to remember Ben, Daniel, Scott, Alexander, Michael, Marissa, and Jeffrey; our students lost in a tragic avalanche 19 years ago.

You may recognize this year’s guest speaker, Liaa Wright, as she owns and operates Cleaning Force, our amazing campus cleaning and custodial team. Liaa shared her story of immigrating and starting a successful company, and in turn, supporting new Canadians in securing fruitful and positive work as part of their pursuit of a happy and safe future for their families. Her powerful message left our community feeling inspired.

to learn Arato Day, a daywhose n a D d te ra b le ents nity ce The STS commu one of the seven precious stud o. Every year, ag is and play. Dan a tragic avalanche 19 years lives were lost in spirit. we celebrate his d life hich he embraceng, w in er n an m e and th outgoi Dan's exuberancehighly regarded at STS. He was as appreciated to the fullest is d an energy and appeal that w kind, and radiate untered him. by all who enco 11

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MIDDLE SCHOOL TRACK AND field

Performing arts

Middle School students came together for our first Middle School Track and Field Meet since 2019. Excitement was high and the energy palpable as students gathered to participate, cheer each other on, and enjoy the fresh air and open space. Thank you to the many parent volunteers and staff members that helped make this day a success!

There was excitement in the C.A. Smith Arts Centre with many in-person performances. Each one had many hands helping behind the scenes and front-of-house.

The community spent a wonderful evening filled with joy, spirit, and connection at the Middle School Play titled 24 Reasons Not to be in a Play.

Our Grade 6 students delighted audiences with a mini-musical in honour of our 50th Anniversary.

VOLUNTEER WEEK ve and vital role in not Our volunteers play an acti ool a success, but also only helping make our sch sense of community ng through fostering the stro ion of National gnit reco In STS. and caring felt at (Parents’ Organization Volunteer Week, our POSTS hosted a Volunteer of STS) Executive Committee e our volunteers gniz reco Social to celebrate and a world of es mak ion icat whose selfless ded . nity mu com STS our in difference

From September to February, STS students in Grades 9-12 were hard at work preparing a showcase performance of the Broadway hit musical Matilda.

grade 3

Chick Hatching Grade 3 students hatched chicks as part of their ‘Sharing the Planet’ unit of inquiry. During this unit, they learned about animal life cycles and animal adaptations before researching endangered animals and learning what we can do to help these species. The students had the opportunity to learn first-hand about the chicken life cycle and kept a journal where they could record the questions they had about chickens and then research to find the answers.

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CENTRE FOR EXCELLENCE IN TEACHING

IMMERSIVE BY

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DR. MICHAEL SIMMONDS Assistant Head of School: Academics

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Strathcona-Tweedsmuir School (STS) develops the knowledge students require to succeed within and beyond the classroom. While our teachers understand that reading, writing, and numeracy skill acquisition are essential educational outcomes, they also know that 21st century students must cultivate other literacies if they are to become engaged in rewarding pursuits.

Engineers and architects, for example, leverage the language of calculus and geometry to build and create new structures. Computer programmers develop their own language to inform how we engage with technology and each other. Visual and performing artists cultivate discipline-specific ways of communicating diverse aspects of the human condition through music, drama, mask-making, and sculpture. These kinds of artistic languages can challenge and deepen our understanding of ‘self’ and ‘other’. Entrepreneurs speak the language of possibility in ways that stimulate the economy and the job market. Epidemiologists communicate through statistical discourses that help scientists and researchers conduct studies designed to keep people healthy.

Environmentalists apply systems thinking narratives and mathematical models to explain changing weather patterns, while poets and storytellers use language creatively to reflect, distil, confront, and embellish.

Young people inhabit physical and digital worlds in ways their parents never experienced. The challenge for schools is to equip students with the critical thinking skills and literacies they need to authentically and safely engage in both worlds. When our Grade 1 students design and build playground structure prototypes based on field research they conducted at four different Okotoks playgrounds, they are cultivating 21st century literacies in math, research and innovation. When a Grade 8 Social Studies class simulates a legal trial about the impact Hernán Cortés had on the fall of the Aztec Empire, students are learning about power, culture, and technology in ways that promote a deep understanding of nation-building.

When a Grade 12 Visual Arts class presents their portfolios to each other and the broader STS community, they are tasked with communicating abstract conceptual work that explores real-world issues that are grounded in identity, diversity, belonging, and gender. These kinds of classroom experiences are made possible because STS teachers plan their International Baccalaureate (IB) units of study around a pedagogical model that promotes inquiry in all

three divisions: Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP).

This approach to teaching helps keep learning relevant because, at its core, students are placed at the center.

Of course, learning is not confined to a classroom.

Students at every grade participate in co-curricular opportunities that challenge and engage them. This can be difficult work at first because new experiences can bring uncertain outcomes, potential setbacks and fear – especially the fear of failure. However, STS teachers understand that relational trust-building is key to helping students develop the confidence and resilience they need to achieve their best outcome in any co-curricular activity. Athletics. Speech and Debate. Model United Nations. Plays. Musicals. Outdoor Education. These kinds of experiences develop new skills, friends, and literacies that will help students navigate their unique path to selfdefined success.

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“The challenge for schools is to equip students with the critical thinking skills and literacies they need to authentically and safely engage in both (physical and digital) worlds.”

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PRIMARY YEARS PROGRAMME

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SHANNON TAGGART IB Primary Years Programme Coordinator

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Strathcona-Tweedsmuir School (STS) is a unique and special place as it is one of only a few K-12 continuum International Baccalaureate (IB) schools in Canada.

The IB framework is an integral part of our school’s identity and the Flourish 2031 Strategic Plan. The Primary Years Programme (PYP) is the framework that the Elementary School uses to teach the Alberta Program of Studies. The heart of the PYP is inspiring students to take action in their community in order to leave the world better than they found it. The Primary Years Programme is where students are introduced to their schooling journey and it is where teachers instill a love of learning and encourage curiosity. From Kindergarten to Grade 6 the foundational skills are taught to set students up for success as they move through the Middle Years Programme (MYP), the Diploma Programme (DP), and beyond. We know that students learn best when they are able to apply their skills and knowledge towards real-world problems and experiences.

This year, our PYP students had a unique and exciting opportunity to do just that.

In return, they’ve given current and future primary students a new place to play, grow, and flourish.

From concept to completion, our Rose Elementary Wing was designed with connection in mind, both for students and for ideas. By taking a transdisciplinary approach to learning, we are also able to use our facilities to enhance every aspect of a student’s education.

This philosophy extends beyond the classroom as well. After all, what is a playground but a launching pad for connection and self-discovery?

However, despite already having a wonderful playground on our campus, our students, educators, administrators,

and families felt that the youngest of our members lacked a space of their very own. We also knew that if this playground was going to fulfill the needs of its intended age group, we needed to involve our primary students at every level of its realization.

Structures are created to connect people and communities is the central idea of one of six units of inquiry that make up the Grade 1 curriculum. We immediately saw how our playground project would provide the perfect focal point for us to take such a big concept as this and break it down into a series of interconnecting ideas that could involve every subject: literacy, math, art, physical education, and more.

Rather than present a list of pre-drafted playground plans from which to choose, we wanted to empower our students to determine the design for themselves.

Where to begin? With a research trip of course! With notebooks in hand, we travelled to four different playgrounds in Okotoks with one specific question in mind: Which parts of this playground have helped us to connect with one another and ourselves? We played, notes were taken, structures sketched, and a wide range of experiences and opinions were recorded for further analysis and debate.

Our next step was to generate ideas and prototypes for our playground structures. Not only did we present our designs to a professional architect, but we also involved our older PYP students in exploring and selecting the building materials to be used for our prototypes.

More questions emerged: How can we make our playground stable and strong?

Can we apply what we’ve learned in art class to beautify the structures and space? Do we physically have the room to include everything that’s on our list? With the help of the architect, STS

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Facilities Director, and their own peers, students were able to gain a firsthand appreciation of everything from the physics of a swing set to the optimum height of monkey bars to ensure that their playground would be safe and engaging for everyone in the Primary Years Programme.

The result is a beautiful new playground specially designed for our Kindergarten to Grade 2 Forest Community to enjoy.

My hope is that, in the years and decades to come, the PYP students and educators of 2021-2022 will be able to look at the playground they helped to create and feel an overwhelming sense of connection, not only for the gift that they’ve bestowed upon tomorrow’s children, but for the countless lessons they’ve learned along the way. I know I will.

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“We know that students learn best when they are able to apply their skills and knowledge towards real-world problems and experiences.”

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MIDDLE YEARS PROGRAMME

Middle DEEP LEARNING IN BY

JESSICA RICHMOND,

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Action

JESSICA RICHMOND MIDDLE SCHOOL PRINCIPAL

of the International In Grade 10, their final year ars Programme (MYP), Baccalaureate (IB) Middle Ye significant personal students explore an area of riod of time as part of their ELEMENTARY SCHOOL PRINCIPAL interest over an extended penal Project. STS MYP students appropriately named Perso y 21st century learning skills develop and demonstrate keeducation and in life beyond the they will need later in their hly personalized undertaking, classroom. Through this hig nce and strengthen their students also develop conf ide g learners. abilities as principled, life-lon MIDDLE YEARS PROGRAMME I OPTIMUM VOLUME 22

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The variety in Personal Project topics is always rich and inspiring as individual personalities and passions shine. This year was no exception.

From fabricating 3D-printed prosthetic bones, to modeling anti-drinking and driving machinery, and rebuilding a dirt bike, our Grade 10 students impressed once again.

Three standout examples include:

RYAN PREST ’24 Ryan Prest ’24 spent the MYP Exhibition rocking out on the electric guitar he built from scratch. After overcoming numerous setbacks as he ordered parts and drilled holes that didn’t always match up, Ryan reflects that he didn’t realize the extent to which guitars are customizable, down to the smallest parts, such as tuning knobs. While serving to enrich his understanding of the connection a musician can have with their guitar, these setbacks were, in fact, an experiential learning success about the art and science of creating a complex and personal musical instrument. In terms of the deep learning Ryan will carry forward from this experience, he comments that “overall, my Personal Project experience was fun and inspiring and I will probably continue learning about guitars and building them in the future. I think this is a life-long skill that could be a really great hobby for a long time.”

This is deep learning in action!

JAMES Sealy-THOMPSON ’24 Isabelle Rutz ’24 tackled the complex and timely issue of social anxiety, drawing from her significant artistic talents and desire to create an appealing resource for youth. Isabelle learned about the impact social anxiety has on people diagnosed, what causes it, and how people manage this illness. Through her life experiences, Isabelle had already learned that “a lot of people are unaware or have been misinformed about anxiety as a mental illness.”

So, she created a comic book that tells the story of a schoolboy facing anxiety and follows his struggles and victories. It is a story enjoyable for all readers, while offering authentic empathy and compassion for the challenges faced by youth affected by this illness. Along the way, Isabelle enhanced her artistic skills around perspective and the principles of light and shading as she produced a beautiful graphic story that is a significant creative and artistic accomplishment. Isabelle’s choice of topic is highly relevant in a time where our young people are dealing with anxiety at unprecedented rates, and her project is a wonderful example of how the MYP Personal Project inspires students to create products that make our world better.

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James Sealy-Thompson ’24 tapped into his passion for military history, particularly that of World War II. James’ grandfather was in the British Navy during the war, and this family connection drives James’ curiosity for the topic. As James considered possible project ideas, he also researched the Edo period of Japan, the era of the Samurai. James was then reminded of the old katana (a ceremonial Japanese sword produced after the introduction of conscription in 1872), in his family’s possession that his grandfather acquired during World War II. A project was born!

James then learned and applied the skills and knowledge to restore the special sword to new condition, tracked the sword’s travel over the past century, and contacted previous owners. The results drew crowds at the MYP Exhibition where all Grade 10 students display their final Personal Projects. Through his project, James developed his intercultural awareness and strengthened his intergenerational family connections.

With our next MYP Pe rsonal Project Exhibitio the horizon in May 2023, we ncaon t wait to see what our next groun’ p students will wonde of Grade 10 and create! Thank yor, imagine, year’s Grade 10 stud u to this inspiring us by livingents for motto: Nil nisi optim our School um.

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DIPLOMA PROGRAMME

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1

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BY

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Chris Ruskay IB Diploma Programme Coordinator DIPLOMA PROGRAMME I OPTIMUM VOLUME 22

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Keaton Maier ’22

History The Impact of Horological Technology on the Socio-Economic Development of the Western World.

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Victoria Horsman ’22

English Literature A Comparison of the Struggle with Death in the Epic of Gilgamesh and Hamilton: An American Musical.

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Andrew beingessner ’22

Global Politics Evaluating Consultative Elections as Democratic Legitimizers of Canada’s Senate: Proceduralist and Instrumental Criteria.

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YASMIN MOHSEN ’22

Music The Influence of Historical Andalusian Musical Elements in the Modern Arab World.

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LUCY COLEMAN ’22

History Jazz, African American Music, and Civil Rights - A Study of the Connection Between Jazz and the Movement Towards Civil Rights.

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Ragini Khullar ’22

Biology Serum Transferrin Receptor Saturation as a Method of Diagnosis for Iron Deficiency Anemia in Non-Lactating, Non-Pregnant Nepalese Women Aged 15 - 49.

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sHAHEENA SHAJANI ’22

World Studies To What Extent did the COVID-19 Pandemic Impact Emotional Mental Health in School-Aged Adolescents Within the United Kingdom and Pakistan?

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At Strathcona-Tweedsmuir School (STS) we believe that academically excellent students are resilient and resourceful in addition to being strong collaborators and communicators.

Students and parents at STS have continued to show strong support for the International Baccalaureate (IB) Diploma Programme (DP), the culmination of the IB educational continuum. Through this Programme, students have the opportunity to go deeper and ask insightful questions, to add to their own perspectives through problem solving, and develop independence and confidence by applying themselves to a wide variety of academic challenges. Not only does this add to their enjoyment of school now, but this leads to success in post-secondary studies and a drive for lifelong learning.

The Diploma Programme was introduced at STS in 2001 and, over the course of 21 years, hundreds of Senior School students have taken the opportunity to augment their academic experience at STS. This year, the DP Class of 2022 had 53 students registered in at least one IB class, including seven Diploma Programme Candidates. Each of the 2022 Diploma Candidates completed the requirements of the two-year IB Diploma Programme, which is a significant academic accomplishment. The Diploma Candidates completed seven IB DP courses, culminating in the writing of 12 to 15 final exams and the submission of a major project in each course. In addition, each student submitted a Theory of Knowledge essay (TOK), an extended essay on a topic of their choosing, and each completed the IB “CAS” portfolio, which promotes personal growth in creativity, activity, and service. The candidates’ 4,000-word extended essay topics reflect the depth of the students’ academic achievement and is a measure of their excellence in scholarship at STS.

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“The candidates’ 4,000-word extended essay topics reflect the depth of the students’ academic achievement and is a measure of their excellence in scholarship at Strathcona-Tweedsmuir School.”

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DIPLOMA PROGRAMME

BY

Yasmin Mohsen ’22

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“Music is the best representation of what IB means to me because it continuously challenged me to test my limits.”

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For me, International Baccalaureate (IB) Music was special because it was a subject I chose purely for myself. It offered me a place in school where I could explore a passion and take a break from the stress of Senior School.

Now, that’s not to say it wasn’t difficult.

It’s a subject that requires a lot of time to complete assignments and create work. Still, I think out of all my subjects, music is the best representation of what IB means to me because it continuously challenged me to test my limits.

In music I’ve done things I didn’t know I was capable of. I learned to manipulate technology to push the boundaries of what music is, wrote and performed soundtracks to school plays, and learned more about my Lebanese heritage through research and creation tasks, which allowed me to communicate where words failed.

IB Music teaches discipline and resilience. You can’t be afraid of a challenge because so much of the course is based on exploring unknowns.

There are three portfolios an IB student must complete where we research, experiment with, and present music.

Each portfolio requires students to consider music with differing levels of familiarity through personal, local, and global contexts, meaning it is impossible to finish this course without learning something new. When you take Higher Level (HL) IB Music you also have to complete a project called the Contemporary Music Maker, which is a multimedia project where we had to present our use of music in an interdisciplinary setting. I explored different genres and styles of music, ranging from music in Hamilton to Yue Opera to Lebanese protest songs.

Because I did my extended essay in music too, I also analyzed Andalusian

music from 1,000 years ago and compared it to Middle Eastern music today. If you asked any of my IB Music classmates what they studied, you would get a completely different answer out of everyone. That’s the beauty of it, we all had the freedom to choose what we wanted to learn.

I joined Strathcona-Tweedsmuir School (STS) very recently, and having done this course at two different schools, I can confidently say that what makes IB Music special here is the dedication of our teachers and the opportunities the School provides for its students. Because of encouragement from Mr. Van de Reep, I collaborated with the Timepoint Ensemble to compose a song which they will perform this September. I had a world of music tech at my fingertips at all times, letting me experiment with different instruments and ways to put together a piece, such as by using the Ableton Push or the Arturia Microfreak. I even played a Theremin!

In the moment during a visit to the School, Notable Alumni and Emmy award-winning composer, author, and speaker on diversity and inclusion Dr. Dave Pierce ’90 came upon a chance meeting with Yasmin Mohsen ’22 in the Fine Arts and Innovation Wing.

In a matter of minutes, the artist and the aspiring artist who had just met were channeling their creativity and passion for music in an impromptu collaboration.

An inspiring and empowering moment beyond the walls of the classroom!

STS also strongly encourages students to collaborate with each other for group performances, song ideas, and inspiration for research tasks. For our final showcase, the vocalists of the class performed a song together, which was extra special for us after not being able to sing for two years because of COVID-19.

I’ll miss having this class where I could always directly see the results of my hard work, learn that struggles bring benefits, and know that I always had teachers and classmates I could rely on to push me to fulfill what I learned Nil nisi optimum really represents.

DIPLOMA PROGRAMME I OPTIMUM VOLUME 22

Dr. Dave Pie rc Mohsen ’22 e ’90 and Yasmin

22

CELEBRATING OUR GRADUATES

TOP AREAS OF STUDY

Creating OUrFuture S's s celebrate at ST Grade 12 student y on m re Ce ion at inaugural Convoc

Physical and Life Sciences Engineering Business Health Sciences Humanities and Social Sciences Fine Arts, Media, and Design

We celebrate th e Class of 202 2 graduates a exciting adven s they embark tures ahead. C on many on future leaders who will take gratulations to our 84 extr the knowledge they gained at aordinary , sk ST so proud of ea S to make an impact in th ills, and experience e greater worl ch of them! d. We are In total, our 2 02 scholarships, 2 graduates received $ 1.2 m wit illion in poten ti institutions, a h acceptance offers to 41 post-secondary al cross six coun tries.

The following success stories are just a few examples to illustrate the incredible opportunities this graduating class will seize in the years to come.

84 graduates st udy Canada (65), A ing in: merica (12), Eu rope (7

)

Andrew Beingesser An aspiring scholar, Andrew will be studying Ethics, Politics, and Economics at Yale University.

His interests in this topic have been bolstered by various school trips and conferences, including the World Scholar’s Cup Tournament of Champions, where he first fell in love with Yale. Andrew served as the Student Council President and was fascinated with studying student politics to gain insight into real world politics. He has used many STS opportunities to expand his knowledge on politics, from his Diploma Programme extended essay on constitution reform to his MYP Personal Project investigating party platform creation using public policy research.

CHOSEN UNIVERSITY Yale University

23

PROGRAM OF STUDY

CELEBRATING OUR graduates I OPTIMUM VOLUME 22

Ethics, Politics, and Economics

Aydin Bhojani Endlessly active in his community, Aydin endeavours to create changes in social justice. For this reason, he is heading to Brown University to study Economics and International Relations through the University’s open curriculum. Aydin’s love of community service stems from his Grade 6 studies on vulnerable people through the PYP Exhibition project. He commends Mr. Boulianne for solidifying his love of history. Aydin’s community service includes working on the City of Calgary Mayor’s Youth Council and founding the Calgary Foundation Youth Council. He seeks to create social change by understanding how small changes can have a large impact on the global community.

CHOSEN UNIVERSITY Brown University

PROGRAM OF STUDY

Economics and International Relations

Clayton Burns A creative mind, Clayton seeks to direct film projects internationally, leading him to attend the University of British Columbia in Film Production. Clayton has always enjoyed creating films, which has seeped into his school life, where he offers his expertise to create films of everything from school plays to other projects. He credits STS for pushing him to follow his passion and further his endeavours during post-secondary. Clayton feels driven to share his knowledge in the welcoming film industry.

CHOSEN UNIVERSITY University of British Columbia

PROGRAM OF STUDY

Film Productions

Lucy Coleman A full IB student and an STS Lifer, Lucy strives to create an environmentally sustainable future.

She will be attending Dartmouth College’s Environmental Studies program to further her goals.

A model for global citizenship, Lucy founded a non-profit called Full Access for Newcomers Foundation in 2017. This organization cultivates the love of sports in newcomers to Canada.

Lucy’s love for the outdoors and the environment stems from STS’s Outdoor Education program, and other initiatives such as the 2050 Project and Round Square. Lucy is interested in pursuing vertical farming and possibly obtaining a law degree to pursue environmental law.

CHOSEN UNIVERSITY Darthmouth College PROGRAM OF STUDY

Environmental Studies

Sophia DeLuca Driven to pursue Biomedical Engineering after a Women in STEM seminar, Sophia intends to work in either prosthetic limb design or sport safety. She became interested in Northwestern University during a campus tour and was enthralled with the friendly atmosphere and supportive community. Sophia thanks her science teachers for indulging her wonder and myriad of questions. Throughout her active academic schedule that included three IB sciences, Sophia rows for the Calgary Rowing Team and will be rowing for Northwestern in the fall.

CHOSEN UNIVERSITY Northwestern University PROGRAM OF STUDY

CELEBRATING OUr graduates I OPTIMUM VOLUME 22

Biomedical Engineering — Bachelors of Science

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CELEBRATING OUR GRADUATES

Ragini Khullar Determined to improve the healthcare system by ensuring healthcare equity, Ragini is heading to the University of Texas to complete a degree in Public Health. Enamored with the city’s culture and community, she is excited to live in Austin. Ragini thanks the STS community for supporting her to apply to a state school, despite the difficulties of being an international student. She is a full IB student, having only joined STS recently. In additon to her dedication to health advocacy, Ragini is very passionate about baking and cooking.

CHOSEN UNIVERSITY

The University of Texas

PROGRAM OF STUDY

Public Health in the College of Natural Sciences and the School of Human Ecology

Toddor Kirov Seeking to understand the interconnectivity of the world, Toddor will be studying Commerce at the University of Toronto. Toddor credits his interest in commerce to learning microeconomics, and enjoyed learning how to break down economics into a smaller scale. Enabled with the education he will receive, Toddor plans to explore the field of entrepreneurship, armed with his organizational and management skills. Additionally, he focuses his concentration on his other interests: ice swimming and photography.

CHOSEN UNIVERSITY

University of Toronto

PROGRAM OF STUDY

Rotman Commerce

Brooklyn Kirton Brooklyn has always dreamed of becoming a dentist, making her choice to pursue this career only natural. Through the Career and Life Management program and connecting with STS alumni, Brooklyn was able to shadow a Pediatric Dentist, for which she is extremely grateful.

The experience taught her it would be beneficial to further her career goals with a major in Food and Nutrition that she will complete at Western University. Brooklyn enjoys sharing her love of sports with people, through which she makes connections and forms lasting relationships.

CHOSEN UNIVERSITY

Western University

PROGRAM OF STUDY

Food and Nutrition

Jessica Mahfoud Jessica’s passion for mental health and pursuit of knowledge into how the human brain works has led her to study Psychology at the University of Victoria. After joining the Mental Health and Wellness Club at STS, Jessica felt inspired to become a Psychiatrist. Also active in sports, Jessica has been a part of the School’s golf team since Grade 10, where she has created many memories that she will take with her to university.

CHOSEN UNIVERSITY

25

University of Victoria

PROGRAM OF STUDY

CELEBRATING OUR graduates I OPTIMUM VOLUME 22

Bachelor of Science in Psychology

Alia Nanji Alia has chosen the unique Bachelor of Knowledge Integration to study at the University of Waterloo, offering a cross-disciplinary amalgamation of arts and sciences. Her goal is to work with marginalized youth. Alia enthusiastically spent time interacting with the Elementary School students over the past years, expanding outside of her Prefect duties. She was dedicated to her volleyball and speech teams at STS, placing fifth overall at the International Independent Schools Public Speaking Championship. Alia was awarded the Gold Duke of Edinburgh Award, where her adventurous journey took her on a three-day bike trip from Banff to Jasper.

CHOSEN UNIVERSITY

PROGRAM OF STUDY

University of Waterloo

Bachelor of Knowledge Integration in the Faculty of Environment

Lillian Pernitsky Energetic and well-rounded, Lillian constantly works towards improving herself. As someone who loves the outdoors, Lillian has chosen to pursue her post-secondary education at the University of British Columbia, where she intends to spend her free time exploring outside.

Lillian wishes to make contributions to the medical field by working on research. STS has helped her discover this passion through the encouragement of teachers, who pushed her to write an extended essay in chemistry, allowing her to further build her laboratory and research skills. Lillian works hard so she can make each new day better than the day before.

CHOSEN UNIVERSITY

University of British Columbia

PROGRAM OF STUDY

General Science, Specialization in Biochemistry

Solomon Shapiro A natural debater, Solomon is pursuing a Bachelor of Management on Organizational Studies at the Ivey Business School, having received a scholarship for his high academic standings.

Encouraged by STS’s programs, Solomon has grown his public speaking skills through the Speech and Debate Club and Model United Nations. After studying economics in Senior School, Solomon felt that a career utilizing his love of the fast-paced and competitive environment of economics would be a perfect fit for him. He strives to enter the field of Investment Banking or Private Equity in Toronto or New York.

CHOSEN UNIVERSITY

Ivey Business School

PROGRAM OF STUDY

Bachelor of Management on Organizational Studies

Kessia Varkey Kessia will be returning to the UK to study Medicine at the University of St. Andrews. She was inspired to choose medicine after creating a mental health first aid kit for her Grade 10 Personal Project to help her peers struggling with stress. She has volunteered her free time aiding the YMCA Community Action Network, additionally working with other STS students to create a non-profit for the 2050 Project. Kessia plans to continue her work in the future by joining organizations such as Doctors Without Borders. Her numerous activities in the community are truly a testament to her character.

CHOSEN UNIVERSITY

University of St. Andrews

PROGRAM OF STUDY

CELEBRATING OUr graduates I OPTIMUM VOLUME 22

Medicine

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“

STEAM EDUCATION

“Children and youth enjoy the deepest learning when they have the freedom to engage in real-life problems within multi-disciplinary teams.”

BY

27

ALANA WELLWOOD Head of Learning Innovation STEAM EDUCATION I OPTIMUM VOLUME 22

The future is not what it used to be — but it can be what we make it. As educators, one of the challenges of crafting a truly exceptional education stems from the fact that our students and new graduates are stepping into a very different world than what we may have experienced.

The concept of Gig Economies or temporary contracted positions, while not altogether new, has seen a recent surge in popularity, and ensuring that every student of Strathcona-Tweedsmuir School (STS) has the tools and resources they need to thrive in any number of diverse environments is more important than ever before.

gain design inspiration before progressing to the prototype stage, in which we built physical models, interviewed experts, and managed our budgets and bills of materials through an in-class hardware store. These designs were later showcased, or ‘tested’, at an in-class Innovation Fair and valuable feedback was gathered.

Students participated in an official playground groundbreaking, and they will be present at the official unveiling as well — memories that they are sur e to cherish for years to come.

Our Middle and Senior School students had their own opportunity to apply design thinking to their studies. Grade 9 and 11 The Design Thinking Process is one of the Design Technology and Innovation (DTI) key tools that we’re using to prepare our students partnered with 3dPHC, a Calgary STEAM (Science, Technology, Engineering, start-up founded by President and CEO Arts, and Mathematics) students for this Ed Macnab, to create digital and physical bold future. It consists of a framework models of a 3D printed, sustainable of five steps: Empathize, Define, Ideate, concrete housing solution for Calgary Prototype, and Test. Everyone in the IB families. Grade 9 students applied their Programme, from Primary to Diploma, scientific knowledge and CAD skills to this uses these steps when searching for challenge, while Grade 11 students used a solution to a real-world challenge. their advanced modelling simulation Children and youth enjoy the deepest skills to propose industry-calibre designs. learning when they have the freedom In June, 3dPHC panelists convened at a to engage in real-life problems within sustainable design symposium at which multi-disciplinary teams, and it is students pitched their prototypes and therefore the role of our teachers to help received feedback. We are pleased to students discover community-relevant announce that the winning prototype challenges that they are naturally will be featured on the company’s gallery connected to, and then use design page as a potential design that could thinking to approach these subjects in a be built. In addition to this, DTI students new and effective manner. designed and manufactured a number of complementary sustainability projects: Our new K-2 outdoor play structure digitized home farming solutions, flat pack provided an excellent opportunity for our furniture, and even back-yard, open-source Grade 1 students to explore and invest chicken coop designs. themselves in every step of the design process. STS students are taught from While the impacts of the pandemic are an early age to lead with empathy, and still being felt by everyone in the academic the same is true of the Design Thinking community, we believe that the antidote Process. By first empathizing with the lies in giving young people the space and needs of the end user, students were able guidance they need to find action-driven to define all of the layers of a problem solutions to the complex problems facing before offering suggestions. In this case, our communities. After all, the success of they visited playgrounds in Okotoks to our future lies in their hands.

STEAM EDUCATION I OPTIMUM VOLUME 22

For most of my life I have known that I have a family connection to STS. My father, Phil Macnab, was one of the original four at Strathcona School for Boys and his father, Dr. Daniel Stewart Macnab, was one of the original patrons. I had never been personally involved with the School; this was just an interesting piece of family history.

On the eve of my retirement, I became CEO of 3dPHC – 3D Printed Homes Corporation, which is dedicated to reducing the cost of home ownership by applying advanced technology and materials to the residential construction industry.

These two elements became related when I got a call from Mr. Mark Schweitzer, a teacher at STS, in October of last year.

Together, we planned and implemented an Affordable Housing Design Competition. Here was an opportunity to direct students’ design skills toward a critical challenge in Canada while providing an impetus for deeper social conscience in the youngest generation.

3dPHC provided the judges: Frank Ossm, our VP of Design, Kurt Grant, our VP of Operations, and myself. The students were well-prepared, and two of the submissions were so good that we had to declare a tie for first place. We are continuing to work with the student teams to get their designs ready for listing on our catalogue page.

This was one of the most rewarding experiences of my career and we intend to make this an annual event.

STS students pitch prototy pes to 3dPHC 28

SPEECH and DEBATE

BY

Chloe Liu ’26 and Rahmaan Shajani ’26 29

SPEECH and DEBATE I OPTIMUM VOLUME 22

The outcome of a debate is found not only in an individual but the partnership.

The origins of debate may be traced back to ancient Greece when philosophy and politics were often debated issues.

Debate is not only alive and well now, but it is also relevant in Middle School. This debate season, we have received nothing but encouragement and assistance from our teachers and classmates. With our coaches providing immense feedback and help, each individual in debate has grown into a speaker, leader, and debater. With over thirty participants this year, debate provided students with an opportunity to speak up and push themselves. With new members from every grade, it provided a chance for each student to learn and grow.

Our coaches, Ms. O’Neill, Ms. Westers, and Mr. Bodnar, have provided endless encouragement and support to both new and returning debaters. With their assistance, debate has seemed more like a community than a club.

This year we founded and organized the inaugural STS In-House Tournament. We sought to provide new debaters with a chance to hone their talents in the company of their peers. It was also a chance for students to improve their leadership abilities and provide feedback to their classmates.

This tournament was played under the British Parliamentary, or BP style, which included two teams on each side. Each side offered an in-depth explanation of the topics, allowing for an engaging debate.

This tournament provided an opportunity for each debater to learn and get more familiar with various debate styles.

Last year STS participated in the 2021-2022 Calgary Regional Debate Tournament. We congratulate Noah Francis ’25 and Amy Xia ’25 on their fifth-place finish in this tournament. This allowed them to go on to represent Calgary and STS at provincials.

Noah and Amy were not the only debaters that competed in regionals. STS sent four

SPEECH and DEBATE I OPTIMUM VOLUME 22

teams from various grades and skill levels.

This tournament consisted of four rounds each with different topics. Each topic forced debaters to think outside the box and find ways to prove their side of the motion. These motions made us think about different points of view and perspectives to better understand the way of the world. Although we did not make it to provincials this year, we still are glad that our friends and fellow debaters were able to have such a great opportunity.

Overall, we had a successful debate season, but we aim to have an even better season next year. Debate is the foundation of our democracy, and it is critical that as the next generation, we have a proper ability to assist society as we shape our world’s future.

Debate is far more than just argumentation, it is a form of art that everyone should be familiar with.

“

“With over thirty participants this year, debate provided students with an opportunity to speak up and push themselves. With new members from every grade, it provided a chance for each student to learn and grow.”

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SPEECH and DEBATE

Fearless

BY

31

Bolu Kasumu ’23

SPEECH and DEBATE I OPTIMUM VOLUME 22

A

A fear of public speaking is the most common phobia, ahead of spiders, heights, and even death. That means that at a funeral, most people would rather be in the casket than giving the eulogy! When I first came to STS in Grade 4, I was one of these people. I was (and still am) extremely talkative, but ironically, public speaking was one of my biggest fears. I loved speaking with family and friends, but the thought of speaking in front of my peers in a formal setting made me feel queasy. This fear continued with me into my Middle School years.

When the option of joining the Speech Club arose in Middle School, my response was an instant ‘no’. Why would I join a club dedicated to one of my biggest fears? Unfortunately for me, the speech coaches had the clever idea to email parents about the opportunity to join the club. My father lovingly urged me to join Speech, primarily because he knew it was a weakness of mine.

At the time, there was nothing I wanted to do less than join Speech, and if you had told my seventh-grade self that in four years, I would compete in the World’s Individual Debate and Public Speaking Championships and place second in the world, I would have simply laughed at such an absurdity.

In the Speech program there are many different categories of public speaking but the category that challenges even the most seasoned of public speakers is probably Impromptu Speaking. The Impromptu category is completely unprepared. After you are given a topic you’ve never seen before with only two minutes to prepare, you deliver a speech for up to five minutes that is essentially created as you perform it. As a young public speaker, this category terrified me, and I avoided it at all costs.

However, encouraged by my dad and

SPEECH and DEBATE I OPTIMUM VOLUME 22

my coaches, I worked at the skill, and naturally, it improved over time.

The differences between me at the beginning of my STS journey, and who I am now are many. For one, I’m much taller. I’m a much better public speaker, in fact, you could say I’m pretty good at it. But most importantly, I’ve taken more risks, and I’ve tried things far outside of my comfort zone. My proudest accomplishment in Speech hasn’t been advancing in a competition or placing well; in fact, what I am most proud of is how much I’ve grown in my ability to try new things, and risk embarrassing myself in order to grow.

Something that used to terrify me is now one of my greatest strengths, and for that, I am extremely thankful to STS. With this in mind, I’m excited to see what fears I’ll get the chance to conquer in the future.

“

“Something that used to terrify me is now one of my greatest strengths.”

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SPEECH and DEBATE

THE OF BY

SPEECH

Kate Julian ’22

favorite activity has te lu so ab y m , rl gi le off Ever since I was a litt ability to talk the ear e bl ka ar m re a ve ha I rents been talking. pic of discussion. Mysapa to e th of ss le rd , “The id ga re , anyone ch pathologist, who n.” With ee sp a sit vi to e m ok brai once to than they form in her words come out fasterenergy and words that never seemed to seemingly boundless who I was. stop, talking defined 33

SPEECH and DEBATE I OPTIMUM VOLUME 22

i

I was overjoyed in Elementary School at the prospect of being able to use my at times overzealous speaking ability when I joined the Speech Club in Grade 7. The Speech Club has been an integral part of my school experience all the way through to finishing my Senior School year with the team in 2022. After six years in the club, I realized something my Elementary School self would not have known. The first thing is that the program has provided me the opportunity for growth and confidence in all forms of public speaking. The second is the enjoyment I received in the competitive aspect of the program and perhaps, the most important, are the connections formed and the memories of the club that will last a lifetime.

The STS Speech Club is not segregated by grade or division.

Students in Grade 7 can work with and learn from Grade 12 students. I remember when I was in Grade 7, Senior School students accepting me as part of the team and making me feel welcome. In turn, in my Senior School year, I have enjoyed mentoring the younger students so they too will share these memories when they look back on their last year in the club. Of course, the focus of the program is to improve public speaking skills but the club goes far beyond just skill development. In fact, the memories I look so fondly on are those made with the older students, riding the bus to competitions, exploring different schools where competitions and tournaments were held, checking in with each other between rounds, and the rush of waiting to see if STS could take all the medals in one category (which is not an uncommon occurrence).

My time as an STS student officially came to an end in June 2022 at Senior School Prizegiving. However, I am able to confidently state that the public speaking skills I have developed, the connections I have made, and the lessons I learned during my time in the STS Speech Program will stay with me for the rest of my life.

“

“I learned how to deal with difficult social situations, how to approach teachers and adults, how to manage co-curriculars and schoolwork, how to win, and most importantly, how to lose.”

Speech taught me how to harness my natural “motor mouth,” but most importantly, speech afforded me the ability to connect with older students who I knew would support me. Because of speech, I learned to be comfortable in my own skin, “motor mouth” and all. I learned how to deal with difficult social situations, how to approach teachers and adults, how to manage co-curriculars and school work, how to win, and most importantly how to lose. Many of these lessons came from my coaches, peers, and older students whom I looked up too, which makes these memories very special. Even now as I graduate, I am still in contact with those older students whom I formed connections with and I still find myself turning to them for advice about the transition to post-secondary school.

SPEECH and DEBATE I OPTIMUM VOLUME 22

34

OUTDOOR EDUCATION

Exploring the world

Beyond the

classroom BY

Laura Boudens

Elementary physical education and experimental education learning leader

35

OUTDOOR EDUCATION I OPTIMUM VOLUME 22

T

The outdoors are experiential in nature.

Just as every living organism grows in relation to its environment, the same is true of a child exploring the world beyond their classroom. The more our students and teachers learn about the outdoors, the more we all realize just how many vital lessons the beautiful and diverse landscape of the StrathconaTweedsmuir School (STS) campus has to offer.

When COVID-19 created restrictions as to when, where, and how our outdoor schools could proceed, we took a moment to reflect both on those options immediately available to us and what outdoor experiential learning really means to our students. Rather than seek a camp in the distance, we chose the path less traveled — and found a new appreciation for the wilderness right on our doorstep. Students in all Elementary School grades had the incredible opportunity to learn outside as part of “outdoor school”.

Outdoor school is about building a connection: to nature, to our studies, to each other, and to ourselves. From science to literacy to art, our outdoor activities are designed to complement what is learned in the classroom, and they provide a safe environment in which students can exercise their bodies, brains, and inquisitive spirit. Not only does outdoor school help to inspire an appreciation for nature, it also empowers each child to determine what personally motivates them to get outside.

Do they enjoy being outdoors with social interaction? Are they visual learners?

Perhaps they prefer solitude? Is it the challenge of reaching the summit that drives them, or the promise of the view they’ll enjoy at the top?

The Grade 6 unit on Trees and Forests presented a perfect opportunity for students to discover a link between the words and images in their textbooks and the realities of the natural world.

With input and guidance from Parks Canada and the Palisades Centre in Jasper, students were each given an aluminum tray in which they built a matchstick forest. Based on the density and positioning of their ‘trees’, the wind, and the contours of their constructed landscape, children were able to observe and analyze the outcome of a simulated lightning strike or human-caused fire on their plot of land. Questions are encouraged in every situation: ‘What sorts of things can we use wood for?

Could deforestation become an issue?

How do you feel about that?’

Reflection remains a core tenet of outdoor experiential learning. This year, in the spirit of reconciliation, we asked our Grade 4 students to describe those things that they feel best represent Canada. Hockey was immediately brought up, which allowed us to reflect on the First Nations origins of our national sport, as well as how Indigenous traditions and culture have helped shape our national identity as a whole. STS has been working to build meaningful connections with First Nations and Metis in our area, and we were most fortunate to have the opportunity to gain a new historical perspective from local Elders and Knowledge Keepers, who taught us the importance of official land acknowledgments and why our school includes them in our activities.

Out of reflection comes appreciation, and our students have had many opportunities to learn what it truly means to be stewards of the land. The planet on which we live is a gift; one that we must preserve and protect for

OUTDOOR EDUCATION I OPTIMUM VOLUME 22

future generations, much as First Nations did for millennia before our arrival to this continent. To further illustrate this lesson, we created a visual timeline along Buchan Boulevard with a scale of 50 years to every step. Students were amazed that the oldest evidence of Indigenous peoples in Canada stretched the length of the field, while European settlers and their descendants occupied only the last ten steps. It was an eye-opening experience for all.

One of my favourite aspects of outdoor school is that it gives each child a chance to learn from and adapt to their surroundings at their own pace, especially as part of a nature solo.

Students take their clipboards and find a quiet spot from which they can observe and ponder the world around them.

Some choose to write, others to draw.

Dandelion petals and mud from a rock are shaped into quill and ink when a pencil is forgotten in the classroom. It serves as one more reminder that nature has countless lessons to share — we just have to learn how to see and hear its wisdom.

“

Not only does outdoor school help to inspire an appreciation for nature, it also empowers each child to determine what personally motivates them to get outside, contributing to their overall well-being.

36

OUTDOOR EDUCATION

BY

Bruce Hendricks FORMER dIRECTOR OF OUTDOOR EDUCATION

A

As we ‘celebrate our past’ and engage in ‘creating our future’ we inevitably do so from the present vantage point.

It is important not to miss the value of where we are at the moment (place), who we are here with (people), and what we are engaged in (experience).

When Sandy Heard envisioned the origins of the modern STS outdoor program in 1971 (as contrasted with the outdoor activities that occurred at the various founding schools), he said, “I didn’t really have a plan all the way along. I wanted it to happen and I had these wonderful people around me — the teachers and the Board — and I kept getting inspirational ideas from them… It became apparent that the OE program accomplished more than simply giving students confidence in their physical abilities, it carried over to their mental processes as well.”

Quality people, working toward a common vision, have always been the centerpiece of the Outdoor Education (OE) program at STS. In reading through trip reports from various 1970s excursions it is obvious how much things have changed, and yet how much they have stayed the same. Risk tolerance has definitely decreased, and the

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OUTDOOR EDUCATION I OPTIMUM VOLUME 22

importance of safety has increased, as I would say it has across the board in outdoor programs.

But, the profound imprint on students from experiences shared with peers and teachers has remained very much the same.

The last three COVID-impacted years have definitely tested our ability to ‘adapt and adjust’.

Our campus, the campsites, trails, and pond, have all been used to a greater extent than previously.

We, the people of the outdoor program, from across all departments and levels (Elementary, Middle, and Senior School faculty and staff, parents, and students) have been able to create programs to address similar outcomes as in ‘normal’ years by leveraging locations closer to home. If modeling is the most effective form of teaching, then we have not only been adapting programs, but we have also been ‘teaching’ students one of the key life skills we’re trying to help them develop; adaptability.

time, and group of people; watching the clouds float slowly overhead on a warm summer afternoon, the endless, mesmerizing pattern of flames in a campfire, the first site of distant, snow-covered peaks as we crest the top of a backcountry pass, the intensity of focus while paddling a rapid or pulling the crux move on a climb. “Be here” they say, “part of this moment’s value and beauty is in the fact that it is fleeting, get preoccupied with the past or the future and you’ll miss it.”

“

“We have also been ‘teaching’ students one of the key life skills we’re trying to help them develop; adaptability.”

Right here, in the now, people are tired, stretched and, I hope, a little proud of what we have been able to create and what we have persevered through (another life skill). The sense of gratitude I feel for these people, places, and experiences is overwhelming to the point of tears sometimes.

We’ve been through a lot together. It is a fabulous crew I have had the privilege to work with.

As we look to the future we stand on a strong foundation and a rich history, but nothing is ever guaranteed. We can always improve, refine, and get better, but we also acknowledge that where and who we are is worthy of celebrating. As we continue on the path we take the lessons learned through some hard and challenging times and look to applying those experiences to create the future. The values and purpose remain the same, but methods, locations, people, and parameters change.

The outdoor world provides an awe-inspiring, engaging and exacting place to ‘be in the now’.

The experiences we have there can yield learning and significance far beyond the particular place,

Ski Wee

k 1992

Bruce Hendricks

t of the OE u o n io it s n a r dt mmitted to etirement an As I look to r 15 years (I originally coened there!) p er program aft not quite sure what haper to Mr. Dale ; v three years d to hand leadership o with outdoor I am gratif ie s deep and rich history Roth who ha STS. programs at OUTDOOR EDUCATION I OPTIMUM VOLUME 22

38

ATHLETICS

BY

Ken Zelez DIRECTOR OF ATHLETICS

W

Why does the Spartan name continue to evoke such powerful emotions two and a half millennia later? The legacy of these legendary warriors has traveled far beyond the battles in which they fought, and their reputation for discipline and total devotion to excellence on and off the field continues to inspire students, and especially athletes, the world over.

Sparta’s fame was not built on having the largest army in ancient Greece, but rather the best trained. Formal education began at the age of seven and continued through adulthood as each member was elevated to their fullest potential.

Even now, those elite individuals in any industry or walk of life are often referred to as “Spartans”.

“

“Visiting teams and their supporters are drawn to our School and athletic events for the same reasons that the Spartans continue to capture our imaginations — we’re the ones to beat.”

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ATHLETICS I OPTIMUM VOLUME 22

Although Strathcona-Tweedsmuir School (STS) owes much to Sparta’s neighbouring Greek city-states of Athens, Thebes, and Delphi, especially in terms of humanitarian and academic pursuits, undeniable parallels run between the success of our students, teachers, staff, and parents and the name and logo that adorns our gymnasium and apparel. Like our ancient forebears, STS has a long and proud history of shaping exceptional students and athletes, but it is through adversity that our true character is revealed.

The 2021-2022 school year finally saw us begin to emerge from the COVID-19 pandemic. Thanks to the amazing leadership of Head of School, Carol Grant-Watt, and our administration and teachers, we were able to work within the Alberta Health Services and Alberta Education safety guidelines to give our student Spartans access to the athletics programs that had been limited during the previous school year. As training resumed under the supervision of our remarkable team of coaches, the overwhelming value of athletics to our students’ development became even more evident.

One valuable lesson these two years have taught us is that kids need sport. Unlike club or community leagues where success is judged primarily by scores and standings, our school programs stress the importance of educational athletics. That is, we view sport as an essential element of a complete education. Academics are never expected to take a back seat to athletics, and vice versa; rather they work together to cultivate well-rounded human beings who excel both as students and as multisport athletes.

Individual sports and schedules are carefully coordinated to ensure that students don’t have to choose between the sports they’re naturally talented at and those they have always wanted to try.

A student playing for their school will also exhibit a much higher level of pride in every one of their pursuits than would be typically seen at the club level. STS Spartans fully invest themselves in both their sport and in the classroom, and they receive coaching and teaching that carries the same STS values throughout the school calendar. A handful of our senior athletes will go on to play for universities or colleges each year, while others will hang up their jerseys and pursue more traditional academic careers. However, none will ever forget the sense of pride they felt playing as Spartans.

With 11 provincial wins to our credit, StrathconaTweedsmuir School’s cross country program continues to lead at every level in the province, regardless of school size, a feat on which we’ve long hung our hats.

Our golf team, which has won four Zone banners and 11 ASAA Provincial titles over 17 years, saw an incredible 55 students vying for eight positions this year. Our Senior School badminton team won its first provincial banner since 2013. Yet another storybook ending was written this past year by our Senior Varsity Boy’s volleyball team. After a challenging regular season, they moved on to Regionals and Zones before qualifying for Provincials. Despite the fact that they were seen by many as underdogs, they ran right through the tournament. It just goes to show that you can never count out a Spartan.

Visiting teams and their supporters are drawn to our School and athletic events for the same reasons that the Spartans continue to capture our imaginations — we’re the ones to beat.

I never tire of watching the faces of young athletes as they enter our gymnasium for the first time and catch a glimpse of the decades’ worth of championship banners, along with the impassioned roar of the home team supporters. Our STS Spartan legacy may be made on the court and field, but our reputation goes far beyond that.

Junior Gir

ls Volleyb

1

1

lleyball of 198

Senior Boys Vo

ATHLETICS I OPTIMUM VOLUME 22

all of 198

40

HEALTH AND WELLBEING

ON

WELLBEING BY

DR. MICHAEL SIMMONDS

Assistant Head of School: Academics

“

“The bamboo that bends is stronger than the oak that resists.”

– Proverb

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HEALTH AND WELLBEING I OPTIMUM VOLUME 22

G

Google ‘wellbeing’, and you will get 1.2 billion hits. A Google Scholar search on the same topic of articles published since 2020 yields nearly 100,000 results. This should come as no surprise, given the disruptive impact of a pandemic on the human condition. However, what is noteworthy about wellbeing is how consistently research characterizes its component parts. Read any published article on the topic, and you will quickly discover that when people talk about wellbeing they are also talking about physical, social, emotional, academic, spiritual, and mental wellbeing.

In schools, wellbeing domains do not exist in a vacuum or isolation. They are context-dependent. And they are interdependent.

Strathcona-Tweedsmuir School (STS) places the wellbeing needs of students at the center — and it begins with teachers. Walk into any Kindergarten to Grade 12 classroom and you will notice authentic and meaningful connections established between students and teachers. Why? Because at its core, every educational encounter is a relational one that is anchored in trust-building. STS teachers understand the critical role they assume in providing a safe space for students to take well-supported risks in the classroom and on the field. Raising a hand to ask a question in calculus class and trying out for a new co-curricular activity are made possible when students trust the adult overseeing the experience cares about their learning experience.

Navigating challenges and setbacks is an essential aspect of wellbeing. We all know that successful people experience the sting of disappointment in their pursuit of passions, interests, and personal goals. Resilience is a quality that helps students manage perceived failure. Research suggests that schools have a pivotal role in helping students develop resilience in five ways: growth mindset, creativity, purpose, belonging, and self-care.

become more resilient. Self-care is a learned skill that can be difficult for some students to cultivate in a technological world from which it is sometimes hard to disconnect. Getting a good night’s sleep, eating well, and learning how to cope with stressful or anxious feelings involve taking care of oneself. Homerooms, advisory groups, Counsellors, Learning Strategists, and the School Nurse are just some of the supports we have in place to support student self-care.

The fifth cultural force we know builds resilience in students is an enduring sense of belonging. We now have two years of data to say with certainty that something critical is lost when school communities become exclusively digital communities. We know that students need to connect with their peers and teachers in physical spaces. It turns out that wellbeing is fundamentally grounded in community-building and belonging — an essential strategic pillar documented in our new strategic framework, Flourish 2031. It’s no wonder that establishing positive, authentic, and empowering relationships with peers and adults may be the most critical aspect of building resilience in students.

“

“STS teachers understand the critical role they assume in providing a safe space for students to take well-supported risks in the classroom and on the field.”

Dr. Carol Dweck’s game-changing research on growth mindset helps students understand that achievement outcomes are not fixed. Students with a growth mindset believe their abilities can be expanded through hard work.

Being resilient involves creative pursuits. At STS, design thinking helps students develop their ability to use their creativity to solve real-life problems. So do performing and visual arts courses, knitting, or playing a musical instrument.

Creative pursuits of any kind help ground students in the present. Purposeful engagement is another way for students to exercise and build their resilience muscle. When students discover how their contributions to something beyond their lived experience can make the world a better place, they

HEALTH AND WELLBEING I OPTIMUM VOLUME 22

at STS Ways to wellbeing Outdoor experiences Physical education Fine arts e Full-time School Nurs School Counsellors Learning Strategists ogram Enhanced advisory pr tion for meaningful connec Genuine opportunities

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CAMPUS AS THIRD a TEACHER

CULTIVATING DEEP RELATIONSHIPS WITH OUR BY

43

ALANNA WELLWOOD INNOVATION HEAD OF LEARNING

CAMPUS AS A THIRD TEACHER I OPTIMUM VOLUME 22

Schools have a critical role to play in the calls to action outlined within the Truth and Reconciliation Commission’s final report.

Our previous reconciliation activities were numerous and yet we had doubts as to whether they translated into a student’s greater capacity to acknowledge our shared history, recognize different ways of knowing in a pluralistic society, and engage respectfully in diverse communities.

During this academic year, faculty communicated a desire to inquire into the processes and systems that can be used to create enduring First Nations partnerships and wanted to better understand the traditional use of the lands the campus resides on.

In the fall, Strathcona-Tweedsmuir School (STS) was awarded a Canadian Accredited Independent Schools (CAIS) Innovation Grant for a proposal called The Third Teacher 2.0 put forward by a group of STS faculty.

The purpose of this grant was to engage faculty in action research asking them to be inquirers, lead researchers, and learners as they reimagined existing outdoor programming on campus by inquiring into

, into existence ory. e m o c e v a h y with a territ , however the “Every society creates a deep relationship ses through r ari sooner or late territory where a culture ake sense of the m is d ret, an thing It is within th explain, inteinrpwestern thought, every ot to t p m e tt a the As a result, surable, it is n surroundings.easurable. If it is not mea cultures, everything scientific is mltaneously, in Indigenous tionship, it is not science. Simu onships. If there is no relae that include both is about relati bining ways of knowledg ability to open a scientific. Com nship has the f reality”. o ti la e r d n a t measuremen for human perception o larger window i le Bear, Kaina itt L y ro e L r.

—D CAMPUS AS A THIRD TEACHER I OPTIMUM VOLUME 22

the ways that the campus served as a third teacher of Indigenous Ways of Knowing and Traditional Ecological Knowledge. Their work was supported by Métis Knowledge Keeper, Kalyn Kodiak, and Blackfoot Elders, Casey Eaglespeaker and Saa’kokoto, who met with teachers to reimagine and co-facilitate elements of outdoor learning experiences on campus in all three divisions including, but not limited to, Grades 1, 2, and 4 outdoor school, Grade 8 canoe trips, and IB Biology field studies.

Research findings demonstrated that even our youngest students could articulate a deeper connection to the campus, a need to steward it, and that the spaces themselves could be known and understood through different perspectives. It is probably no surprise that teachers and students alike reported increased levels of wellness during these experiences as well.

We all form ties with physical places whether it has psychological, social, historical, religious, health, and/or cultural connotations. Accordingly, places can act as reminders of important personal and collective experiences. As we continue to reflect on how our programming serves a diverse community where students pursue lives of purpose, flourishing emotionally, physically, and intellectually, we are thankful for the ways in which our campus and the Treaty 7 community support this work.

-2023 school year, Throughout the 2022 this important work STS will be continuing . r Elder-in-Residence with Saa'kokoto as ou

44

THE SACRED CIRCLE

INSPIRING RESPECT, COMPASSION, AND FRIENDSHIP THROUGH

Art

BY

45

Lara Unsworth ’95 HEAD OF COMMUNITY RELATIONS

THE SACRED CIRCLE I OPTIMUM VOLUME 22

At Strathcona-Tweedsmuir School (STS), we believe we all share a responsibility to help create a more equitable and inclusive society, and as our Head of School, Carol Grant-Watt says, “do good for the world”. As a school, we have a unique and powerful opportunity to create meaningful opportunities to learn, teach, and connect people.

represented in the statue, including the child’s orange handprints placed on the statue by Keegan’s daughter, representing the important message that every child matters. Students also shared what they have been learning about Indigenous peoples, places, and experiences in our School’s continued effort to play a positive role in Canada’s path to Reconciliation.

One such opportunity presented itself during STS’s 50th Anniversary celebrations, where we had the goal of leaving a lasting legacy for future generations to learn from and enjoy. As part of our ongoing commitment to Reconciliation and deep appreciation for the amazing opportunities our students have on our beautiful campus, we wanted to create a visible tribute to the land where our campus resides, and to those who came before us. It’s one thing to talk about it, but to show it can lead to greater impact.

We hope this statue inspires all who experience it to engage with others in a spirit of respect, compassion, and friendship.

We engaged an incredible artist team to bring our vision to life including Keegan Starlight (painting), a well known artist from the Tsuut’ina Nation, and Michael and Claire Perks ’96 (metal statue and creative) of Little Monkey Metalworks. To make this project even more synchronistic, Claire is an STS alumna, with generational ties to the School. Also, Keegan’s father, Anthony Starlight, spent time with the artists team to advise on important symbolism to incorporate in the statue.

This dynamic team, in close consultation with STS administration, as well as several Elders and members of the Tsuut’ina and Blackfoot Nations, created an eight-foot tall steel statue, called The Sacred Circle, now installed on the STS campus, at the main entrance beside the flag poles.

On June 21, 2022, on National Indigenous Peoples Day, we celebrated The Sacred Circle, and the artists who created it.

Elementary School students heard stories about how The Sacred Circle was made, and the important symbolism

Strathcona-Tweedsmuir School is located on an important and sacred place within Treaty 7 and the traditional territories of the Niitsitapi from the Blackfoot Confederacy, including the Siksika, Piikani, and Kainai Nations; the Îyârhe Nakoda of the Chiniki, Bearspaw, and Wesley Nations; and the Dene of the Tsuut’ina Nation. Southern Alberta is also home to the Métis Nation of Alberta, Region 3.

We recognize the land we reside on, learn on, or are visiting as an act of reconciliation

m reflected in Important symbolis

and to honour the history and home of Indigenous peoples from across Turtle Island.

We acknowledge the many First Nations, Métis, and Inuit whose footsteps have

marked these lands for generations and designed to The Sacred Circle statue is continue to do so. in t tha d us, inspire unity and remin in No one is We are grateful to the traditional a circle, we are all equal. one is above, Knowledge Keepers and Elders who are no d, in beh is e on no t, fron still with us today and those who have gone and no one is below. before us. e ar cle Featured in The Sacred Cir ed into seven eagle feathers fashion s women’s ’, who in the shape of an Indigenou ional concept of ‘caretakers dit tra the to ute trib ys pa headdress. This statue n. In today’s context, past, were typically wome the of ties ni mu com s ou dership, courage, Indigen r youth who show great lea ou of ors cat edu all rs ou e our role as this statue hon S, in all that we do, we tak ST At g. lin cal ir the gh future and strength throu e before us, and in guiding cam o wh se tho g rin ou hon ‘caretakers’ to heart by generations. to possibility and top represent being open the at ds ar tw ou ng bowi The feathers future growth. resent: The seven feathers also rep

piece: Honesty, the Treaty 7 region written around the base of the are ich wh s, ng chi Tea d cre Sa the Seven Love, Truth, and Wisdom Humility, Respect, Bravery, re that one should tions - Indigenous teachings sha the significance of seven genera ents and parents, and great-grandparents, grandpar ir the of tory his the m fro rn lea at-grandchildren, as ldren, grandchildren and gre chi ir the of ure fut the er sid then con dom within ing the future will lead to wis examining our past and envision

THE SACRED CIRCLE I OPTIMUM VOLUME 22

46

ENROLLMENT

THE OF COMMUNITY BY

Lara Unsworth ’95 HEAD OF COMMUNITY RELATIONS

We started a wonderful Strathcona-Tweedsmuir School (STS) tradition a few years ago of giving every new student their first STS school tie as a welcome gift. The gifts are beautifully wrapped, and hand-delivered by employees and parents to each new student’s home.

Not only is this our way of showing our appreciation for new students choosing STS, but also the tie symbolizes STS’s rich history and a common bond that literally ‘ties’ all STS family members – past, present, and future – together.

ALUMNA CIARA GLENDON ’98 PROUDLY TIES HER SON DECLAN’S ’28 FIRST TIE

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ENROLLMENT I OPTIMUM VOLUME 22

“

“The school tie links students from all generations and diverse backgrounds and signifies a common, ever-lasting bond.”

THE TIES THAT BIND

A deep-rooted characteristic that has always set STS apart is our School’s enduring sense of community and belonging. This begins for new families during the enrollment process, and is nurtured through all of their years with children attending the School, then beyond when they become members of the STS Alumni Association. It is important to note that not only former students, but also former parents and employees, are all members of our Alumni Association once they leave the School. This vast network of 10,000 people and growing enjoys countless opportunities to reconnect and maintain those strong ties to the School. As an STS alumna myself, I am always struck by how strong those bonds truly are at alumni events – it seems no matter what year a person graduated or what their connection is to the School, there is an unsaid common ground and understanding that creates genuine energy, interest, and affinity at these gatherings. There is always a joyful buzz and a lot of laughter when STS alumni get together.

We know giving opportunities for students to connect through meaningful relationships and feel part of a community is integral to authentic learning. The School tie links students from all generations and diverse backgrounds and signifies a common, ever-lasting bond.

Over the course of the 117-year history of Strathcona-Tweedsmuir School and its founding schools, the school tie has been an identifying and integral part of every student’s uniform. Students who attended St. Hilda’s, Strathcona School for Boys, Tweedsmuir: An Academic School for Girls, and now StrathconaTweedsmuir School, wear a tie to complement their school uniforms.

Variations in styles and materials have come and gone over the years, as well as specific designs to signify Elementary, Middle, and Senior School students, Houses, or position of distinction, like being a Grade 12 Prefect. Alumni often keep their school ties as a special memento of their days at STS. The concept of a ‘school tie’ is a long-standing one in our world.

It signifies belonging to a unique and special group, be that a school, college or other organization. It shows membership and allegiance to a larger group.

Today, the STS tie is a part of the ‘formal uniform’ and is worn neatly and proudly in honour of the present-day school, and in recognition of our rich history.

Nil nisi optimum

With the simple gift of a tie, we are giving new students a thriving, supportive, and inclusive community for life. There is not a better gift than that.

ceives his Benjamin ’35 re first STS tie

enrollment I OPTIMUM VOLUME 22

STS stude n students ts exited to welcom and hand -deliver t e new ies

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FROM THE ARCHIVES

Strathcona-Tweedsmuir School (STS) and its thousands of alumni are proud of the School’s heritage and enduring sense of community. STS draws on the traditions of academic excellence and diverse co-curricular programs established by all three founding schools: St. Hilda’s School for Girls (1905-1949), Strathcona School for Boys (1929-1971), and Tweedsmuir: An Academic School for Girls (1959-1971).

1905-1949

Our Founding Schools

St. Hilda’s School for Girls Established in 1905, St. Hilda’s School for Girls had an initial enrollment of 40 girls from various cities and ranches across Alberta.

St. Hildas’ students were challenged to aspire to the highest standards both academically and morally.

At the time when most girls’ schools tended to be finishing schools, St. Hilda’s followed the British tradition, training young women in the humanities and exposing them to athletic and outdoor pursuits in the early pioneering days.

After surviving near financial ruin brought on by World War I and the Great Depression, St. Hilda’s School for Girls — the first independent school in Calgary — closed in 1949.

Nearly a decade would pass until the spirit that was St. Hilda’s would find a new home and be named Tweedsmuir: An Academic School for Girls.

St. Hilda’s b

asketball te

am in 1916

St. Hilda’s School for Girls in 1924

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FROM THE ARCHIVES I OPTIMUM VOLUME 22

1929-1971

1959-1971

Strathcona School for Boys

Tweedsmuir: An Academic School for Girls

Strathcona School for Boys first opened its doors in Calgary’s Central Park Library in 1929. The School was named after Donald Alexander Smith who received the title Lord Strathcona for his part in organizing the Canadian Pacific Railway. The School’s location changed twice before it moved to 1232 Riverdale Avenue with an enrollment of 40 students.

With the move came new school grounds that allowed for activities and events like hockey, Prizegiving, and sports day.

The students, who thrived in the close-knit environment, received individual attention in their academic development and were challenged to take personal responsibility for the choices they made.

In addition to academics, students had the opportunity to play a wide variety of sports from rugby to football while learning about the importance of participation and sportsmanship.

Students from Strathcona School for Boys developed into outstanding young men of character, a lesson which remains a cornerstone of an STS education to this day.

Tweedsmuir: An Academic School for Girls was named after Scottish-born John Buchan, noted author and Governor General of Canada, who was entailed Baron Lord Tweedsmuir. The School opened in 1959 with 27 students who were initially taught in the basement of Christ Church in Calgary’s Elbow Park before moving to a house on Elbow Drive.

Tweedsmuir students were offered a rigorous academic program and had the opportunity to partake in various artistic and physical endeavours. The School’s enriched curriculum included a balance of natural sciences and the humanities which prepared students for success in their post-secondary studies. Young women were also taught deportment, courtesy, and manners during their years at Tweedsmuir.

By 1968, 110 girls were taught in facilities that were stretched to the limit. It was not long before discussions of amalgamation began between Tweedsmuir: An Academic School for Girls and Strathcona School for Boys.

46

e

rdal ol for Boys Rive Strathcona Scho n in 1937 Avenue locatio

Strathcon a School b oys outsid Riverdale e 1232 Avenue

Tweedsmuir students in art

class Tweedsmuir on Elbow Drive in 195 9

FROM THE ARCHIVES I OPTIMUM VOLUME 22

50

FROM THE ARCHIVES

BY

Peter B. Ditchburn Former Head of School

“

“The founding achievements of the past 50 years were those of men and women, and their families, all of whom were involved in a dream that became a goal; and, in time, a success.”

Peter B. Ditchburn, Former Head of SCHOOL, captivated audiences with his stories at our Founder’s Luncheon on June 3, 2022.

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FROM THE ARCHIVES I OPTIMUM VOLUME 22

On a recent visit to the School, I stopped by the impressive Nil Nisi Optimum sculpture at the front entrance and found the words ‘Place a dream as the goal.’ It resonated immediately with me, particularly with regards to the founders of our predecessor Schools, as well as to those of Strathcona-Tweedsmuir School (STS).

also honour and thank the Atkinson, Cross, Heard, and Dover families who gave us the site, the facilities, and the capacity to offer Nil nisi optimum. The character of our founders brought others into the enterprise of STS – families, volunteers, and donors – and our School was able to flourish as a result.

In each case, family initiative, influence, and resilience brought about the desired results. Strathcona School for Boys opened with eight boys in 1929, just six weeks before the Wall Street Crash and the Great Depression. Likewise, St. Hilda’s gained Anglican Church patronage that enabled it to open with 40 students in 1905.

I would like to thank the School, Carol Grant-Watt and the staff, students, alumni, Board of Governors, the STS Foundation, and especially POSTS for organizing an impressive celebration for our 50th year. I look forward optimistically to the next big occasion. Will it be the 60th, a Diamond Jubilee or, now that the Queen has started a trend, a Platinum Jubilee for 70 years in 2041-2042?

By the late sixties, both Strathcona School for Boys and Tweedsmuir: An Academic School for Girls were operating in buildings no longer large enough or safe enough in Elbow Park. Enter Sandy Heard ’46, who became Headmaster of Strathcona School for Boys in 1967 and saw an opportunity to form a co-ordinate school with Tweedsmuir – an idea, a dream that he shared.

Sandy was aware of two Hamilton schools, Hillfield and Strathallan, which had moved to one campus in 1962. “If they can do it, so can we,” he said. With the 1968 bequest of a quarter of a million dollars on behalf of oil man W.H. ‘Bill’ Atkinson, a 160-acre donation of land by the Cross family, and a further $750,000 raised by E. David Dover ’48, he was finally able to move forward on the new amalgamated school.

It wasn’t long before our founders faced yet another challenge – a lack of water. The hydrogeologists could not find a suitable well site on the property. Undeterred, J.B. Cross drove his jeep while his water witcher leaned out with his forked stick. Four sources of water were discovered, which allowed construction to proceed. A grand opening was held for 285 students in September of 1971.

The founding achievements of the past 50 years were those of men and women, and their families, all of whom were involved in a dream that became a goal; and, in time, a success.

In this special 50th Anniversary of From the Archives, we would like to honour and thank our predecessor schools for laying the foundations for the evolution of STS. We

Peter B. Ditchburn in the 1970s with STUDENTS AND FACULTY whose roots go back to our founding schools.

FROM THE ARCHIVES I OPTIMUM VOLUME 22

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FROM THE ARCHIVES

IT ALL

William H. Atkinson

BEGAN WITH AN Idea... gan with an ideag,. be l al it o, ag rs ea y 50 ard-thinkin e w for of p rou g a , 70 In 19 and educators brootek, rural s er ad le s eou g ra cou mpus in a rem ground on a newofcaCalgary, Alberta. Little area just south that this tiny school with did they know go on to become the gold big ideas woulddependent private education standard of in and around the world. The in Canada — eedsmuir School (STS) of Strathcona-Tw lt of five decades of vision, today is the resumitment, and love. We hard work, com nding families for bringing celebrate our fou that idea to life.

Founding trailblazer W.H. Atkinson’s incredible dedication to education helped launch a legacy of philanthropy that continues to inspire our entire School community to this day.

From his earliest years, William H. Atkinson exhibited a passion for learning in all its forms: reading and writing before his fifth birthday, skipping two grades in school, and graduating with honours at the age of sixteen. His strong work ethic and incredible insight led to a highly successful career in Canadian resource development, including a significant role in the development of Home Oil and the Commonwealth Group of Companies.

With remarkable foresight, and in seeing his own daughter thrive while attending Tweedsmuir: An Academic School for Girls, W.H. Atkinson included two of our founding schools in his estate planning.

Following Aktinson’s untimely passing in 1968, Strathcona School for Boys and Tweedsmuir: An Academic School for Girls became the joint recipients of a $250,000 donation – the largest ever made in Calgary at the time – by the W.H. Atkinson estate. This monumental contribution was directed to be in aid of the amalgamation of the Schools, and provided the seed funding for the beautiful campus we now enjoy.

The Atkinson Society, Strathcona-Tweedsmuir School’s planned giving program, was formed in celebration of this momentous gift as well as the visionary who made our School possible.

The Cross Family Thanks to a timely donation of land and decades of commitment by the Cross family, the STS community has been blessed to call this beautiful campus our home for more than 50 years.

STS co-founder Donald J.A. Cross graduated from Strathcona School for Boys in 1947. In 1969 he was contacted by his childhood friend, Sandy Heard and his cousin, E. David Dover ’48, for assistance in finding a suitable location for the upcoming school amalgamation. He consulted his father, prominent Alberta rancher and businessman J.B. Cross, who in turn generously agreed to donate a 160-acre plot of land located south of Calgary as the site of the new

William H. A tk

inson

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FROM THE ARCHIVES I OPTIMUM VOLUME 22

recognition of the Black Watch (Royal Highland) Regiment, who had graciously provided the use of their marching band for a parade held by the Royal Canadian Women’s Army Corps during WWII. Tweedsmuir’s original Dover House was named in her honour; a tradition that STS continues to carry forward.

ss

d J.B. Cro

’47 an .A. Cross Donald J

E. David Do

ver ’48 and

Mary J. Dove

r

W.A. ‘Sandy’ Heard ’46

school. Heard and a group of board members from Tweedsmuir: An Academic School for Girls were invited to tour the property, during which they encountered a pair of grazing bison. This chance encounter with the beauty and majesty of our natural surroundings helped to convince the group that an STS education would provide an experience like no other.

Donald J.A. Cross later became a founding Director of the STS Foundation, helped facilitate the 1978 building development, and remained a tireless supporter of STS up until his passing in October of 2018, having seen his four children and four grandchildren carry the STS family legacy into the future.

The Dover Family Like the Black Watch tartan worn by our students to this very day, the Dover family’s legacy has been inextricably woven through STS’s history from the very beginning.

The daughter of businessman and Big Four member A.E. Cross and the granddaughter of eminent NWMP commissioner Lt. Col. J.F. Macleod, Lt. Col Mary J. Dover introduced the Black Watch tartan to Tweedsmuir: An Academic School for Girls shortly after its founding in 1959. This was done in

Mary’s son, E. David Dover ’48, attended Strathcona School for Boys. David was the primary driving force behind the initial Strathcona-Tweedsmuir School fundraising campaigns in the early 1970s, and served as chair of the Board of Governors from 1972 to 1974 before becoming one of the founding Directors of the STS Foundation. For these and countless other contributions, STS is proud to recognize the Dover family for their decades of service, support, and wise guidance that has helped our School become the iconic institution it is today.

W.A. ‘Sandy’ Heard ’46

If you have had the opportunity to experience a particular program or tradition at STS, there is a very good possibility that Sandy Heard ’46 played a role in its creation. From his early years as a student at Strathcona School for Boys, to his courageous and inspiring leadership as the founding Headmaster of STS, Heard truly embodied the very essence of Strathcona-Tweedsmuir School spirit – Nil nisi optimum – Nothing but our best.

Sandy Heard’s boundless energy and clear vision helped shape STS into the honoured academic institution our students now enjoy. Born in Toronto, Heard first arrived in Calgary at three months of age and attended Strathcona School for Boys from 1938 to 1946, alongside fellow STS co-founders E. David Dover ’48 and Donald J.A. Cross ’47. His tenure as Strathcona School for Boys’ fourth headmaster witnessed an era of astounding growth: from 60 students to 160 in a four-year span, a feat he would quickly surpass with the amalgamation of Strathcona School for Boys and Tweedsmuir: An Academic School for Girls.

With endless enthusiasm and a steadfast commitment to excellence, Heard shepherded STS through its challenges and set the bar for future generations of educators. During this time he was integral to the introduction of the outdoor education program, Agencies program, and the Parent’s Volunteer Association, now known as POSTS. He retired as Headmaster in 1983, and passed away in October of 2011. From clear vision to proud legacy, Sandy Heard provided the very foundation on which our School is built.

FROM THE ARCHIVES I OPTIMUM VOLUME 22

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FROM THE ARCHIVES

StrathconaTweedsmuir School (STS)

1971

vision, hard work, commitment, and love. Join us

1972

The

you know today is the result of five decades of

as we explore some of the most pivotal moments in our school’s history.

1970

STS OFFICIALLY OPENS IN SEPTEMBER 1971 WITH 295 STUDENTS, 24 TEACHERS, AND FIVE STAFF.

The Locke Poetry and Short Story Contest is established.

1973

Mixed gender classes are introduced for the first time.

1984

STS launches its Alumni Association on May 28. The first STS Terry Fox run occurs. Since the initial event, STS has raised more than $630,000 for cancer research. The first Marti McKay week is held in memory of an STS student named Marti, who passed away in 1981.

1985

Construction begins on new School.

Lord Strathcona pays his first visit to STS on April 4, as part of celebrations commemorating the centennial of the driving of the last spike in the Canadian Pacific Railway.

1987

1977

The Essay Contest is established.

1981

A new wing, Anderson Hall, is added to the School doubling the square footage of the School’s academic/resource centres. The new wing cost $2.2 million and expands the library, laboratory space and fine arts department.

1982

“Technology immersion” begins at STS with the purchase of eight Atari and two IBM computers.

1983

W.A. “Sandy” Heard, STS’s first Head of School retires. Former teacher, Peter B. Ditchburn takes over the position.

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FROM THE ARCHIVES I OPTIMUM VOLUME 22

The first Heritage Polo Match is held and the dedication of Anderson Hall takes place.

1988

In Calgary’s Olympic year, classes were paused in February, to allow students, parents, faculty, and staff an opportunity to see the Games.

1989

The summer uniform is introduced. Designed by the Grade 5 class of 1987-1988, the uniform is worn in May, June, September and October. First Black Watch Ball was held in the spring at the Pinebrook Golf and Country Club.

1990

STS hosts the CAIS Heads of School Conference for the first time.

1992

The Quarter Century Building campaign launched to secure funds for the construction of a new Science Wing.

1993

Sir Edmond Hillary dedicates the climbing tower and participates in the annual Prizegiving ceremony. The official sod turning ceremony takes place for the new Science Wing.

1997

Peter B. Ditchburn retires as Head of School, and the Peter B. Ditchburn Library is dedicated.

1998

Cross Family playing fields are dedicated in the spring. Gordon Freight is appointed interim Head of School.

1999

The Sandy Heard Sports Centre is completed. Dedicated to Sandy Heard, the first Head of School, this physical fitness facility features an indoor running track, climbing wall, exercise equipment and dance studio.

2000

Tony Macoun becomes Head of School.

1994

A new Science Wing expansion is completed, and houses biology, chemistry, physics and general science labs, expanded prep-room facility, three additional classrooms and two fully equipped computer labs.

1995

Old Army huts are refurbished to house Outdoor Education and are relocated to make room for the Arts Centre.

1996

The C.A. Smith Arts Centre is dedicated. This 23,000 square foot addition features a 600+-seat theatre, a 240-seat cafeteria and four instructional areas for Band, Music, Drama and Art.

2001

The STS Foundation is formed to focus on long-term funding for the School to “ensure the future financial stability of the School.”

The Foundation’s founders are: John S. Burns (SSB, ’56), Donald J.A. Cross (SSB, ’47), E. David Dover (SSB, ’48), Frederick P. Mannix (SSB, ’56), Ronald M. Mannix (SSB, ’62), David H. McDermid (SSB, ’57) and C. Alan Smith.

2003 On February 1, a Grade 10 Outdoor Education class is caught in a tragic avalanche near Roger’s Pass. Ben Albert, Daniel Arato, Scott Broshko, Alex Pattillo, Michael Shaw, Marissa Staddon, and Jeffery Trickett lose their lives. February 1 is now acknowledged as Honour Day at STS, to celebrate them and their legacy.

2004

2005

2015

STS celebrates the centennial of St. Hilda’s School for Girls. The Forever Woods art sculptures are completed and added in May.

The Inspiring Possibilities capital campaign launched.

2006 Peter B. Ditchburn returns to STS as Acting Head of School.

2007 Dr. William Jones becomes Head of School. Dr Jones was formerly the Director of Senior School, 1992-1999.

2017

STS’ first Kindergarten class was added to our school programs.

2018 The grand opening of the new Elementary School and Arts and Innovation building. Mrs. Carol Grant-Watt is appointed Head of School.

2008

The Black Watch Bistro opens after extensive renovations, funded in part by POSTS.

2010 The re-opening of the Peter B. Ditchburn Library after extensive renovations, funded in part

by POSTS.

2013 STS receives authorization to open the Middle Years Program (MYP), making STS an International Baccalaureate continuum school.

2014

The grand opening of a new innovative outdoor learning environment, Aspen Lodge.

2020 Outdoor Education learning campsites, and athletic bleachers and scoreboard are added to the campus. STS pivots all that they do in response to the global COVID-19 pandemic.

2021 STS kicks off their 50th Anniversary celebrations in September. Renaming of the Elementary School facility to the Rose Elementary Wing.

2022

STS brings the entire STS community together to celebrate their 50th Anniversary at the Big Birthday Bash. Arts and Innovation facilities are named The Chernoff Commons.

Dr. Catherine Raaflaub becomes Head of School. Forever Woods is completed as a tribute to our students lost in the avalanche, and remains a cherished place.

FROM THE ARCHIVES I OPTIMUM VOLUME 22

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FROM THE ARCHIVES

CELEBRATINg THE BY

PAM HEARD ’73

legacy plaque ng her father’s iri m ad 3 ’7 d ar Pam He gside plaques the Rotunda alon in d le al st in y newl es S founding famili dedicated to ST

W.A. “Sandy” Heard ’46 was an inspiration to students and teachers.

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FROM THE ARCHIVES I OPTIMUM VOLUME 22

“

“There were five of us Heards attending Tweedsmuir and Strathcona, and we moved into the Headmaster’s house when STS moved to the country. We were called the Heard Birds.”

i

It is such a privilege to write on behalf of my Dad, Sandy Heard, and the Heard Family.

They all are so proud of what StrathconaTweedsmuir School (STS) has become.

My Mom, Lois Haskayne, fondly remembers her years at Strathcona School for Boys and STS, especially her relationships with the teachers and our childhood STS friends that we still have today. There were five of us Heards attending Tweedsmuir and Strathcona, and we moved into the Headmaster’s house when STS moved to the country. We were called the Heard Birds: myself, my sister Janice, Mark, Cynthia, and Rod. You may think that living in that beautiful house just around the corner was a bed of roses. Not so fast!!! In the summer, we were in charge of the irrigation pipes to water the fields. Those were the pipes that you had to move around every hour. It was heavy labour.

We also planted potatoes in the hockey rink, which required a lot of back-breaking weeding, as there were eight kids in the house. There was only one custodian at STS, so on many a weekend we could be found vacuuming and cleaning all the windows.

I’m not sure that was even legal, but my Dad always made it fun.

My Mom attended our games, and hosted many dinners. She also took in additional children that lived down east but wanted to attend the School because of my Dad. At one point there were eight of us living in the house, not to mention seventy-five guinea pigs, a lamb, and three dogs. Beans was one of the dogs, and he was a school attendee – we would have no problem with mice if he was here today. Not so fondly, my Mom remembers ironing the five childrens’ uniforms, shirts, and my dad’s handkerchiefs.

gym. At the time it easily held all of our students. We actually considered it a palace, because my gym at Tweedsmuir was the basement of the Elbow Park Anglican church. Along with O’ Canada, our assembly announcements, and probably the Lord’s Prayer, he decided that the whole school would sing Jerimiah was a Bull Frog. He handed out the lyrics. I was in Grade 10 and, much to my embarrassment, he decided to dance to that song in front of the school and bellow the lyrics to a totally stunned student body. While the teachers bravely accompanied him, there were crickets from the students. It didn’t happen again.

My Dad would be blown away by what STS has become, both physically and educationally, especially with regards to the Outdoor Ed program and the Arts. Our School still holds true to the culture he helped to create: teachers that are extraordinary and extremely dedicated, older students taking care of younger students, a sense of family and giving back to the community, a diverse student body that works hard and plays hard, a cultivation of leadership, friendship, and citizenship, parents who go above and beyond to support the School and, of course, Nil nisi optimum, Nothing but our best!

The future is bright as STS has a solid legacy and vision for the future. No pressure on my daughters, but I hope their children will attend in the future.

One of my memories I have of my Dad is when he decided to ‘modernize’ assembly, which was held in what is now the small

FROM THE ARCHIVES I OPTIMUM VOLUME 22

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50TH ANNIVERSARY HIGHLIGHTS

Remember BY

BRENDA THOMPSON Director of Community Engagement

Brian Uzick Community Engagement Coordinator

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50TH ANNIVERSARY HIGHLIGHTS I OPTIMUM VOLUME 22

It was a celebration fifth years in the making, and it didn’t disappoint!

w

We approached our 50th school year with several set goals in mind. First and foremost – to commemorate the amalgamation of Strathcona School for Boys and Tweedsmuir: An Academic School for Girls to become StrathconaTweedsmuir School in 1971. It was important to mark this rich legacy while planning a celebration worthy of our school motto: Nil nisi optimum, Nothing but our best.

Secondly, we wanted to express our gratitude and teach the current and future generations about our roots and founding leaders, specifically four key families: Heard, Cross, Dover, and Aktinson, whose passion for education built this beautiful campus and forged the path for all to follow. During our 50th year we were able to acknowledge many students, teachers, parents and staff who have helped to shape StrathconaTweedsmuir School (STS) into the iconic academic institution of which we’re so proud to be a part.

Finally, we relished this once-in-alifetime opportunity to bring everyone home and have some fun! Our planners envisioned the 50th Anniversary celebration as a testament to not only the School itself, but every single member of the STS family.

Just as our campus has grown from a construction trailer on the initial 160-acres, we have become a truly global community with STS as the hub between

past and future. Our now 220-acre campus, classrooms, hallways, trails, and fields have provided the stage for countless stories over these five decades, but we knew that not everyone would have had the chance to see how our school and campus have evolved during that time.

This simple desire to introduce our younger generations to the richness of our history inspired the creation of an STS fairytale which was then presented to students. We were able to both entertain and explain the importance of the names that adorn our campus.

As noted in the last issue of Optimum magazine, it’s not every day that one gets to plan a celebration of this magnitude. With our school motto in mind, we decided to plan events over the entire academic year with activities for all ages and areas of interests — each building up to our Big Birthday Bash on June 4, 2022. These events included a Calgary Stampeders football game, a teddy bear toss at the Calgary Hitmen hockey game, Innovation Day, observatory evenings, kite making and flying, a Founder’s Luncheon, and our golf tournament, hosted by Sirocco Golf Course. We are pleased to report that, for the most part, every one of these events sold out.

We are particularly proud of the limited-edition wine, gin, and beer that were unveiled especially for our golden anniversary, made even more meaningful by the fact that each one was provided by STS alumni and their families: Janice Heard ’75 of Noble Ridge

Vineyard and Winery, David Farran ( former parent) of Eau Claire Distillery, and Kevin Guichon ’07 of High River Brewing Co. respectively.

We had planned the wine and gin tastings as in-person activities prior to the return of COVID-19 restrictions, then pivoted and moved both online. On a positive note, the virtual nature of the tastings meant that no one had to find their way home afterwards. The bottles, labels, and packaging were so beautiful and will remain valued keepsakes for years to come. A portion of the sales of these tickets and products, along with our 50th Anniversary hats, clothing, and accessories, have been donated to our scholarships and bursaries fund for future students. What warmed our hearts most was the attendance of so many STS community members who came ‘home’ to reconnect.

Many of our historical artifacts, in some cases dating back a century or more, have long been tucked away in our archive room, and we felt it was time for these to see the light of day. A series of remarkable photographic prints were reproduced in oversized scale and positioned around the School, alongside uniforms and memorabilia from the past, to allow students to reflect on and connect with their STS predecessors. Our art students later brought this appreciation full circle by making delightful posters that were then transformed into greeting cards.

The response we received was, in one word, amazing.

Continued...

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50th Anniversary Big Birthday Bash, June 4, 2022 - Community enjoying the evening

Our Big Birthday Bash was the culmination of the months (and years) that had led up to it. We kicked off the weekend with a Family Fun Day, wherein children, parents, and guardians alike enjoyed live music, mini golf, a petting zoo, fresh food, face painting, and guided tours of the School, as well as a wonderful craft market.

As a special treat, we also had custom 50th Anniversary cupcakes made for this occasion. STS family members laughed, played, and connected outside of the classroom, and first-time visitors came away with a whole new level of respect and appreciation for all that we are and do.

The afternoon’s events were just a warm up for the real party that evening. Guests arrived for cocktail hour before settling in for food, tours of the School, live music, dancing, and an encore of Anniversary cupcakes.

We established gathering sections by

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decade, for alumni, families, and former employees to reconnect with each other.

The evening was brought to a close with a spectacular ten-minute fireworks display which perfectly captured the essence of both the celebration and the School itself. It truly was our “Biggest Party Ever”!

You only turn 50 once, and your support has made the largest party in our school’s history a monumental success. To everyone who participated, volunteered, donated, or even sent kind notes of encouragement from afar, we’d like to express our overwhelming gratitude. An event of this magnitude would not have been possible without the passion, energy, time and hard work of our employees and volunteers. It was truly a party to remember, and we felt your love from across the globe. From the bottom of our hearts: thank you, thank you, and thank you.

Remember, the 50th Anniversary may be over, but you are always welcome to

50TH ANNIVERSARY HIGHLIGHTS I OPTIMUM VOLUME 22

come home to STS. We hope to see you soon.

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Spartacus kicks off the 50th Anniversary Celebration, September 17, 2021

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Kindergarten class celebrating the party

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50th Anniversary celebration swag

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Birthday cake cutting ceremony

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Rugby Social, September 16, 2021

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Calgary Stampeder football game, October 2, 2021

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Calgary Stampeder football game, October 2, 2021

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Observatory evening, October 2021

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7

Spartacus, Brady Chanut ’23, Carol Grant-Watt, Ted Rozsa

Brendan Barnett ’01, Jeff Kahane ’89, Jordan Hilderman ’12, Baruch Laskin ’90, Jon Zwiers ’02, Brenda Thompson

Jon Zwiers ’02 with family and friends

Brayden ’26 and Gregg Meheriuk ’94

Faizel, Kiyan ’21, Karina, Ryaan ’27 Sunderji

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Group tasting of our 50th Anniversary Beer at High River Brewery, October 22, 2021

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Yoga class in session in Aspen Lodge, November 2021

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Virtual Donor Recognition Evening, November 4, 2021 Alumna Performance: Zasha Rabie ’19

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Janice Heard ’75 and Bruce McFarlane

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Virtual Gin Tasting and Unveiling of the 50th Anniversary Gin, November 19, 2021 Calgary Hitmen Teddy Bear Toss, December 4, 2021

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mber 17, 2021 b Night, Dece u ’20, Abasi Ekpenyon ’20, Pu ni um Al Young ie Piciorean den ’20 i ’20, Stephan

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Zaki Lakhan u ’20, Will Til , Isabelle Imor Hiya Mahal ’20

ry 11, 2022 Event, Februa Virtual Craf t , Kim Forgay (on screen) na Patel ’34

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50th Anniversary Golf Tournament, June 2, 2022

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50th Anniversary Golf Tournament, June 2, 2022

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POSTS President’s Tea, June 3, 2022

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Founder’s Luncheon, June 3, 2022

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Founder’s Luncheon, June 3, 2022

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Founder’s Luncheon, June 3, 2022

Alea

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vation Day, signs at Inno Mars Habit De 22 ter ’25 , Harry Altva March 12, 20 , Amy Xia ’25 a ’25 ssem Almutaw

Ja

17 18 19

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ly s, April 2022 i, Wes Mober Parent Social nnie Moberly, Hussein Kanj i, Lo Natasha Kanj

2022 Socials, April

i Toriola Toriola, Kem Parent Ruff, George a nd ira M ff, Cameron Ru , 2022

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, May 14 g and Flying y Kite Makin ar th ’32 rs or ve sw ni Un An ive th

own ’32, Ol n ’34, Eva Br Spencer Brow

Ben Roskey ’13, Brad Itzcovitch ’13, Brandon Urban ’13, Alistair Morton ’13

Jay Patel, Kunal Patel

Back (L to R): Ruth Hewitt, Sloan Pipella-Clark ’81, Tara Black, Debra Marshall Shopperly, Shan Cross, Jeannie Locatelli, Michele Kalny Front (L to R): Amy Meyer, Jennifer Dalton, Shelley el Baroudi, Suzan Olsen, Cathy Peplinski

Bolu Kasumu ’23, Helen Jull ’48, Alia Nanji ’22

Eric Le Dain, Helen Harper, Ian Beddis

Guests celebrating our School’s rich history

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Founder’s Luncheon, June 3, 2022 Chris Shopperly ’80, Jay Cross ’80

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Family Fun Day, June 4, 2022

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Family Fun Day, June 4, 2022 Zorb Collision Course

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Family Fun Day, June 4, 2022 Playing mini golf

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Family Fun Day, June 4, 2022 Entertainment by “Lucky Sonne”

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Family Fun Day, June 4, 2022 Yummy 50th Anniversary cupcakes

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50th Anniversary Big Birthday Bash, June 4, 2022 Victoria Maybaum ’18, Tom Melvin-Smith ’17, Beatrice Valmana-Crocker’17, Martha Valmana-Crocker ’20

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50th Anniversary Big Birthday Bash, June 4, 2022 Gretchen Thompson ’78, Brent MacLean, Bob Thompson, Paul Storwick ’78

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50th Anniversary Big Birthday Bash, June 4, 2022 David Laskin ’95, David Howard ’96, Kerri Howard, Lara Unsworth ’95, Jay Unsworth

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50th Anniversary Big Birthday Bash, June 4, 2022 Connor Murphy-Dutchak ’20, Hiya Mahal ’20, Rex Armor ’20, Carly Black ’20, Zaki Lakhani ’20, Stephanie Picioreanu ’20, Jack Dutton ’21, Kyle Mullen ’20, and Isabelle Imoru ’20

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50th Anniversary Big Birthday Bash, June 4, 2022 Lori McCarthy, Suzanne Colborne, Joan Sveen, Carrie Duncan-Moore

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50th Anniversary Big Birthday Bash, June 4, 2022 Shelina Kherani, Amin Kherani, David Pernitsky, Brenda Pernitsky

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50th Anniversary Big Birthday Bash, June 4, 2022 Richard Baverstock, Shefina Mawani, Al-noor Mawani, Neall Banner, Jennifer Browning, Laura Banner ’95

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50th Anniversary Big Birthday Bash, June 4, 2022 Paige Hallman ’18, Daniel Reid ’17, Katherine Maybaum ’22, Lloyd Maybaum, Tracy Maybaum, Victoria Maybaum ’18

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50th Anniversary Big Birthday Bash, June 4, 2022 Jack Schneider ’90

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50th Anniversary Big Birthday Bash, June 4, 2022 Wayne Colborne, Joel Bumanis ’92

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50th Anniversary Big Birthday Bash, June 4, 2022 Brent Saccucci, Lennard Fink, Melony O’Neill

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50th Anniversary Big Birthday Bash, June 4, 2022 Salima Shariff, Zaki Lakhani ’20, Moez Lakhani

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50th Anniversary Big Birthday Bash, June 4, 2022 Brian Uzick, Oliver Turski ’18, Paul Ostlund ’18, Luka Wrenshall ’18

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50th Anniversary Big Birthday Bash, June 4, 2022 Emily Black ’18, Yvonne Chow, Hannah Lederer ’12, Jennie Evamy Hill ’12

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50th Anniversary Big Birthday Bash, June 4, 2022 Doug Rodney, Wendy Rodney, Steve McCarthy, Lori McCarthy, Debra Carlson

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50th Anniversary Big Birthday Bash, June 4, 2022 Priya Gupta, Rohet Sharma

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50th Anniversary Big Birthday Bash, June 4, 2022 Karima Ali ’89, Khan Ali, Guy Wylie 50th Anniversary Big Birthday Bash, June 4, 2022 Mark Rathwell, Keelin Glendon ’00, Natasha Jiwani ’00, Erin Rathwell ’00, Michelle Bartoshyk, Tara Hebert

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50th Anniversary Big Birthday Bash, June 4, 2022 Eric Hawthorne, Raina Hawthorne, Brenda Thompson, Brian Uzick, Samantha Braet, Lara Unsworth ’95, Jay Unsworth

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50th Anniversary Big Birthday Bash, June 4, 2022 Carol Grant-Watt, Sharon Gibson, Bill Jones, Cole Carlson, Trevor Julian

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50th Anniversary Big Birthday Bash, June 4, 2022 Entertainment by “One Nite Band”

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50th Anniversary Big Birthday Bash, June 4, 2022 Dancing the Night Away!

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50th Anniversary Big Birthday Bash, June 4, 2022 “The Biggest Party Ever”

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50th Anniversary Big Birthday Bash, June 4, 2022 Fireworks Show – Bill Jones and Carol Grant-Watt

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ions and celebrattwo s t n e v e d e h f ction o istinguis Amidst the dAnniversary, the introdrucampus has given of our 50th art installations on ou l (STS) community permanent ona-Tweedsmuir Schoo recognize, and the Strathc nderful opportunity to f our School. another wo to, the lasting legacy o contribute 71

50TH ANNIVERSARY HIGHLIGHTS I OPTIMUM VOLUME 22

nil nisi optimum

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Nil Nisi Optimum and Romance and Rigour are the result of a request for proposal put forth to the STS community in honour of this landmark occasion. We received an overwhelming response from our local artists and sculptors, and the final designs were selected by a formal committee review.

attempting to summit a two-mile hike in the mountains. At the same time, she was wondering how she could contribute to our School’s 50th Anniversary. It seemed only natural for her to question what ‘doing your best’ meant, and why making it to the top of her destination, one tiny determined pregnant step at a time, was important to her.

Nil Nisi Optimum was dedicated during a special event held in April 2022, and the official unveiling of Romance and Rigour was one of the highlights of June’s Big Birthday Bash weekend.

These events were made even more significant by the fact that these installations were created by three STS alumni and our very own beloved Elementary Art teacher.

Rosanna connected with fellow STS alumni Spencer Purdy ’05 and Megan Adams ’05 to draft a joint proposal for a potential permanent sculpture. After many meetings and design calls, they submitted their collaborative proposal in April of 2021.

According to our Head of Community Relations, Lara Unsworth ’95, who spearheaded this initiative, the value of these works goes far beyond simply beautifying our campus. “It’s important to leave a legacy…really taking time to acknowledge the past in a meaningful way that’s permanent, but also signifying where we’re going as a school. It allowed members of our community to be a part of the anniversary, to engage and contribute.”

Nothing but our best — what does it really mean? This was the central question that inspired three extraordinary artists — all STS alumni — to create the stunning sculpture that now inhabits a place of prestige near our front entrance area, and serves as a daily reminder of our School’s motto.

It certainly inspired artist Rosanna Marmont ’05, who was then eight months pregnant and was

When notified they had been selected, they reached out to the entire STS community: students, teachers, administrators, board members and alumni and asked “What does ‘embracing your best’ mean to you personally?”

“What are the responsibilities we face when committing to this concept?” “What are the rewards, and what can we learn from each other about our underlying definitions and motivations?” Finally we asked ourselves “What, exactly, constitutes ‘best’?” The responses were, at times, contradictory, which reveals the many views of our community. In laying out the text that was to be cut and etched into the panels, the artists were careful to never provide a hierarchical or singular conclusion. The result is dynamic and immersive, with words and visuals changing from every angle of the sun or position of the viewer.

The myriad of challenges faced on the road from proposal to finished piece served as another constant reminder of Nil Nisi Optimum, beginning with the fact that the artists lived hours away from one another and, in some cases, in different countries. With pandemic restrictions in full effect, the team relied on remote meetings to plan and execute the project.

Megan and Rosanna sorted and spell checked responses, sending the completed

50th anniversary highlights I OPTIMUM VOLUME 22

iterations on to Spencer, who then began the process of designing the details of the physical structure. Ultimately, Spencer arranged the hundreds of etched and cutthrough responses (a design challenge in itself given the double-sided nature of the sculpture) on what would end up being over 200 square feet of stainless steel.

To mitigate the price of steel, which was at an all time high, Spencer worked with an overseas metal fabricator in Foshan, China that he had used in the past. He also underwent a six month crash course in Cantonese design terms and business negotiation. Despite facing COVID-19 shutdowns, language barriers, design revisions, and global shipping setbacks, the individual components arrived in Calgary in January of 2022, where they were assembled and installed with the help of a local craftsperson.

The finished piece, Nil Nisi Optimum, consists of an eight-foot high, tenfoot diameter stainless steel sculpture.

Reflecting the Fibonacci spiral often found in nature, the five individual panels begin at a central point and expand outwards, increasing exponentially from a oneby-one-foot square to the full eight feet.

Each panel features a collection of the 200 anonymous responses received from the STS community. The five panels mark the five decades of STS’s existence, and reflect the growth of the School, the community, and that of the individuals within. The sculpture is designed to allow for the addition of new panels as our School moves towards its next 50 years.

Nil Nisi Optimum is the banner under which students at STS walk each day. It is the context through which teachers develop their curriculum and expectations, and the standard to which every member of the STS community holds. At STS, you are not only inspired and resourced to do your best, you are held accountable to do your best.

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Megan Adams ’05 This project was very humbling for me to participate in because the ideas and hard work and thoughtful responses shared with us manifested themselves as pieces of physical, tangible steel under Alberta skies. The work I do as a scientist usually lives in data or policy or paperwork, but rarely does it express itself in a physical way. When I saw students engaging with the sculpture the day it was unveiled and the handprints on steel they left behind, I was moved by what public art is and will evolve to be as its audience continues to engage with it. As a proud alumni, I am grateful to have contributed to a commemorative celebration of the STS community.

Rosanna Marmont ’05 As a visual artist, the moment of completing a painting and sending it out into the world is an important shift of ownership. I give them my best effort and when they are finished they take on a life of their own; they no longer belong to me, they belong to the world. What this sculpture has meant to us and what we intended now falls away, and the piece takes on a life of its own, forming new relationships with all those who will perceive and interpret it.

The same can be said for all those that shared in the making of this project. Every quote, every piece of shared wisdom or lighthearted humour takes on a different meaning, depending on the day, depending on how the reflection of the sky draws attention, depending on the personal and unique experiences of each individual viewer. It feels exhilarating to join every other onlooker and take in this sculpture as something distinct unto itself. Thank you to all those that helped this idea become a reality.

Spencer Purdy ’05 It has been rewarding to watch this project go from initial concept to design and fabrication, and into installation. However, the truly fulfilling stage has been seeing it enjoyed on the STS campus. What makes this project unique, especially when compared to my others, is that it is located in a place that I know I will return to over the years. I will be able to see how future STS community members interpret, view, and interact with it as the years pass. I am so glad to be able to contribute to the legacy of STS at this snapshot in time, and I am grateful to STS for affording me the opportunity to share in the process of its creation.

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50TH ANNIVERSARY HIGHLIGHTS I OPTIMUM VOLUME 22

BY

Amy Meyer STS parent and POSTS President

k “Wow, that of art and thin ce ie p a e se u yo concept your life when um sculpture m in ti p es O m i ti is e N to il ar eN There thing to do was actly what th t h ex g ’s ri at e h th T !” at g is amazin STS. e just knew th Anniversary of and me, and w th in 0 5 st e Ju th r r fo fo id d iece azing legacy p , support this am by the passion ay aw n w lo b e re. wer ilt this structu on April 8, we u b g o in h il w ve s n st u ti e eir e ar During th s had poured th hy shown by th st at ti p ar em e d th an , ow leadership y to hear h from the the opportunit t: everything ad h ar I of d an rk o in w l st e could feel Ju to this beautifu mentation. W in le p ls u im so d d an an g s in heart e shipp brication to th logistics and fa ce. ie ent into this p the love that w appened. ted moment h ec p ex n u n a d who that the unveiling r donation, an ou er r aft fo l s ti u n d u ’t ke s to It wasn guest who than ed bring the artisits’ dream a y b ed h ac ro p that Nil Nisi We were app ation had hel ld feel the love s how our don u u ll co I te — to es n o ey t wen s in my tory of STS. an to have tear and to the his y il m fa is fruition. I beg th sents, both to thing Optimum repre was the right ct je ro p is th ng at donating to e so full; heari th om ec ew b kn to e s w rt d and ecting our hea We love art, an g our students , however, exp n ot ei n se e , it er w ed e n for a W ig to do. it will be there those who des at of s th ie g or in st l ow fu kn ti the beau ructure, and d touch the st an el fe y lt cu fa llar worth it! akes every do m it — e m ti life 50th anniversary highlights I OPTIMUM VOLUME 22

JUSTIN AND AMY MEYER, STS PARENTS

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50TH ANNIVERSARY HIGHLIGHTS

MIKE O’BRIEN SHOWS HIS CLASS EACH SECTION OF ROMANCE AND RIGOUR

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STS Elementary School Art teacher Mike O’Brien has a passion for creating art that inspires discussion and provides imagery worthy of reflection; his latest work, Romance and Rigour, which now hangs in the STS rotunda, certainly does both of these things.

This project began when Mike was approached by fellow colleague, Brian Uzick, regarding the celebration of Strathcona-Tweedsmuir’s 50th Anniversary. The conversation circled around a possible public art piece that might reflect the entirety of the STS experience.

Having taught visual arts at STS for 16 years, Mike reflected on the wide variety of opportunities that STS offers, and that became the focus of his inspiration.

The drawing he submitted provided the seed of an idea that became Romance and Rigour, an eight-foot diameter wooden relief carving featuring an array of independent pieces, all coming together to form a circle.

Each section contains an educational mosaic of carved images that reflect the span of academic, extra-curricular, and lifestyle experiences that can be found on the STS campus. The individual pieces are composed of local, national, and international types of wood, and the colourful combination of these woods, as well as the details carved into them, are an expression of the seemingly endless potential of opportunities that STS offers. They are also a vivid representation of the global family that makes our School so special.

Mike felt that Romance and Rigour would provide a more inclusive opportunity for our community to discuss what details might also be placed on the carving, thereby forging as many personal connections to the art piece as possible. He would like to thank everyone who took the time to submit their ideas — it is with their help that this work will be enjoyed by students, faculty, staff, and their families for generations to come.

On your next visit to the STS campus, be sure to stop by the rotunda to view Romance and Rigour in all of its beauty. We guarantee that you will notice a new detail — or discover another chapter of our story — every single time.

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“Each section contains an educational mosaic of carved images that reflect the span of academic,extracurricular, and lifestyle experiences that can be found on the STS campus.”

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50TH ANNIVERSARY HIGHLIGHTS

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kindergarten POEM BY

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Mr. Greene’s kindergarten class of 2034

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s e e r T e h T From With Love Happy 5oth Birthday, STS! just I remember when you were a a little baby school just born machines making noise flattening the ground walls came up roofs went on and children were invited in.

Hallways, fields, the cafeteria filled up with sounds of excitement from the children who could not wait to come in.

Over the years my family, the trees, grew taller and my friend the school grew bigger,

and bigger o The Aspen L ver the years. and entire winodge, outdoor building s, gs popped up like building blocks f

or young chil to play with. dren

For your birth we would like day, STS, LOTS of fun to bring to you and the know that our hear ledge exploding ts are with so much love.

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FLOURISH 2031

My Journey to Embrace Flourish 2031 BY

Melony O’Neill Middle and Senior School Social Studies Learning Leader

A

Around 500 AD, the Greek philosopher Heraclitus noted, “everything flows and nothing abides; everything gives way and nothing stays fixed… cool things become warm, the warm grows cool; the moist dries, the parched becomes moist… It is in changing that we find repose.” (Morgan, 2006, p.241).

Change is the one constant we can rely on; the world is always in flux. In 2019, blindsided with a new pandemic reality, systemic and societal change demanded that educators and institutions pivot again, and again, to navigate the unknown. Educators manoeuvred through curricula on-line, off-line, and everywhere in between and aspired to be the glue that held learning communities together while navigating an ocean of change. While the pandemic continued on wave after wave, strategic vision planning at STS emerged, morphed, and caught traction despite pandemic struggles and triumphs. The moral imperative for all educators, tapped us on our collective backs; the need for continual improvement beckoned. The need for change, an updated vision, and a new STS strategic framework, was stirring to life.

Our Head of School, Carol Grant-Watt, set the roadmap for strategic planning in action and invited all to reimagine STS’s pedagogical future in light of Michael Fullan’s research on “Deep Learning”. His conceptualization of deep learning asks educators to create environments that challenge, provoke, stimulate, and celebrate learning (Fullan, Quinn, and McEachen, 2018). Carol brought experts together to collect data from all stakeholders. She asked us to dream; to imagine what an endless universe of learning might look like. The possibilities were infinite. Within the 2020 school year, the Strategic Plan was named, articulated, defined, aligned, and executed. Flourish 2031 was realized, published, and delivered to all families, alumni, and employees. And with that, the Plan was christened, launched, and floating. Flourish 2031 proudly arrived despite a pandemic, and faculty and staff were faced with the reality of what to do next.

As the plan was broadly shared, I struggled. I found myself contemplative; seeking ways to make sense of the strategic “big picture”, the connections and the weaving of the distinct threads running through the Strategic Plan. Mentally, I needed to piece it together, to picture it somehow so that others too might also be able to see it as a whole. I needed a bridge to move theory into reality; into practice. I needed to synthesize priorities and pillars captured from Flourish 2031, the IB Continuum of International Education Programme, and the Alberta Program of Studies. I began trying to visualize different ways to weave together the “mission critical” forces at play, to moor myself and make sense of multiple pressing priorities that kept surfacing and competing within the plan. Several images started to materialize in my mind’s eye.

Fullan’s work on “Deep Learning” needed to intersect with the IB Continuum where curiosity and inquiry work interchangeably to support deep learning within the Alberta Program of Studies. Fullan asserts that deep learning is the acquisition of six global competencies: character, citizenship, collaboration, communication, creativity, and critical thinking. “These competencies are

Continued...

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FLOURISH 2031

needed for students to flourish as citizens of the world” (Fullan, 2018). Keeping these things in mind, my drawings began to materialize on the page. Iteration number one and two, when shared, were met with polite head nodding, and head scratching, and it became clear I needed to go back to the proverbial, “drawing board.”

Michael Fullan (2018) posits,“if we want learners who can thrive in turbulent times… we must reimagine learning”.

This assertion, along with the pillar that STS is a “Global Hub” inspired iternation number three. Mountains appeared, trees emerged, pathways meandered from mountains. Then, as I drove to work, I mused that the strategic plan was not unlike a boat, and iteration number four came to be. Deep learning transforms reality through learning individually and with others.

The drivers are faculty and students engaging in learning together, pulling hard on the oars. Deep learning sticks when through collaborative inquiry, we layer pedagogical practices, learning partnerships, learning environments, and leverage digital technologies to mobilize our efforts in the direction of a strategic plan or the nose of our collective boat. We need a “launch and learn” mentality. At this moment, I wondered what our impact could be if we all pulled together, in the same direction. If we were all driven by curiosity, if we each wanted to make an impact and cut loose the anchors of fear, traditions and resistance, how far and how fast could our boat travel? A nautical, and yet Canadian, icon emerged that I felt could make sense to my colleagues when trying to picture the journey ahead toward 2031.

All pieces and priorities came together; an STS Flourish canoe complete with faculty and staff pulling together on the oars, powered by the the six global competencies of character, citizenship, collaboration, communication, creativity, and critical thinking on one side and on the other side the five IB approaches to learning: communication, social skills, self-management skills, research skills and creative and critical thinking skills, all working in tandem to power and move the STS Flourish canoe toward the future.

Strategic plans take time to realize, to lift anchor, and launch. I could finally see how all parts of the vision support other components to mobilize our focused journey together. Imagine and “reimagine education.”

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Consider the possibilities for our students’ future if we rowed together in authentic, active, challenging, student centered strokes. What will we leave in our pedagogical wake? Only the future holds the answer.

As enacted in the writing process, design process, and any entrepreneurial venture, many edits allowed iteration number four to float to the surface. This is the visual I hope that helps us to see how the pieces we value most need to work alongside and with one another in order to mobilize our best hopes for students and education. This visual captures how we can buoy up immersive experiences that empower balanced student learning and create environments that challenge, provoke, stimulate, and celebrate learning such that each of our STS students, flourish, thrive, succeed, and reach new heights to move forward to meet the world, as global citizens.

I look forward to us pulling in tandem to launch the 2022-2023 school year as we collectively aim to set the STS Strategic Plan Flourish 2031 in motion, and leave the safety of the shoreline to envision and power forward through the exciting, yet unpredictable, waters that lie ahead. So let’s lift our anchors, lean into it, pull together, and launch into the future. The possibilities are infinite.

Find out more about Flourish 2031 here:

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“I wondered what our impact could be if we all pulled together, in the same direction. If we were all driven by curiosity, if we each wanted to make an impact and cut loose the anchors of fear, traditions and resistance, how far and how fast could our boat travel?”

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OUR STS COMMUNITY

BY

AMY MEYER CURRENT POSTS PRESIDENT and PARENT

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“Parents and guardians of STS students, you are the reason why the Parents’ Organization of STS has and will continue to flourish.”

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It is with tremendous pride that I step back into the role of the Parents’ Organization of STS (POSTS) President for the next academic year. I had originally anticipated serving as Past President to newly-elected POSTS President Jennifer Dalton; however, due to unexpected circumstances, Jennifer has had to say goodbye to the STS community after five incredible years as a parent volunteer - the last two of which were in the role of Vice President. In her stead, I look forward to bridging the gap, ensuring that my successor is trained and ready to assume the role of President, and helping our school and community thrive as we enter this exciting new era in Strathcona-Tweedsmuir School’s history.

One of POSTS’ primary goals for the 2022-2023 school year, whether you’re a new member or have been here for years, is to connect and reconnect with each other. We want to provide opportunities and encourage everyone to come back together and get involved; whether that means signing up to volunteer at the School, cheering at sports events, or even meeting other parents for a quick chat in the parking lot. Zoom meetings have proven to be a valuable tool, but the warmth and belonging one feels when we are able to be involved with the School community in-person cannot be duplicated.

I’m excited for the opportunity to reconnect with parents and build our community back up.

I encourage parents to come to the Welcome Coffee, Fall Fair, parent socials, and musicals,

and to cheer for our children at athletic events — Go Spartans! When children know that there are people in their community who support them, it does wonders for a student’s self-esteem and well-being.

Also, as a parent, having that network of support can mean the world. As the timeless African proverb states, it really does take a village to raise a child. It’s a very special feeling to know that someone has your back, and being part of a dedicated group of people that you can call upon for help in any situation — Who is my emergency contact? How can I reschedule a pickup? Is it casual day tomorrow? — has made my time with STS an unforgettable experience.

Parents and guardians of STS students, you are the reason why the Parents’ Organization of STS has and will continue to flourish. Every contribution you make on a daily basis, whether it is one hour in a classroom, helping with our special events, donating to our fundraising efforts, being on hand to help at a track meet or field day to simply ensuring that an important message or update is shared with the community, creates ripples of generosity that have helped shape our School into the iconic institution it is today.

I look forward to connecting and reconnecting with you soon!

For more information on how you can get involved with POSTS, visit

CREATIVE

CONNECTIONS

Time, heart, and energy; POSTS President Amy Meyer has contributed all of this and more. She has led us through the myriad of challenges of the past two years with tremendous grace and endless enthusiasm, and she has truly set the gold standard for excellence in everything she does for STS. From the outset, as it Parent volu Alida Lalan nteers Jen Dalton, became clear that we Amy's hom i and Amy Meyer h Jen Browning, had entered a wholly Acts of Kin emade caramels duanding out ring Random dness Day unique era in our . history, Amy has stepped up to make sure POSTS was able to assess, adapt, and continue its mission of cultivating and encouraging a strong sense of connection between families and our School. When pandemic protocols prevented inperson meet and greets, Amy hosted virtual functions, created videos to welcome new families, and provided reassurance to current STS families through a number of resources and activities. Treat week was able to proceed with updated safety protocols and, with her guidance, the POSTS team was able to find many other new and creative ways to engage our community.

The lifting of restrictions during the latter half of this school year may have helped us breathe a bit easier — and Amy was determined to make the most of her time as President. Under her leadership, Amy spearheaded the very successful 50th Anniversary 50 for 50 online auction, supported our parent socials, contributed to legacy projects on campus with funds raised through Tweeds and More, and so much more.

Amy’s boundless optimism, organization, glowing smile, and focus on going above and beyond to bring joy and make others feel valued are so appreciated.

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OUR STS COMMUNITY

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“Like the bricks and mortar that form our buildings, or the trees and pathways that provide our connection to the natural world, every donation you make not only shapes our campus, but upholds our legacy of creating good humans, thought-leaders, and global citizens.”

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BUILTON A STRONG FOUNDATION OF BY

Brenda Thompson ENGAGEMENT DIRECTOR OF COMMUNITY

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Heard. Smith. Ditchburn. Cross.

Atkinson. Waterous. Chernoff. Rose.

Kirker. Anderson. Buchan. Burns. Dover.

Howard…

These names will no doubt be very familiar to every student, parent or guardian, teacher and staff member of Strathcona-Tweedsmuir School (STS). In fact, it would not be an overstatement to say that the buildings, facilities, and traditions by which we honour these individuals and families have provided our literal foundations, and shaped our legacy, for over 50 years. As we celebrate our golden anniversary, I would like to take this opportunity to recognize the lasting impact that these momentous contributions have made on our School.

STS is an academic institution built on the vision, passion, and generosity of our community. This dedication to providing an outstanding education for exceptional students has been a hallmark of our School from the very beginning, starting with the donation of land by the Cross family for our campus. Donald Cross ’47, David Dover ’48, and Sandy Heard ’46, all alumni of Strathcona School for Boys, recognized the blessing they had been

given and were committed to making sure future generations would share that same opportunity.

One of the pivotal moments in STS’s early history was a donation made in the interest of education by the estate of W.H. Atkinson. It was, at that time, the largest donation made in Calgary’s history, and it helped pave the way for the founders and administrators of STS to begin initial construction. Nearly five decades later, a significant and timely contribution by the Rose family has helped to make our new Rose Elementary Wing a reality; allowing our youngest students to set off on their academic journey with the best possible facilities, programs, and resources at their fingertips.

While tuition and government grants do cover our year-to-year operating expenses, we rely on fundraising to drive individual programs and all campus enhancements.

The phenomenal financial support of our STS family has, to date, helped us to expand and upgrade our athletics, fine and performing arts, speech and debate, outdoor education, and Round Square facilities and programs, along with many others.

As Director of Community Engagement, my role is to cultivate relationships between people who want to make a difference, and our Annual Fund is the fundamental realization of that goal. This comprehensive effort is the only ongoing annual fundraising initiative that touches every single member of our community, and ensures our strong financial health, the maintenance and improvement of our campus, and a rewarding educational experience for all students. I’m pleased to share that our 2021-2022 Annual Fund campaign was the most successful in our School’s history raising more than $700,000, with donors stepping forward to provide much-needed support as we moved through the COVID-19 pandemic. Our third annual STS Giving Day, held last November, also broke the record for our largest ever single-day fundraising achievement.

Once again, I would like to express a heartfelt and resounding “Thank you” for the overwhelming generosity shown by our STS community. Like the bricks and mortar that form our buildings, or the trees and pathways that provide our connection to the natural world, every donation you make not only shapes our campus, but upholds our legacy of creating good humans, thoughtleaders, and global citizens.

ive Back G o t s y a W

ign ing campa Annual Giv Day STS Giving t Endowmen ing Legacy Giv iatives Capital Init Assets g) Registered lanned givinpy to (p ty ie c o S p Atkinson (we are always ha a way And othersindividuals to give in ) work with impactful for them that is most

n, which is TS) Foundatio (S ol o h Sc ir u shed as a-Tweedsm rs, was establi to ec ir D The Strathcon of rd 0 years ago. volunteer Boa proximately 2 ap governed by a ty ti en le ab t charit an independen sts of the ng-term intere lo e th ce n va e land, n serves to ad y stewarding th b on si is m The Foundatio l's oo ic programs, pports the Sch h philanthrop it w School and su d an , ts en ts through endowm porting studen p su d buildings, and an s, ie mpus facilit rejuvenates ca d bursaries. scholarships an

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OUR STS COMMUNITY

The

Chernoff Commons L to R: Nyah ’20, Bruce, Stella ’22, Dina, and Lucas ’19 Chernoff

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Strathcona-Tweedsmuir School (STS) is pleased to recognize the extraordinary contributions of Bruce and Dina Chernoff, whose foresight and immense generosity played a significant role in the building of our new Arts and Innovation facilities — now officially named Chernoff Commons.

Active STS community members, Bruce is a former member of the STS Board of Governors, and Dina has a long history of giving her time and attending school events. As the proud parents of STS alumni Lucas ’19, Nyah ’20, and Stella ’22, Bruce and Dina’s donation will ensure that tomorrow’s students will have access to a state-of-the-art learning facility in which to create, build, express themselves and flourish every single day.

Long before the first shovel broke ground on our campus in 1970, a group of visionaries shared a bold idea — and made a commitment to see it become a reality. The Chernoff’s incredible donation, made as part of our Inspiring Possibilities campaign (2013-2018), is a beautiful reflection of these same values. On behalf of the entire STS community, past, present and future, we would like to express our deepest gratitude to the Chernoff family for their vision, faith, and support. You have left a legacy that will bring joy and inspiration for generations to come.

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Our STS Alumni Community

andFlourishing BY

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Jason Fong ’03 Alumni Association President and Current Parent “The STS Alumni Association’s overall mission continues to be one of keeping our more than 10,000 worldwide members connected; both with the School and each other.”

Christian ’32, Jason ’03, and Eden ’30 Fong

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The 2021-2022 school year, which coincided with my second and final year as President of the Alumni Association, saw five decades of STS alumni step forward to celebrate our School’s golden anniversary. This landmark occasion has also given me an opportunity to reflect on the Association’s vital role within the larger Strathcona-Tweedsmuir School (STS) community.

“Cherish your memories of STS , treasure the lifelong friendships you made, and alw ays give back.” *Frances (Stuart) MacLean ’70

The Alumni Association, as one of my predecessors pointed out, is about ‘friendraising’, not fundraising. Although we do promote specific campaigns, STS alumni are charged no membership fees to sign up, as we believe that the fellowship and experience they bring to the table is of incalculable value to our association and our current students. As members, we share 117 years of STS history, and countless decades of combined firsthand experience. We host social gatherings and educational networking events that allow alumni to take on a mentorship role for a new generation of students as they prepare to pursue their own career paths.

e School I was “On a recent visit to th courage. Not raw reminded of the word ctive, reactionary and courage, that is instin , courage of conviction individualistic. Rather, d ance, commitment an that requires persever the latter that built collective support. It is and personifies STS.” *Rod W. Kirkham ’78

The STS Alumni Association was first established under the Societies Act of Alberta 38 years ago, on May 9, 1984. In addition to regular meetings, the Association’s responsibilities during its first five years included annual events such as the Christmas Reunion and a Polo Tournament, with the Golf Tournament and Grad Luncheon being introduced in the early 1990s. The Alumni Association was dissolved as a separate entity in 1998, at which time it was restructured under the umbrella of STS with Jack Hay serving as inaugural Alumni Coordinator.

My desire to serve on the Association was formed by the experiences and life lessons I received as an STS student. In fact, without STS, I would be a completely different person.

Taking part in school activities like the Agencies Program, food bank fundraising, and Halloween coin baskets, contributed to a rich understanding of how service and philanthropy can have a positive impact on the world far beyond our campus. I developed wonderful relationships with my teachers and fellow students, and my mentors have never failed to provide me with the advice and guidance that has helped me succeed. Now, I do my best to instill these same values in my own children, both of whom are STS students.

From 1998 to 2004, STS began to explore new ways of building stronger relationships between alumni and their families, and former faculty and staff. The Alumni Association wanted to involve alumni in our students’ day-to-day learning, with internships, career days, class reunions, and networking events comprising just a few of the activities. Following a period of transition, the Association was reactivated in 2006 with the goal of actively recruiting members to serve on our Association, which now features 14 members and two Advancement staff members who attend quarterly meetings.

As President, it is an honour to sit on the Board of Governors as well.

Continued...

d

ating an “I find it invigor give my time

rewarding to had so much to a place thatho I have influence on w become." *Pam Heard ’73

*Former STS Alumni Association President Our STS Alumni Community I OPTIMUM VOLUME 22

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Our STS Alumni Community

If you’ve ever been curious about our Association, or wondered how you can be involved, there’s no better time than now to join up. Unlike previous years where speakers were expected to travel to Calgary for Spartan Talks, speed mentoring, Distinguished Alumni presentations, or to serve as Speech Day judges, the rise of Zoom and other online options have made it possible for former STS students to donate their time and experience from anywhere in the world. I’m also pleased to announce that, for the first time ever, we now have a sitting Alumni Association member living in Toronto.

The COVID-19 pandemic has shown the strength and perseverance for which our alumni community is so well known. Although the Fall Fair and certain 50th Anniversary activities were required to pivot online, events such as the virtual wine tasting were attended by a large number of former students, parents and teachers. These activities owe a great deal of their success to the ongoing support of the STS Community Relations team. Be sure to check out the special 50th section of this magazine to see some familiar faces at the in-person events!

world. gh trusted friends in this “One can never have enou and care for one another.”

Stay connected, show up, *Paul Storwick '78

As I prepare to pass the torch to new Alumni Association President Aimee-Jo Benoit ’97, I would like to take this opportunity to thank everyone I’ve had the pleasure of working alongside as well as the Strathcona-Tweedsmuir School community as a whole. Aimee-Jo has already proven herself to be a steadfast STS advocate, and a natural leader with boundless energy and a wealth of great ideas, and I cannot imagine a more deserving candidate for the role of President moving forward.

Once again, I would like to thank everyone for making these two years an amazing experience, and I look forward to being a part of the STS Alumni Association for many more years to come.

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Welcome!

Aimee-Jo (Giesbrecht) Benoit ’97 Aimee-Jo (Giesbrecht) Benoit ’97 began her connection at STS in 1988 in Mrs. Wyatt’s Grade 4 class, one of four Giesbrecht children who enrolled at the School that year.

During her time at STS, Aimee-Jo participated in whatever she could!

Musicals, plays, volleyball, basketball, track and field, field hockey, and Outdoor Education – there was nothing that she didn’t have a resounding “yes” to participating in. After graduating from STS in 1997, she achieved her B.A. and M.A. at the U of C in Religious Studies, and has been an active musician in the local and national music scene since 2006. In the summer of 2020, she released “BORJONER” a jazz album with Trio Velocity, which topped the national jazz charts as well as made a number of Top 2020 lists.

As an STS alumna, she has been actively volunteering with the Alumni Events Committee since 2011, Alumni Association since 2016, Co-Chair of the Momentum Gala, and now she happily takes the reins of President of the Alumni Association. In addition to her volunteering duties, she is a parent of Eda-Rosalie Benoit ’27, Francesca, and Simone, and partner to Kristoffer Benoit. Aimee-Jo currently works in the Hospitality Department at Mayfair Care Centre, owned by the Bond Family (Rachel ’97 and Joel ’94.)

To get involved with the STS Alumni Association contact: Brenda Thompson, Director of Community Engagement Brenda.Thompson@sts.ab.ca.

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Events Mark your calendars and join us for the following alumni events! n ’90, Baruch Laskin ’90 Pete Stewart ’90, L to R: Jack Schneider ’90, Stacy Finnbogaso Hyndman ’92, Rosh Jain ’95 Drew ’93, Stephanie Jackman ’90, Alim Mitha

Homecoming 2022 and Family Fall Fair Saturday, September 17, 2022 11:00 a.m. to 3:00 p.m.

Activities for the whole family on the STS campus.

Class Reunion Parties for graduating years ending 2s and 7s the evening of Saturday, September 17, 2022.

Open House Saturday, September 24, 2022 Campus tours and information booths for prospective student applicants in Kindergarten to Grade 12. Your children will love being able to experience what makes your school so special first-hand.

Young Alumni Pub Night Wednesday, December 21, 2022 7:30 p.m.

Location: Joyce on 4th Irish Pub

Tales from Undergrad Years Thursday, February 23, 2023 10:00 a.m.

Location: Strathcona-Tweedsmuir School

Speech Day

Register for Open House today:

Wednesday, March 22, 2023 9:00 a.m. to 3:00 p.m.

Location: Strathcona-Tweedsmuir School

Donor Recognition Evening

Alumni Dinner

Thursday, October 20, 2022 7:00 p.m.

Location: Calgary Golf and Country Club

Thursday, May 11, 2023 5:30 p.m.

Location: Gasoline Alley, Heritage Park, Calgary

Senior School Students and Alumni Speed Mentoring

Alumni Stampede Party

Friday, November 4, 2022 Location: Strathcona-Tweedsmuir School

Monday, July 10, 2023 5:00 p.m.

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Brian Leslie ’76

so proud and s u e k a m i n m Our alu of curiosity, s e lu a v S T S r live ou ect, kindness, creativity, resp , ility, integrity m u h , sm li ra lu p . The and resiliency , ce n e ll e xc e , joy owcase some sh s e g a p g in follow S xamples of ST inspirational e ades. e last five dec th m o fr i n m lu a

Brian Leslie ’76 Page 93 Rick Weissenborn ’88 and Linda LeBourveau ’84 Page 95 Dr. David Laskin ’95 Page 99 Claire Hanna ’04 Page 101 Grace Walker ’12 Page 103 Jake Baverstock ’21 Page 105

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living each day with honesty and strong moral principles.

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Renowned coercive interrogation expert, Brian Leslie, has always known where his path would lead. “...ever since I was ten years old I wanted to be a cop. There was no doubt in my mind that’s what I wanted to do.”

With a decades-spanning career that includes a term as Chief of Police, a role working with the Judge Advocate General’s Corps (JAG) courts of the United States Military, and being retained on some of the highest-profile cases in U.S. history, it’s safe to say that Brian has more than achieved his goals. Now, as founder of Criminal Case Consultants and author of such books as Deception of a Witness and Visual Liar, he is using his unique insight to determine who, precisely, is telling the truth in an investigation. “...I look at all the elements”, he explains. “How was the identification done? How coercive was the interrogation? What was the length? Were such techniques as...narrative traps, narrative integrations, word integrations, minimization used to get a confession?”

In addition to the well-known Mollie Tibbetts murder case in Iowa, Brian has been qualified and testified as an expert on some of the most high-profile cases in the United States. He credits his success to an uncompromising attention to detail and a comprehensive understanding of how investigations become flawed. “I have to be very exact in what I do following factual evidence only. I base everything on evidence which is reflected in my reports and I only refer to that when I’m testifying. That’s one main reason why the courts accept me as an expert.”

majority of his subsequent education has been self-guided, including an interest in foreign cultures and travel which helped pave the way for his working on contract with the United Nations in Lebanon. “I taught myself everything along the way. I learned all by doing.”

“Not everybody’s an academic,” he adds, “but even if you’re not an academic you may someday reach success on your own terms. That’s what people don’t understand. Sometimes just because a kid’s struggling it’s not because he can’t do it. It’s because he’s trying to do it on his own terms. And it makes a big difference.”

This lesson, he says, applies as much to parents and guardians as to the students themselves. “The most important thing for students is, no matter what their dream is, let them follow their dream. But as a parent, guide them and support them in what they want to do. Don’t change their dream, support them in what they do.”

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“The most important thing for students is, no matter what their dream is, let them follow their dream.”

This an impressive record for a man who, as a teenager, didn’t consider himself to be a particularly strong student when he first arrived at StrathconaTweedsmuir School (STS). “Social Studies teacher Mr. Dawood was a hands-on teacher. For me that was the most important thing. That’s why (STS) inspired me and made my marks go up. When I came from the public system I was not a good student. I needed extra attention. I was kind of a wild child.”

Brian’s teacher cultivated the spark that helped him discover his innate love of learning. In fact, the

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Rick Weissenborn ’88 and Linda LeBourveau ’84 95

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Rick Weissenborn ’88 and Linda LeBourveau ’84 have achieved what most would consider a rare form of success — they’ve been able to blend their shared love of skiing, design, and advertising to build an award-winning, industry-leading company with a global customer base.

“I would call Rick a serial inventor,” Linda laughs. “I usually get to work a little after Rick — I get in and he says ‘I just came up with an idea’. I’m like, ‘What? Another one?’ It’s ongoing.”

Their Calgary-based company, Tools4Boards, has been a driving force behind ski and snowboard tools for over 30 years. As a competitive alpine skier and Strathcona-Tweedsmuir School (STS) graduate, Rick recognized the many shortcomings presented by existing ski equipment, and set out to design products that would address those concerns. At the time he had completed a term at the London School of Economics, and was pursuing a Bachelor of Science degree in agricultural economics through the University of Guelph with the goal of following in his father’s veterinary footsteps. It soon became clear, however, that mechanical engineering was his true calling.

“My first invention was a vice for holding alpine skis. At that time ski construction was changing…going from a cross section that was like a sandwich to a molded top, a monocoque. You really couldn’t clamp the ski. I patented this invention that used an adjustable boot dummy that snapped into the binding, and would retract the brake, then you could lock it on a table.”

With a functional prototype in hand, Rick didn’t waste any time finding support for what he felt was a fresh and innovative product.

as the first step in deep learning and innovative thinking.

“I patented it, jumped on an airplane and flew to Japan to try and sell it. At the time Japan was the largest market for ski equipment in the world…I ended up getting a purchase order from a company over there, Jardine Matheson, that also happened to be the distributor for Swix, which is the world’s largest ski wax company. They picked up this product on a global basis. So right out of high school, and while I was going to university, I was also running a business.”

This early success helped provide the incentive and confidence Rick needed to expand into other sports. “Subsequently I developed the first compact cross country vice…I approached Swix with this vice that could almost fit in your pocket, small and compact. I presented this to the project manager in Lillehammer,

L to R: Rhys ’23, Linda ’84, Rick ’88, and Lauren ’21 accepting a Red Dot award in Germany.

Continued...

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Norway. He said, ‘Oh, that’ll never work’. Within a year that product was their best-selling vice ever. The Norwegians invented the cheese cutter wire, but I invented the cross country vice.”

On the other side of the country, fellow STS graduate Linda LeBourveau had earned a Bachelor of Arts degree from the University of Victoria and a two-year certificate in Public Relations from Mount Royal College, now Mount Royal University. After pursuing a career in marketing, she was preparing to establish a paintable ceramics studio in Vancouver. She reached out to Rick for business advice during a visit to Calgary — a meeting that would change both of their lives.

“I was really impressed because he was four years younger than me. And I was thinking ‘wow’, that’s amazing that he was balancing going to school and starting a business.”

They maintained a long-distance relationship for several years, with Linda eventually making the decision to move back to Calgary. She then ventured into advertising for a period before joining Rick at Tools4Boards. “Being able to take those skills that I learned and developed over the years, and then to be able to bring them here where we were branding new products and launching them, the marketing and social media around that — it was a really good fit that way.”

Both are proud to highlight the role that the STS ethos played in their success. “I didn’t place constraints on my ability to achieve things. If you fail, great,” Rick explains.

“You tried. I’ve come to realize that failure’s a big part of that process, and there’s several failures before there’s success…Embracing failure is a big part of being successful in the first place. I think fundamentally STS instilled that will to do your best. Imparted that, and allowed that to flourish.”

we’re so fortunate that we were able to go there and have our kids be able to go there too.”

“STS makes you curious,” she adds. “We’ve traveled all over the world; we’ve taken our kids with us. When we’re out exploring, looking for new ideas or products, or we bring them to our trade shows and they work at the booth with us, we want them to be curious like we were. It was instilled in us.”

Their daughter Lauren, an STS Lifer, won the Governor General’s Academic Bronze Medal as the student graduating with the highest average from Senior School. At the time of this publication, she has completed her first year at Queen’s University and is working towards her BSc Honours with an interest in medicine or law. Upon his graduation, Rhys will be a STS Lifer as well. He is serving as a Prefect, and is interested in a career in business/commerce.

As STS parents, they are also excited to see how the School is evolving to meet the needs of enterprising and inquisitive students. “Now there’s actually a design class at STS where students are working on 3D modeling and rapid prototyping…that wasn’t available to me at the time. In fact, when I first started, the fax machine had just been invented so we were Fedexing contracts back and forth to Japan.”

Tools4Boards continues to drive innovation in the ski and snowboard industry, as well as cycling, construction, and others. This overwhelming commitment to excellence has led to Rick receiving two of the design industry’s top accolades: the Red Dot Design Award in 2018 and the IF (International Forum) Design Award in 2022. “From the get-go I’ve been inventing, patenting. I’m working on my 30th patent right now. Design has been a big motivator, a passion of mine. These awards represent a culmination.”

Through STS, Rick and Linda have been able to pass these same lessons onto their children, Lauren ’21 and Rhys ’23. “When we had kids, we didn’t even chat about it,” Linda says. “We both knew automatically that they were going to go to STS. It’s an investment, and the opportunities it’s provided them are incredible. I think

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“I’ve come to realize that failure’s a big part of that process, and there’s several failures before there’s success…”

— Rick Weissenborn ’88

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Dr. David Laskin ’95

for ourselves, others, and the earth as a fundamental commitment to how we live our lives.

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With a career that has taken him from studying gray whales on the west coast to grizzly bears among the peaks and valleys of the Rocky Mountains, Dr. David Laskin ’95 has witnessed proof of this statement firsthand. As a wildlife ecologist with Parks Canada, he studies not only the immensely complex patterns of nature across landscapes, but also the impact that climate change is having on those patterns.

The ability to adapt and evolve applies just as much to his day-to-day job as it does to the natural world.

“Traditionally in the national parks we had district wardens that possessed a unique ensemble of skills.

They would be fighting a forest fire one day, and then trapping bears or arresting poachers the next. These days it’s still similar in the park, where we undertake research and monitoring projects to inform our ecosystem management, but we also depend on our hard-skills like traversing the backcountry on skis, foot, or horseback. All these skills are seemingly unrelated but they all work together to make you resourceful and versatile. That’s one of the benefits students glean from the Strathcona-Tweedsmuir School (STS) curriculum and ethos.”

“STS taught me how to learn, how to explore, both in the classroom and out,” he continues. “These go handin-hand, especially in the realm of ecological research which often has a field component. STS provides you with the tools to be an independent learner, to pursue your inquisitiveness and your sense of adventure at the same time…and fortunately, unlike the backpacks we had to carry in Outdoor Ed, knowledge weighs nothing.”

Adventure and curiosity, inspired and cultivated by STS, is what led David to earn his BSc from the University of Victoria, and his Master’s degree and PhD from the University of Calgary. It was during his Master’s studies that he found himself working with the UVic whale lab exploring how gray whales use habitat in Clayoquot Sound. He was also awarded a Vanier Canada Scholarship, our country’s top PhD award, for his research into the effects of climate warming on forest ecosystems in Alberta.

After spending several years as both a student and researcher, David’s career now sees him applying his knowledge and experience in yet another role — inspiring stewardship. “A big part of our job is education. We have millions of people coming from all over the world to enjoy the mountain parks, but many of them know little about our wildlife. You sometimes have to take a moment and explain that it’s better to keep driving past that bear grazing in the ditch so it can eat without being stressed. We are often the interface between visitors and wildlife and work hard to balance maintaining ecological integrity with providing a quality experience for visitors — it’s great, you get to meet people from all over the world”.

Now a resident of Canmore, David leads the wildlife team in the western portion of Banff National Park, as well as Yoho and Kootenay National Parks. He’s immensely grateful to be able to work amid this majestic wilderness. “It’s also such a privilege to live here in the mountains that we would explore on school trips, they’re still just as beautiful”.

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“Things that do well in nature have variability in their populations — this is what makes species adaptable.

Similarly, having a broad foundation of different skills makes you adaptable as well.”

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Claire Hanna ’04

through the hard work of learning to endure challenges and become stronger.

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Claire Hanna’s journey is a testament to the power of the Strathcona-Tweedsmuir School (STS) motto: Nil nisi optimum — Nothing but our best. Following her graduation from STS in 2004, she earned a BA in Political Science with International Relations and a Masters of Management from the University of British Columbia, as well as an esteemed place in the UBC Thunderbirds Sports Hall of Fame for her sporting achievements. She retired as a member of Team Canada with a stunning total of three USports National Volleyball championship titles and took on an entirely new challenge — that of sports journalist.

Now the Ottawa Bureau reporter for TSN’s SportsCentre, Claire remains grateful for the rich and diverse education she received as an STS student.

“It’s an amazing school that offers such a diverse amount of opportunities. Whether it’s academic, travel for study, or experiences… you could join the debate club, or the golf team, or the Outdoor Education program. There are so many different things that STS offers for curious minds. You’re never going to be able to quench that thirst because there are so many opportunities.”

With a Grade 12 Volleyball Provincial championship under her belt, Claire set her sights on university — and ultimately representing Canada. University, however, presented its own set of challenges. “I really wanted UBC…it was a process where I really had to convince the head coach to let me go on the team. I red-shirted (served as a practice player) in my first two years. In my second year they actually cut me. In my third year I tried out in a different position as a libero, even though I went to UBC as a middle blocker/outside hitter. So things really changed..if you’re not even making your college volleyball team how do you one day represent Canada?”

Fortunately, she had taken the STS motto to heart. “I just didn’t give up. I persevered, I changed volleyball positions. I took a different route but still got to that goal. I’m really proud I got to represent Canada in volleyball. I’ll always have a very fond memory of that.

Claire feels that her personal experiences as an athlete have allowed her to approach her role as journalist with a high degree of understanding and empathy. “I think even if you know what it’s like to play rec sports and dedicate yourself to your team, work all season long, and win a championship — I truly believe those feelings are the same as those you might feel if you’d won an Olympic championship, it’s just in front of a bigger audience. When I talk to some athletes and see either the pain they feel after a big loss or the joy after a major win, I know I’ve felt that way too.”

Sports journalism has taken Claire far beyond her own sport of volleyball. To date, she has provided on-air coverage for the NHL, CFL, Summer and Winter Olympics, and more. At the time of this interview she was preparing to cover Group B at the IIHF Ice Hockey World Championship in Tampere, Finland. Once again, she credits her own experience, both as an STS student and as an elite athlete on the world stage, for her ability to document and analyze a sport in which she has no personal background.

“I’m really proud that I’ve forged this career in journalism…I realized that just because you might be an expert in one sport doesn’t mean you can’t be great in others, if you’re good at your craft. Even in covering the NHL — I never played hockey growing up but I can still cover hockey at a high level at the world championships. It’s honestly a dream come true that I’ve gotten to work in sports broadcasting for companies like CBC and TSN.”

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“There are so many different things that STS offers for curious minds. You’re never going to be able to quench that thirst because there are so many opportunities.”

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Grace Walker ’12

as an authentic and entrepreneurial expression of self in relation to problem-solving.

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Where is digital technology headed over the next 10 to 20 years? Grace Walker ’12 is the one to ask. A graphic and web designer by trade, she has become a leader in user-friendly web design solutions that are helping entrepreneurs and companies to grow their businesses.

“What I do now is rooted in web design and development, with a platform called Webflow. With Webflow and larger no-code tools they’re on a mission to democratize software development. I feel that’s really at the forefront of allowing people like me who don’t code to develop complex software, websites, and digital experiences in general.”

It is precisely this forward-looking inquisitiveness and eagerness to grow that led Grace’s parents to enroll her in Strathcona-Tweedsmuir School (STS). “I was very keen…even as a seven-year old I would ask for more homework, and I would ask the teacher for other workbooks. My parents saw that…I think for them STS looked like a good opportunity for me to push myself academically and as a well-rounded student. It channeled that very eager energy into productivity.”

It didn’t take long for Grace to discover her vocation within the encouraging atmosphere at STS. “I loved art…I had a really wonderful time in Debra Carlson’s art class from Grade 8 until Grade 12…that was really the first place that I really understood that graphic design was a career.”

After taking a gap year which, she says, solidified her choice of careers and gave her the confidence and determination to enter her post-secondary studies, Grace enrolled at Ontario College of Art & Design (OCAD) University where she received a degree in graphic design in 2017. It was there that the leadership experience she gained both as an STS student and as a Prefect allowed her to truly stand out. “Because of the public speaking skills I developed at STS, I was in a very good position being able to talk about my work… that was something a lot of people around me struggled with. Speaking skills were essential in critiques, and now as a professional designer.”

Following her graduation, Grace worked at an agency for a short time before taking the leap to start her own business, a decision she says was somewhat intimidating at first. “I didn’t know how it was going to work out, or even if I would enjoy it. I feel a lot of pride that I gave myself a chance to succeed on my own…It’s a really wonderful feeling to shape a career that you’re truly excited about.”

As an independent designer, Grace is now applying her passion and expertise to helping others gain access to the digital resources that will help them succeed. “A lot of tools (like Webflow) are removing barriers to creation, which in turn opens up so many more people to be able to have those opportunities and careers.”

So where are we headed? The answer, according to Grace, will depend on how eager we are to embrace these new technologies. “There are amazing, transformational tools that are coming out right now and are opening up many new possibilities. Not just with web development but with entire software experiences, digital experiences, artificial intelligence (AI)…there’s going to be so much change in the way that I work in the next 10 or 20 years.”

“It’s going to be wild.”

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“....the leadership experience she gained both as an STS student and as a Prefect allowed her to truly stand out.”

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Jake Baverstock ’21

for ourselves, others, and the earth as a fundamental commitment to how we live our lives.

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Mountain Glow Co. founder Jake Baverstock ’21 has always believed that his passion for the outdoors could lead to something bigger. “I’ve always had a love for making things, and a really big love for policy change in terms of protecting the environment.”

“It started with a book I read titled Let My People Go Surfing,” he explains. “It’s the history of Patagonia.

That book changed my life and planted the seed… from very early on I had a desire to grow a company that would fit in that ecosystem of helping the planet and creating a durable and long lasting product that’s functional.”

Along with a group of friends, he co-founded Alpine Aficionados, which would later evolve into Mountain Glow Co. Their initial goal was supporting the Defend Alberta’s Parks initiative: “We printed t-shirts, all on upcycled fabrics, and sold those in Calgary and across Canada. That slowly branched off to hats, stickers… the product line grew and grew, until I started selling belts.”

Now considered his signature products, Belay Belts are manufactured with old climbing rope that Jake receives from outdoor enthusiasts all around the world. “I’ve had rope in from the UK and Iceland, across massive parts of the US as well. We’re creating that global community — people who care about the planet enough to get upcycled gear.”

He is extremely grateful for the inspiration, support, and resources that were made available to him through Strathcona-Tweedsmuir School (STS), especially within his Art and Design classes. “Mrs. Wellwood introduced us to the sublimation printer, and that helped get the ball rolling, as well as using the Adobe Creative Suite that STS has access to.”

The inspiration for the Mountain Glow Co. logo itself came to him during an STS Outdoor Ed trip. “I drew it at Mount Romulus campground. I went there with STS and I loved it so much I had to go back the next year.

Sitting on a washed out riverbed, I drew the mountains and then I brought that drawing back to design class and rendered it out using Adobe Illustrator to refine it.

That’s what I was printing on t-shirts in the first place.”

In addition to growing and promoting Mountain Glow Co., Jake has had several opportunities to travel and work across western Canada over this past year. His jobs have taken him from BC’s Creston Valley, where he picked cucumbers, to Whitewater Ski Resort in Nelson, where he worked as a ski instructor. Being an employee of Skoki Lodge near Lake Louise also allowed him to enjoy plenty of days of backcountry skiing.

With his year of growth and personal discovery coming to a close, he is setting his sights on a post secondary education that will help him reach even higher. “I’m going to Utah State University for Outdoor Product Design and Development. I’m pretty excited…

It’s one of the only ones in North America that focuses specifically on outdoor product design.”

Jake has a very clear vision for the kind of company he’d like Mountain Glow Co. to be. “I donate five percent of all sales to an environmental organization.

This year it’s POW: Protect Our Winters. In terms of growing the company I’d love for it to continue growing at a sustainable rate, and slowly add more upcycled items to the whole product line, until I reach a point where I can use it as a business to help the planet.”

This commitment to balance applies not just to his company, but to every aspect of his life as well.

“Growth can happen slowly…so whenever I’ve had too much Mountain Glow Co I can take a break in the mountains. Or when I’ve been in the mountains adventuring for a long time and the creative drive kicks in, I know it’s time to pack it up and really focus hard again.”

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“...from very early on I had a desire to grow a company that would fit in that ecosystem of helping the planet and creating a durable and long lasting product that’s functional.”

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mni are um (NNO) Alu m ti p O i is N il N s ude of decade it lt u m a m o selected fr reat ave brought g h d n a s, n io ss and profe alma mater. ir e th to e d ri p honour and o have ore alumni wh m o tw r, a e y This ments ble accomplish ta o n d te ra st demon to and dedication , e ic rv se , ip h in leaders d mmunity joine o c d n a n io ss their profe s group. this prestigiou

Congratulations to Leigh Blakely ’95 Page 107 Susannah Pierce ’90 Page 109

Leigh Blakely ’95

Managing Director & Partner, C & B Advertising

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Leigh Blakely ’95 is an agency-focused leader with over 20 years of client service in integrated advertising, brand management, planning, and retail. She graduated from STS in 1995 and proceeded to graduate from the University of Guelph with a Bachelor of Commerce Honours Marketing degree before working at Batten, Barton, Durstine and Osborn (BBDO) Advertising in Toronto. Leigh then accepted the position of Jr. Brand Strategist for Ogilvy & Mather in Calgary, and later moved to oversee their Media Planning and Account Services, after which she spent five years at a small independent agency in Calgary.

Following her second maternity leave, she decided it was finally time to start an agency of her own.

The world of advertising strives to create meaningful ideas that leave impressions on customers. Leigh endeavours to tell the unique story behind her clients’ brands. In doing so, she rekindles pride and growth within the client company that drives ongoing marketing efforts.

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Blakely is the ‘B’ in C&B Advertising, which she has operated alongside business partner Phil Copithorne since 2012. C&B is the Brand Behind a Brand™; they have created stunning, award-winning work for the Calgary Stampede, UFA, Heritage Park, ATCO, Green Drop, and redefined provincial tourism with the iconic “Remember to Breathe” campaign for Travel Alberta.

The three-minute video was honoured with a Diamond Award from the International Travel Bureau (ITB), often referred to as the ‘Tourism Oscar’. It had a huge impact on the industry, becoming a piece from which other companies took lessons.

C&B Advertising has been featured on the Strategy Magazine’s A-List for the past three years, and was ranked as one of the Top 20 Agencies in Canada on the Creative Report Card in 2021. Their work over the past ten years has won in National Award Shows from Communications Arts, Applied Arts, Marketing Awards, AMPIA Rosie’s and the Ad Rodeo Anvil Awards.

day, Leigh spent three days with Ogilvy and Mather. She also worked with classmate Heather Cocks ’95 to start a school newspaper, which prompted her interest in marketing creation.

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As the proud mother of two daughters, she says that finding a proper balance is the key to lasting success.

“STS created an environment that inspired me to pursue what I loved: creativity. Whether it was art class, speech day, or launching the school newspaper, my teachers encouraged my success in this area. Nil nisi optimum has stayed with me to this day. In a highlycompetitive business that depends on continual creative innovation, STS has equipped me to see past the obstacles and overcome the challenges of bringing new ideas to life.”

According to Leigh, this commitment to creative excellence began with her time as a student at STS. STS provided her with exposure to learn more about an industry she was interested in. During an STS career

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Susannah Pierce ’90

Shell Canada President and Country Chair, and VP Emerging Energy Solutions

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Susannah Pierce ’90 has spent the last 20 years of her career at the intersection of environmental, social, and governance interests in Canada and abroad. Her expertise lies in bringing business, governments, communities, Indigenous groups and other non-governmental actors together to support the development of energy resources from initial stages of project design through permitting and consultation to investment decision, construction, operations, and decommissioning.

In her current role as Shell Canada Limited President and Country Chair she is responsible for integrating and coordinating business investment and operational performance across Shell’s lines of business in Canada including Upstream, Chemicals and Products, Integrated Gas and Emerging Energy Solutions, and is accountable for Shell’s overall reputation and stakeholder relations in the country.

In addition to being the President and Country Chair, Susannah is also the VP of Emerging Energy Solutions for Canada. In this capacity she is responsible for advancing investment opportunities in Shell’s growth pillar which invests in renewable power, carbon capture sequestration, hydrogen and nature-based systems.

Susannah has previously worked a variety of positions at Shell Canada, including Vice President of Value Chain Integration and Vice President, Upstream International. She’s held many prestigious roles and responsibilities in other companies such as TC Energy, MicroStrategy, and Accenture.

Susannah has served on various for-profit and nonprofit boards. She is currently on the board of The Vancouver General Hospital Foundation, The Wilder Institute and serves on the Executive Committees of the Business Council of BC and the Business Council of Canada. She is also on the Asia Business Leaders Advisory Council, the Canadian Global Affairs Institute Advisory Council, co-Chair of the Business Council of Alberta’s Define the Decade and co-Chair of the Canada Chamber of Commerce Western Executive Council.

Susannah’s innovative and entrepreneurial mindset in the technology and energy fields, combined with her deep relationships with key stakeholders and Indigenous communities, confirm that she embodies the core values of STS. She demonstrates global citizenship everyday with her service and numerous initiatives.

Susannah holds a MA from The Johns Hopkins School of Advanced International Studies and a BA from The George Washington University.

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Susannah lives in Vancouver with her two children.

“I first believed I could achieve things I never thought possible at Strathcona-Tweedsmuir School.

With the support of STS teachers, friends, and my family, I began to set personal goals that were beyond my comfort zone and my own expectations. It was then that I realized one of the most critical things that was holding me back was believing in myself – that I could do it!”

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SWEET FAREWELLS

RETIRING FACULTY

ed from StrathconaThe following faculty retir this year. We are grateful ) TS (S ol ho Sc uir m ds ee Tw t contributions in for each of their importan ry school and inspiring making STS an extraordina and creative global compassionate, curious, age. citizens who lead with cour

Debra Carlson

Thank You!

Debra Carlson joined the STS family 28 years ago, teaching visual art (Grades 4-12) and drama (Grades 5-6) in the army huts, eventually moving to the amazing new studio space in the north wing we enjoy today. Over this time, she gave 100 percent of herself to students, colleagues, and the extended community of STS. Her love for “all things art” and her gentle guidance with students in support of the mission, vision, and values of STS are sincerely appreciated. She also always made a point to say hi to touring families and applicant students and to share what her students were working on with her trademark exuberance and joy. Debra leaves an incredible legacy of instilling in her students a love, passion, and commitment to art. From day one, this quote from E.B. Feldman has inspired her program, “Art is what you do about something that interests, worries or pleases you; it is the way we search for forms to express our wonder, our delight in vision, our love and concern for human destiny. Art is concerned with inquiry, with the posing of questions that need to be asked, and the search for answers”. Our heartfelt thanks are extended to Debra for her years of dedication and the profound impact that her teaching has had on so many students.

Judy Goldsworthy

Thank You!

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Judy Goldsworthy became a Spartan an incredible 41 years ago, making her the longest serving teacher in STS history to-date. Her three daughters Natalie ’01, Kathryn ’03, and Laura ’05 were STS “Lifers”. Her dedication to the School has been beyond stellar, in fact there are few activities that she has not undertaken throughout her career. She has served as a Learning Leader and has taught in all three Divisions, bringing new language acquisition alive with her commitment to consistently speaking French with her students.

Recognized for her significant contribution to the well-being of the STS community, she was a Michael A. Copeland Award recipient in 2006 and again in 2016. Judy has refereed and coached volleyball and golf, garnering her recognition for her long-service contribution in athletics. She participated in our Outdoor Education program, led national and international student trips, and shared in technology innovation at the School. In addition to initiating the Grade 8 language trips, her passion for further developing a focus on service within our students was underscored by the creation of the Humanitarian Outreach Program (HOP). Judy’s dedication to Indigenous Awareness education was highlighted in her involvement with the making of the film Little Moccasins. Judy has truly embodied the spirit and values of being an STS Spartan. She will be greatly missed and her vast contributions will leave a lasting impact on our community.

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Shannon Mercer Lee ’81

Thank Yo u

!

Shannon Mercer Lee ’81 joined the STS faculty in September 2015; however, her introduction to the School began years earlier when she enrolled at STS as a Grade 7 student. Shannon feels a strong family connection to STS as she and many of her siblings are also alumni. Many of Shannon’s former Grade 5 students still furtively whisper about ‘The Secret Math Society’. She possessed a deep love of mathematics and worked hard to help her students develop a deeper understanding of how math works discovering that math is, indeed, everywhere as they explored mathematics concepts in fun and interesting ways. During her seven years of teaching at STS, Shannon sponsored the annual Legion Contest as a way to honour her grandfather who served his entire career in the armed forces. She will be remembered as someone who helped students see their full potential as she worked tirelessly to create authentic and valuable learning experiences for her students. Her future plans include traveling, making and selling pottery, teaching pottery classes and tutoring students who need help in math and writing. She will miss the laughs shared with colleagues and students, the energy the children bring with them every day, and long walks on our beautiful country campus.

We wish Shannon the very best in her retirement.

Bruce Hendricks

Thank You!

Bruce Hendricks arrived in March of 2007 to oversee the Outdoor Education (OE) program which has profoundly impacted hundreds of students over the years. His dedication to excellence in everything he does truly exemplifies STS’s motto Nil nisi optimum. Whether it was climbing, skiing, paddling, or cooking a meal in the backcountry, Bruce taught students to approach the outdoors with humility and respect.

His laughter and ability to still have fun in the stormiest conditions always got students excited about being outside and giving thanks for what the wilderness has to offer.

No matter who he was working with, his abundance of energy and enthusiasm was often contagious. From Elementary School to Grade 12 students, and fellow employees, Bruce always found a way to foster the pursuit of wellness and personal best through explorations in the outdoors. Bruce’s steadfast leadership has been highly valued, as he has been instrumental in the development of students’ character and leadership abilities, introducing new elements to the Outdoor Education 10 program such as the Rogaine event, as well as honing in the School’s focus on safety and “leaving no trace” principles. The genuine impact he has had on students, faculty, and alumni over the years is obvious, and there will certainly be stories about Bruce and his adventures for years to come. We will miss his down-to-earth observations, insightful wisdom, early morning photography, and easy ability to create a caring community while maintaining high standards for learning and safety. While he is “allergic to fun”, he’s made learning deeply meaningful, joyful, and transformed the lives of many students along the way.

We wish Bruce a happy retirement filled with fun and adventure.

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departing EMPLOYEES

the following We would like to recognize STS to pursue employees who have left ures. new challenges and advent

Taha Anjarwalla Taha Anjarwalla joined STS this year on a temporary contract in the Middle/ Senior School Math department. He is headed out into the world for more international adventures as he returns to teaching abroad.

Jana-Lynn Caines Jana-Lynn Caines joined STS in 2015 as the University Counsellor. During that time she supported hundreds of STS students in their post-secondary aspirations. Her work in creating a well-attended university tour program has been a highlight for many families.

DR. GINA CHERKOWSKI Dr. Gina Cherkowski brought a research-informed lens to student support in the Senior School over the last three years. Her work with teachers and students helped improve student advocacy for learning differences and greater awareness of the learning needs of our diverse students.

CHANTELL DOBIE Chantell Dobie was a welcome addition to the Elementary School this year. Her calm, collaborative nature was greatly appreciated and her Grade 1 students loved learning with her.

MICHELLE PREFONTAINE Michelle Prefontaine has been a part of the STS community on and off for the last 15 years. During her time at STS she has been both a homeroom and physical education teacher. Her strong beliefs in meaningful learning experiences led to the creation of the Grade 5 Spartathlon. Michelle’s next adventure will continue at the Stanford International School in Singapore.

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ANGIE TUDOR Angie Tudor arrived at STS part-way through the school year as an Education Assistant in the Elementary School’s Early Literacy Program. She brought extensive expertise in supporting emergent readers who benefited from her tutelage.

KEN HOFFMAN Ken Hoffman left his mark on the Science department in his four years as an IB Chemistry teacher, Chess Club advisor, and Agora supervisor. He is a passionate advocate of student wellbeing and sees himself first and foremost as an educator, not as a subject specialist.

DEAN KOKONAS Dean Kokonas joined STS this year as a Senior School IB Math teacher where he challenged students to become more adept at math and introduced outcomes-based assessments at STS.

ANAND MAHADEVAN Anand Mahadevan joined the STS community as the Senior School Principal in 2019 and was instrumental in leading our Senior School with a keen focus on advocating for, and working with, students helping them reach their full potential. Anand’s greatest impact has been raising our awareness, practice, and understanding of diversity, equity, and inclusion for all people. Anand’s next adventure will be as Executive Director of Canadian Accredited Independent Schools (CAIS).

MARK MILNER Mark Milner became quickly known as a “wizard” among students who sought extra math help from him in the Student Success Centre. As a renowned math teacher, Mark came out of retirement for a short period of time to support math learning among Middle and Senior School students following the pandemic.

SWEET FAREWELLS I OPTIMUM VOLUME 22

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CLASS NOTES

1980s

'89 who d Jeff Kahane an 5 '8 la el ip ring. QC s to Tara P l (QC), this sp se n u o C s n Congratulation ee u Q gnificant ave made a si pointed to the h o h w rs ye w were both ap la vince, as are awarded to ion or public life in the pro ts en tm n oi p ap rofess to the legal p Counsel. contribution t Governor in an n te u ie L e y th ief determined b position as Ch ew n a g n ti ar '89 for st s to Doug Laird on ti ycling. la tu ra g Con tock Water Rec es iv L at er ic Operating Off

Congratulations to Rob Scott '92 and Rebecca Frederick on their marriage, which took place on August 14, 2021.

1990s

Shell, dual role with ew n a as h 0 '9 a and rce for Shell Canad ah Susannah Pie ir a h C y tr n ou dC ada. Susann as President an Solutions Can y g um er n E s' le Nil Nisi Optim 2 2 0 2 GM Renewab s r' a ye ient of this nted at our is also a recip h will be prese 22. ic h w , d ar w A ni mber 17, 20 Notable Alum tion on Septe ra eb el C g in Homecom fter the wed by CBC a ie rv te in as w kie '92 t and CEO Michael Belen d. As Presiden te n se re p as gave his et w tropy Inc., he Federal Budg n E d an . d Lt Energy on capture. at Advantage dget for carb u b e th in ey on response to m '95 who is the Congratulations to Leigh Blakely '95, m Notable Optimu recipient of the 2022 Nil Nisi Alumni Award, which will be celebrated at our annual Homecoming on September 17, 2022.

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Class Notes I OPTIMUM VOLUME 22

Congratulations to JJ Hoffman '95 and Caitlin Bowers on the arrival of their son Kai, born on September 22, 2021.

Mickey Jackman '95 has taken on a new role as Director, North America, Chrome OS Consumer Business at Google.

'97 is recht) Benoit sb ie (G o -J ee Aim e STS President of th the incoming iation.

Alumni Assoc

Ashley (Raeburn) Stewart '98, '98 while attending a volleyball match with her students at Pickering College, bumped into STS alumni, Chris Schneider (former facu lty and STS parent), and Graham Birt '01, '01 who both teach at Pickering College.

2000s

ton '02, than Rober a n o J te la sition Congratu ng a new po ti r a st n o A eer at P.Eng., MB pment Engin lo e v e D r io n . as Se esources Ltd Longshore R BA graduaexecutive M is h te ra b g. nally cele excited to fi ars of waitin e ry y e o v is tw 2 r e '0 mates aft Jon Zwiers lgary's ily and class m fa e d e City of Ca si g th n d e in jo tion alo s '03 ha m and Tahir Merali t as a Progra teams n e m rt a p e D cts and Innovation ading proje le r e ous g a n a M ment of vari e Project g a g n e e p of d sha nities in one u m to enable an m o c r e s to bett technologie gest cities.

Canada's lar friends ry reunited a lg a C in it 3, A quick vis an Leong '0 th a n o J , 3 '0 e 3 who Kevin Lemk vid Nixon '0 a D d n a , 3 '0 Tahir Merali old times. n o p caught u class notes I OPTIMUM VOLUME 22

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CLASS NOTES

Alysha Kanji '05 has started a new position as Director, Strategic Partnerships at Neo Financial.

2000s Continuedrr...ently living in Ottawa and is a Claire Hanna '04 is cu N. sports reporter with TS

Canada in ted as Best Lawyers in Shaira Nanji '04 was lis Calgary. a practices tax law in air Sh . st Po l na tio Na e th d Nil 50th Anniversary calle S's ST g tin ra leb ce re A sculptu ril 8, 2022. veiled on campus on Ap Nisi Optimum, was un vice, and ndreds of insights, ad hu s re tu fea e ur pt ul sc strive The ity on how and why we un mm co e th om fr s reflection boration by oject is a creative colla to do our best. This pr Purdy '05, n Adams '05, Spencer ga Me ni, m alu S ST e re th t '05. and Rosanna Marmon Congratulations to Shaheer Bhimani '05 on his promotion to COO, CCO at East Coast Asset Management SEZC. Congratulations too Sara Horne '05 and Tom Fleming on the arrival of their baby boy, William George Fleming was born on September 23, 2021.

Congratulations to Britney Jones '05 and Danny Eisenberg on the arrival of their baby girl, Evie Rae Eisenberg on April 8, 2022.

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Class Notes I OPTIMUM VOLUME 22

Congratulations Paige (Gaynor) Layden '05 and her husband Mitchell on the arrival of their fourth child, Rory Alexandra Layden, born on April 23, 2022 Congratulations to Jacqui Stone '05 and Devin Lemmex on their engagement. The wedding is to take place July 29, 2022 at the Deane House in Calgary.

Congratulations to Devon Livingstone '06, 6, recipient of the Top 40 under 40 in 2021 Calgary. The Top 40 is a celebration of best and brightest the in the city and an in-depth look at th opportunities and e diverse achievements happ ening here. Devon Otolaryngologist, is an Head and Neck Surg eon, and Clinical Le the University of Ca cturer at lgary Cumming Sc hool of Medicine.

Founder and Chie He is also f Medical Officer at Alethea.

Allison Thompson '07 is an Interior De signer and Art Cons and founder of AT ultant, Art and Interiors in Vancouver.

Mark Le Dain '08 ha s taken on a new ro le as Vice Presiden Corporate Developm t, ent at Neo Financia l.

Congratulations to Beth McFarlane '0 8 and Brendan Stev the arrival of their enson on baby boy, Henry St evenson, on April 15, 2022.

Congratulations Fa rhan Samanani '08 who published his How To Live With Ea first novel, ch Other, with UK publisher, Prof ile Books Ltd. Congratulations to Hannah (Raaflaub) Williamson ‘08 an husband Ari on th d her e birth of their son, David on June 25, 2022.

Leah (Van Sant) Bo rich ‘09 and her husband Ben welco med their first ch ild, Jack Buckley Boric h, born October 29 , 2021.

Congratulations to Tanuj Dutta '09 fo r starting a new po sition as a Partner at Congruent Ventur es.

Congratulations to Ta ylor Kitchen ‘09 and Sydney McLauchlan on their marriage, wh ich took place Septembe r 4, 2021, in Scottsdal e, Arizona.

Amar Ruparell '09 st arted a new position as Commercial Banking Analyst, Real Estate Finance at BMO Finan cial Group.

Shelby Thompson '09 is a Paediatric Endocrinology Clinica l Fellow at The Hosp ital for Sick Children, To ronto.

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CLASS NOTES

2010s Congratulations to Carmen Germaine '10 and Nolan Funk on their marria ge on October 9, 20 21 , which took place in Hobart , New York.

Congratulations to Geoff Evamy Hill '10 and Rocio Chávez Telleria on their engagemen t. Both are graduates of th e Strategic Foresig ht and Innovation MDes pr ogram at OCAD Univ ersity in Toronto. Geoff bega n a Policy Coordina to r role with the Ontario Ministry of Energy in April.

Corbin Staniloff '10 is the new Vice-Pre sident for Calgary-based, Mas terBuilt Hotels.

Congratulations to Shawn Treleaven '10 and Emma Hughson on their marriage, which took place on May 14, 2022.

William Kennedy '11 has recently been named Chief Resident-Academic Internal Medicine at the University of Saskatchewan (U of S) Medical School. William who has entered the second year of his Internal Medicine Residency at U of S, graduated from the University of Calgary, Cummings School of Medicine in 2020.

William is also a graduate of Queen's University in Honours Life Sciences (with distinction).

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Class Notes I OPTIMUM VOLUME 22

s been pushing st few years ha pa e th 1 1, '1 u ea refighter Amanda Nad e is a wildland fi Sh . es ng le al ch se racer. Most herself into new ite obstacle cour el an as l el w tan World in BC, as sixth at the Spar ed sh ni fi da an Series, and recently, Am artan Mountain Sp e th in t rs fi Games (a Championships, augural Go Ruck in e th in ng ti mpe re she just finished co , and grit), whe th ng re st e, nc dura fitness test of en . placed fourth d Steve ssa Borden '12 an ly A take to s on ti la e wedding is to Th Congratu t. en m ge ga their en Chamberlain on 28, 2022. er place on Octob Ward iell '12 and Adam rb Co h ig le sh A to ust 14, 2021.

Congratulations took place on Aug ch hi w e, ag ri ar on their m to Congratulations '12 ill H y am Jennie Ev their on y and Matt Brad edding w e engagement. Th is to take place in 2023. to Congratulations d an 2 '1 p Lucas Kem eir th on Jenna Franze engagement.

and Will Whitehead Congratulations to Darby Lush '12 on their engagement..

'12

Congratulations to Ali Poonja '12 and Sabreena Bhaidani on their engagement. The wedding took place this summer.

class notes I OPTIMUM VOLUME 22

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CLASS NOTES

s two years of who celebrate , 2 '1 r ke al W s to Grace ly 2022.

Congratulation business in Ju n ig es d al it g n di running her ow Business ew position as n a d te ar st djian '13 has sforce.

Patrick Moum ntative at Sale se re ep R t en m Develop bers Mikeala Cham d an 3 '1 am h ing 21, 2022. s to Daniel Pass ke place June ta to g Congratulation in d ed w ement. The on their engag ed the rano, perform op -s zo ez m 3 3, '1 y Orchestra at g Taryn Plater UBC Symphon e th This past sprin h it w em ional Anth g Arts.

Ukrainian Nat the Performin r fo e tr en C ting a the Chan an '13 for star fm ol W en B te Congratula eer Intern at Software Engin as on ti si o p new rvices (AWS) Amazon Web Se position as 3 started a new '1 i es ep Sz a u leader in Josh ccess at XQ, a Su er m o st u C Lead, igital trust. data-centric d ngest artist ecame the you b 3 '1 t an ey W empire Anna mega-gallery e th , an si o ag to join G s worldwide. with 19 location t Banking is an Investmen 4 '1 s d an H n o Camer ry.

Morgan, Calga Analyst at J.P. ical school at raduated med g 5 '1 r ke aw H d is now Kara gary in 2021 an al C of ty si er Internal the Univ a residency in g n ti le p m co currently tario.

Medicine in On 121

Class Notes I OPTIMUM VOLUME 22

'15 and Congratulations to Cole Plater Nicole Koh on their engagement.

Congratulations Danielle Currie '16 for starting a new position as Investment Analyst at ARC Financial Corp.

Congratulations to Christina Sullivan '16 and Brady Golightly on their engagement.

Lauren Galloway '16 graduated with her Law (LLB) degree from Robert Gordon University in Aberdeen, Scotland this spring. She is now working as an HR and Recruitment Graduate at ETPM.

Congratulations to Michaela (Ralph) Butler '17 and Tristyn Butler '17 on their marriage, which took place on August 22, 2021.

Catherine Eksteen '17 graduated from Dalhousie this spring with a Bachelor of Arts, Major in Law, Justice and Society, and a minor in International Development. Catherine has been accepted to the JD program at the law school at Griffith University on the Gold Coast, Australia. She plans to travel throughout Europe this summer, before moving to Australia.

an '17 who has Congratulations to Alexis Moerm s and Sciences at completed her Bachelors of Art Quest University Squamish BC.

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CLASS NOTES

g with her ted from UBC this sprin ua ad gr '18 k ac Bl ily Em is taking nours in Biology. She Ho th wi ce ien Sc of r Bachelo r Master of vel before beginning he the summer off to tra UBC in the fall.

Science in Zoology at ng her ma Cross '18 on receivi Congratulation to Em ty of Agriculture, at Universi Bachelor of Science in or General’s s awarded the Govern wa a m Em . an ew ch at ists Sask an Institute of Agrolog ew ch at sk Sa e th l, da Silver Me ask College ee Graduate in the US Gold Medal to Top Degr tensen Family sciences, and the Chris Bio d an re tu ul ric Ag of ded to d Poultry Science awar an al im An in ize Pr te Gradua ization in graduate with a special the most distinguished animal science.

ho was iyat Sadiq '18 w an G to s on ti the la Congratu 30 Under 30 by p To 's ta er lb A 022 awarded the 2 ation. r Global Cooper fo l ci un Co ta Alber

Paige Hallman '18 graduated from Western University this spring with a Bachelor of Art s with Honours in Psychology.

She is working fulltime at Clearco as th e People Operations Coo rdinator and will be pursuin g a Masters degree in the fall.

Olutayo Toriol a '18 and Huss ein Ali '19 met Jana-Lynn Cai up with nes (former fa culty), for din touring overs n er while she w eas universities as . Hussein is in Olutayo is in y h is third year an ear four, of th d e si x-year med sc Royal College hool program of Surgeons Ir at the eland (RCSI) in Dublin.

Mason Shopper ly '19 is curren tly in his third and Materials year of Mechan Engineering at ical th e University o Based on his ac f Western Onta ademic achieve ri o. ments, he has most prestigio been awarded us undergradu the ate research aw ard in Canada,

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Class Notes I OPTIMUM VOLUME 22

eering and Engin ue a s e c n ie c S urs al ends to p he Natur t t ith y in b n , o A s R a ill begin w da. M w a h n ic a NSERC US h C f w o (MESc) Council summer. g Science Research in r e e cing this in n g e n E m f m o o s c Master project research C R E S N his

2020s

based Calgarym o r f d e d ire, 0 was tra n FC in Bedfordsh '2 le p p e Arbim P ton Tow to the Lu C F y lr a Cav England.

Kiyan Sunderji '21 while attending Haskayne School of Business at The University of Calgary, expands his horizons by becoming a licensed Realtor with CIR Realty. He also completed his first full distance Ironman triathlon and continues to pursue endurance racing. As well, Kiyan had the privilege of coaching the STS Grade 7 boys basketball team this season.

Lauren Weissenborn '21 received the 2021 prestigious Governor General's Academic Medal in the fall of 2021. The Governor General's Academic Medal is awarded to the student graduating with the highest academic standing as listed on the student's official transcript of grades issued by the Ministry of Education.

Former Staff

Calgary, After 40 years living in culty) has Daniel Hall (former fa ous, BC his decided to make Sicam l will be permanent home. Danie es, baking, enjoying mountain hik s, and a little puzzles, playing game chors. bit of work at Twin An

Emily Fraser (former faculty) has taken on a new role in raising awareness about ableism and dis ability justice.

She facilitates online programming that empowers and su pports people struggling with persi stent pain and fatigue due to medica l conditions.

Congratulations to Ly dia Hawkins (former staff ) on finishing he r UBC Diploma in Guidance Studies. class notes I OPTIMUM VOLUME 22

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Atkinson society

planned e v a h o h w s ie il ded ST Swe l to the famou lu c fu te in a e r v g a e h r a e y W S. If lease let us know as T S to t if g y c a p a leg tate plannringgiving and ensure your in yoursetesw ard you wish to re fu lfilled. wishes a 125

ATKINSON SOCIETY I OPTIMUM VOLUME 22

Over the years, STS has benefited from the foresight and generosity of community members who have left a planned gift to our School. In fact, our current campus was seed funded through a $250,000 bequest from W.H. Atkinson in 1968. In tribute to this monumental gift in our School’s history (which today would be worth $16-million), we have named our planned giving program the Atkinson Society.

STS is grateful to the following donors who have supported the School through a planned gift ( future and realized). The vision these donors bring to our School will benefit future generations of STS students.

Anonymous (3) JC Anderson* William Atkinson* Gregory Borm ’81 Courtland “Tubby” Chapman* Donald ’47 and Shirley Ann Cross Brock Dundas* Anne Evamy M. Patricia Fischer Jason ’03 and Vivien Fong Graham Gilley ’82 Pam Heard ’73 Bonnie Hewson Joni Hughes

Stephanie Jackman ’90 Mike and Sally Jackson Darrel Kemp and Patrizia Mazzolani-Kemp ’79 Richard Lindseth ’73 Dana Lougheed ’90 Bruce McFarlane and Janice Heard ’75 Frank McKay* Cheryl Pirie-Jacobs Alexander Purdy ’02 Jonathan and Val Robins Jack Schneider ’90 Llewellyn Turnquist ’86 Mark and Gabrielle Wood Reg Worsley Todd Worsley ’88

*Indicates donors who are deceased and whose gifts have been realized.

Contact the Advancement Office at advancement@sts.ab.ca.

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IN MEMORIAm

Forever Robin Beddis

Robin was a former STS parent, POSTS President and ex-officio Governor from 1990 to 1992. She passed away on June 29, 2022.

David Francis

David was a current STS parent. He passed away on April 30, 2022.

Carol Kraychy

Carol was a former STS parent, POSTS President from 1982 to 1984, Governor from 1980 to 1989, and chaired the Board of Governors from 1987 to 1988.

She passed away on May 26, 2022.

George Lane

George was a former STS parent and Governor from 1984 to 1993. He passed away on May 28, 2022.

Apostolos (Apostoli) Marinakos ’18

Apostoli attended STS from Grades 1 to 12. He passed away on January 25, 2022.

ROBERT (ROB) G. PETERS

Rob was a former STS parent and Governor from 1978 to 1988. He passed away on June 15, 2022.

Joseph (Joe) Robertson ’79

Joe attended STS from Grades 9 to 12. He passed away on January 30, 2022.

Keith Stephenson

Keith was a former STS parent and long-time sponsor of The Stephenson Award. He passed away on April 21, 2022.

Harvey Trimble

Harvey was a former STS parent and STS Governor from 1977 to 1983. He passed away on July 15, 2022.

Memoriam 127

Alan Wood

Alan taught Grade 5 at STS from 1976 to 1979. He passed away on February 20, 2022.

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Celebrating The Past, Creating our Future S T R AT H C O N AT W E E D S M U I R . C O M