Optimum Magazine 2025

magazine A Strathcona-Tweedsmuir School Publication

table of contents TEACHING & LEARNING OPENING REFLECTIONS Message from the Head of School

The Invisible Thread of Enduring Connections

The Year in Review

Enduring Connections

Primary Years Programme Curiosity in Action

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Middle Years Programme

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Senior School

OUR STORY From the Archives

A Vision Woven Through Time: A Community Shaping Tomorrow

Message from Our Elder-in-Residence A Living Legacy: Creating the STS Tipi

A Belonging Journey

Creating Connections with Every Moment

Centre for Excellence & Teaching

Empowering Educators, Inspiring Students

Exceptional Experiences

To Experience and Beyond: How Student Choice Shapes Learning

Shaping the Future of Learning Human-Led, Tech-Enabled

Athletics

Once a Spartan, Always a Spartan

Outdoor Education

Finding Yourself in the Wild

Health & Wellness

The Road isn’t Straight

The Life(rs) of STS

Coming Full Circle

The Middle Ground: Where Courage Grows Racing Into the Future

STAND School

Learning Without Limits

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IB Diploma Programme Graduates The Class of 2025

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39 41 43 47 51

PARENT VIEW Message from POSTS

Show Up for the Kids, Stay for the Community

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The Black Watch Ball

Bringing Back the Magic

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ALUMNI CONNECTIONS

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Message from the Alumni Association Growing the Heart of Our Community

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Inspiring Alumni Distinguished Alumnus Award Nil Nisi Optimum Alumni Awards Alumni Community Citizenship Awards Alumni Events Class Notes

59 75 77 81 84 93

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TRIBUTES

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Sweet Farewells In Memoriam Atkinson Society

101 103 105

markers Our Flourish 2031 strategic plan is at the heart of everything we do, and the articles you are about to read in this year’s edition of Optimum are shining examples of our framework coming to life. Look for the Flourish markers, tied to our four goal pillars, listed below, throughout the magazine.

RED

YELLOW

BLUE

bold future

deep learning and engagement

enduring sense of community and belonging

global hub in a natural setting

In a rapidly changing world with ever-increasing choice, Strathcona-Tweedsmuir School (STS) will strike a bold path to ensure a sustainable future.

A living curriculum where students engage with curiosity, and are inspired and empowered by their thoughts and actions, to realize their full potential beyond the walls of their classroom.

A strong sense of community is foundational to STS’s past, present, and future. Our community will grow stronger through our diversity and a genuine sense of belonging.

In a connected world, our roots matter, as does our ability to learn beyond borders. STS will provide a seamless learning environment on our campus, and far beyond, to curate experiences vital to developing skills and competencies for a brighter future.

Head of School

Contributing Writers

Graphic Design

Dr. Carol Grant-Watt

Scott Bennett, Aimee-Jo Benoit ’97, Gabriela Cherniak ’25,

Freshly Pressed

Conceptual Development and Managing Editors

Ciara Glendon ’98, Alison Goulet, Dr. Carol Grant-Watt,

Pre-press and Printing

Andrea Hahn and Lara Unsworth ’95

Andrea Hahn, Gabe Kemp, Scott McKay, Alexandra Owens,

Oil City Press

Production Support and Editing

Jessica Richmond, Karen Robinson ’92, Kayla Rodgers,

Aimee-Jo Benoit ’97, Kelsey Buntain, Lindy Robinson, Brenda Thompson, Jana Wager

Georgia Strangemann ’25, Shannon Taggart,

Jennifer Conway, Annabel Dias, Larissa Flach ’99,

Caroline Pierce-Strangemann ’86, Season Prevost, Dale Roth, Saa’kokoto, Dr. Michael Simmonds, Brenda Thompson, Lara Unsworth ’95, Alanna Wellwood, Charlee Witschi ’15, Ken Zelez

Contributing Photography Jennifer Chipperfield, Alison Goulet, Andrea Hahn, Kayla Rodgers, Dale Roth, Brenda Thompson, Charlee Witschi ’15, and several more STS team members.

credits

GREEN

By Dr. Carol Grant-Watt, Head of School

There has always been something profound happening beneath the surface at Strathcona-Tweedsmuir School (STS): an invisible yet tangible network of connections that shapes young minds and creates lasting bonds extending far beyond graduation. After seven years as STS Head of School—and having been part of a variety of school communities across multiple institutions—I’ve come to understand that what we call “the STS connection” isn’t rooted in nostalgia or institutional pride. It’s something far more substantial and rare: an enduring sense of belonging that transcends generations, linking past to present to future in a continuous chain of shared purpose.

This principle resonates deeply with what makes STS distinctive. When I watch our students at off-campus competitions, games, and events, or observe them travelling in the broader world, there’s a recognizable quality: poise, confidence, and authentic engagement that sets them apart. There’s a humility here, grounded in rural Alberta values and genuine care for others, that creates space for students to bring their true selves forward.

Cultivating this environment requires intentionality. It demands a significant commitment from families who choose this path, from students who embrace high expectations, and from educators who understand we’re

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The Invisible Thread of Enduring Connections Message From the Head of School

stewarding something larger than ourselves. Whether it’s the Elementary School musical that brings our entire Kindergarten to Grade 6 community together through the arts, the revival of STS Houses that connect students across grades with employees and alumni, or the profound learning that unfolds when students step away from their devices and into authentic, face-toface encounters, these moments lay the foundation for lifelong bonds.

Recently, I’ve been reading Peter Wohlleben’s The Hidden Life of Trees, and his insights into forest ecosystems offer a compelling metaphor for what I observe here every day. Just as trees communicate through an underground network of mycelia—sharing nutrients, warnings, and support, our school community functions through its own invisible threads of relationship and mutual understanding. The forest thrives not because individual trees compete, but because they collaborate.

Trees that grow too greedily eventually wither, while those that participate in mutual support create resilient ecosystems.

What strikes me most is how our community and campus serve as a haven in an increasingly turbulent world. When I work with students who are struggling, simply stepping outside can shift everything. Their breathing slows, tension releases, and we’re able to face the challenge together, from a place of calm rather than crisis. There’s something about this place that allows for both pressure and release, challenge and support, growth and grace.

At STS, students succeed best when they are their authentic selves. They don’t have to be the loudest voice in the room to be heard and valued. Like trees in a forest, each contributes something essential to the whole. Some provide shade, others deep roots, and all enrich the ecosystem. There’s space for quiet contemplators alongside natural leaders, poets, scientists, athletes, artists, innovators, mathematicians, humanitarians, and every kind of strength a young person might carry.

This is where the invisible thread reveals itself most clearly: in the recognition that we are not meant to do this work alone, but as part of a living network that nurtures, challenges, and sustains us all. Just as trees

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This is where the invisible thread reveals itself most clearly: in the recognition that we are not meant to do this work alone, but as part of a living network that nurtures, challenges, and sustains us all.

thrive through underground connections—thriving through collaboration over competition—our most enduring bonds are often the ones we cannot see, but always feel. In the words of Margaret Mead, a daily touchstone for me: “Never doubt that a small group of thoughtful, committed people can change the world.

Indeed, it’s the only thing that ever has.”

Looking to the future, I envision STS as a microcosm of the world at its best—a place that honours its century-long history while staying vibrantly relevant to tomorrow’s challenges. As you will see illustrated in the coming pages, the essence of what we do here is timeless. Not episodic or trend-driven. We give students agency and trust their voice. We want them to go where they’ll be happy and successful to chart their own course.

Our campus master plan reflects this forward-thinking approach, building spaces designed to foster even deeper connections between learners, educators, and the broader world they’ll go on to shape.

FLOURISH PILLARS

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Year in Review Enduring Connections

01 IT’S GOT SUMMER CAMP VIBES—WITH A WHOLE LOT OF STS SPIRIT. Our annual Taste of STS orientation days are the perfect way for new students to ease into life at STS. Whether it’s hopping on the bus for the first time, joining in on games, creating art, exploring our campus, finding your locker and homeroom, or teaming up for fun off-site adventures, this day is designed to shake off those first-day jitters and spark genuine connections.

New students are introduced to current ones—instant buddies to help them navigate the first days of school and begin building friendships that often last well beyond the orientation period.

It’s also a chance to meet teachers in a relaxed setting, soak in the school’s atmosphere, and start feeling what it’s like to be part of the STS community.

And it’s not just the students who love it—our teachers and staff look forward to it every year too. There’s nothing like seeing the newest members of the STS family getting comfortable, confident, and excited about what’s ahead.

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02 UNITED BY HOPE, INSPIRED BY TERRY The Terry Fox Run at STS is a cherished tradition that honours the courage and determination of a Canadian hero. Terry’s Marathon of Hope reminds us that cancer touches every life, and his legacy continues to inspire us to unite in the fight for a better future.

Led and organized by our Grade 12 Prefects, the day brings the entire community together in a spirit of solidarity. With students and staff proudly wearing their House colours, friendly competition blends with heartfelt purpose as we raise funds for cancer research and carry forward Terry’s dream.

This event is about more than running laps or earning points.

It is about standing side by side, strengthening the bonds that connect us, and being part of something greater than ourselves. In true STS spirit, we rally for hope, for compassion, and for one another—just as Terry showed us through his extraordinary journey.

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Enduring Connections The Year in Review

FLOURISH PILLARS

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OPEN HOUSE, FALL FAIR & HOMECOMING It’s a celebration of everything that makes STS special—our people, our purpose, and our place. From prospective families to longtime alumni, this three-in-one event brings everyone together to connect, explore, and celebrate the start of a new school year.

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We kick things off with our Open House, where future students and their families have the opportunity to see STS through the eyes of our incredible student ambassadors and meet our amazing faculty and staff. It’s a warm welcome into our vibrant school culture, stunning campus, and close-knit community.

Then, the courtyard comes alive with the STS Family Fall Fair—a joyful gathering for current families, alumni, employees, and prospective families who are visiting for Open House, featuring food trucks, a petting zoo, local artisan vendors, games, and hands-on activities for all ages. It’s about reconnecting, making memories, and celebrating the spirit of our school and our incredible campus together.

The day wraps up with heart and pride at our Homecoming, where we honour the legacy and achievements of our Nil Nisi Optimum and Alumni Community Citizenship award recipients—an inspiring reminder of where an STS education can lead. This year, evening festivities capped off the day for alumni classes celebrating 5, 10, 15, 20, 25, 30...and even 50-year reunions.

Whether you’re new to the STS community or part of its deep-rooted history, this is our collective event to come together, share stories, and celebrate everything we are—together.

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04 HITTING ALL THE RIGHT NOTES It’s been a remarkable year for music at STS! We’re fortunate to have a wealth of talented student musicians who elevate nearly every event, from assemblies and alumni dinners to convocation and more, with their performances. From Winter and Spring concerts to pit bands in school plays, music is always in the air. Our ensembles shone at festivals and competitions, earning golds and silver at Con Brio in Whistler and the Alberta International Band Festival. Behind each note is incredible dedication, practice, and perseverance, especially from our IB Music students, who compose, perform, and create at an exceptional level in a truly rare program.

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05 DRAMA, DREAMS, AND A WHOLE LOT OF WOW

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Senior School students lit up the stage in The Prom, delivering a show that was equal parts dazzling and deeply moving. From powerhouse vocals and compelling acting to masterful lighting, seamless stage management, vibrant costumes, and a live band that brought it all to life—every moment was student-driven magic.

Tackling meaningful themes with heart and humour, our insanely talented teens proved that great theatre entertains, enlightens, and leaves a lasting impact.

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Enduring Connections The Year in Review

FLOURISH PILLARS

06 HONOURING LEGACIES THROUGH STORIES OF STRENGTH AND HOPE

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Each year, the STS community gathers as one—alumni, students, staff, and families—to honour and celebrate the lives of Ben, Daniel, Scott, Alexander, Michael, Marissa, and Jeffrey. This day offers a space for reflection and connection, where we remember with care and look ahead with purpose. It is a time to embrace life fully, to try new things, and to continue building a legacy of kindness, strength, and possibility.

This year, we welcomed Jon Montgomery, Olympic gold medalist and host of The Amazing Race Canada, whose message blended humour, heart, and bold encouragement. He reminded us that “the first step is the hardest and most courageous part of the journey,” and challenged us to ask, “Why not me?” Through stories of perseverance and joy, he inspired students to believe in themselves, celebrate small wins, and approach each day with curiosity, confidence, and a growth mindset.

We also recognized our Forever Woods Scholars, students in Grades 10, 11, and 12 who embody excellence in academics, leadership, and character—and who carry forward a legacy that continues to inspire.

07 Launching Lifelong Learners: The Class of 2037 A big shout-out to our youngest Spartans—and some of our biggest fans! The Class of 2037 brought energy and spirit to campus, proudly parading through the halls and cheering at events like the Spartathlon, and providing sage advice for our Grade 12 graduates, like “drink water” and “call your Mom”. With caring teachers, they made friends, asked big questions, and learned to lead with kindness.

Through House activities, Quest Day, and other events, they built connections with older students—including our STAND design team, who created a custom water table that sparked creativity and early STEAM learning as they explored how water flows. These joyful Kindies remind us that big hearts come in small packages.

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08 MORE THAN MEETS THE EYE: ART THAT MOVES US Seven Grade 12 students completed the demanding, two-year IB Visual Arts Diploma Programme—a journey of risk-taking, reflection, and creative growth. Their final exhibition was a sensory showcase of bold ideas expressed through painting, sculpture, digital media, textiles, and installation.

Each piece revealed the artist’s unique perspective, shaped by personal reflection, global themes, and a deep dive into process and meaning. Visitors didn’t just view art—they encountered stories, questions, and emotions brought to life.

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The Programme goes far beyond technique. It’s a celebration of creative courage and the power of art to inspire empathy, dialogue, and transformation.

MULTI-SPORT, MULTI-TALENTED, TOTALLY SPARTAN

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From Middle School (MS) rookies to Senior School (SrS) champions, STS athletes brought the heat this year! Over 150 MS students (that’s 80 percent—a likely record!) laced up for at least one team, with more multi-sport stars than ever before. In SrS, our small-but-mighty Spartans punched well above their weight, racking up seven Zone banners and two Provincial titles, including a big win in Golf.

With 40 coaches (a new high!), two brand-new teams, and a powerhouse mix of academics, arts, and athletics, STS proved once again: we don’t just play—we dominate.

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Enduring Connections The Year in Review

FLOURISH PILLARS

10 SPEECH DAY: EXPECT THE UNEXPECTED One of our school’s most legendary and long-standing traditions, this is no ordinary day on the calendar. It’s a rollercoaster of shock, awe, delight, and the occasional dramatic gasp. From Grades 7 to 12, more than 150 brave students step into the spotlight—quite literally—to act, sing, perform, debate, recite, and sometimes leave us wondering, “Wait…they can do that?”

Hidden talents emerge. Bold voices rise. And students reveal sides of themselves we never knew existed—funny, fearless, poetic, profound.

With alumni returning to campus as guest judges, the sense of legacy and connection runs deep. It’s a day where courage and creativity take centre stage, and where nerves, applause, and adrenaline swirl into something unforgettable.

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Whether you walk off the stage beaming with pride, breathing a sigh of relief, or earning the judge’s nod of approval, one thing’s for sure: Speech Day isn’t just an event, it’s a milestone.

11 A Spark of Joy, An Encore of Fun At STS, Encore and Spark are built-in co-curricular programs that add creativity and excitement to the weekly schedule. Every Friday afternoon, Elementary School students take part in Encore—a joyful mix of hands-on experiences like hip-hop dancing, juggling, fairy garden building, and Café Français. In Middle School, Spark offers a wide range of teacher-led activities, from DJing and robotics to crochet, dodgeball, and drama. These programs encourage students to explore new interests, build confidence, and connect across grades—all while learning that school can be a place of discovery, play, and pure fun.

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13 MUD, MADNESS, AND MAYHEM

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The Spartan Race is an iconic STS event—a campus-wide obstacle course where Senior School students trade textbooks for team names, costumes, and full-throttle competition. From crawling through a mud pit to racing forest trails and canoeing obstacles on the pond, it’s gritty, hilarious, and unforgettable. With exams on the horizon, this wild and wonderful rite of passage offers the perfect release of stress, energy, and end-of-year tension, Spartan style.

THE FORCE MEETS FAIRYTALES In a side-splitting intergalactic mashup of Star Wars and The Princess Bride, over 100 middle schoolers lit up the stage in Space Princess Wars. With blasters, ballgowns, and plenty of sass, this epic tale of royalty, rebellion, and ridiculousness had audiences in stitches.

Lightsabers clashed, destinies collided, and true love (probably) conquered all—with a few plot twists and space puns along the way.

14 Quest Day Our annual Quest Day brought K-6 students together for a highenergy, campus-wide adventure inspired by The Amazing Race Canada and our Honour Day guest, Olympian and show host Jon Montgomery. With themed costumes, outdoor challenges, and a dose of friendly competition, students raced through stations featuring classic Canadiana activities. Thanks to incredible parent volunteers, the day was a celebration of school spirit, teamwork, and national pride—connecting grades and generations in one unforgettable experience.

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Enduring Connections The Year in Review

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FLOURISH PILLARS

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FROM FIRST STEPS TO SUMMIT GOALS This year marked a milestone for STS Outdoor Education, with the full implementation of OE 10, 20, and 30 for the first time. OE 30 students designed and led five self-directed expeditions, ranging from ski touring and river canoeing to solo camping and backpacking. Across all three divisions, 35 programs and 45 student groups ventured into the wild, supported by 54 skilled and trained faculty members. These experiences nurture resilience, leadership, and a lasting connection to nature—hallmarks of the STS outdoor education journey.

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16 PEDAL. PADDLE. PERSEVERE.

17 THE IB EXHIBITION - PATHWAYS TO THE FUTURE The annual Exhibition is a vibrant celebration of learning and growth across the International Baccalaureate (IB) continuum at STS, showcasing how students connect their passions to real-world purpose.

Grade 6 students in the Primary Years Programme (PYP) explored issues such as childhood anxiety, bee extinction, homelessness, and mental health through the lens of advocacy and action. Grade 10 students in the Middle Years Programme (MYP) revealed personal projects that blended creativity and innovation, from designing swimwear, soccer cleats, and video games to building go-karts and robotic arms. Grade 12 Diploma Programme (DP) students shared their extended essay topics, offering a glimpse into the depth of their academic exploration. Across all grade levels, students demonstrated a maturing understanding of the world’s complexity, forming meaningful ties between their learning and the broader global landscape. These projects reflect more than just academic milestones—they are the foundation for lifelong purpose and impact. See DP projects on page 42.

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Grade 5 students dove into the annual Spartathlon, STS’s very own triathlon featuring bikes, kayaks, and running shoes galore!

After weeks of training in Physical Education class, they hit the course with determination, grit, and a whole lot of team spirit.

With cheers echoing from classmates, staff, and proud families, the energy was electric from start to finish. Opening and closing ceremonies added flair, context, and a unified purpose. From pedalling to paddling to powering through the final stretch, these Spartans proved that big goals and big fun go hand-in-hand—one splash, stride, and spin at a time.

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18 SWEET DESIGN, SMART THINKING

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Each year, Grade 7 designers dream up the next STS chocolate bar and this year’s winner was as delicious as it was dazzling. William ’30’s sleek, classic design wowed both The Chocolate Lab and our Enrollment team with its crisp STS monogram, layered treetops, and perfectly balanced shape. His thoughtful approach—refining past designs rather than reinventing them—earned high praise.

These bars, gifted to special guests year-round, now carry William’s signature touch of excellence!

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19 HOW WAS YOUR SUMMER? OURS WAS NONSTOP FUN! The campus and halls didn’t stay quiet for long after school was dismissed in June. From July through August, STS was buzzing with weekly camps offering something for every interest. Nearly 1,200 children and teens explored sports, science, arts, leadership, and outdoor adventures across 75 programs. Guided by faculty, alumni, and local partners, campers built friendships, discovered new skills, and had plenty of fun. By welcoming both STS and non-STS students, we shared our campus’s spirit of curiosity, belonging, and joy with the wider community.

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Enduring Connections The Year in Review

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FLOURISH PILLARS

EXPLORING VIETNAM: WHERE PAST MEETS PRESENT Over spring break, a group of Senior School students journeyed through Vietnam, exploring a remarkable blend of history, culture, and landscapes. Highlights included the Cu Chi Tunnels, lantern-making in Hoi An, the Imperial Citadel of Hué, and the bustling Old Quarter of Hanoi. Students biked through rice villages, tried their hand at cooking and bamboo art, and cruised overnight on Halong Bay. Guided by dedicated leaders, the trip fostered global perspectives, curiosity, and lifelong memories.

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ROBOTICS AT STS IS THRIVING! From September to March, students met weekly to design, build, and program their competition robot.

As part of the FIRST Tech Challenge, the teams tested their skills in three league tournaments, including one proudly hosted by STS in November. This season-long journey built problem-solving, collaboration, and technical expertise, highlighting our students’ passion for innovation and teamwork.

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22 FUTURE BUSINESS LEADERS TAKE THE STAGE This year, we hosted the Ivey High School Case Competition (IHSCC), welcoming 101 Calgary-area students—including 19 from STS—to tackle a challenging commercial real estate case. The IHSCC is a one-day, high-energy event where students dive into real-world business scenarios, collaborate as consultants, and present to industry and Ivey faculty judges. It’s a powerful opportunity for students to build critical thinking, teamwork, and presentation skills in a supportive and engaging environment.

By Aimee-Jo Benoit ’97, Archives Specialist and Lara Unsworth ’95, Head of Community Relations

They built a school.

You are going to build a world.

Original STS Campus 1971

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A Vision Woven Through Time: A Community Shaping Tomorrow From the Archives

From the Archives A Vision Woven Through Time, A C You can feel it before you see it.

It moves quietly through our hallways and over the wind-swept Foothills, a current of connection that links generations of Strathcona-Tweedsmuir School (STS), Strathcona School for Boys (SSB), and Tweedsmuir: An Academic School for Girls. It’s the way alumni greet each other like family. The way parents and grandparents step forward when there’s a need. The way students carry themselves—with poise, curiosity, and care—out in the world.

We call it an invisible thread. It’s real, enduring, and strong enough to pull a bold idea into being.

For more than five decades, STS has been a place where ideas take root and young people grow into the kind of leaders communities rely on. Set on 220 acres just outside Calgary, our campus is more than a backdrop. It’s a living classroom, a launching pad, and a home where students of all ages learn to think deeply, act ethically, and lead with heart.

FLOURISH PILLARS

Where it All Began In the early 1970s, leaders from Tweedmuir and SSB weren’t planning a move to the country. Then Don and JB Cross invited them to walk a 160-acre parcel of their land near Okotoks which he was offering to give to the school. The land rolled out before them under an open Alberta sky—wild, quiet, full of promise. But more than that, it was clarifying. They didn’t just see space; they felt possibility.

A gift became a catalyst.

When Sandy Heard opened the doors to STS in 1971, 295 students, 24 teachers, and a small administrative and maintenance team began a shared experiment in courage.

The winters were harsh. Water was drawn from a rural site. The work was unglamorous and essential. And still, the purpose never wavered.

“They built a school. You are going to build a world,” Heard wrote in the first yearbook.

From the start, our relationship with the land shaped who we are. We didn’t simply build on it—we grew with it. Every classroom added, every Outdoor Education trip planned, every gathering in the Atrium has been tied to that original promise.

Today, a community of more than 800 students and 160 employees stands as testament to the vision and generosity of founding families Cross, Atkinson, Dover, and Heard, early campus custodians like the Headricks, and thousands of families who picked up the baton and ran with it.

STS didn’t appear by chance. It was lifted up—again and again—by people who chose to invest in a future they might never personally see.

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A Campus Built with Purpose Our campus has always been planned with the student in front of us and the one arriving ten years from now in mind.

When enrollment grew, we built the Academic Wing with its light-filled Atrium that still gathers us. When science education evolved, the Hewitt and Nelson labs opened their doors. When the arts needed a new home, the C.A. Smith Arts Centre brought theatre, music, and fine arts into the daily rhythm of school life.

The pattern was always the same: identify a need, engage the community, and build something that would serve generations.

“My father, Dennis—whose lifelong passion for athletics included winning gold medals in decathlon at the Canadian Senior Games and Pan-Am Masters Championships—was a big believer in the importance of education and sport. He inspired his community with many accomplishments in both, and his legacy is the reason we believe the Athletic Park is such an important addition to STS, and one we are proud to support so that families may enjoy it for generations to come.”

– Robin Furlong, STS parent, speaking about why he and his wife Dawn were inspired to be the first major donors to the STS Athletic Park

New Athletic Park, opening Fall 2025 15

A Vision Woven Through Time: A Community Shaping Tomorrow From the Archives

FLOURISH PILLARS

The Thread that Holds Us Our Head of School describes the STS connection as an “invisible yet tangible network” that sustains and strengthens us. It’s there when younger students look up to Middle and Senior School leaders, when an Elementary musical brings the entire Kindergarten to Grade 6 community together, and when a Grade 12 student pauses to help a classmate on a trail.

That’s why our whole-child philosophy—mind, character, leadership, curiosity, and well-being—has never been a slogan. It’s a way of being. And it’s why so many of the thoughtful, resilient, empathic leaders you meet in Calgary, across Alberta, and beyond—industry builders, community voices, global citizens—trace their beginnings to STS, SSB, or Tweedsmuir.

Like the hidden roots of a thriving forest, our relationships share strength, wisdom, and care. We grow best when we grow together.

It isn’t a coincidence. It’s a tradition of investment meeting a culture of purpose.

Original STS campus, 1971

Current S T

S campus,

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2024

Looking Ahead Education is changing quickly. The world our students will inherit is complex, connected, and urgently in need of courageous, ethical leadership.

Our strategic vision, Flourish 2031, is our collective answer, shaped by our visionary Board of Governors and Foundation Board, students, alumni, parents, faculty, and partners. It recommits us to what matters most and invites us to imagine, together, what’s next.

Demand for STS is rising. Our educators are exceptional. Our models—hybrid learning, interdisciplinary teaching, and

outdoor experiential education—are leading the way. To match our aspirations, our facilities must evolve.

We need spaces that spark collaboration and quiet focus alike.

Spaces that support interdisciplinary projects, thoughtful debate, and hands-on experimentation. Spaces that renew our capacity for learning in, with, and through nature, from canoeing and first aid to back-country leadership.

This is more than renovation. It’s a renewal of mission, of possibility, and of the promise we make to every student who walks our trails.

*Future Elementary School expansion

*Future revitalized Outdoor Education facility

*Future redesigned Middle and Senior School

*Visionary renderings for illustrative purposes only.

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A Vision Woven Through Time: A Community Shaping Tomorrow From the Archives

The Moment is Right When a few thoughtful, committed people take the first step, others follow. That has always been the STS story vision paired with generosity, courage paired with care. The invisible thread becomes visible in what we build together.

We are not just adding buildings. We are shaping a campus that mirrors our hopes for the future—a place rooted in nature, sparked by curiosity, and connected by community a place where every student belongs and flourishes.

Philanthropy has always been the engine behind STS’s growth and excellence. From our founding vision in 1971 to today, generous, forward-looking donors have made the difference between a good school and a great one. The Cross family’s original gift of land. The Parent Participation Campaign that built Anderson Hall. The Quarter Century Campaign created our science facilities.

The Inspiring Possibilities Campaign built our beautiful Rose Elementary School and Arts and Innovation Centre.

Each generation has stepped forward when the moment is called.

The past brought us here. The future needs us now. For those who feel the pull of that invisible thread—who understand that investing in education means investing in the leaders our world urgently needs—this is your moment. The next chapter is waiting to be written, and its authors will walk these trails for generations to come.

FLOURISH PILLARS

STS Campus Evolution Ranchmen’s Gymnasium

1971 1978 1981 The original building opens with 295 students

1994 1996

Academic Wing (Anderson Hall) and Atrium

Peter B. Ditchburn Library Renovation

1998 - 1999

Science Wing with Hewitt and Nelson labs

C.A. Smith Arts Centre

Rose Elementary Wing and Arts and Innovation Centre

2010 2014 2018 2025

Cross Family Playing Fields and Sandy Heard Sports Centre

Aspen Lodge

New Athletic Park (opening Fall)

Our Vision for 2031 Campus Master Plan A six-lane, 400-metre track and multi-sport turf field Expanded Elementary School with additional classrooms, new gymnasium, and shared cafeteria Redesigned Middle and Senior School with adaptable learning spaces and focus on STEAM programming Revitalized Outdoor Education facility A globally recognized model of transformative education where every student thrives

Join us in shaping that future. Give boldly. Dream forward with us.

And help ensure that the invisible thread binding this community remains unbroken for the next fifty years and beyond.

Contact: advancement@sts.ab.ca

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*Future Elementary School expansion

By Saa’kokoto, STS Elder-in-Residence When we began the journey to build a tipi at Strathcona-Tweedsmuir School (STS), I told the students that this was their legacy.

Everyone involved was creating something that would be their contribution, allowing future students to enjoy the beauty they had created by being part of this sacred process.

What makes this experience so meaningful is that we're not just building a structure - we're creating a “mooyis,” a home. When you bring your spirit into the tipi, it transforms from just poles and canvas into something sacred, a place where family comes together, where community stories and songs are shared, where our culture lives and breathes.

I shared with the students that in our way, everything out on the land has a spirit and is alive. This is why we begin with ceremonies to acknowledge the land and show our gratitude for the gifts that Mother Earth—Na'a—is sharing with us. Before we could harvest the poles, the students needed to understand these protocols, because when we go out on the land, we must first acknowledge and respect what we are taking. Once everyone was clear on these protocols, we all went out and made our own tobacco offering to Na’a.

For this 21-foot tipi, we needed 19 to 21 poles. It's hard work, and the students needed to experience that. There's a certain amount of commitment when you're working with the poles. Going through that journey, they understand how our people survived, what they had to do to gather the materials for their homes. You endure some hardship, but you also build character.

What I really enjoyed seeing was the laughter when we were out harvesting. The students were communicating with one another,

working as teams. Even the teachers felt it the following day - their muscles remembering the work we had done together. But that laughter told me they really enjoyed what they were doing. When you're stripping bark and preparing the poles, what else do you have to do but talk to each other? Working as a team, you accomplish things much quicker, and you appreciate that it takes everyone working together to make it happen.

When we moved to painting the tipi, I watched these young women take the lead.

In our culture, the woman is the keeper of the lodge, the one who puts up the tipi and sets up the camp. I couldn't believe what they brought into the circle with their own creativity. I would take them so far in their understanding, and they would take it from there. If they had questions, they would ask, but mostly they knew exactly what to do.

The younger students went out to harvest the pegs and buttons from the chokecherry and Saskatoon bushes. These berries are very sacred to us—the Saskatoon is used in our ceremonies, so we consider it a sacred berry.

This is one way we get a blessing from Mother Earth, and at the same time, we use the branches to secure the lodge. By learning to identify which bushes to use, students begin to understand the importance of appreciating and respecting everything they receive from the land.

The design on this tipi is inspired by my own experiences, dreams, and what was gifted to me throughout my life. This is what I'm now gifting to the school - there will be no other design similar to this. Each tipi is different, based on the story, the experience, and the individual who gives it. The students are bringing their own spirit and energy into painting each symbol, making this their gift for future students.

I told them to slow it down, take their time, so they'll know that it’s perfect—perfect as it's meant to be. My message was that this

This is . y c a g e l r thei 19

A Living Legacy: Creating the STS Tipi Message from Our Elder-in-Residence

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“They'll remember this experience and the friendships and relationships that started from it.”

Ceremony invite coming soon on social media.

practice has been ongoing for thousands of years. Taking this into the classrooms, you're sharing the same stories, lessons, and songs that have been shared in lodges for generations.

When I see them smiling as they work and build all of the elements of the tipi, I know they're saying, "Now I know." Because once they see, they know that everything has a purpose in life. They'll remember this experience and the friendships and relationships that started from it. The pole harvester's fingernails will grow back—don't worry about that—but this experience, this is something they'll carry for the rest of their lives.

This is how we live. Even our camps are circular. Our family structure is circular.

That's our way of life. And in the fall, when we raise this tipi together with the community, it will bring people together, just like food brings people together, because it's a home, essentially—your home.

What these students are creating is more than a tipi. They're creating connections - to the land, to each other, to a way of life that has been here for thousands of years. They're learning that you can't get this from a book.

This is a real-life experience, and that's how they will remember it for the rest of their lives.

Saa’kokoto, STS Elder-in-Residence

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Clockwise from top right: Elementary School students add handprints to the design; Middle School art students paint coloured shapes on the tipi; OE students prepare trees for poles; A Middle School student paints an otter on the tipi.

A BELONGING JOURNEY...

By Lara Unsworth ’95, Head of Community Relations A strong sense of community is foundational to Strathcona-Tweedsmuir School (STS)’s past, present, and future.

We believe that belonging begins long before a student steps into a classroom—it starts the very first time a family reaches out to us. Every interaction along the admissions journey is an opportunity to create a powerful, meaningful moment, and those moments matter.

In The Power of Moments, Chip Heath and Dan Heath write, “Defining moments are created from one or more of the following elements: elevation, insight, pride, and connection.” That’s precisely what we aim to do at STS. Every touchpoint is designed to evoke pride in joining this community and a deep sense of connection to something greater.

And that sense of connection begins immediately. From the moment a family visits our campus, a sense of belonging is nurtured. Our Open House is held on the same day as the Family Fall Fair, allowing visitors to experience firsthand the vibrant energy of students, parents, and alumni together—laughing, playing games, and supporting one another. Smaller, more personal coffee mornings invite parents and students interested in learning more about STS to visit the campus, chat with faculty and parents, and experience an everyday school morning, complemented by delicious treats and coffee created by local, STS alumni-owned businesses.

Every detail is carefully considered to ensure that each student and family in the admissions process feels seen, heard, and celebrated. Birthday wishes are sent to applicants, and Hogwarts-style, mailed (yes, old-school mail) letters assign each new student to their House. One of our most cherished traditions is a personal visit from STS volunteers to deliver each student their very first school tie. Every tie carries a simple, powerful message of welcome:

This tie symbolizes our rich history and a common bond that literally ‘ties’ all STS students—past, present, and future—together.

WITH THIS TIE, OUR STS IS NOW YOUR STS. 21

Creating Connections with Every Moment A Belonging Journey

And when those ties are hand-delivered to new students’ doorsteps by parent and employee volunteers, they create a truly unforgettable moment.

Brené Brown reminds us:

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We recognize this fundamental human need, and strive to meet it in every gesture, tradition, and event. “Taste of STS,” three joyful and practical days of orientation before school begins, allows new students to explore the campus, make friends, and participate in their very first all-school BBQ, ensuring they feel at home even before their first day of classes.

“A deep sense of love and belonging is an irreducible need of all people.

We are biologically, cognitively, physically, and spiritually wired to love, to be loved, and to belong.

Every stage of the admissions When those needs are not met, we process is built this idea: don’t function as we were meant to.” around each family and

student deserves to feel genuinely welcomed. These interactions nurture the diverse and close-knit community that lies at the heart of our school.

And so, as each new family steps into STS, they do more than join a school. They become part of a tradition of warmth, compassion, and excellence that will hold them close today, tomorrow, and always.

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Proud alumnus pulled out his vintage varsity jacket for his kids' tie delivery.

CREATING CONNECTIONS WITH EVERY MOMENT

Centre for Excellence & Teaching Across the entire institution, teaching and learning excellence are intentionally cultivated through collaboration, reflection, and shared leadership. The Pedagogical Leadership Team (PLT) plays a vital role in this work—ensuring that students from Kindergarten to Grade 12 are supported, challenged, and inspired at every stage of their learning journey.

By Dr. Michael Simmonds, Assistant Head of School: Academics Comprised of faculty leaders from across the school, the PLT is one of two cross-divisional teams that meet regularly throughout the year to advance the School’s educational strategy as outlined in Flourish 2031. Guided by the standards and frameworks of Alberta Education, the International Baccalaureate Organization (IBO), and Canadian Accredited Independent Schools (CAIS), the PLT helps ensure coherence in instructional approaches and assessment practices across three IB programmes, Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP), and three school divisions (Elementary, Middle, and Senior Schools).

grounded in inquiry and student-centred learning. It bridges daily classroom practice with the School’s long-term goals for academic excellence, innovation, and student well-being.

Importantly, the PLT is not simply a meeting—it is an active, working group focused on contemporary challenges that directly affect the learning and achievement of students at STS. Teachers on the PLT identify and analyze ‘problems of practice,’

At its core, the PLT fosters an academically rigorous, community-oriented culture

Members of the Pedagogical Leadership Team (PLT)

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Empowering Educators, Inspiring Students Centre for Excellence & Teaching

drawing on their subject-matter expertise and diverse experiences across divisions.

This inquiry-driven process promotes cross-divisional collaboration and yields practical, research-informed strategies to enhance teaching and learning throughout the School.

PLT members also serve as instructional leaders. They facilitate peer feedback, encourage professional dialogue, and work collaboratively to address instructional questions. In doing so, they foster a culture of professional trust, curiosity, and continuous growth. Their commitment to strong relationships—not only with students but also with each other and their faculty colleagues—creates the conditions for authentic dialogue and mutual support. These connections, in turn, help nurture the kinds of teacher-student relationships that foster agency, inquiry, and confidence in learners.

A key element of the PLT’s work is the thoughtful use of data—both quantitative and qualitative—to inform professional decision-making. While standardized assessments such as Alberta’s Provincial Achievement Tests (PATs), Diploma Exams, and IB assessments offer valuable insights, they represent only part of the picture. Teachers also examine student-created artifacts, review and iterate unit plans, and evaluate how resources support inquiry. These ongoing cycles of reflection and action lead to more responsive, cohesive, and effective teaching practices.

The PLT also leads the School’s commitment to professional learning and continuous improvement. In addition to targeted development through the Alberta Assessment Consortium (AAC), IB workshops, and the Harvard Graduate School of Education’s Instructional Leadership Certificate (ILC), many PLT members are engaged in graduate-level study. From master’s programs in pedagogy, curriculum, and leadership to doctoral research, these academic pursuits deepen teacher expertise and affirm the belief that adult learning is essential to meaningful school improvement.

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Over the past two years, STS has partnered with internationally recognized Canadian educator and author, Trevor MacKenzie, to further evolve our inquiry-based teaching practices. Trevor designed a bespoke professional development framework that honoured the School’s existing strengths while encouraging meaningful reflection and growth. Working closely with individual teachers, departments, professional learning communities (PLCs), and leadership teams, he helped shape innovative strategies that improved student engagement and learning outcomes. His co-teaching of learning labs with faculty deepened our collective commitment to inquiry-driven, student-centred learning.

Partnerships with educational researchers and thought leaders, such as MacKenzie, help STS remain reflective and current in its practice.

Equally valuable, however, is the professional development that occurs organically—when colleagues share resources, observe each other’s classes, co-plan lessons, and engage in rich, professional dialogue. These everyday exchanges are foundational to a dynamic professional culture rooted in inquiry and shared purpose.

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This year, the PLT has also taken a leading role in integrating emerging technologies, particularly artificial intelligence (AI), in collaboration with the School’s Genius Team.

The goal is to explore how AI can support student thinking, independence, and creativity.

In one senior English course, for example, students used AI tools to refine and iterate their thesis statements, progressing from general, surface-level ideas to nuanced, textually grounded arguments. This evolution, carefully guided and documented in a teachercurated learning experience, demonstrates how AI can facilitate meaningful reflection and promote deeper learning.

In an educational landscape increasingly shaped—and at times disrupted—by rapid technological change, the PLT remains grounded in what matters most: cultivating professional relationships that foster authentic connection, thoughtful inquiry, and a deep sense of purpose in both teachers and students. These human connections are the heartbeat of the STS experience, and they are what make this a truly remarkable place to work, collaborate, and learn.

Did you know?

A LEGACY OF EXCELLENCE IN TEACHING Established in 2014 by Head of School Dr. William Jones, the Centre for Excellence reflects his vision that outstanding teaching drives student success. Dedicated in his honour, the Centre continues to shape STS today by fostering professional growth, innovation, and collaboration—ensuring teachers remain inspired and students thrive.

By Jennifer Conway, Deputy Head of School: Operations & Student Experience, and Scott Bennett, Head of Strategic Innovation & Partnerships

Exceptional Experiences To Experience and Beyond: We can't learn to swim by reading a manual. We can't build confidence by avoiding hard things. And we certainly can't develop empathy without encountering difference or truly understand scientific principles without getting our hands dirty.

This is the core truth that drives exceptional education: genuine learning requires genuine experience. Learning truly comes alive when students don’t just study the world, they can step boldly forward into it.

WHEN THEORY MEETS REALITY Exceptional experiences serve as bridges that connect classroom learning to concrete understanding. Think of traditional learning as providing the vocabulary of knowledge, while experiences offer the conversations that bring language to life. The lessons that stay with us are the ones we've lived.

We've seen it over and over—students making sense of a big idea while hiking through the woods, building a robot, helping a peer, or talking with someone who sees the world differently.

A student might learn about photosynthesis in biology class, but when they explore our campus forests and observe plants

respond to seasonal changes, textbook knowledge becomes visceral understanding. Mathematical formulas learned in calculus become powerful tools with a clear purpose when applied during engineering challenges.

This doesn't mean compromising academic excellence. When students have real experiences alongside their learning, they understand content more deeply. A novel's message resonates more deeply when it echoes something they've experienced in a service project.

THE POWER OF CHOICE Here's where our approach becomes transformative: we believe students learn

best when they have genuine agency in shaping their educational journey. Rather than assigning identical experiences, we provide diverse opportunities that align with different interests and learning styles.

When students follow their interests and explore what matters to them, they lean in. Some fall in love with science while knee-deep in a stream collecting samples. Others find their voice on stage or discover passion through international trips. Many return with a wider view of the world—and their place in it.

When students actively select experiences that resonate with them, learning becomes personally transformative.

They're not passive recipients—they become active architects of their own educational journey.

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To Experience and Beyond: How Student Choice Shapes Learning Exceptional Experiences

GROWTH THROUGH CHALLENGE AND COMMUNITY STS is about more than knowledge—it's about growth. And growth often comes through challenge. Whether it's finishing the Spartan Race, organizing a community project, or finally nailing a tricky musical piece, these milestones aren't about perfection. They're about the deep, lasting confidence that comes from knowing we can do hard things.

Most of these moments happen together.

Whether it's a backcountry trip, a House event, or a service project, students learn alongside one another, building friendships and discovering what it means to be part of something bigger. You can feel it during the cheers of a House competition, the laughter on a hike, or the quiet determination of a student helping a friend. These are the things that build belonging.

House activities create cross-grade bonds while developing leadership through healthy competition. Our natural campus

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builds environmental stewardship through direct connection with nature. Mentorship opportunities span all grade levels, while partnerships with universities and local leaders help students see what's possible beyond STS. CREATING MOMENTS THAT MATTER Our alumni tell us the same thing. Years later, the stories they share are about the times they stepped out of the ordinary. Travelling to New York for Model UN. Snorkelling in Galapagos. Performing in cathedrals in Europe.

And just as often, it's memories closer to home: the rogaine challenge in Grade 10, a late-night game in a backcountry hut, paddling hard to win a kayak race across the campus pond. These weren't just fun—they helped shape who they became.

Exceptional experiences gain their transformative power precisely because they're built upon solid academic foundations. Without strong content knowledge, activities remain engaging but shallow. The true magic happens at the intersection—where excellent instruction

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meets exceptional experience, creating learning that is both intellectually demanding and personally meaningful.

What ties it all together is intention. At STS, we design learning that's both demanding and real.

The hikes, performances, group projects, and service trips—they're part of a larger journey that helps students grow into who they're meant to be.

The most powerful educational environments don't choose between classroom learning and hands-on experience. They masterfully weave both together, recognizing that when students can choose their own path through a rich menu of exceptional opportunities, learning becomes genuinely transformative.

We see the results not just in test scores or university acceptances, but in the confidence and clarity our students carry with them. We hear it in alumni stories. And we feel it, every day, on this remarkable campus.

This is learning that lasts.

Shaping the Future of Learning

By Alanna Wellwood, Head of Learning Research and Educational Innovation with contributions from Gabe Kemp, Executive Director of Information & Educational Technology

y mother was an English teacher, so many of our social gatherings included other teachers as well.

I distinctly remember an event where my mother and my high school math teacher bantered about how every subject ultimately has a mathematical nature. My mother championed the art of language, voice, and the creativity of the craft. My math teacher argued that even constructing an essay, paragraph, or sentence could be reduced to a mathematical formula.

Decades later, the rise of Artificial Intelligence (AI) might suggest that argument wasn’t far off.

With token-based predictive text, AI generates “writing” through algorithms that analyze patterns and probability. This apparent capability has sparked concern, particularly in Kindergarten to Grade 12 education, about offloading essential knowledge and skills to technology, as well as misinformation, disinformation, and blurred boundaries around intellectual property.

The risks of AI are, of course, matched by its potential to enhance productivity, support data-informed decisions, and improve efficiency across schools.

RECOGNIZING THIS DUALITY, STS BEGAN CONSTRUCTING ITS AI STRATEGY TWO YEARS AGO, GUIDED BY A BOLD VISION: We learn about and use AI at STS to prepare learners to live as engaged, ethical, and responsible citizens in a human-led and technology-enabled society.

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Human-Led, Tech-Enabled Shaping the Future of Learning

BUILDING A STRATEGIC FOUNDATION Our strong connections to the Canadian Association of Independent Schools (CAIS) enabled us to collaborate with other forward-thinking schools across the country. I had the opportunity to join a small but mighty team that created a framework to guide educational institutions through strategic AI planning, both inside and outside the classroom.

We then brought a team of STS educators to Lakefield College School, where they developed a two-year action plan focused on guidelines for AIinformed decision-making across the organization.

These guidelines were implemented in classrooms this year to clarify when AI tools are helpful learning companions—and when they are not.

We also established an AI Genius Team, a diverse group of educators and operations staff. Some were AI specialists; others were curious to explore.

Their collective mandate was to use action research to guide all AI exploration within STS, ensuring we prioritized educational value over trend-driven adoption. The team evaluated tools, trained staff, and monitored the impact of AI on student learning.

We piloted FlintAI, a platform used at other CAIS schools, which is aligned with International Baccalaureate (IB) principles and the General Data Protection Regulation (GDPR) standards.

FROM PILOT TO PRACTICE Teachers in the Middle School, Senior School, and STAND used AI tutor-led activities to coach students through thesis refinement, evidence analysis, job interview simulations, and practice assessments.

Student feedback showed that the tool’s value became clear once they learned how to interact with it effectively. One student remarked, “At first I thought it was just a fancy Google, but then it helped me understand what my essay was missing, and how to fix it.” Both teachers and students observed that the timeline from early drafts to mastery had shortened significantly, while the quality of thinking and output had increased with each revision.

AI BEYOND THE CLASSROOM While AI is enhancing learning experiences, STS is also integrating it thoughtfully into school operations. From streamlining tasks in communications and admissions to exploring AI-supported scheduling and enrollment forecasting, we’re applying this technology to improve organizational insight and service delivery.

These tools are not replacing human judgment, they’re augmenting it. Just as educators use AI as a thinking partner, our administrative teams leverage it to free up time for strategy, relationship-building, and innovation. This mirrors our guiding belief: STS is human-led, technology-enabled.

By embedding AI into both learning and operations, we model what it means to be a responsive, future-ready school—one that doesn’t just adopt tools, but stewards them wisely.

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FLOURISH PILLARS

WHAT’S NEXT: A ROADMAP FOR AI LITERACY Our next steps include formalizing AI literacy through a scope and sequence that equips students to live and work alongside artificial intelligence ethically and thoughtfully. This will encompass essential topics such as algorithmic bias, responsible data use, and the creative potential of generative tools. Student voices will play a central role in shaping this process.

Our ongoing commitment to deep learning, curiosity, and critical thinking will support this next phase, ensuring students aren’t simply users of AI but contributors to its responsible evolution.

By balancing timeless knowledge with timely skills, we create environments that honour academic foundations while embracing innovation. This approach is vital in preparing students to shape the working world they will enter for the better, as critical thinkers, imaginative creators, and responsible stewards of technology.

Alway s a Athletics Once a Spartan, Always a Spartan The gym erupts. A Senior School player soars above the rim, the crowd goes wild, and suddenly every student, teacher, parent, and alumnus in the stands is on their feet. A low roar echoes seconds later when the Spanish teacher sinks a perfect three.

This is the annual student vs. teacher basketball game at Strathcona-Tweedsmuir School (STS)—and it perfectly captures what makes Spartan athletics so special.

It used to be just the Senior Boys playing against the teachers.

Now, it’s Senior Boys and Girls, along with involvement from the Prefects, Athletic Leadership Council, and the House teams.

Everyone wants in. The energy is infectious— younger students wave homemade signs, the Spartacus mascot high-fives down the sidelines, and the entire school rallies around this single moment of pure joy.

But these moments are just the beginning. Sport is a powerful thread that weaves through generations of students, teachers, alumni, and families, creating lasting bonds that extend far beyond the playing field.

part of the team once again. In a powerful gesture, the current players dedicated their zone Alumni come back because their experience here championship banner to those alumni, signing it in their honour. was meaningful. They want to give that back.

Former athletes return as coaches, mentors, and supporters, building bridges between Building Bridges Across Grades generations of Spartans.

Athletics at STS also breaks down traditional This year exemplified that connection perfectly. barriers between grades while fostering Two alumni followed the Senior Boys basketball meaningful relationships between students and team through their season, sitting on the staff. With mixed-grade teams at the Senior bench, helping with strategy, and becoming School level and collaborative training among

Alumni: The Living Legacy

Middle School students, sport becomes a great equalizer—one that builds trust, communication, and shared purpose.

And the connection starts early. The Junior Spartans program introduces Grade 6 students to team dynamics and STS sport culture. Run

by Elementary and Middle School teachers and supported by student-athletes from higher grades, the program is a launch pad for lifelong engagement in athletics. It’s not just about preparing them for sport; it’s about welcoming them into the community.

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Navid Eskandar ’11

Once a Spartan, Always a Spartan Athletics

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By Ken Zelez, Director of Athletics

The best teams are the ones who realize they’re part of something bigger than themselves.

The Three Cs Philosophy These threads, woven through mentorship, shared triumphs, and resilience, define what makes STS athletics unique. Success isn’t just about wins and losses. It’s about participation, multi-sport athletes, strong team culture, and 40+ dedicated coaches, including teachers who understand the balance of sport and the STS academic rigour.

Through it all, STS athletics teaches students to push themselves, to work together, and to

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grow through challenges. My guiding philosophy is the “Three Cs”—confidence, competence, and commitment—which provide a framework for shaping the program’s future. The best teams are the ones who realize they’re part of something bigger than themselves. Confidence comes from competence, and competence comes from commitment.

Lasting Impact The outcomes speak for themselves. STS students learn time management, communication, and

perseverance. They grow into leaders. And when they leave, they carry more than just medals and memories; they have a deep sense of belonging.

They remember the bus rides, the locker room talks, the inside jokes. The moments when they were vulnerable, and someone showed up for them.

Those are the relationships that last a lifetime.

Athletics isn’t just a chapter in our student’s life.

It’s a story that continues to unfold, long after the final whistle blows - connecting past, present and future Spartans in an unbreakable bond of shared experience and mutual support.

Finding Yourself in theWild

By Dale Roth, Director of Outdoor Education

From Kindergarten Curiosity to Grade 12 Leadership

The Outdoor Education (OE) program at Strathcona-Tweedsmuir School (STS) follows a natural progression—pun very much intended.

Outdoor learning begins in Kindergarten with joy and understanding, culminating in the development of expertise and confidence year after year for every STS student. In Grades 10 to 12, students have the option to take their passion for OE further as its own class, advancing that foundation of technical knowledge and outdoor safety. We focus intensively on practical abilities, risk awareness, and clear, situational thinking—giving them the tools and practice they'll need as the program progresses.

By the time students reach Grade 11, the focus begins to shift. I tell them right at the start of the year: "We're not just building on technical proficiency anymore. You've chosen this as your second year because you want to be here.

This is about you forging that relationship with the land, to the activities, to something bigger for yourselves."

Beyond the Trail: Cultivating Confidence, Connection, and Character

Some of this philosophy draws from Indigenous worldviews we've explored through our conversations with Saa'kokoto, our Elder-in-Residence. At the core of these teachings is the belief that all things are related. "All my relations" means we are not just linked to our human community, but to the animals, plants, land, and spiritual beings.

These ideas help students develop a sense of place—a deep, personal bond with where they are, who they are, and how they are growing.

The Solo Path to Self-Knowledge After consulting with Saa'kokoto and former and current students over the past year, there was an energetic call to revive the solo experience. This long-standing

STS tradition had been put on hold due to scheduling constraints. Students also requested that the solo be more than one night, as it had been in the past. We heard the sound reasoning behind why this is such a meaningful opportunity for students and brought the beloved solo back last year. Initially, it lasted 24 hours, but this year, it was extended to 40 hours, with students spending two nights completely alone in the wilderness. Last year's class found that 24 hours wasn't long enough.

They craved more time.

Now, when we say completely alone, know that logistics are meticulously managed.

Students remain within set boundaries, and we check on them every three hours with a simple thumbs-up or thumbs-down.

Outdoor Education Finding Yourself in the Wild What does leadership look like at 7,000 feet? It looks like a Grade 12 student confidently leading the way to Chester Lake on a crisp Alberta morning, the untouched snow crunching under our skis as we weave between frosted evergreens. But what strikes me most isn’t the breathtaking scenery. It’s watching a group of highly skilled Grade 12 students chart the route, read the winter terrain, and set the right pace for our group. My colleague and I appreciate the moment as we follow and direct from the end of the line, watching as they take ownership of their outdoor experience.

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Finding Yourself in the Wild Outdoor Education

Within those parameters, students decide how much they want to push themselves. One student opted for minimal supplies, oatmeal for breakfast, rice with beef jerky for dinner. Others brought more elaborate meals. Some chose no watch, no tent, no entertainment. It's radical independence, carefully scaffolded.

Solos are entirely optional. By Grade 12, students have spent years developing the capabilities, confidence, and awareness to determine their degree of difficulty. The program is studentselected from the start. In September, they decide what trips they want to take, how many, and what kinds of experiences they seek.

This kind of confidence and self-direction Gabriela ’25, OE Student doesn't happen overnight. It's cultivated through practice—and purposeful moments of pause and reflection. Yes, students often cringe at the word "reflection," but what they produce after each trip is meaningful. They write blog entries that explore how their is something I believe we don’t do journey is connected to the land, how it affects enough in our busy lives. Spending time them emotionally, and how it relates to broader outdoors, sitting alone without clocks or themes in their lives. They're not just recounting distractions, is the most powerful way events—they're creating meaning, identifying to refocus on what truly matters. This is patterns, and recognizing growth that stretches my second solo experience in OE, and it well beyond a single trail or campsite. was a full 20 hours longer than my first.

DISCONNECT TO RECONNECT...

When the Lesson Lasts a Lifetime What we're building through this progression is authentic confidence and real-world mastery that extend far beyond outdoor know-how.

When students plan their 40-hour solo or lead a group up a mountain trail, they demonstrate self-reliance and the ability to make thoughtful, confident choices in real-time. These moments are the result of careful progression and hands-on practice—and they become powerful exercises in problem-solving, risk awareness, and independent thinking under pressure.

Each experience is deliberately selected, built on a strong foundation of abilities, support, and student readiness.

The real measure of success isn't just what happens on a school trip—but what students choose to do afterward. When a teacher overhears someone ask, "Who wants to go hiking this weekend?" or when we learn that an alumni is now mapping backcountry trails professionally—that's when we know this program leaves a lasting impact.

turers

Solo Adven

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In a world where young people often feel disconnected—from nature, from community, even from themselves—outdoor education offers something essential: a chance to discover not just what you're capable of, but who you become when you're tested, trusted, and present.

For me, this journey was about stepping away from the rush of everyday life to reconnect with myself, my intuition, my thoughts, and the land. After my first solo, I loved having time to sit quietly with my mind—but like many of us, I wished it had lasted longer.

Solo experiences are unlike any other.

On other OE expeditions, I deepened my bonds with nature and peers, but during solos, I build a stronger relationship with myself. Even though it wasn't always comfortable—there were times I was cold, lonely, and craving human contact—I learned how important it is to slow down and embrace healthy isolation. The solo pushed me beyond my comfort zone, challenged me, and gave me space to disconnect—a rare gift in today's world.

Most importantly, the solo sparked an overwhelming sense of gratitude.

Reflecting on my life while alone reminded me how lucky I am. I soaked up the warmth of those happy feelings and realized just how much I have to be thankful for. I truly believe everyone should experience a solo at some point.

There's something profoundly powerful about choosing intentional time with nature—and with your innermost self. In the stillness, my senses sharpened, my thoughts cleared, and my ties to the land strengthened. These moments taught me lessons no classroom could: how to be present, how to sit with discomfort, and how to really listen—to myself, to the natural world, and to what matters most.

Both solos have rewired how I see myself, nature, and the world around me.

By Annabel Dias, Director of Student Services and Senior School Learning Strategist Each spring, as our graduating students prepare to step into the unknowns of their next chapter—whether it be university, gap years, or work—we find ourselves wondering: Have we prepared them well enough for life beyond these walls? The question posed to me this year for this article was: What will these students carry with them into the next chapters of their lives?

It’s a meaningful question. One that challenges us as educators and leaders to reflect on our deeper purpose. While transcripts, diplomas, and awards are important markers of academic achievement, it is the less tangible tools: self-awareness, self-advocacy, and the ability to adapt and grow, that can define readiness for life.

I am an avid traveller, and this passion has provided me with opportunities to work and teach in quite a few different countries. I’ve been an educator for over 25 years and have often incorporated travel into my work. Once, during a job interview for an administrative position that required us to reflect on ourselves as learners, I brought in my old backpack filled with dusty hiking boots, wrinkled Lonely Planet travel guides, a compass, postcards, and other items essential to my travel adventures. It represented how my career has been a journey—and these items represented the important things that helped me along the way. I use this same metaphor when thinking about what our students take with them when they leave Strathcona-Tweedsmuir School (STS).

Learning is a journey, and students walk our hallways like travellers preparing for departure.

Their backpacks are full: textbooks, laptops, water bottles, wrinkled and torn notes from classes, but they are also carrying more in their backpack than what we can see. They pack anxiety, expectations, quiet fears of not being “enough.” They carry pressure from within and from the world around them. For many of our students, there’s a silent belief that one “bad” grade—especially on a test—could derail their entire future. We see it in the tears shed after tests, the lack of sleep, and the feeling of defeat after comparing themselves with others.

If we’ve taught them anything, we hope it’s this: A single grade does not define you. In fact, your grades do not define your worth. I said this to a few students this year, and their reaction (immediate tears) was deeply telling.

They struggle to see that tests are snapshots, not their whole story. But what they’ve packed in their backpacks—their resilience, their confidence, their belief in themselves—will carry them forward, even when they lose their way. A grade is a data point, not a definition. A stumble is not a dead end—it’s a fork in the path, leading to new insight, growth, and strength.

I remember getting off a train in Germany once, only to realize my friend hadn’t. The doors closed, and I was left on the platform, watching the train—and my friend—disappear. This was before cellphones. No map. No plan. I panicked—briefly. Then I regrouped, redirected, and figured it out. Eventually, we found each other again. Like any traveller, I turned to what I had: my tools, instincts, preparation. Our students will need to do the same—especially when life doesn’t go according to plan.

They might lose their way, but with self-awareness as their compass, they can find direction. Through advisory programming, personal reflections, and conversations with teachers, counsellors, and learning strategists, they start to recognize their own patterns: how they study, how they procrastinate, what fuels

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The Road isn’t Straight Health & Wellness

their stress, and what calms it. They learn to ask themselves, “What’s working? What’s not? What do I need to change?” That selfawareness becomes a compass they will return to again and again when navigating difficult terrain.

And when the trail of life gets too steep, they may need a walking stick to get them up the harder parts of the mountain. For many students, asking for help feels like admitting weakness—like using a walking stick for support. But we strive to reframe it as strength. From the early grades through to graduation, students are encouraged to advocate for themselves: to ask for clarification, to request deadline extensions when overwhelmed, to communicate their needs to teachers, and to recognize when they need a break. This includes speaking with counsellors—not as a last resort, but as a proactive investment in their well-being.

A walking stick doesn’t mean you can’t walk—it helps you go farther, steadier, and with more confidence.

WE NORMALIZE PHRASES LIKE:

“I don’t understand this—can you explain it differently?”

“I’m feeling overwhelmed.

What are my options?”

“Can we come up with a plan together?”

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Our learning strategists work side-by-side with students to identify how they learn best.

Whether it’s breaking down a study plan, using new strategies to retain information, or managing time before a big exam, these conversations are powerful. They help students feel capable and in control—not just reactive to deadlines or grades. The more students practice this language, the more fluent they become in it. And fluency builds confidence. Eventually, they begin to understand that their walking stick (self-advocacy) is one of the most critical tools in overcoming obstacles.

And maybe one day, they’ll send one back. A note, a visit, a message letting us know where the journey has taken them—both literally and metaphorically.

Travel also taught me the importance of rest: those moments when all you need is a warm meal, a roof overhead, and someone to talk to about the day’s journey. At STS, that shelter is our community. We work hard to build a culture where students feel seen.

Teachers notice shifts in mood. Counsellors listen without judgment. Peers encourage one another. These are not just “soft” skills—they are survival gear. The storm will rage, but community provides the shelter to keep going.

I still have that old backpack from my traveling days. It reminds me that what you pack matters.

And so does what you learn to leave behind. For our students, we hope they take the tools that serve them—and leave the fear that they are only as good as their last grade. Because their worth was never in the numbers. It was always in how they kept moving forward.

We hope they carry with them the confidence that no single moment or mistake defines their story. Like me, they’ll miss a train or two. They’ll find themselves alone on a platform, uncertain of what’s next. But they’ll pause, breathe, and figure it out. Because now, they know how.

That is the journey of an education. That’s what prepares them for the road ahead.

A stumble is not a dead end—it’s a fork in the path that can lead to greater insight, growth, and strength. more than content uch m h it w e av le Our students carry a backpack knowledge. They fe: full of tools for li

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In independent school education, there are few phenomena as unique or meaningful as the “lifer” journey. A “lifer” is a student who completes their entire education up to Grade 12 at a single institution. It is a rare constant that creates an extraordinary educational experience and deep-rooted connection.

While most students will experience the typical transitions between Elementary, Middle, and Senior School environments, Strathcona-Tweedsmuir School (STS) lifers mature and grow within a single educational ecosystem, creating continuity and strength in their formative years. The 12-year journey IS a lifetime—one fraught with explorations, challenges, and the joys of finding your place as you grow into adulthood (until 2030, when our first cohort of Kindergarten students graduate and we move to recognizing 13 years, from Kindergarten to Grade 12).

This continuity is evident throughout the entire experience.

Academically, teachers can build upon years of understanding each student’s learning style, strengths, and challenges. Socially, friendships develop with remarkable depth and longevity. As an institution, these students become living bridges between different phases of our school’s evolution, carrying traditions forward while helping to shape new ones.

Mother and daughter, Georgia ’25 and Caroline ’86

o complementary tw r fe of s age ss pa g The followin y: a student’s ne ur jo ed ar sh a perspectives on e ing up within a singl ow gr of t un co ac e intimat on witnessing on ti ec fl re ’s nt re pa institution, and her hin sting connections wit la g in rg fo ile h w that growth other layer of an g in d d A y. it un m the school com ection, the nn co g in ur d en of y depth to this stor s of na, with deep root um al S ST an so al parent is ool. her own at the sch

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Coming Full Circle The Life(rs) of STS

Georgia ’25, 2025 Graduate, STS Lifer It’s a strange thing to try to summarize 12 years in five minutes. When you’ve been somewhere for as long as we lifers have, it stops feeling like just a school and starts feeling like the backdrop to your entire life. As we stand on the edge of the next chapter, I want to take a moment to appreciate what it meant to grow up here.

We showed up in Grade 1 with backpacks bigger than our bodies and wide eyes, not knowing what was ahead.

And now, 12 years later, we’ve lived an entire childhood with this community. We’ve spent more time on the STS campus than almost anywhere else!

The funny thing about being here for so long is that the memories that stick with us the most weren’t always the big events. They were the little things—the hallway conversations, the inside jokes at lunch, the moments in class that made us laugh when we weren’t supposed to. At the time, they just felt like part of a typical day.

But looking back now, it’s those ordinary moments that somehow became the most meaningful. The ones we’ll hold onto, even if we didn’t realize it then.

We learned how to be part of a team, how to speak up when it mattered, and how to show up for the people around us. We all found our voices here, figured out what we were interested in, what we were good at—or not so good at—and slowly, without really noticing, we became who we are today.

As lifers, we’ve all known each other since we could barely tie our shoes. We’ve grown up side by side, year after year. We’ve seen each other at our best, at our most tired, and everything in between. There’s something incredibly rare about that — to share your most formative years with the same people. It creates a kind of closeness that doesn’t need explaining.

We’ve been lucky. Lucky to have spent 12 years in a place that believed in us. A place that wanted us to succeed and cared deeply about who we were becoming, not just how we were performing. I can confidently say that the people around us—our teachers, our parents, and our community—have helped shape us into individuals ready for the next chapter of our lives. And as we move on to whatever comes next, I think what I’ll miss most is the simplicity of being in a place where everyone knows your name and your story.

I’ll miss the inside jokes nobody else could understand,

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FLOURISH PILLARS

Coming Full Circle: A 50-Year Perspective Caroline ’86, STS Alumna & Parent Almost 50 years ago, I started at STS as a six-year-old. Today, as I watch my daughter Georgia graduate, marking the end of our family’s chapter here, I see exactly what this place creates.

My three children all graduated from STS, joining a legacy that included my three brothers and my sister.

Each of my children carved their own path from competitive volleyball to economics passion projects.

They were blessed with supportive teachers who would show up at tournaments and share books from their personal libraries.

“It’s problem solving,” I tell people when they ask what makes STS different. They introduce you to skills to break it down and deal with anything that comes at you. This is practiced and honed by packing independently for outdoor trips to arranging study and extracurricular activities. However it doesn’t end there. There is also an incredible support network. I’ve spoken to four STS alumni just this past week, and they are still great friends; strangely, only two were actually in my class.

STS kids don’t play small. The school builds this confidence through real accountability—ensuring they “own” their responsibilities and helping them with organization and scheduling, rather than just assisting with the work. That’s the key to everything in life.

Of course, STS works best for a certain type of learner. It helps to have a thirst for knowledge. You need students who want to achieve, who see value in that investment. It doesn’t mean you have to be the best at everything—just want to strive towards your own personal best. At STS, it’s cool to be smart, and the more you want to learn, the more they’re willing to help you.

The school helps create students who embrace challenge, seek depth, and maintain connections that transcend circumstance. I’ve seen it in all my kids, and most recently with Georgia, who spent days after graduation writing tearful thank-you letters to teachers who shaped her—that gratitude and those enduring bonds say everything about what STS really builds.

That’s the power of STS connections.

the familiar faces and little waves in the hallways, and the comfort of walking into a building and already knowing and loving the people in it.

We’ll go on to new places, new experiences—but nothing will quite replicate what we had here. Because this wasn’t just school.

It was home.

The 2025

Lifer Dinn

er

By Season Prevost, Head of Elementary School

and Shannon Taggart, PYP Coordinator

Primary Years Programme Curiosity in Action: The PYP What if every “Why?” from a five-year-old wasn’t just answered, but used as fuel for deeper learning?

The Primary Years Programme (PYP) transforms natural curiosity into meaningful inquiry, helping students develop the skills, mindsets, and confidence that will shape their learning journey, and their lives. As part of a Kindergarten to Grade 12 IB continuum, PYP doesn’t just teach students what to learn—it teaches them how to learn, fostering curiosity and authentic engagement that will serve them throughout their lives.

Where inquiry, connection, and joy guide the earliest years of learning.

HOW THE WORLD WORKS—ONE WONDER AT A TIME In the PYP, learning is organized around six units of inquiry, each exploring themes connected to real-world issues of global significance. Rather than separating subjects into traditional silos, these units integrate multiple disciplines under broad conceptual umbrellas.

Take our Grade 1 unit on seasons, for example, which falls under the theme How the World Works. Students aren’t simply memorizing weather patterns—they’re acting as scientists, mathematicians, and artists all at once, exploring how

seasonal change affects our lives and the world around us. Subject outcomes are meaningfully woven into big ideas that reflect the interconnected nature of the world.

Each Grade 1 student adopts a tree on campus as their own personal research lab. Over the course of the year, they observe its seasonal changes, taking notes, making drawings, and posing questions that guide their inquiry.

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Curiosity in Action Primary Years Programme

Set among rolling hills and natural landscapes, our campus offers a living extension of the classroom, where learning comes alive in every season.

LEARNING HOW THEY LEARN Perhaps the most distinctive feature of our program is its focus on helping students understand themselves as learners. In our classrooms, noise-cancelling headphones, fidget tools, and flexible seating are available to everyone—encouraging students to develop critical self-management strategies.

The Approaches to Learning (ATL) skills—thinking, research, communication, self-management, and social skills form the backbone of this work. These tools help students understand not just what they’re learning, but how they learn best.

These early connections go far beyond academics.

They lay the groundwork for character, citizenship, and a lifelong love of learning. Our strong, connected community is a powerful part of this, with parents and alumni regularly visiting as expert guests, demonstrating that learning doesn’t stop at the classroom door.

This progression is on full display during our year-end IB Continuum Exhibition, where students in Grades 6, 10, and 12 present culminating projects side by side.

It highlights a clear line of growth in their thinking, research, and communication skills.

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Grade 1 Student

This joyful engagement, paired with deep skill development and character growth, is what defines an STS education.

“I liked lear ning about what the animals do in the w inter.

Did you kn ow some an imals hibernate an d some anim als don’t? I like learning ou tside because th ere are so m any things outs ide, have so man it makes me y questions. ”

Whether students are examining ladybug eggs on a leaf, tackling complex social problems, or practicing public speaking, they’re engaging in the same foundational approach—one that sparks curiosity, cultivates agency, and builds meaningful connections.

ONE CONTINUUM, MANY MILESTONES

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As one Grade 1 student said, “Sometimes we don’t even know we are learning!” That’s the magic of PYP, where curiosity leads, and learning follows for life.

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What makes our IB programme truly special is how learning in Elementary School connects seamlessly with the experiences in Middle and Senior School. The inquiry skills Grade 1 students use to investigate their adopted trees evolve into the complex research methods employed by Grade 12 students.

have to wear “I learned that you the season, and in es th different clo do too! Lots of the animals kind of fur to stay warm, er animals get thick ge the colour of and some even chan m predators.” their fur to hide fro

When Grade 6 students present their PYP Exhibition projects, they speak confidently to hundreds of community members about complex issues they’ve researched deeply—sharing not just what they’ve learned, but actions they’ve taken to make a difference.

ing

This is learning at STS: observation sparks curiosity, which fuels research, which builds understanding.

FROM CLASSROOM TO COMMUNITY, TO THE WORLD

Car

When one Grade 1 student noticed green bumps on a nearby aspen tree, he wondered aloud, “Could those be ladybug eggs?” At recess, he returned with a magnifying glass. “I’m going to watch them every day,” he said. “Maybe Ms. Chapman has a book, or we can check PebbleGo!”

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TEN TRAITS, ONE LEARNER The IB learner profile outlines human capacities and responsibilities that extend beyond academics, emphasizing respect for oneself, others, and the world.

By Jessica Richmond, Head of Middle School

Where Courage Grows

Creative & Capable Beyond Measure

Kids are far more creative and capable than most adults give them credit for. This belief drives everything we do in our Middle School Programme (MYP). When we give our students the freedom to explore their passions while building essential life skills, incredible things happen.

Like the student who shows up every day with a huge grin and even bigger energy. They’re silly (in the best way), kind to everyone, and genuinely love being part of our Middle School. They make people feel good just by being themselves.

Or the student who’s all in—whether they’re cheering on their teammates or owning the stage in a school play. Their energy is contagious, and the way they lift others up doesn’t go unnoticed.

Then there’s the student who spends their free time helping seniors learn how to use their phones and iPads—with patience, humour, and a whole lot of heart.

In the summer, they volunteer at camps for youth with special needs, creating spaces where every kid feels seen and included. Their quiet compassion speaks volumes about the kind of person they are.

We saw six Middle School students earn their Duke of Edinburgh Bronze Awards this year—an internationally recognized challenge that involves volunteering, developing a new skill, staying physically active, and completing an outdoor adventure journey. It’s no small commitment, and they took it on with determination and heart.

Middle Years Programme The Middle Ground: Where Middle School can be messy. It’s a bit like a handwritten essay draft; pages filled with scribbles and smudge marks—seemingly chaotic at first, yet reflecting a vital stage in the process before clarity and brilliance emerge.

As parents, we can’t help wanting to smooth out this uncertainty, to make the experience feel less daunting for our children—and for ourselves. At Strathcona-Tweedsmuir School (STS), we absolutely embrace this reality with what I call “loving honesty,” creating a safe space where our students can navigate one of life’s most transformative developmental stages. The truth is, chaos isn’t something to fear—it’s exactly what our children need to grow.

What’s amazing is watching students arrive as children at 11 and leave as confident young adults at 15. What a transformation! It’s a journey that requires real courage—the courage to step into discomfort, to lean into challenges, and build resilience through the uncertainty of adolescence.

And speaking of initiative, one of our Grade 9 students choreographed and taught all the dance routines for the Middle School play, Space Princess Wars. They didn’t just come up with the moves—they ran their own lunchtime rehearsals, completely self-directed. That’s creative leadership at its best.

These are just a few of the stories—we could fill pages. Our students show up with curiosity, kindness, grit, and a genuine sense of community. They make this school what it is.

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The Middle Ground: Where Courage Grows Middle Years Programme

What stands out about our school community is how authentically students talk about each other. This year’s nominations for the Middle School Spirit Award reveal that students recognize the everyday ways people support one another—whether it’s cheering on a teammate, helping a friend through a tough moment, or simply offering a kind word. It’s not always perfect or easy, but these nominations reveal genuine care and mutual respect among peers.

Embracing the Tornado Middle School students exist in a uniquely challenging space, navigating social churn, developmental changes, and the isolating effects of our digital world. They want to be older than they are while managing confusion and overwhelming emotions.

It’s like a tornado in a costume closet—and the beautiful thing is, it’s contained within our supportive framework that allows students to explore who they

are, confront difficulties, and navigate a dynamic world safely and productively.

Our approach recognizes that this developmental journey needs multiple touchstones for growth. Whether it’s our outdoor education trips in Grades 7, 8, and 9, Model UN, travelling in Grade 9, or tackling major assessments, each experience builds our students’ capacity to handle complexity and develop real resilience. And we’re here cheering them on every step of the way.

Honesty Through Connection My philosophy centers on something simple yet profound: every challenge is an opportunity for learning. Whether a student is navigating friendship drama or wrestling with a difficult assignment, we approach each situation with curiosity and care. What’s not working? How can we help them understand and grow from this experience?

This caring honesty comes alive in one of our favourite traditions: grade nine students writing letters to incoming grade six students. These letters are pure gold— filled with authentic experiences, practical advice, and the kind of reassurance that only comes from someone who’s been there.

The Power of Yes

Gabe ’28 takes the stage as a 'Class Historian'

At its core, our Middle School Programme operates on a fundamental belief that fills me with excitement every day: every single child has gifts and talents waiting to be unleashed. Even when challenges arise, there is always hope.

Dr. Carol Grant-Wa tt, Head of School , presents the Buchan Trophy to a Ben ’29 at the Middle School Year-End Awards

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The courage to confront difficult things isn’t just about academic rigour. It’s about developing the emotional and social skills needed to thrive. In the middle years, our students

FLOURISH PILLARS

learn that brilliance often emerges from that beautiful mess of trying, failing, iterating, growing, and trying again.

For parents watching their children navigate these transformative years, I want you to know this: your child is exactly where they need to be. As the Head of Middle School, my greatest joy is being the person who says, Yes! Yes to their growth, their questions, and their incredible potential. We’re here to support them through every scribble, every revision, and every moment of becoming the remarkable young adults they’re meant to be.

Some excerpts from this year’s letters:

“My favourite strategy is to get my homework done on the days when I do not have co-curriculars. At STS, there are a lot of support systems, like going to the Student Success Centre, Popcorn Club (a lunchtime club that you can go to get help with/work on homework and get popcorn while you do it!), help from teachers, peer tutoring, and more. Definitely use them!”

“The movies lie, Middle School is not a horrific experience. It is very fun in real life.”

“Use your Grade 7 year to develop good study habits, so you’re prepared to give your best in Grades 8 and 9. Focus on making new friends and finding new passions that you can continue to develop throughout your time in Middle School.”

“Middle School is great! Enjoy it while it lasts!”

“So as long as you focus most of the time in class, you will be able to balance your co-curricular activities while finishing your homework on time.”

“Don’t worry too much about Middle School.

You have tons of support, you will get to see your friends, and this new stage is immensely exciting. New opportunities, friends, classes, teachers, excitement, the list goes on!”

By Rory Stabler, Head of Senior School

Senior School Racing into the Future

s How STS Studentin Turned Curiosity pettoition World-Class Com

The final years of a Kindergarten to Grade 12 education can feel like a race towards an uncertain finish line.

Deadlines, decisions, and the pressure of what comes next. In these critical times students are offered something rare: the freedom and support to choose their own path, no matter what direction they take.

Bravo!

In Senior School (Grades 10 to 12) at Strathcona-Tweedsmuir School (STS), uncertainty looks more like possibility as students can choose to pursue the full International Baccalaureate (IB) Diploma program, one of the most respected academic credentials in the world, or craft a blend of IB and Alberta Education courses tailored to their interests and goals. Combined with experiences that stretch beyond the timetable, students are immersed in opportunities that challenge them to think critically, collaborate creatively, and discover who they are—whether through debate, theatre, outdoor education, athletics, service, or real-world projects that connect them to communities near and far.

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Racing into the Future Senior School

For a small group of Senior School students, one such experience that started as a bold pilot program quickly evolved into something extraordinary. They were challenged not just to build a miniature race car, but to operate a full-fledged startup—balancing engineering precision, creative branding, financial strategy, and project management to compete on the national stage. “We entered the program because it brings learning to life,” Mark Schweitzer, Design and Innovation teacher, explains. “Students aren’t just completing assignments, they’re managing real projects, solving real problems, and presenting to industry professionals.”

BEYOND THE TRACK: A TRUE LEARNING LABORATORY F1 in Schools is an internationally recognized STEAM competition that challenges students to design, manufacture, and race miniature F1 cars using software, all while running their teams like real businesses. However, at STS, the program evolved into something more profound—a catalyst for interdisciplinary collaboration that connected every corner of the curriculum.

Students had to collaborate across departments, drawing on mathematics and physics to refine car designs, applying business and marketing skills to build brand identities and sponsorship pitches, and using English and communications skills to craft professional portfolios and present to judges. This interdisciplinary approach fostered meaningful connections throughout the school. “Students found themselves reaching out to different departments, learning how interconnected everything really is,” said Schweitzer.

The experience demanded more than technical skills—it required resilience, teamwork, and the ability to think like entrepreneurs in high-pressure situations.

FROM CLASSROOM TO CHAMPIONSHIP GLORY After months of intensive preparation, three STS teams brought their innovations to the

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North American Championships in North Carolina, earning standout performances across the board. One team, Sol de Miami Racing, placed third and earned an invitation to the World Finals in Singapore this upcoming October. It was a moment that team member Sofia ’26 says she’ll never forget.

“There were all these small awards being announced first, and we didn’t win any of them. We were sitting there thinking, ‘Okay, we’re out,’” she recalls. “Then suddenly, they announced us, and we looked at each other in shock. The next thing we knew, we were walking up to the stage already planning how to move forward as a team.”

REAL-WORLD RIGOUR, REAL-WORLD RESULTS The competition environment pushed students beyond typical academic boundaries. From the intense scrutiny of industry professionals to the creation of professional portfolios, students were immersed in an environment that demanded excellence. “It felt like they were being interviewed for jobs at major corporations, not judged in a school competition,” says Ryan Unterschultz, Design and Innovation Learning Leader. “But what stood out was how students rose to the challenge. At first, the feedback was tough, but later, they understood the value of that rigour.”

This authentic assessment prepared students for futures they hadn’t yet imagined, building confidence and professional skills that extend far beyond the classroom.

LIFE-CHANGING CONNECTIONS AND UNEXPECTED HORIZONS Sofia says that while the competition and the thrill of qualifying for Worlds were unforgettable, it was the connections that made the experience life-changing. “I’ve made friends with people I never expected to connect with. We all brought different personalities to the team, which made us stronger. And our teachers were the glue. They kept us grounded and reminded us of our progress when we doubted ourselves.”

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For Sofia, the experience has opened up unexpected doors: “I’ve had conversations with people at big companies. It’s made me realize I might want to go into business or motorsports management, something I hadn’t seriously considered before. I’ve always liked cars, but this showed me how exciting and dynamic this world really is.”

RACING FORWARD: THE FUTURE OF INNOVATION AT STS As for the future of F1 in Schools at STS, staff recognize that the pilot was ambitious, but also affirm its deep educational value. “It’s a dialogue that’s not ending,” Schweitzer reflects.

“What can we sustain? What makes sense for STS? But we know one thing for sure— this is worth continuing.”

The F1 in Schools program exemplifies STS’s commitment to providing students with transformative learning experiences that prepare them not just for university but for leadership in an interconnected, rapidly evolving world. Through programs like these, students discover that the most powerful learning happens when curiosity meets opportunity—and when schools dare to think beyond traditional boundaries.

STS Senior School is more than preparation for what comes next—it is a launchpad. Here, choice and challenge meet opportunity and inspiration.

From this place, students step forward ready to embrace the world, with a connected community by their side every step of the way.

What if school didn’t revolve around bells, buildings, or one right way to learn? What if learners could design a schedule that aligns with their passions, work on real-world projects with a meaningful impact, and still receive a top-tier education? At Strathcona-Teedsmuir School’s (STS) STAND School, this isn’t a “what if,” it’s every day.

Inside the STAND School Experience

By Andrea Hahn, Communications Specialist with contributions by Alanna Wellwood, Head of Learning Research and Educational Innovation

STAND offers learners in Grades 9 to 12 a flexible, high-quality learning experience that adapts to their lives, mirrors the academic excellence of STS, and empowers them to shape their path forward.

Here, learners don’t just keep up—they take the lead. Whether learning remotely from across the globe or collaborating in person on campus, they’re building portfolios, solving real-world problems, and connecting their education to who they are and what they care about. It’s flexible, future-focused, and fundamentally learner-driven.

Traditional models often struggle to keep pace with the way young people live, think, and grow.

Between demanding extracurricular schedules, unique learning goals, and a desire for greater autonomy, learners today need education that fits their reality, not the other way around.

STAND is especially well-suited for driven, independent learners who thrive outside the traditional classroom walls.

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Learning Without Limits STAND School

A Model Designed for Real-Life STAND offers two distinct pathways to suit a wide range of learners and lifestyles: a flexible program that combines remote learning with in-person experiential learning, and a virtual program that delivers high-quality learning to learners across Alberta, Canada, and internationally. As a side benefit, even students who attend STS full-time can enroll in individual STAND courses when their schedule needs flexibility, or if they want to explore something new.

What connects both paths is a commitment to tailored, purposeful learning rooted in high standards and real-world relevance. Students at STAND aren’t just absorbing content—they’re engaging with it, applying it, and using it to create, collaborate, and grow.

Where Flexibility Meets Connection Students are focused on design, technology, innovation, arts and sciences. All studios are organized around project-based learning.

This weekly rhythm allows them to focus more intentionally on design, collaboration, and problem-solving, often through interdisciplinary challenges that feel more like creative studios or startup teams than

traditional school days.

A recent memorable example of STAND’s real-world approach was a partnership with the Wood Buffalo Wildlife Research Institute (WBWRI), a non-profit based in Fort McMurray. The organization needed professional branding to launch its publicfacing identity, but lacked the in-house capacity to do it themselves.

Through a conversation between STAND and WBWRI board member Ken Support, a creative idea emerged: What if students took on the challenge?

STAND students stepped in, and what started as a logo project quickly grew into something much more.

“Never underestimate the capability of young people,” said Ken Foster, President of WBWRI. “They will surprise you time and time again with what they can do.”

Over the course of five months, they met with the WBWRI team, pitched design concepts, received feedback, and refined their work through multiple iterations— eventually delivering a comprehensive brand package that included logos, colour palettes, typography, and usage guidelines.

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Brianna Dawe, STAND’s Design, Technology & Innovation teacher, said the project gave students a true sense of what it means to design for a real-world client.

“The benefit of STAND is that it gave us the time we needed to do such a big project with integrity,” said Dawe. “When we unhook ourselves from the traditional structure of the school day, that’s when deep learning can thrive.”

The process wasn’t always smooth. Students initially expected to submit one version of their design and move on. But the WBWRI board, like any professional client, offered feedback that required them to rethink and refine their work.

“The kids had never been through a project cycle where, after presenting, they were called back to the table,” said Dawe. “They said, ‘Wait… we have to start again?’ And I told them, ‘You’re not starting again. You’re improving.’”

That cycle repeated several times: design, feedback, revision. Students had to let go of individual ownership and focus on collaboration. The result was a brand identity that deeply resonated with the WBWRI board.

“The evolution from their concepts to the team concept—how well they took the feedback at each stage and worked together to come to the final product—that level of creativity and emotional maturity is such a credit to them, to the teachers, and quite frankly, to the program itself,” said Cheryll Godwin-Abel, WBWRI Secretary.

The impact was mutual. Ken Foster shared that the final presentation moved him to tears.

“It was clear that the project challenged them, and they very much rose to the challenge,” he said. “But the project also challenged us. The depth of thinking and creativity in the material pushed us to engage more seriously than we expected. It made us think differently.”

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Multi-Age, Multi-Talent Collaboration Another defining feature of STAND’s program is its multi-age structure. Learners from different grade levels learn alongside one another, and the diversity of their experiences creates a powerful dynamic.

Older students bring insight and strategic thinking. Younger students bring energy and bold ideas. The result is an environment that’s both mentoring and invigorating—a natural peerlearning system that doesn’t require labels or titles.

“We weren’t divided by grade,” a student explained. “We were just a team. Everyone brought something different, and that made the work better.” This approach was a deliberate design to mirror the workplace, where young people need to skillfully collaborate with people of many different ages and backgrounds.

Students watch their creation in the 3D printer.

Same Excellence, Greater Reach For students who live beyond commuting distance—or whose passions require frequent travel—STAND’s remote program offers the same academic quality and personalized learning, but with even greater flexibility.

Remote learners access curated courses, teacher support, and optional virtual communities, all designed to fit around athletic training, performance schedules, or other unique commitments.

Students have joined from across Alberta, Saskatchewan, British Columbia, California, and as far away as Nicaragua.

A typical week might see a student submitting assignments between rehearsals, logging into office hours from a hotel room before a game, or completing project work while travelling internationally. The asynchronous structure empowers them to stay on track academically while pursuing high-level goals in parallel.

“Without STAND, I’d have to choose between school and skating,” said one student.

“Now I can do both—and do them well.”

This isn’t just online learning—it’s education reimagined for a mobile, high-performance lifestyle.

Expanding Possibilities What STAND proves—again and again—is that school doesn’t have to look one way to be exceptional. Whether a student is preparing for university, training for a national team, building a brand, or learning to lead, STAND gives them space to do it all.

And the impact lasts far beyond the course.

“This project helped me realize I want to do something creative for a career,” said one student. “Not because it was easy—but because it felt real.”

That’s the essence of STAND: creating a space where students feel seen, challenged, and inspired—not just to succeed in school, but to take ownership of their future.

“I’ve never felt more seen as a learner.

At STAND, I wasn’t trying to fit into school—school was built around how I learn best.”

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Learning Without Limits STAND School

FLOURISH PILLARS

Outcomes That Matter Whether they move on to university, launch a business, or compete on a national stage, STAND learners gain more than academic credits. They are equipped with confidence, agency, and experience—ready not just to succeed, but to contribute.

They’ve practiced professional collaboration, managed real deadlines, solved open-ended problems, and found their voice. STAND helps them understand what they’re capable of—and how to use that insight to shape their future.

AN EDUCATION THAT MOVES WITH YOU STAND offers something rare: a learning experience that adapts to the lives of pre-teens and teens, without lowering expectations or sacrificing quality.

Flexibility: Students move at their own pace and learn when and where it works for them.

Innovation: Project-based, real-world challenges that build meaningful skills.

It’s rigorous and flexible.

Demanding and supportive.

Personalized and connected.

Support: Approachable teachers, small cohorts, and personalized attention.

It’s school, redefined.

Wherever they are—on campus, on a stage, on the road, or online—STAND students are engaged in authentic learning that prepares them not just for the next test, but for the next chapter of their lives.

“Without STAND, I’d have to choose between school and skating. Now I can do both, and do them well.”

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STAND School was created to provide the ability for students who dream big and need to learn on their terms. Students are drawn to STAND for its:

— Grade 10 Student

Connection: Opportunities to collaborate, create, and belong—online and in person.

Unique offerings: Courses in design, entrepreneurship, and technology that often aren’t found in traditional settings.

Relevance: Everything is tied to real life—what students care about now and what they’ll need next.

Culture of care: A thoughtful option for learners managing recovery from surgery, chronic illness, or other health needs—offering the time and structure to stay academically engaged while healing.

HATS OFF o t f f o s t Ha s r a l o ch S ur IB o TO OUR IB SCHOLARS

they persevere—driven by clear goals, mutual support, and the steady guidance of their teachers.

Through CAS, students reflect on the kind of world they want to help shape, and how they can positively impact their communities—now and in the future. That sense of purpose is central to the IB mission.

By Scott McKay,IB DP Coordinator

Completing the International Baccalaureate (IB) Diploma Programme is no small feat. It requires academic rigour, resilience, and a genuine commitment to learning. This year, our candidates fully embraced the challenge—from demanding coursework and the independent Extended Essay to the intellectual exploration of Theory of Knowledge and the personal growth fostered through CAS (Creativity, Activity, Service).

As IB DP Coordinator, I’ve witnessed our students evolve into thoughtful problem solvers, critical thinkers, and capable, self-directed learners. Most notably, they build resilience. Faced with setbacks and competing demands,

A highlight each year is the IB Continuum Exhibition, where students present their Extended Essays.

Hearing them speak with pride and insight about their research reveals just how far they’ve come—not only in knowledge, but in confidence and self-belief.

IB Diploma candidates don’t just leave prepared for university—they leave with a deep sense of direction and the motivation to make a difference. They carry with them the skills, mindset, and heart to thrive in a complex world.

What follows is a glimpse into their hard work, bold questions, and thoughtful discoveries. We couldn’t be prouder of all they’ve achieved.

Hitanshi ’25 English Poetry has always been something of a sanctuary.

My essay explores how poets use setting and space for self-expression, healing, and overcoming struggle. I chose two fascinating contrasts: Sylvia Plath with her well-documented trauma, and Joy Harjo, an Indigenous poet whose experiences differ dramatically.

used settings and spaces—landscapes, rooms, even mythic places—as tools to navigate and reframe struggle.

Initially, I was drawn to confessional poetry—that raw, unfiltered expression of personal struggles.

I wanted to explore the transformation that occurs when personal experiences are transformed into art.

Although poets use their own lives as a foundation, there is a critical distinction between the author and the speaker. The poem is not merely self-serving; it creates something new from those experiences.

But I found myself wondering: what happens after confession? How does poetry facilitate reflection and healing? I realized that while Plath and Harjo had very different experiences and journeys, both

That’s where healing happens—in that space between confession and creation, between revealing wounds and transforming them into a source of resilience and acceptance that resonates beyond the self.

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IB Diploma Programme Graduates

FLOURISH PILLARS

Kamran ’25Biology At the height of the pandemic in 2020, I heard words like “unprecedented” and “isolated medical event” used to describe COVID-19, almost as if Influenza, HIV, and Pellagra hadn’t ravaged America just decades earlier. If history is about not repeating our mistakes, then losing the moral of Pellagra’s story can be costly.

Between 1907 and 1940, over 3 million Americans contracted Pellagra, and over 100,000 died, making it “one of the knottiest and most urgent problems” in history.

Despite this, Pellagra was downplayed with manipulated medical research and politicized into an “Epidemic of Pride,” with businessmen using it to justify poor treatment of workers, and politicians using it to consolidate control in the Solid South states.

The biggest problem I faced in my exploration of Pellagra was the lack of sources. My essay uses Dr. Joseph Goldberger’s records, some of the only accurate accounts of the epidemic, to highlight the lack of contemporary discussion of the disease.

My historical analysis provides context for how societies respond to disease, communicate medical information, and how economic factors influence public health—issues that resurfaced during the COVID-19 pandemic.

Srushti ’25Biology I chose to research the relationship between war and medicine for my extended essay because it perfectly unites two of my passions. Medicine represents my future—the career path I’m committed to pursuing. But I’ve always been equally drawn to history, finding something deeply compelling about understanding the past and how it shapes our present.

Rather than seeing these as separate interests, I wanted to explore their intersection.

By selecting case studies spanning different time periods—from ancient Rome through the Renaissance to the World Wars—I could trace the evolution of medicine through humanity’s most challenging moments.

The First World War particularly fascinated me because I already had some background knowledge, but my research revealed so much more. I discovered that existing medical innovations weren’t necessarily created during wartime, but were instead dramatically accelerated by the urgent needs of the time. This pattern of necessity driving rapid advancement appeared consistently across historical periods.

The research showed me how human ingenuity responds to crisis—how our most significant medical breakthroughs often emerge when circumstances demand immediate solutions to preserve life during our darkest moments.

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IB Diploma Graduates Hats Off to Our IB Scholars

Portia ’25 Biology Growing up near the West Coast, I was always surrounded by the rich diversity of life thriving beneath the water’s surface. This sparked my curiosity about the delicate balance that sustains aquatic ecosystems, particularly how physical factors, such as light, support underwater life.

As I explored the physics of light transmission through water, I came to appreciate how deeply these principles influence the real world. I designed an experiment to measure how light intensity decreases with increasing water depth, ultimately calculating the absorption coefficient for tap water. This revealed how light availability shapes the survival of photosynthetic organisms, the foundation of aquatic food webs.

What made this research especially meaningful was linking abstract scientific theory to real environmental challenges. It prompted me to think critically about experimental design, data accuracy, and the importance of controlling variables such as water clarity and ambient light.

Noah ’25 History

Ultimately, I was able to integrate my mathematical skills from IB Physics with my passion for marine ecosystems.

My findings confirmed the exponential decrease in light predicted by the Beer-Lambert Law and underscored how even slight shifts in water quality can have far-reaching effects on aquatic life.

I never expected my habit of listening to Kendrick Lamar between classes would lead to my Extended Essay topic. While most people appreciate the energy of his music, I found myself drawn to something deeper—his consistent references to addiction throughout his music.

When discussing potential topics with my supervisor, he suggested pairing Lamar with Joseph Boyden’s novel “Three Day Road,” which follows an indigenous Canadian soldier battling morphine addiction after fighting in World War I. Reading the novel, I discovered that both works use addiction as a powerful tool to critique colonialism.

As I went through both works, I noticed they also reference addiction to certain behaviours, which was a nice through line between them. They both exhibit a distinctly post-colonial criticism, but they diverge slightly. “Three Day Road” offers this more immediate look at indigenous Canadians during initial colonial intervention, whereas Kendrick Lamar examines the continuing impacts of colonialism in contemporary settings.

They worked really well together while still providing different perspectives.

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IB Diploma Programme Graduates

FLOURISH PILLARS

Rain ’25 Physics My extended essay explored the ethics of human cloning through the lens of Kantian morality and human dignity. I analyzed the extent to which human dignity served as a valid justification for prohibiting human reproductive cloning. This question fascinated me, as someone who has always been drawn to science fiction—cloning had shifted from speculative fiction to scientific reality, yet remained largely prohibited worldwide.

I examined Immanuel Kant’s Groundwork for the Metaphysics of Morals, focusing on his concept of humanity as an end in itself, to evaluate how Kantian ethics might support or challenge cloning prohibitions.

I analyzed legislation from Canada, the United States, and UNESCO to dissect how they conceptualized human dignity. UNESCO emphasized genomic diversity, locating human value in genetic uniqueness, while North American policies focused more on fetal rights. This revealed the inconsistency with which the concept of human dignity is applied in policy.

The philosophical nuances became especially complex when addressing the moral status of fetuses and the rights of clones. My research suggested that while philosophical discourse had value, effective policy required a consequentialist view focused on tangible societal outcomes.

Kenzy ’25 History My extended essay examined the complex relationship between technological advancements and knowledge acquisition. The inspiration stemmed from a class discussion about how the printing press had historically democratized access to information. As someone who travels frequently and has witnessed socioeconomic disparities in my native Egypt, I’ve observed how technology can bridge knowledge gaps across social classes.

However, I naturally gravitate toward examining multiple perspectives rather than taking absolutist positions. The recent proliferation of artificial intelligence has prompted me to consider how technology might simultaneously hinder authentic knowledge development by disseminating misinformation. As an aspiring physician with a deep appreciation for scientific methodology, I questioned whether AI might diminish the value of human intellectual creativity and critical thinking, fundamental elements of scientific inquiry.

My analysis ultimately investigated the distinction between mere information transmission and genuine knowledge acquisition. Technology offers unprecedented access to information, but this doesn’t necessarily translate to deeper understanding or wisdom. The essay attempted to navigate this complex terrain, acknowledging both the transformative potential and concerning implications of our increasingly technological knowledge landscape.

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The Class of 2025

A TO Z

OF THE CLASS OF 2025

A celebration of what they loved, where they’re headed, and what they’ll never forget.

FLOURISH PILLARS

Q — Quoting the Valedictorian…

“You do not have to be flawless to attain your goals…

A stride or a step forward is forward nonetheless…

May you continue to be stubborn in the face of adversity, and hopeful in celebration of the future.”

A — Architecture, Art, and Acting Future architects, designers, and performers are setting off to shape cities, spark ideas, and light up stages around the world.

I — IB Warriors They tackled extended essays, surprise exams, and countless late nights—emerging with knowledge, resilience, and a well-earned sense of pride.

R — Radiologists, Researchers, and Real-World Ready From labs to law to real estate, this class is ready to rise—and reshape the future.

B — Biology and Beyond With a strong showing in life sciences, this class includes future doctors, dentists, neuroscientists, and environmental scientists.

J — Justice, Journalism, and Job-Ready From aspiring lawyers to future writers, this group is ready to lead, question, and contribute meaningfully to the world around them.

S — Speech Day Stars Whether impromptu or persuasive, our orators left their mark, using their voices to inspire, persuade, and entertain.

C — Camels in Morocco A few adventurous grads spent time in North Africa—riding camels, exploring culture, and making memories that will last forever.

K — Kindness Counts Gratitude, empathy, and support were quietly woven into their everyday interactions. This class proved that small kindnesses make a big difference.

T — Theatre Kids and Tech Wizards From the spotlight to backstage brilliance, this class had talent across the board (and motherboard).

D — Debates, Drama, and Dentistry Whether on stage, in the classroom, or prepping for careers in healthcare, this class brought both performance and precision.

L — Lifer Love Many spent over a decade at STS—growing up together, building lifelong friendships, and becoming part of the school’s story.

E — Europe Explored Trips to Switzerland, France, England, and the Netherlands offered many their first taste of global adventure—and sparked a passion for travel.

M — Model UN and Medical School Future diplomats and doctors honed their skills here— thinking globally and caring deeply.

F — Future is Theirs Some know exactly where they’re headed. Others are still charting the course. But every student is stepping forward with purpose.

G — Gap Years and Growth A number of grads are taking time to work, explore, and reflect—recognizing that growth doesn’t always follow a straight path.

H — Home is where the love, food, and free rent are!

Many are choosing to study in Alberta, surrounded by the comfort and support of family.

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N — Not Just Students They were leaders, athletes, musicians, performers, activists, and artists. Their impact reached far beyond academics.

O — Outdoor Education = Their Element Backpacking, canoeing, skiing, and climbing—these experiences shaped confidence, connection, and unforgettable memories.

P — Prefects, Pranks, and Pride This class led with integrity, celebrated tradition, and had fun doing it.

U — Universities and Unknowns From St. Andrews to SFU, U of T to St.FX, this class is heading everywhere—and still leaving room for what they haven’t discovered yet.

V — Varsity Dreams Academic and sports goals intersect as some pursue the next level on the court, field, arena, and ring.

W — Walks in the Woods A nod to the privilege of having a campus where you can endlessly wonder and wander in nature.

X — Experiences The kind that can’t be graded: the inside jokes, the team wins, the quiet moments that meant everything.

Y — You Made It Through challenges, triumphs, snowstorms, and exams—this class crossed the finish line together.

Z — Zones Conquered, Zeal Unmatched From championship banners to academic breakthroughs, this class did it all with heart.

By Alexandra Owens, Parents’ Organization of Strathcona-Tweedsmuir School (POSTS) President evolved significantly over the years, and in this phase, we When I first walked through the doors of are focused on supporting Strathcona-Tweedsmuir School (STS) nearly four families, kids, and the school years ago, one thing stood out right away: the in meaningful ways. It’s not sense of community. As a parent, I’ve always just the events that shape believed you can’t raise children on your own—it our experience here—it’s truly takes a village. My husband and I were the steady rhythm of care hoping for a well-rounded school experience for our that we offer one another—a kids—one that went beyond just academics. And warm hello at drop-off. secretly (okay, not so secretly), I was also hoping to A volunteer stepping in find our people. A place where our kids could thrive, without being asked. A yes—but also where we, as parents, could feel at teacher receiving an extra home, too. hand just when they need it. These are the threads I started just wanting to help where I could, signing that quietly hold our school up for the odd shift tying skate laces, and somehow community together. that turned into leading POSTS. It’s been a journey We host beautiful events, full of laughter, learning, and a few spreadsheets. such as the Welcome When I heard the previous POSTS President speak Coffee on the first day of at the welcome coffee, I remember thinking, “Okay… school (which our amazing that actually looks kind of fun!” So I rolled up my volunteers start planning sleeves and got involved with special events, and in June), and we help from there, I just kept saying yes to more. coordinate support for everything from serving When the opportunity came to step into the lunches to accompanying presidency, it felt like a natural progression. These teachers on field trips. And families will be with my kids for years to come (my yes, we even decorate the youngest is only in Grade 6!), so anything I can do campus for different seasons to support them and help us figure out the best way and themes, and run what might be the most impressively to navigate this journey together just makes sense. organized lost-and-found you’ve ever seen. Volunteers sort through every item, set everything out neatly, and personally WHAT DOES POSTS DO? email families when they spot a name inside a jacket or backpack. Honestly, if your child’s name is on it, there’s a If you’re new to our school community, you might good chance it’s already on its way back to you, with a bit of wonder what exactly POSTS does. The role has help from someone who just really loves a well-labelled hoodie.

FINDING OUR VILLAGE

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Show Up for the Kids, Stay for the Community Message from POSTS

FLOURISH PILLARS

THE HEART OF OUR COMMUNITY

As the President of POSTS, my goal is simple:

CONNECTION OVER PERFECTION. I want every parent to feel welcome, every volunteer to feel supported, and every event to reflect the heart of our school community.

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When I share about POSTS, I’m really talking about an incredible group of parent volunteers, both those who make up our core leadership team and those who sign up and volunteer throughout the year. It’s a diverse and dedicated crew—some decorate around the school to help create a warm, welcoming environment; others coordinate the volunteer schedule for Tweeds and More or ensure we have support at events like the Middle School track meet. We have volunteers who manage our social media, build our monthly newsletter, and lead our New Parent Committee, which matches each new family with an STS parent in their grade to help them feel connected from day one.

parent to feel welcome, every volunteer to feel supported, and every event to reflect the heart of our school community.

As the President of POSTS, my goal is simple: connection over perfection. I want every

The care, the thoughtfulness, and the way we show up for one another. That’s what turns a school into a village—and a village into a home.

Over the years, I’ve come to see that it’s not the big, polished moments that bring us together—it’s the small, sincere ones—the quiet conversations at coffee mornings. The helping hands setting up a staff appreciation lunch. The shared laugh in the organized chaos of a Track and Field meet. POSTS isn’t about doing it all, it’s about being there for one another in ways that feel real and kind.

COVID-19 has disrupted many of the natural connection points we once relied on, and parenting in the digital age presents its own What I love most about our POSTS community unique challenges. But I genuinely believe that is how welcoming and easygoing it is. You can every parent in our community is doing their be involved in whatever way works for you! best to navigate it all for the sake of their kids, Some families pop in for a single event, such and we’re stronger, more grounded, and more as the Terry Fox Run, while others are more involved, helping behind the scenes or attending supported when we do it together. multiple events. There’s a real sense of “come This year, we’re focusing on making it easier to as you are,” where every bit of involvement get involved, more meaningful when you do, is appreciated, and there’s no pressure to do and always grounded in warmth. When we build more than what feels right for your family. It’s community, we also build confidence in our a privilege to walk alongside such thoughtful, children, in one another, and gently, over time, generous parents. I’m grateful for all the in ourselves. moments ahead—big and small—that we’ll create together.

What makes this community so special isn’t just what we do. It’s the spirit we bring to it.

CONNECTION OVER PERFECTION

Bringing Back the Magic: Magic: THE

Ball

By Larissa Flach ’99 and Ciara Glendon ’98

When we stepped into the role of co-chairs for this year’s Black Watch Ball, we had one clear vision: to create an unforgettable experience that celebrated a beloved tradition.

We both remember our mothers getting excited about picking out dresses and enjoying that special night out—it was something our parents truly looked forward to. We wanted to bring that same sense of anticipation and magic to this year’s event.

With the theme “Be Curious” supporting the school’s science program, we saw an opportunity to transform the evening into something imaginative and immersive. From the moment guests arrived—with glowing welcome drinks and masquerade masks—they were transported

into a world of wonder. Digital projections danced across the walls, while “curious cuisine” brought a sense of play to every bite: Dragon’s Breath meringues that let you blow smoke, sushi in petri dishes with soy sauce pipettes—it all delighted and surprised.

Entertainment throughout the evening matched the mood: an illusionist dazzled the crowd, contortionist dancers stunned, and live music—from a violinist, pianist, and DJ—kept the dance floor full. But what truly elevated the night was the spirit of the community.

Parents, faculty, and staff embraced the masquerade theme wholeheartedly and shared in a celebration that reminded us why this tradition endures.

Many of our raffle experiences came directly from STS alumni, who were quick to give back. From Mercedes Stephenson ’99 offering behind-the-scenes access to her national news program, to a former NHL player donating hockey experiences, to wine tastings and theatre nights, the generosity and pride of our alumni were truly moving.

Yes, we raised meaningful funds for STS’s science program—but perhaps more importantly, we reignited a spark. We brought back a treasured experience that gave our community the night out we all needed (and deserved). It was an honour to help bring this cherished tradition to life—an evening that blended purpose, celebration, and just the right amount of sparkle.

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Bringing Back the Magic The Black Watch Ball

FLOURISH PILLARS

The HISTORY of the Black Watch Ball A Tradition Rooted in Community and Spirit The Black Watch Ball was first organized by Strathcona-Tweedsmuir School (STS) parents through the Volunteer Association in 1989 as a way to bring the school community together for an evening of fun and fundraising. It was designed to occur biennially, striking a balance between ambition and the time commitment required for such an event. In 2006, the Volunteer Association evolved into the Parents' Organization of Strathcona-Tweedsmuir School (POSTS).

WHY “BLACK WATCH”?

The name comes from the Black Watch tartan worn in the STS uniform. It was chosen by Dr. Mary J. Dover, a founder of Tweedsmuir: An Academic School for Girls, a Lieutenant-Colonel in the Royal Canadian Women’s Army Corps, and a granddaughter of Calgary founder Col. James Macleod. During WWII, the Black Watch Regiment lent its band for a parade when her Corps had none. Dover never forgot their generosity, and the tartan—also a “free tartan” open to all—became a lasting symbol of gratitude and heritage. She served as the guest of honour at the first two Balls in 1989 and 1991.

Co-Chairs, Ciara Glendon ’98 and Larissa Flach ’99

“This tradition endures not only because it raises important funds— funds —but because it raises our spirits, uniting generations of STS families in joyful purpose.” purpose.”

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Celebrating the Years, the Themes, the Impact BLACK WATCH BALL HIG HLIG

HTS:

From the first “Salute to Sco tland” to “Roaring 20’s,” “Garden Gala,” and “Beyond the Horizon,” these events take months of plannin g and dedication of many parents, raising funds for libraries, outdoor learning, science, performing arts, wellness, and campus enhancements—leav ing a lasting impact on students and the school.

This year’s “Be Curious” eve nt raised $155,465.

By Karen (Uggerslev) Robinson ’92, STS Alumni Association President

Sitting in a recent virtual Board meeting that ended 35 minutes early on Teams, I was reminded why face-to-face moments matter so much at STS. When we meet virtually, we check off the business and log off. But in person, conversations and spontaneous connections unfold—just like they did in our school days. That’s the spark I’m working to preserve and strengthen as your new Alumni Association President.

“Whether you’re launching your career, raising kids, hitting your stride, or easing into retirement, you have a place here.”

When I graduated from STS in 1992, I never imagined I’d be back on campus regularly, let alone in this role. Yet here I am, about ten years after Aimee-Jo Benoit ’97 first invited me to join the Annual Events Committee, working to nurture the relationships that have always been central to my STS experience. Your stories, experiences, and ties to this place are what make our alumni circle so vibrant and distinct.

Finding My Way Back My involvement started quite naturally. I’d attended events for years—reunions, dinners, the works. When our 20-year reunion came around, I helped organize it with classmates. We combed through contact lists, dug up photos, and planned the celebration. That’s when Aimee-Jo noticed my efforts and asked if I’d be interested in contributing more broadly to the alumni scene.

The Power of Small Classes

strathconatweedsmuir Say hello to our STS Alumni Association President, Karen Robinson ’92

There were only 45 people in my graduating class, and approximately 150 in the Senior School as a whole. You didn’t just know names—you knew personalities, quirks, and stories. We played sports, collaborated on projects, and survived Speech Day together. I was terrified of public speaking back then, but the skills STS encouraged me to develop have had a lasting impact on my career.

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Growing the Heart of Our Community Message from the Alumni Association

In this role, I’ve come to see how these connections are not just nostalgic—they’re practical. This year, we moved our annual Stampede Party to Eighty-Eight Brewing Company, owned by alumnus Brendan Barnett '01. Supporting a fellow graduate’s business, while giving our gathering a fresh energy, made perfect sense. It’s the same synergy we see when Dr. Sarah Chen '89 mentors current pre-med students or when tech entrepreneur Mike Torres '95 offers internships to recent grads. These are the kinds of relationships that come to life when our network is active and engaged.

Building Bridges Across Generations One of our current challenges is engagement, especially with younger grads. You might be thinking, “Alumni events? I’m too busy building my career.” I get it—I felt the same way for years. It’s natural to drift during university and those early work years. The question is: how do we bring people back when they’re ready?

We’re exploring new ways to reach out, such as LinkedIn groups organized by graduation year, refreshed event formats, and modernized communication—all while honouring the traditions that matter.

The pandemic didn’t help—many lost the rhythm of showing up in person. Even now, virtual meetings often lack the energy of real presence, as that recent Board call reminded me. There’s a different kind of momentum when we gather together, just like there was in our school days.

My aim as President is simple: to make sure our gatherings feel worthwhile and that we’re reaching people in ways that resonate. For some, that might mean printed invitations (I’m looking at you, fellow Gen Xers). For others, it’s staying in the loop via Instagram. The point is to meet people where they are.

STS fosters meaningful relationships through its setting—the scenic campus, close-knit classes, and time-honoured customs passed

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down over the decades. Moments like Speech Day or the Fall Fair aren’t just events—they’re part of our collective story. Faculty and staff still attend alumni gatherings, recalling students from decades ago with impressive clarity. That continuity is something rare, and valuable.

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Here are just a few ways you can reconnect:

Your Place in Our Story

Join us at an upcoming event.

Connect with fellow grads through our new LinkedIn groups.

Reach out if you’d like to mentor We’re not trying to reinvent anything. students or offer internship We’re building on something opportunities. extraordinary—ensuring that the ties formed at STS continue to open doors Or simply update your contact info and offer support for every graduate. so we can keep in touch.

A thriving alumni network means mentorships, internships, career advice, and more for current students. And when we stay connected, we help STS attract exceptional employees and uphold and evolve the core programs Message from the Alumni Association that shaped us.

Some grads will always be more involved than others—and that’s perfectly fine.

Whether you’re launching your career, raising kids, hitting your stride, or easing into retirement, you have a place here. What matters most is that everyone knows they’re welcome back whenever the time feels right.

The thread that unites us isn’t just memory—it’s shared growth, purpose, and potential. Your involvement doesn’t just enrich your own experience; it strengthens the fabric of our alumni network and contributes to the ongoing success of the school that shaped us all.

That legacy is something to celebrate—and sustain—for every generation that calls STS home.

Ready to reconnect?

Contact us at alumni@sts.ab.ca

Bonds that Shape Us Their stories remind us that the most rewarding paths are often the ones we never planned to take, and that with curiosity, courage, and connections, every new chapter holds the promise of inspiration.

What transforms a school experience into a lifelong foundation? What makes certain connections endure across decades, continents, and career pivots? This year’s Inspiring Alumni shows that it’s not one moment—but many. It’s the steady layering of relationships, values, and ways of seeing the world that shape how we move through life with purpose.

From the rolling foothills of Alberta to opera houses, ranches, pediatric clinics, boardrooms, newsrooms, and design studios across the globe, these eight former STS students have forged extraordinary paths.

Their careers are as diverse as they are impressive—yet each story reveals a common thread of creativity, courage, and reinvention.

These alumni remind us what’s possible when bold curiosity meets a strong foundation. They’ve leaned into uncertainty, followed unconventional roads, and turned ideas into impact.

And they’ve done it all while staying connected—to their communities, to their values, and to the formative experiences that began at STS. What ties them together isn’t just an alma mater—it’s a mindset. Whether investigating corporate wrongdoing, building thriving businesses, or designing spaces that change how we live, each of these individuals shares a quiet confidence, a willingness to pause, observe, question, and act with intention.

OPTIMUM XXV Enduring Connections

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Bonds that Shape Us Inspiring Alumni

The STS Alumni Stories In each edition of Optimum magazine, we share stories of inspiring alumni who, while completely diverse in every way, have a strangely similar ethos, heartbeat, and language, exemplifying what it is to be an STS alumni. Their stories remind us that the most rewarding paths are often the ones we never planned to take, and that with curiosity, courage, and connections, every new chapter holds the promise of inspiration.

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James Chouinard ’94 & Jennifer Mundy ’95 Inspiring Alumni Four minutes. That’s how long it took James Chouinard ’94 and Jennifer (Chouinard) Mundy ’95 to commute from their family’s Bar None Ranch to Strathcona-Tweedsmuir School (STS) each morning. But the journey from STS classmates to business partners running one of Alberta’s most esteemed thoroughbred operations took decades—and a complete change of heart.

Famous Last Words “I hated the farm,” Mundy admits with a laugh.

“I really wanted to be a city girl. I said I would literally never do that to my children.”

The school’s focus on outdoor education left lasting impressions. She fondly recalls the Grade 8 canoe trip, despite her dislike of the cold. He treasures memories of “100 Yards of Hell,” a spirited lunchtime football game that wouldn’t be allowed today.

The academic rigour, outdoor challenges, and diverse community at STS fostered resilience in both siblings. He reflects that the experience taught him to “identify with people throughout the entire socio-economic spectrum”—a skill he now considers invaluable in business and community life.

The Unexpected Journey

Today, she not only lives on an acreage but also co-manages the ranch with her brother, James.

Her transformation proves that the least expected routes often lead to life’s most meaningful destinations.

As children of Lynn and Cheryl Chouinard, who built the ranch as a passion project, the siblings grew up straddling two worlds.

Their father pursued business ventures in steel, oil, and mortgages, while nurturing what Chouinard calls “a massive operation” that “slowly but surely morphed” beyond anyone’s imagination.

Between Barn Boots and Blazers At STS, their unique background stood out. “It was always very apparent that our upbringing was considerably different than all of our other peers,” Chouinard recalls. Mundy started at STS first in Grade 2, with Chouinard joining the following year. Both credit their STS education with broadening their perspectives as they bridged these contrasting worlds—the rural farm life they knew at home and the more urban experiences of their classmates.

“I got to see what it was like growing up in a smaller rural community, but I also got to see through the eyes of the most affluent as well,” he explains.

A Legacy Reimagined

After their father, passed away, Chouinard and Mundy faced a turning point. The ranch, initially a passion project rather than a profitable venture, needed to evolve to endure. “We’ve really tried to focus on honouring both our parents’ legacies,” she explains, “but we also had to be realistic. We could not continue on the way that it was going because we just weren’t earning the income.”

Their approach embodies the entrepreneurial spirit their parents inspired: celebrating a passion for thoroughbreds and agriculture while building a sustainable future through strategic diversification. True to their father’s philosophy of “keep aiming, keep firing,” they’ve experimented with various ventures over the years—from growing hops to other crop experiments—always willing to pivot when something didn’t work and try something new.

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James Chouinard ’94 & Jennifer Mundy ’95 Inspiring Alumni

Fish in the Barn, Fertilizer in the Field

determined, make-it-happen approach I saw in my parents.”

Their latest venture represents both innovation and sustainability: raising Australian Barramundi in a converted stable barn. The fish operation creates a closed-loop system where waste is converted into fertilizer for other agricultural purposes. It’s precisely the kind of win-win thinking their parents would have appreciated.

Their partnership extends beyond business to their roles as STS parents.

When Mundy was considering sending her own children to STS, a campus visit left her amazed at how much the school had evolved. Today, as a co-chair and treasurer of the Parents’ Organization of STS (POSTS), she has experienced firsthand the deep community connections that define STS.

They have continued to uphold their commitment to the thoroughbred industry and founded the Bar None Ranches Memorial Foundation to support rural and agricultural communities across Alberta.

For Chouinard, telling the complete story means recognizing both parents’ contributions. “I don’t want my mother, to get forgotten in this. A lot of this was also significant to her. She was behind the scenes,” he says. Mundy’s words echo his sentiment: “She was the quiet one who did everything, supported him so that he could do everything that he did, and he could not have done it without her.”

The siblings have naturally fallen into a similar complementary partnership.

“James is the creative force in making the decisions,” Mundy notes, “while I’ve always been drawn to the kind of

From Reflection to Reconnection Their advice to current students emphasizes embracing possibility while staying true to values. “Don’t strive for perfection right off the bat,” she advises.

“Take your time and enjoy the journey. If it’s meant to be, you’ll find your way, no matter what.”

Chouinard emphasizes perspective: “Keep an open mind—never say never. As you grow and evolve in life, you gain different perspectives.

Keep aiming upwards and always try to learn from every experience.”

From siblings and schoolmates to business partners stewarding a legacy spanning

Keep an open mind—never say never.

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agriculture, faith, and community service, they demonstrate how our connections—with family, school, and community reveal their true worth in the most unexpected ways. Their story reminds us that sometimes the path forward leads us exactly where we’re meant to be, even if it’s the last place we expected to call home.

“As you grow and evolve in life, you gain different perspectives.”

Navid Eskandar ’11Inspiring Alumni Sometimes, the most transformative journeys begin by chance. For Navid Eskandar ’11, enrolling at Strathcona-Tweedsmuir School (STS) in Grade 7 wasn’t part of a carefully mapped plan—but the decision set the stage for one of the most valuable chapters of his life.

“I was really fortunate to have been able to go to STS,” he reflects, speaking from London, where he is currently pursuing his MBA at London Business School. “As an adult, I can see how much value I got out of that experience.”

A Foundation Built on Curiosity

disguise,” a course selection glitch landed him in environmental engineering instead of structural engineering. The shift introduced him to impact-focused courses, which quickly became a new passion.

His career began at Shell, where he worked in remediation before joining the Calgary projects team. When Canadian Natural Resources acquired the asset he was working on, he transitioned with the team, spending seven years there—five as a structural engineer and two as a project manager overseeing major infrastructure projects in Fort McMurray.

From Happy Accident to Global

Between 2008 and 2011, Eskander gravitated towards the sciences.

His chemistry, biology, and physics teachers left such an impression that he can still recall all their names today. Yet, it was a history course that provided one of his most valuable lessons, fundamentally reshaping his worldview.

“I took an IB History course, which was all about the lenses of history” Navid explains. “Looking at history through different perspectives—a famous person’s lens, or from an economic standpoint.

I still use that tool because when I look at a story or piece of information, I try to look at it through different lenses.”

This analytical approach has become a cornerstone of his career, guiding him from the oil sands of Fort McMurray to international boardrooms.

Engineering a Career Path After graduating from STS, he enrolled in engineering at the University of Alberta (U of A). In what he calls a “blessing in

Building Bridges Through Ladderly While establishing himself professionally, his entrepreneurial spirit was already at work. Sensing a gap in career support services, he founded Ladderly—a not-forprofit initiative aimed at helping newcomers to Canada, students, and recent graduates navigate their career paths.

“I wrote a post on LinkedIn saying ‘Hey, I’m happy to review anyone’s resume or help with their applications,’” he recalls.

“Twenty-five to thirty people that I didn’t know reached out to me. I realized there’s actually a demand for this.”

What began as a small side quest quickly evolved into something much larger. In his first year alone, he coached nearly 500 people one-on-one. The U of A partnered with him for annual career development workshops, and his reach expanded globally— coaching over 1,600 individuals to date.

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Navid Eskandar ’11 Inspiring Alumni

Today, Ladderly operates as a Calgary-based career coaching service, connecting ambitious professionals with experienced industry coaches who provide tailored resume optimization, strategic career planning, and practical guidance.

Despite this growth, founder Eskandar remains committed to his original mission of supporting others, continuing to offer complimentary initial consultations to university students, recent graduates, and new Canadians as they begin their professional journeys.

Giving Back to STS His success with Ladderly brought him back to his roots at STS, where he now serves on the Executive Alumni Committee. His focus is on preparing current students for the evolving world of work. “How do we get the Grade 9s, 10s, 11s, and 12s ready for what is going to be their job in the future?” he muses.

An International Perspective He has embraced opportunities he never once imagined. He has worked on revenue strategy for the National Basketball Association (NBA), interned with McKinsey & Company, supported healthcare startups in securing funding, and even spent six months studying at Yale. Each experience has broadened his worldview and fuelled his passion for global impact.

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“As an engineer, you never get the chance to do that,” he marvels about his NBA project. “That’s a very different world.”

This summer, he will join a green technology venture capital firm in Washington, D.C., before likely making London his permanent home. His international experiences, including month-long trips to China, Saudi Arabia, and Pakistan, have provided him with unique insights into global energy transitions—knowledge he hopes to eventually bring back to Canada.

"A big part of forming your career is just trying different things, especially while you're young!"

“I’m pretty bullish on Canada’s future,” Eskander says. “I’d love to help Canada reach that transition milestone with energy.”

Wisdom for the Next Generation To current STS students, he offers this wisdom: “A big part of forming your career is just trying different things, especially while you’re young.

Knowing what you don’t want can be even more important than knowing what you want to do.”

He believes preparation creates opportunity: “Time, place, and luck are what define a career, but the luck component is very much what you make of it. The more you’re prepared, the better your luck’s going to be.”

As he continues to build an international career while mentoring others, he exemplifies how a strong foundation can launch us toward unimagined heights. His journey—from a “happy accident” arrival at STS to the global stage—reminds us that the most rewarding paths are often the ones we never planned to take, and that with curiosity and courage, every new chapter holds the promise of inspiration.

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Stacy Finnbogason ’90 Inspiring Alumni Sometimes, the most transformative moments come from experiences we initially resist. For Stacy (Hyndman) Finnbogason ’90, a quiet Elementary student entering the unfamiliar world of Strathcona-Tweedsmuir School (STS), early challenges shaped not only her career but also her approach to helping others overcome obstacles.

“I was pathologically shy,” she recalls. Starting in Grade 5, she and her brother transitioned to STS after their parents noted the school’s passionate educators and exceptional opportunities. The transition was challenging, especially given the school’s strong emphasis on public speaking.

“Speech Day was my worst nightmare,” Finnbogason admits. “I would hyperventilate and break into tears.”

English teacher Bridget Stewart played a key role in her growth. Rather than excuse her, Stewart found ways to help her practice in smaller settings. Finnbogason was able to give her speech to the teacher and two classmates. The patient encouragement paid off—she went on to win several Speech Day awards.

Finding Her True Path After graduating, she planned to pursue law school at Queen’s University. Shortly after arriving in Ontario, it became clear it wasn’t the right fit: “There was no science, no people component—just reading and writing.” A life-changing conversation with her parents over the semester break changed everything. “They let me know, ‘You know you don’t have to go back, right?’ I said, ‘But you always say if you start something, finish it.’ They responded, ‘We meant dance class, not your life.’”

This philosophical shift led her to pursue a degree in physical education at the University of Calgary, followed by a program in recreation studies at the University of Victoria (UVic), where a co-op program opened up new possibilities. A summer placement at Easter Seals Camp in Squamish, where Finnbogason worked with children with disabilities, became a turning point. “We took kids rock climbing,” she recalls. “Having people in Squamish absolutely blown away that kids were up on the rock and able to do something they had never done before—it was like, ‘Yeah, this is what I want to do. Help kids figure out how they can do things no one ever thought they could do.”

Finding Strength in ge n e all Ch

Years later, while working at Kamp Kiwanis, Finnbogason was asked to address 150 parents about an outdoor education program. “I was terrified, but it was my job. And it was like a switch flipped in my head.” At that moment, she realized all those years of Speech Day preparation at STS had given her the foundation she needed.

“I completely attribute that to Stewart making me do it, even though I was terrified, and to her giving me the skills so that when my brain could adjust to the fact that I didn’t need to be terrified anymore, I was ready.” Since then, she’s never been afraid to speak publicly and is now at ease addressing groups of all sizes, providing professional development for educators and school staff.

Building a Career of Impact

This realization led to a career in pediatric physiotherapy, spanning acute care, rehabilitation, private practice, and school systems. Today, she works as a pediatric physiotherapist with the Calgary Board of Education, spending time at Emily Follensbee School, where she once volunteered as a Grade 11 student. “I’ll be honest, at the time, I chose the placement because it was at a school, so you got out early Friday afternoons during basketball season,” she laughs.

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Stacy Finnbogason ’90 Inspiring Alumni

Despite initial uncertainty, that experience planted important seeds.

“I wasn’t quite mature enough to fully understand the impact at the time.

But now I consider it one of my most valuable experiences because when I encounter people who ask, ‘Why is creating barrier-free opportunities important for kids?’ I understand their perspective.”

“Try everything. You never know when it’s going to come back around and have a positive impact.”

Take advantage of all the opportunities you have at STS. This experience helps her advocate more effectively: “Understanding where I once was helps me respond with empathy rather than frustration.

We need to help people understand so that inclusion and accessibility are something that everyone can value.”

Finnbogason furthered her focus on inclusion and accessibility by joining the Board of Directors for Easter Seals Alberta.

The Power of Saying Yes Reflecting on STS, Finnbogason emphasizes the importance of embracing every opportunity.

“Take advantage of everything.

Try everything. It’s a small school—there are so many opportunities.” Her athletic journey exemplifies this principle. Playing on many of STS’s sports teams, she was a late joiner to the volleyball team. Though she didn’t initially see the appeal, she started playing

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in Grade 10. Her height and lefthandedness paved the path for her to play for the university teams at Queen’s and UVic. “You never know when it’ll come back around,” she notes, crediting a volleyball connection for her first physiotherapy job in Calgary when a teammate from Queen’s was hiring.

Today, she is watching her daughter in Grade 6 at STS and sees the school’s commitment to developing engaged citizens. “Creating wellrounded kids who look out to the world and volunteer—that’s how we’ll survive in this world.”

From a timid girl who once dreaded Speech Day to a confident advocate for children with disabilities, Finnbogason’s journey embodies the transformative power of embracing challenges. As she puts it: “You never miss out by giving it a try.”

Stacy with her daughter Erika '31

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Stephanie Kochorek ’02 Inspiring Alumni For Stephanie (Bialik) Kochorek ’02, the journey from Strathcona-Tweedsmuir School (STS) to co-founding one of Calgary’s most respected creative agencies has been anything but conventional. Guided by curiosity, genuine relationships, and a deep commitment to meaningful endeavours, she has forged a direction uniquely her own.

Where it All Started “STS laid a lot of the foundation for what I do now,” Kochorek reflects. She attended the school from Grades 6 through 12, immersing herself in speech and debate, as well as Ms. Carlson’s art class.

“Those were the areas where I thrived—and they’re still central to my practice today.”

This foundation in public speaking, creative expression, and critical thinking proved invaluable as she navigated her career. After graduation, she spent a year studying Fine Arts at the University of British Columbia (UBC), but soon realized it wasn’t the right fit.

That realization led her to Miami Ad School in San Francisco, where everything clicked. “I got my first job in San Francisco at 20 and was working on incredible projects—flying to LA and filming commercials.”

She continued to hone her craft at top agencies, including Vancouver’s renowned Rethink. When she returned to Calgary to start a family, freelance projects gradually evolved into something much bigger. She launched Daughter Creative with her business partner, Jill Dewes, in 2016, and the company is now among Calgary’s premier branding and marketing agencies.

Forging Her Own

The Scenic Route: From Fine Arts to Advertising “I’m a pragmatic, results-oriented person,” she explains. “I felt like I’d spend four years there and still have no real job prospects.”

Photography school followed, and then came a pivotal experience working on a magazine project that changed everything. “I loved editing the magazine, selling the ad space and coming up with concepts for the magazine, and bringing the team together. I was like, ‘Oh, I think maybe I want to pursue advertising.’”

More than a Name For Kochorek, Daughter is not just a brand, it’s a belief system. “’Daughter’ is a one-word manifesto,” she explains. “If you ask for someone’s time and attention, you have a responsibility to honour it. Time is the most valuable thing we have. So when we put content into the world, it has to be worth it.”

This philosophy was born from a moment of reckoning early in her career. Driving down Sunset Boulevard past one of her own billboard campaigns, she had a realization: ‘I looked at it and thought, ‘This isn’t it.” This isn’t why I’m here.”

That moment shaped what she now describes as the “Daughter Test”—a principle guiding every project her agency undertakes.

“Early on, we had a client who wanted to spend a ton of money on something we didn’t believe in. We wanted the money badly.

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Stephanie Kochorek ’02 Inspiring Alumni

But someone in the room said, ‘Is that something Daughter would do?’ The answer was clear: ‘Nope.’”

Her message is simple yet powerful: give yourself permission not to have it all figured out.

Today, Daughter Creative collaborates with a diverse range of clients—from award-winning local breweries like The Establishment Brewing Company and Annex Ale Project, to city-wide initiatives like Blue Sky City and the Calgary Cancer Centre. She is especially proud of the agency’s partnership with non-profits and purpose-driven organizations.

As she continues to build Daughter Creative and navigate the ever-evolving world of branding, she carries with her the lessons of her STS years: authentic expression, meaningful connection, and the courage to forge your own direction.

Full Circle: Friends, Family, and Coming Home The bonds forged at STS remain central to Kochorek’s life. Recently, she celebrated her 40th birthday in Tulum, surrounded by friends she met at STS. “These are friendships based on authenticity,” she reflects. “We were all discovering who we really were at the same time. There’s no posturing.

It’s effortless to be together because there’s no veneer.” STS, she adds, created the perfect conditions for these bonds to form,” it held us tight—but not too tight.”

Now, her own daughters are carrying on the tradition, currently in Grades 7 and 8 at STS. For her, it’s a full-circle moment—watching the next generation discover their own path.

Permission to Not Have it All Figured Out For students considering a creative or entrepreneurial journey, her advice is to embrace uncertainty and give yourself space to grow. “I felt pressure to know exactly what I wanted to be after high school—and I didn’t. Taking time to iterate was critical. I needed to try a bunch of things. Some people have to feel their way through.

That’s okay.”

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“Even after nearly a decade of building Daughter Creative, my role is still evolving,” she says. “You never really know what’s next—and that’s okay.”

“You never really know what’s next — and that’s okay.”

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Spencer Purdy ’05 Inspiring Alumni Spencer Purdy ’05 views architecture through the lens of storytelling.

Whether he’s shaping a high-rise building or crafting a contemplative public art piece, or designing a graphic, each project begins with a narrative—one deeply rooted in its surroundings and purpose.

“All of my projects tell a story and are grounded in where they are,” says Purdy, a 2005 graduate of Strathcona-Tweedsmuir School (STS). “You always have to circle back to what that story is, regardless of scale.”

From Art Studio to Skylines This narrative-driven approach has guided Purdy through a career spanning Calgary to Los Angeles, New York, and Vancouver. After graduating from school, he earned a five-year professional degree in architecture at the University of Southern California (USC), then honed his craft in New York before establishing roots on Canada’s West Coast.

Today, he runs his own practice in Vancouver, seamlessly balancing the roles of architect, developer, and public artist.

while relying on the expertise of others “—orchestrating contractors, engineers, experts, and specialists toward a shared vision. The collaborative problem-solving skills he developed remain invaluable.

“Part of my daily job is to put out fires,” he says lightly. “Knowing you don’t know everything is extremely helpful and humbling.”

Many of Purdy’s most meaningful projects stem from school connections.

His public art installation at the front entrance—Nil nisi optimum, created for the 50th anniversary, embodies how enduring connections spark creative collaborations.

The project united several alumni—activist-writer Megan Adams ‘05, painter Rosanna Marmont ‘05, and Purdy himself, showcasing diverse perspectives, creating something greater than the sum of its parts.

Building Stories: Transforming Spaces Through

His journey began in the art studio under the mentorship of longtime teacher Debra Carlson, whom he still sees regularly in Vancouver. “Her influence was formative,” he reflects. “The ability to focus on what you’re interested in, but be interested in everything—that foundation pairs really well with architecture.”

Designing with Heart and Heritage That broad curiosity now drives Purdy’s work. He likens architects to conductors—”knowing a little bit about a lot of different elements,

A long-standing relationship evolved into a collaborative effort to bring an artisanal food hub and jam factory to life on Salt Spring Island, where he took on the roles of architect, owner’s representative, and artist within a single, cohesive project.

Perhaps his most deeply personal work is Vanish Station, a large public art piece commissioned by his grandfather, Gerald Knowlton, for the small Alberta town of Standard.

Having spent part of his childhood in his grandfather’s train station, he brought that story full circle through design. The piece serves as both an homage to the era when railway stations anchored communities throughout the West and a gift to the town, creating a public space where residents can gather, remember their past, and envision their future in a public installation that blurs the line between architecture and art.

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Spencer Purdy ’05 Inspiring Alumni

For Purdy, the best designs evolve rather than conform to preconceived notions.

“I love when I’m given rules and constraints. They create the opportunity for creativity,” he explains.

“But you have to let projects grow and not force them into a box they don’t want to be in.”

He extends this philosophy to career advice, urging aspiring architects to stay open to unexpected paths.

Of his USC graduating class, only half became traditional architects: others found their calling in fashion, theatre, or graphic design. “Allow those doors to be open,” he says.

“Architecture gives you a base and understanding for design that might lead you to something else. I never thought I’d be designing a jam factory or large public art installations, but letting your path unfold is important.”

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Creativity in the Curveballs Architecture, Purdy has found, is a lesson in persistence. Many of his most creative projects exist only on paper, shaped by shifting circumstances. But he doesn’t see these as failures—instead, they’re building blocks. “You need really thick skin,” he acknowledges. “Not everything gets realized, but when projects do happen, they often look completely different from where they started—and they’re better for it.”

He traces this resilience back to his school days.

“You get structured boundaries, growing in between. You head in a direction, but you let it evolve.”

For Purdy, the moment when a project “clicks” is the ultimate professional rush. It’s a flash of

“Knowing you don’t know everything is extremely helpful and humbling.” intuition earned through perseverance, pushing beyond “good enough” to something truly right. “A lot of people just give up and say ‘it’s good enough.’

But having that intuition to know it’s not right and keep going—that’s actually part of the job.”

As Purdy continues to shape meaningful spaces across Western Canada, he carries forward the values that shaped him: curiosity, resourcefulness, resilience, and the conviction that the best solutions emerge when diverse perspectives meet creative constraints.

In Purdy’s world, every project tells a story and most of the time, the best stories are worth the wait.

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Faye Steinberg ’89 Inspiring Alumni From the ATCO trailer that served as STS’s music room in the 1980s to the stages of Calgary Opera, from managing family real estate ventures to opening Canada’s most authentic haunted house experience—Faye (Sidorsky) Steinberg’s ’89 journey exemplifies the power of embracing every facet of who you are.

Finding Strength in Unexpected Places “What I embraced at Strath was an understanding of what really hard work looks like,” reflects Steinberg from her home near High River. “I was going to school with brilliant people who found math and sciences easy. My brain is not wired that way.”

Instead, she discovered her strengths in French, English, Social Studies, and, most of all, Music.

Under the guidance of longtime teacher, Mrs. Colborne, she found her creative outlet in the school musicals—even if it meant freezing in winter and sweltering in summer in that old trailer.

to be a practice audition with the Calgary Symphony Orchestra changed everything—conductor Hans Graf heard something special in her mezzo-soprano voice.

“He came up during my audition, got my accompanist to move off the bench,” she recalls. “I’m terrified, my knees are clicking together. He sat at the piano saying, ‘sing this, sing that.’

Then he turned to the administrator and said, ‘She’s hired for the role.’”

That pivotal moment changed her course entirely. Law school plans gave way to a successful opera career with Calgary Opera and the symphony. Yet her story highlights something essential about the STS experience—it prepares you for multiple chapters, not just one.

From Opera Stages to Haunted

But it was STS’s Outdoor Education (OE) program that delivered one of her most transformative experiences. “I remember my first OE trip as a young teen, preparing my backpack for a multi-day mountain trek,” she recalls.

“The school provided me with an opportunity to see that when I needed to do something tough, I could do it.” This lesson in self-reliance would prove invaluable throughout her unconventional career path.

A Voice That Changed Everything After graduating in 1989, Steinberg enrolled at the University of Calgary to pursue a pre-law degree. But at 21, what was meant

The Business of Following Your Instincts

Even as she pursued music professionally, Steinberg uncovered an unexpected talent for business. “I was shocked at how good I was at accounting,” she admits. This revelation led her to manage businesses alongside her opera career, eventually stepping in as CEO of her family’s real estate company.

Along the way, she embraced her most unconventional abilities. Since childhood, she has experienced psychic phenomena, and today she maintains a private practice as a psychic medium, even assisting law enforcement on missing persons cases—work that draws on the same analytical thinking and emotional intelligence fostered at STS.

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Faye Steinberg ’89 Inspiring Alumni

When something resonates with you, you’re probably onto something.

Where All Paths Converge All these experiences converged in 2024, when she opened Mystic Manor—an authentic haunted house experience in High River. Inspiration struck as she stood in a severely damaged property from her family’s real estate portfolio.

“I’m standing in this house, and the ceiling’s about to cave in. I hear this voice, this woman’s voice, and she says, ‘This is where Mystic Manor needs to be,’” Steinberg recalls. Two years of renovations later, Mystic Manor opened as Canada’s only authentic haunted house experience, where she leads tours, blending her business acumen, theatrical flair, and psychic abilities.

Lessons for the Next Generation “You never have to be better, you just need to be different,” she advises current students. “There are hundreds of haunted houses out there. I’m different. I’m bringing a unique experience to people.”

Her success echoes a broader lesson from STS: knowing your own strengths gives you the confidence to take calculated risks. “If you have a sound business plan for your idea, and if you’re willing to put your own money into it, then you don’t say no to it.”

For Steinberg, the key is trusting your instincts—and backing them up with practical skills. “When something resonates with you, you’re probably onto something. If you’ve got the inspiration, the purpose, and the passion, then you work backwards.”

From the humble music trailer at STS to creating Canada’s most distinctive entertainment experience, her journey proves that extraordinary careers are built by those brave enough to trust their vision—and bold enough to bring it to life.

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“If you’ve got the inspiration, the purpose, and the passion, then you work backwards.”

Jon Woodward ’99 Inspiring Alumni Jon Woodward ’99 believes the spark of every great story is curiosity.

As an accomplished investigative journalist and CTV National News correspondent, he’s discovered that simply asking “why?” can lead to investigations that change policies, expose corruption, and even save lives across Canada.

“All intellectually honest, public service journalism is investigative journalism,” says the 1999 graduate of Strathcona-Tweedsmuir School (STS). “The act of asking a question is an investigation. Some journalists go down the rabbit hole more than others, but at its core, if something doesn’t make sense on first blush, just being curious about it is the first, most important step.”

This philosophy has guided Woodward through a remarkable career spanning nearly two decades, where his investigations have led to systemic policy changes and brought justice to countless victims. His work demonstrates the profound impact of persistent, thoughtful journalism.

Wise Words That Have Lasted a Lifetime

story contests, winning $25 for one of his submissions—the cheque is still proudly framed at his family home. These experiences with storytelling and writing offered the first glimpse of his future career path.

His STS teachers left indelible marks that still shape his work today.

He fondly recalls Ms. Stewart’s encouragement to keep a journal, Mr. Schmidt’s Words are Important books, and Mr. Nelson rewarding him for unusual but correct answers in science class. “‘Be curious’—that’s something I still do today,” Woodward reflects. “Try not to veer into skepticism or cynicism, but just ask honest questions and go where the answers go.”

The Power of Asking

Woodward’s journalistic journey began during his years at STS, from Grade 7 through 12. For his family, the school was a practical choice after they moved outside of Calgary. “I remember being unhappy about the uniform but quickly warmed to it because I didn’t have to spend any time figuring out what to wear,” he recalls with a laugh.

The school proved fertile ground for his developing passions. He wrote for student’s zine – though he described his contributions as “so full of overwrought poetry that was kind of an inside joke.”

More importantly, he found early success in the school’s short

Asking the Right Questions That STS-nurtured curiosity followed him to the University of British Columbia, where he joined the Ubyssey, the university’s student newspaper. One pivotal moment stands out: questioning the university president about a letter she’d written to the provincial government. “I remember her being quite surprised!

She didn’t have a good answer,” he recalls. “It was a good lesson that a good question can be asked of anyone, no matter who they are. Questions don’t care how powerful you are.”

This fearless approach to questioning authority would become a hallmark of his career.

A Career Built on Empathy and Accountability Throughout his career, Woodward has tackled some of Canada’s most challenging stories—from the opioid crisis to missing persons cases. His approach is rooted in empathy: “without ego

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Jon Woodward ’99 Inspiring Alumni

and really trying to understand where someone is coming from.” This philosophy was put to the test during his investigation into Vancouver’s missing women, where many sources faced addiction and hardship. “At the end of the day, it was their knowledge and connections that helped us piece together the larger story,” he explains.

Accountability remains central to Woodward’s work, a value he credits to his former news director, Margo Harper.

“At the end of the day, in our society, there is usually someone or some institution responsible for a failure—it’s important to explain those relationships clearly, with an eye to improving the system,” he says. This commitment to systemic change, rather than mere exposure, distinguishes his journalism as truly impactful.

The emotional weight of covering traumatic stories stays with the veteran journalist long after the cameras stop rolling. “I am always thinking about the people in my stories. Perhaps it’s a curse,” he admits. Yet he finds meaning in the belief that “by telling these stories, we do make a difference. I think if we all had visceral understandings of these things, policies would change overnight.”

Advice for the Aspiring Woodward’s advice to aspiring journalists highlights the importance of relationships and integrity. “If you say you’re going to do something, do it. If you say you’re never going to do something, don’t do it. Trust is hard to win and broken in an instant.” He also champions setting short-term goals and keeping detailed to-do lists, noting that “every big accomplishment is made up of 1,000 one-line to-do entries.”

For this STS graduate, success isn’t measured in awards, but in impact.

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Trust is hard to win and "Questions don't care how powerful broken in you are." an instant.

“Success is seeing my work have an impact—to inform, to move emotionally, to expose. But the thing that keeps me going is to make change,” he says. “Success could be the next story.”

Wonder in the Work Recently, while reporting on Arctic security preparedness in Tuktoyaktuk, Woodward experienced a moment that perfectly captures his approach to journalism. Driving south at night, the Northern Lights were so vivid that it felt as if headlights weren’t needed. The team stopped to photograph the aurora, discovering colours invisible to the naked eye. “It’s important to stop for a moment and wonder,” he reflects.

This sense of wonder—the ability to pause, observe, and ask deeper questions—remains at the heart of his work. Whether investigating corporate wrongdoing or standing beneath the northern lights, he approaches each moment with the same curiosity that first took root in STS classrooms. And perhaps that’s the most crucial lesson for current students: in our age of instant answers and rapid-fire news cycles, the greatest discoveries still come to those willing to pause, wonder, and ask the questions that matter most.

Living by Instinct Yet, Kahane’s success is defined by more than his professional milestones. His philosophy centers on following his instincts—an outlook shaped by his time at STS. “I very much just live life by what feels right,” he explains. “It might take twists and (legal left hand) turns, but it always gets me somewhere good.”

Kahane’s journey toward a career in law began with an unexpected moment of clarity as a teenager. “I was driving down Elbow Drive when I was 16 or 17 and got a ticket for making an illegal left-hand turn,” he recalls.

“I went to court and argued that the sign permitted me to go straight but didn’t prohibit me from turning. I won, and I just liked the mental game—the puzzle of it all.”

This early insight into legal reasoning led him to found Kahane Law Office in 2004. Today, the firm has grown into a full-service practice with more than 20 lawyers and is recognized as one of Alberta’s top firms for real estate transactions. His professional accolades include being appointed King’s Counsel in 2022, receiving the Alberta Centennial Medal of Honour, and being named a Leader of Tomorrow by Business in Calgary.

He credits his grandmother for teaching him three powerful principles: do what needs to be done, charge a reasonable rate, and deliver on your promises.

“What a novel and simple approach to business,” he notes.

“Grow your business by actually calling people back who want to give you work.”

This philosophy has also guided his business, reflecting a straightforward yet effective strategy.

The STS Foundation Kahane’s time at STS, which began in Grade 9, offered more than just

academic preparation—it gave him a sense of confidence and a sense of belonging. “By Grade 10, I felt comfortable with myself and with the people I was with,” he reflects.

At the school, the expectation of excellence meant that moving on to university was simply the next step—”It wasn’t even a question,” he says.

This culture of achievement, normalized rather than pressured, proved invaluable when he entered university. “The first half of the first year was a review for me, so I could help others get through it, and then they helped me with new material in the second half.”

Perhaps most meaningfully, the school gave him lifelong friendships. “A lot of us still are in touch. I’m having lunch tomorrow with a few alumni,” he shares.

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Jeffrey Kahane ’89 Distinguished Alumnus Award

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Jeffrey Kahane ’89 Distinguished Alumnus Award The Strathcona-Tweedsmuir School (STS) community is proud to recognize Jeffrey Kahane ’89 as the recipient of the 2025 Distinguished Alumni Award – the highest honour bestowed by STS upon its alumni.

Presented this past May at our 15th Annual Alumni Dinner, the Distinguished Alumni Award was established in 2003 to recognize eminent alumni who have made outstanding contributions to our school. Each year, the school celebrates a former student who has inspired new ideas, demonstrated exceptional leadership, dedication, creativity, or and truly embodied the spirit of STS—Nil nisi optimum, nothing but our best.

For over 30 years, Kahane has served as his class’s “permanent” representative, a title he jokes should have come with a clearer job description. Through letters, advocacy, and genuine connection, he has kept his classmates close, simply because, as he puts it, “I enjoy it.”

Giving Back Kahane’s joy in staying connected extends to his ongoing volunteer work with the school. Whether serving as a Speech Day judge, Spartan Talk presenter, rugby supporter, or mentorship panellist, his motivation is straightforward: “I don’t get anything out of it other than a nice drive to school, watching the kids do their thing, and catching up. It’s just all positive.”

His advice to students is as authentic as his outlook on life: “Follow your gut, follow your heart—it knows. Don’t live by ‘oh, I should do this, should do that’ in your brain because that won’t make you happy.” He encourages

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young people to find something they love to do so that “work isn’t work” and they can live the life they want.

Balance and Perspective This commitment to balance is evident in Kahane’s everyday life.

In addition to being a loving father and, recently, a new grandfather, he cherishes time spent at his Shuswap property—”it’s like having the world’s biggest grown-up LEGO set”—and enjoys exploring new restaurants and cuisines. His international experiences, including time spent in Sweden and winning a global law competition, have further shaped his perspective.

His impact is felt both in his profession and in his community.

Under his leadership, Kahane Law Office became the first law firm in Canada to achieve carbon net neutrality—a reflection of his forward-thinking mindset and sense of responsibility to make positive changes “where he can.” Equally, his decades-long dedication stands as a testament to how enduring connections can enrich both individual lives and the legacy of our school.

“I am humbled given the incredible calibre of past recipients,” he said in his acceptance speech. His exceptional dedication and service to both his alma mater and his community are commendable, and we take great pride in counting him among our distinguished alumni.

Kahane’s remarkable achievements, coupled with his deep and lasting commitment to the school and the broader community, make him a thoroughly deserving recipient of this prestigious honour.

Dr. Mark Heard ’78 NNO Alumni Awards Nil Nisi Optimum (NNO) Alumni demonstrate notable accomplishments in leadership, service, and dedication to their profession and community and have brought honour and pride to their alma mater.

A Front-Row Seat to History For Dr. Mark Heard ’78, the story of Strathcona-Tweedsmuir School (STS) is also the story of his childhood. As the son of founding headmaster Sandy Heard, his childhood home on Riverdale Avenue doubled as the Strathcona School for Boys (SSB) campus. With “three classrooms in the basement—Grades 1 to 9,” He was ingrained in STS history and culture from the start.

“I kind of lived the full journey of STS,” Heard recalls. He remembers fundraising efforts, the Cross family’s donation of land, that would eventually become the STS campus. He began at SSB in Grade 2, first in the basement of his family’s home, then at Riverview United Church, before the school merged and relocated to its current campus in 1971.

At STS, Heard discovered a lifelong passion for the outdoors. He credits the school’s Outdoor Education program–led by Stan Peresky at the time—for introducing him to whitewater canoeing at age 11. That early spark set him on a remarkable path, eventually leading him to compete for Canada’s national team in both slalom and downriver racing.

“Those experiences were integral to being introduced to that at STS,” he explains. “My love for the mountains, the outdoor pursuits, where we would cross-country ski into cabins and huts. I still go backcountry skiing. I still go to the places we went to in the 70s.”

Lessons That Last a Lifetime The influence of STS extended well beyond the classroom. Through debate and public

speaking, he developed the confidence and communication skills that would become the foundation for his medical practice. “If people were to say, ‘What is one of my strengths as a physician and surgeon?’ they would say, ‘My bedside manner, my ability to talk to people, my ability to care about people, my ability to be honest and ethical.’ And that comes from my roots that were instilled in us at all levels,” he reflects.

Heard’s path to medicine began taking shape in Grade 10, when he volunteered as a “candy striper” at Foothills Hospital through a school outreach program. Rather than opting for a typical placement, he boldly requested to work in the morgue with pathology instead of the cafeteria. “From about that time, about Grade 10 or 11, I knew I wanted to be a doctor,” he recalls. That early exposure to the medical

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Dr. Mark Heard ’78 Nil Nisi Optimum Alumni Awards

Not Just a Practice. A Legacy.

In 1992, Heard founded the Banff Sports Medicine (BSM) clinic. What began as a solo practice has since grown into the most extensive sports medicine program in Alberta, responsible for over a third of all knee ligament reconstruction surgeries in the province. The clinic’s evolution reflects the STS principles he carries with him—teamwork, collaboration, and a commitment to service excellence. “We work as a team. We’re not siloed. We communicate together. We get together in the OR. It’s very collaborative, it’s very best practice,” he explains.

His commitment to education—another value rooted in his STS experience—is central to the BSM clinic’s mission.

Modelled after renowned institutions like the Steadman Hawkins Clinic in Vail, Colorado, BSM is built on three pillars: clinical excellence, research, and education. Today, it serves as a teaching centre, hosting fellows, residents, medical students, and physiotherapy students. He embraces his role as mentor and teacher, a tradition that echoes his father’s legacy.

world sparked a passion that would guide him through his future studies and career.

While balancing the demands of competitive kayaking, he earned his degree in physical education (now known as kinesiology) before continuing on to medical school. Unlike many who explore different career paths, he remained steadfast in his ambition to become a sports medicine orthopedic surgeon. “I’ve had one career since high school,” he notes, a testament to his clarity of purpose from an early age.

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“A huge part of my role now is teaching.

I’m a teacher,” He says proudly, recalling a recent day when he hosted a young Olympic freestyle skier shadowing him to explore post-athletic career options. “You plant these seeds, and life has been like that. You carry on that teaching.”

The Three A’s and the Power of Presence He believes that the lifelong connections he’s built with STS, the Banff community, and his patients have been central to his success. He credits much of this to what he calls “the three A’s:” ability, amiability, and availability. For Mark, it’s not just about having the right skills, but also about being approachable and present for

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others. “I actually think your interpersonal communication, your interpersonal skills, are at the foundation of success in life,” he explains.

Early in his career, mentors warned him about the dangers of burnout. He took their advice to heart, adopting a rule to take one week off each month—time spent with family, exploring the mountains, or volunteering with the national ski team.

Heard emphasizes that carving out time for yourself is essential to maintaining balance and to showing up as your best self, both at work and at home. For him, blending a demanding career with outdoor pursuits and family life has created multiple avenues of fulfillment and success.

Though Heard’s career has included surviving a serious kayaking accident in 2006 that nearly claimed his life, as well as a tibial plateau fracture two years ago, these experiences have only deepened his empathy for patients and his appreciation for life. “It made me more appreciative of living every day for what it is, more appreciative of the people around me, of the communities around me, and what’s important—the balance in life,” he reflects.

His message to current STS students echoes this perspective: “Do have that balance. At school, take up arts, music, track and field, and outdoor education, and nurture all those aspects. Don’t dwell on just purely academics.”

Most importantly, he encourages students to pursue what they love. “If you love your job, it’s not work. If you love what you’re doing, then those hours are as fulfilling as your days off,” he says. “For me, a day in the OR is as fun as a day of powder skiing.”

Looking back, Heard sees how STS shaped not just his career but his entire approach to life. From the communities formed through outdoor pursuits and the confidence gained through public speaking, to the ethical foundations instilled by his teachers, the school’s impact reverberates through every aspect of his life.

From Canvas to Global Recognition STS Alumna paints her own success story Anna Weyant ’13 has quickly become one of the most recognized young painters in the contemporary art world. But, the 30-year-old artist’s extraordinary journey began much more quietly—as a student at Strathcona-Tweedsmuir School (STS), where she never imagined she would one day make a living as a painter.

eventually lead her from those scenic drives to and from the STS campus to the galleries of New York City.

Weyant is now one of the youngest artists represented by the prestigious Gagosian Gallery. Growing up in Calgary and attending STS from 2004 to 2013, art was something she loved, but hadn’t yet considered it as a potential career path.

During her early years at STS, she participated in the school’s art programs, which she remembers as “a lot of fun.” As she grew older, her artistic pursuits expanded beyond the campus, with her attending evening art classes twice a week at another school. The beautiful STS campus became part of her formative memories.

The Path to Success After earning her Bachelor of Fine Arts (BFA) from the Rhode Island School of Design in 2017, Weyant moved to New York City.

Her breakthrough came with the solo exhibition “Welcome to the Dollhouse” in 2019, followed by shows at Blum & Poe in Los Angeles and Gagosian in New York.

The Spark That Changed Everything “I loved art and was beginning to feel more confident in the field, but I never really imagined I could have a career as a painter,” Weyant reflects on her mindset upon graduating from STS. “It didn’t feel like a real possibility until I got to college. Still, I always knew I wanted to do something creative.”

That creative spark was first recognized when she was around 13 at a summer camp. “Painting was one of the elective activities. After camp was over, my mom got a complimentary letter from the instructor,” she recalls. “I had been struggling academically, so that letter meant a lot to me.” It was a pivotal moment that would

also enrolled. “Being at the same school as my siblings was a lot of fun,” she says simply, but this foundation of family connection would prove to be one of the most enduring aspects of her journey.

Weyant, Anna. Feted. 2020, oil on canvas, 60 x 48 in.

Finding Her Voice Through Family The decision to attend STS was influenced by her older brother, who had paved the way; eventually, Weyant and her younger brother

Despite her international success, Weyant maintains deep ties to Calgary and the friends she made at STS. “I love Calgary and visit periodically throughout the year for a few weeks at a time. I like to see my family, friends, and the snow,” she says with characteristic warmth.

The connections she forged at STS remain among her most treasured relationships. “The friendships I made at STS remain some of the most meaningful in my life.

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Anna Weyant ’13 Nil Nisi Optimum Alumni Awards

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My school friends are like family. Some live in New York now, so I get to see them more often.” Her family remains her anchor: “They are my rocks. We talk every day, and I couldn’t imagine my life without them.”

The Power of Enduring Connections When asked about the most important lesson she’s learned on her journey from STS to international recognition, her response is both simple and profound: “Love is everything!”

This philosophy guides not only her relationships but also her approach to her craft. Her paintings, while often exploring themes of isolation or melancholy, are created from a place of genuine care and attention—love for the medium, love for the process, and love for the work.

From Calgary to New York, from struggling student to celebrated artist, her journey reminds us that sometimes the most unexpected paths lead to the most extraordinary destinations.

Anna Weyant ’13 NNO Alumni Awards Nil Nisi Optimum (NNO) Alumni demonstrate notable accomplishments in leadership, service, and dedication to their profession and community and have brought honour and pride to their alma mater.

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Photo credit—Jeff Henrikson

Alumni Community Citizenship Award When Giving Back Becomes a Way of Life

Susan James Award Recipient She never wanted attention or praise—just to lend a hand. Now, after nearly 30 years of quiet service, Susan James is being recognized for the heart she’s brought to the STS community.

lambs" during The Wizard of Oz production, painting tulipa magnifica enormitas with the decorating team, and creating rice bag frogs for the school's mini mart event.

For Susan James, mother of a 2006 graduate and STS "lifer", volunteering has never been about recognition. "I like being anonymous," she says with characteristic humility. Yet, her dedication to the school over nearly three decades has earned her this year's Alumni Community Citizenship Award—a recognition richly deserved.

More Than Just Volunteering What keeps her returning to STS, even long after her child's graduation? The answer lies in something more profound than duty. "It's just a really nice enjoyable experience, just to drive out there," she explains. "I walk through the door, the receptionist still recognizes me... It is quite lovely to feel helpful and to feel like you're giving something back." Every year, she comes back as a Speech Day judge—a role she took on thanks to the encouragement of a teacher who helped her find the confidence to participate.

Three Decades of Dedication Her volunteer journey spans an impressive variety of roles—from the practical to the creative. "I think we never really appreciate how much we actually do until someone else points it out," she reflects.

Her most memorable experiences include months of "practice just to be outfoxed by the photocopier," boiling hot dogs for students before the cafeteria existed, and sorting the mysterious Lost and Found every week for a year—"how does the same boy lose his rugby kit every week?" she wonders.

strathconatweedsmuir Congratulations to our Alumni Community Citizenship Award Recipient, Susan James!

James’ talents extended far beyond the practical, bringing creativity and care to countless projects. As a classroom representative for a year, she coordinated with teachers and parents to support classroom needs, gaining new appreciation for "how much preparation goes into each day." Her artistic talents shone through in crafting sheepskins for twenty-one "frisky

This sense of belonging extends beyond the school gates. On her drive home from campus, she makes a point of photographing the grain elevators to send to her cousin in England—a small ritual that has become part of her deep connection to place and people.

Her unwavering commitment, humility, and warmth have enriched generations of STS families. Her story is a testament to the power of quiet dedication and genuine care, leaving a lasting legacy—and the entire school is deeply grateful for all she has given.

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Alumni Community Citizenship Awards Alumni Connections

Teacher, Leader, Keeper of Stories

Gordon Freight Award Recipient

A Teacher at Heart Over the years, Freight’s adaptability led him to serve in numerous roles, including Head of Modern Languages, Head of Guidance, Principal of both the Senior and Middle Schools, Director of Administration, Director of Development, and ultimately, Head of School.

Yet teaching remained his foundation. As he explains, even while leading the institution, "I insisted on having at least one or two classes to teach because I wanted the young students to meet me and know who was the Principal."

“I started in 1970 when it was just a possibility that we might form STS in the very next year,” Gordon Freight recalls. What began as a French teaching position soon grew into a remarkable five-decade career, with Freight's influence reaching every corner of the school community.

For more than 50 years, he has been a constant presence at Strathcona-Tweedsmuir School (STS). He began his journey at Strathcona School for Boys (SSB) in 1970, just as the school was preparing to merge with Tweedsmuir: An Academic School for Girls and relocate to the Okotoks campus—a pivotal moment in the school’s history.

The Power of Lasting Connections strathconatweedsmuir Congratulations to our Alumni Community Citizenship Award Recipient, Gordon Freight!

His philosophy of student empowerment, especially through coaching speech and debate, has left a lasting mark. "If you have the ability to stand up in front of a group of people and present yourself, it puts you leaps ahead in just about all walks of life," he notes—an insight that has inspired generations.

Shaping Community Through Spaces and Stories Freight’s impact extends well beyond the classroom. As Project Manager during the 1990s campus expansion, he helped bring to life key facilities that continue to foster community—overseeing the creation of the Science Wing, Outdoor Education Centre, C.A. Smith Arts Centre, and Sandy Heard Sports Centre.

His dedication to preserving STS’s legacy was equally significant. As editor of Nil Nisi Optimum: The History of Strathcona-Tweedsmuir School (2005), and later as the school’s Archivist and author of many installations of From the Archives articles for Optimum magazine, he ensured that the stories and spirit of the school would be safeguarded for future generations.

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The deep relationships fostered at STS are exemplified in Freight’s story. He still meets regularly with former Head of School and longtime friend, Peter Ditchburn. That same sense of connection lives on in his daughter Christine, a "lifer" whose close group of classmates, he proudly shares, "are just like glue," supporting each other through every stage of life.

STS is also where he met his wife, Nancy. She was a student teacher of physical education when they crossed paths in 1978. They married in 1980 and celebrated their 45th wedding anniversary this July—yet another lifelong bond born within the STS community.

Freight’s legacy is woven into the very fabric of STS. From classroom teaching and school leadership to preserving its rich history, his unwavering dedication to excellence and community has shaped generations of students, employees, and families.

Through every role, he has embodied the enduring spirit of connection that defines the STS experience.

Alumni Community Citizenship Award (Continued)

Bridging Aimee-Jo Benoit ’97 Award Recipient Generations, Building More Than Memories: A Living Legacy

Community

A Journey Reignited

For Aimee-Jo (Giesbrecht) Benoit '97, the path back to Strathcona-Tweedsmuir School (STS) began with a peaceful, nostalgic drive to campus for a simple meeting. What started as a single visit soon grew into more than a decade of heartfelt service to the school community—a journey she could never have predicted.

As STS’s Archives Coordinator, member of the Alumni Executive Committee, and former President of the Alumni Association and member of the Alumni Events Committee, Benoit has poured her time, energy, and heart into strengthening alumni ties for many years. Her steadfast volunteerism is a reminder that lasting connections can grow well beyond graduation, binding generations together through shared purpose and pride.

The people she met along the way inspired her to continue her involvement. “I just kept saying yes, not sure what the role required necessarily, but knowing I wanted to do work alongside these people,” she reflects. It's the spirit of collaboration and humility that has defined her enduring contribution, quietly stepping in wherever needed to support and strengthen the connections that make STS so special.

Her deep connection to STS is rooted in family and memory—her own school days, her siblings’ and friends’ experiences, and now watching her daughter's STS path unfold. She believes the “magic formula” for community lies in bringing people together through unfamiliar or challenging experiences—spaces where bonds are formed through shared growth. For her, the Outdoor Education program captures this spirit perfectly: those muddy, exhilarating, sometimes nerve-wracking adventures become cherished common ground.

Benoit’s service is also about preserving what makes STS distinct: a place where students connect with nature, discover independence, and share the small, real moments that shape them. She fondly recalls the gift of unstructured time—“being bored together at lunch, smelling farm smells, observing wildlife.” In these unscripted moments, she believes, authentic relationships are forged.

Connection That Endures The pandemic introduced a new layer to her work, highlighting both the reach and the limitations of digital connection. The Alumni Association adapted quickly, expanding its reach across Canada and beyond. The executive board now includes alumni from outside Calgary, keeping the STS spirit alive across time zones. Still, she acknowledges that nothing replaces face-to-face connection.

She applauds the school’s approach to phone restrictions, which help protect the magic of unplanned togetherness. “Nothing is more

strathconatweedsmuir Congratulations to our Alumni Community Citizenship Award Recipient, Aimee-Jo Benoit ’97!

important than witnessing one another’s humanity,” she says.

Benoit’s approach is shaped by her own experience of being truly seen and supported at STS—a gift she now pays forward through her continued service. Whether volunteering for the school, supporting the arts, or raising her family, she leads by example: "I try to remember that I don't have to show up perfectly for it to be meaningful."

Her words remind us that lasting contributions don’t require perfection—only heart, presence, and a willingness to say yes.

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Alumni Events Alumni Connections

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A Yearly Gathering of Memories

DECEMBER 12, 2024

RETIRED EMPLOYEE LUNCHEON Pat Ropchan, Ingrid Harrison, Jennifer Conway

DECEMBER 12, 2024

RETIRED EMPLOYEE LUNCHEON art,

Frances MacLean ’70, Brigid Stew Peter Ditchburn, Jana Wager DECEMBER 12, 2024

RETIRED EMPLOYEE LUNCHEON

DECEMBER 19, 2024

Layne Clarke, Clara Watson, Larry Clark

YOUNG ALUMNI PUB NIGHT

Ethan Hagarty ’21, Tim Martin ’21, Sydney Evans ’21, Sofia Turski ’21, Jasmine Leetzow ’21, Tori Tripp ’21, Derek Gibbons ’21

DECEMBER 19, 2024

YOUNG ALUMNI PUB NIGHT DECEMBER 12, 2024

RETIRED EMPLOYEE LUNCHEON

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Bill Taylor, Suzanne Colborne

Matt Schneider ’20, Kyle Mullen ’20, ’20, Noa Nguyen ’20, Greyson Lamont ’20, ak utch Connor Murphy-D Ben Duthie ’20

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Alumni Events Continued

ing Stories worth tell . again (and again) DECEMBER 19, 2024

YOUNG ALUMNI PUB NIGHT Lauren Weissenborn ’21, Audrey Rolstad ’23, Rhys Weissenborn ’23, Brady Chanut ’23, Sam Duthie ’23, Kennedy Simmons ’21

DECEMBER 19, 2024

YOUNG ALUMNI PUB NIGHT

APRIL 5, 2025

Jake Zelez ’21, Ethan Hagarty ’21, Garrett Wylie ’21, Dale Roth, Jack Dutton ’21, Gavin Wylie ’23

TORONTO PUB NIGHT Lara Unsworth ’95, Abjeet Sandhu ’22, Toddor Kirov ’22, Rahim Kassam-Suleman ’22, Graydon German ’23, Maclean Clark ’14, Lucas Demello, Scott Johnston ’15, Nicole Hulme ’05, Graham Birt ’01, Kameron Sharma ’24, Edward Rawlinson ’01, Kristina Keskic ’24, Eric Hawthorne, Brenda Thompson, David Shutiak ’80 MARCH 19, 2025

SPEECH DAY ALUMNI JUDGES Susan James, Lara Unsworth ’95, Taylor Henschel ’08, Mike Henry’ 09, Faye Steinberg ’89, Shaira Nanji ’04, Rebecca Clark ’16, Sylvia Hayward, Charlee Witschi ’15

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Alumni Events Alumni Connections

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FLOURISH PILLARS

JUNE 16, 2025

Shirley Storwick, Kathy Johansson, Cameron Ruff, Dana Lougheed ’90

JUNE 16, 2025

JUNE 16, 2025

STS COMMUNITY GOLF TOURNAMENT

STS COMMUNITY GOLF TOURNAMENT

Golfers are ready to GO!

Riaz Valani, Aman Brar, Kam Khara, Rohet Sharma

JUNE 16, 2025

Caroline Pierce-Strangemann ’86, Shannon Williams-Kharfan, Carolynn Pensak, Juliana Cuperman, Lindsay Peterson, Halla Kharfan ’19

JULY 2, 2025

STS ALUMNI STAMPEDE PARTY Peter Stewart ’90, Matthew Ridgeway ’89, Sabrina Neumann Bartlett ’91, Jack Schneider ’90, Mark Schneider ’91 JULY 2, 2025

STS ALUMNI STAMPEDE PARTY Sloan Pipella-Clark ’81, Jordan Hutchings ’13, Jacob Janisch ’14, Maclean Clark ’14, Brian Uzick, Meghan Senger ’13, Lochlyn Clark ’17, Rebecca Clark ’16

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JULY 2, 2025

STS ALUMNI STAMPEDE PARTY Bruce McFarlane, Janice Heard ’75, Erin Rathwell ’00, Alex McFarlane ’04, Beth McFarlane ’08

JUNE 16, 2025

STS COMMUNITY GOLF TOURNAMENT Iestyn Samuel, Sean Porter ’13, Jordan Hutchings ‘13, Cameron Webster

02

Alumni Events STS Homecoming

STS HOMECOMING CELEBRATION AND FALL FAIR 2024

By Brenda Thompson, Director of Community Engagement On Saturday, September 21, 2024, the Strathcona-Tweedsmuir School (STS) campus came alive with the energy and enthusiasm of our extended community during the annual Homecoming Celebration and Family Fall Fair. Held in the vibrant and welcoming atmosphere of our courtyard, this much anticipated event—co-hosted by the STS Alumni Association and Parents’ Organization of STS (POSTS)—welcomed alumni, alumni parents, former faculty and staff, and current STS families for a for a meaningful day of celebration, connection, and school spirit.

With sunshine and blue skies setting the stage, guests of all ages enjoyed a wide range of attractions including local merchandise vendors, a petting zoo, face painting, food trucks, carnival games, live entertainment, guided campus tours, and the Alumni Pit Stop.

A key moment in the day was the celebration of our 2024 Nil Nisi Optimum Alumni honourees: Arliss Szysky ’94 and Andrea Wettstein ’02. We also proudly recognized the recipients of the Alumni Community Citizenship Award: Jan Waterous (former parent), Bill Lorfing (former faculty), and Peter Stewart ’90. These individuals were celebrated for their meaningful impact on the STS community and their inspiring achievements beyond our campus.

We are deeply thankful to the dedicated team of parent, alumni, student, and staff volunteers who made the day possible with their time and enthusiasm.

Beyond the festivities on campus, reunion gatherings took place across Calgary, bringing together alumni from classes ending in 4s and 9s to reminisce, reconnect, and make new memories.

The 2024 Homecoming and Fall Fair was a beautiful reflection of the enduring STS spirit—filled with joy, pride, and community. Thank you to everyone who joined us. Our 2025 celebration takes place on September 20th along side our Enrollment Open House.

NIL NISI OPTIMUM NOTABLE ALUMNI PRESENTATION NNO recipient Andrea Wettstein ’02, Karen Robinson ’92, President of the Alumni Association, NNO recipient, Arliss Szysky ’94, Dr. Carol Grant-Watt, Head of School.

Dr. Carol Grant-Watt, Community Citizenship Award recipients Bill Lorfing, Peter Stewart ’90, Jan Waterous, and President of the Alumni Association, Karen Robinson ’92.

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Alumni Events Alumni Connections

03

FLOURISH PILLARS

OBSTACLE COURSE

LOCAL ENTERTAINMENT Lucky Sonne

PETTING ZOO FOOD TRUCKS

FACE PAINTING

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A JOYFUL SHOWCASE OF COMMUNITY AND CONNECTION

02

FOOD TRUCKS

CLASS OF 1989

POTTERY, GLASSWARE, FRESH FLORAL ARRANGEMENTS, AND MORE

35-YEAR REUNION

CLASS OF 2004

CLASS OF 2019

20-YEAR REUNION

5-YEAR REUNION

CLASS OF 2014

10-YEAR REUNION

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Alumni Events Alumni Connections

03

FLOURISH PILLARS

Alumni Events Alumni Dinner JEFF AND HIS DAUGHTERS AND GRANDCHILD Sarah Kahane, Jeff Kahane ’89, Shepherd McLaren, Rachel McLaren

On May 8, 2025, the STS community lit up Gasoline Alley in Heritage Park for the 15th Annual Alumni Dinner. Over 140 guests—from the Class of 1961 to our newest grads of 2024—joined retired faculty, alumni parents, and current staff for a night full of connection, laughter, and school spirit. We also celebrated Jeffrey Kahane ’89 with the 2025 Distinguished Alumni Award. With a delicious dinner, lively raffles, and a stellar STS Jazz Combo performance, it was a night to remember—and a shining example of our community at its best.

2025

DISTINGUISHED ALUMNI AWARD RECIPIENT Jeff Kahane ’89

Refreshed 2026 ALUMNI We’re shaking things up with a fresh new format and location for the alumni dinner in May 2026, with a vibrant, cocktail-style evening designed to bring alumni together to mix, mingle, and celebrate. We're especially excited to spotlight some of our incredible younger alumni who are making waves and doing remarkable things.

Stay tuned for more details, and get ready to reconnect, raise a glass, and celebrate what it means to be part of our alumni community. You won’t want to miss it!

JEFF’S FAMILY

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Marius Kahane, Hope Rajesky, Irwin Rajesky, Samantha Descoteaux-Kahane, Jeff Kahane ’89, Shepherd McLaren, Sarah Kahane, Rachel McLaren, Micah McLaren

02

Alumni Events Alumni Dinner

(Continued) STS SENIOR JAZZ COMBO Lara Unsworth ’95, Ben Mercer ’95, Aimee-Jo Benoit ’97, Luke Colborne ’96, Gillian Colborne

Richard Lindseth ’73, Mike Colborne ’78, Craig Harding ’78, Kathy Tom ’78, Janice Heard ’75, Bern Dayment ’75

MAY 8, 2025

OVERVIEW OF THE ALUMNI DINNER

Caroline Pierce-Strangemann ’86, Anaya Farell ‘94, PJ Roth ’90, Andrew Greene, Shannon Taggart, Jennifer Conway, Larry Clark

Rob Laird ’89, Jack Schneider ’90, Gord Laird ’86, Sandy Martin ’91, David McKenzie ’89, Doug Laird ’89, Ian Kirkpatrick ’89

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Alumni Events Alumni Connections

03

OPEN HOUSE Saturday, September 20, 2025 10:00 AM to 2:00 PM We invite friends of STS families and alumni to join us for student-led campus tours, information booths, and more! Experience and share what makes your school so special!

Wednesday, November 19, 2025 7:00 PM Calgary Golf and Country Club

HOMECOMING 2025 AND FAMILY FALL FAIR

Tuesday, November 25, 2025

Saturday, September 20, 2025 11:00 AM to 3:00 PM STS Campus Activities for the whole family on the STS campus

CLASS REUNION PARTIES FOR GRADUATING YEARS ENDING 0s AND 5s The evening of Saturday, September 20, 2025

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STS COMMUNITY APPRECIATION EVENING (FOR DONORS AND VOLUNTEERS)

STS’S GIVING TUESDAY

SENIOR MUSICAL PERFORMANCE: MARY POPPINS November 26 – 29, 2025 7:00 PM STS Campus

YOUNG ALUMNI PUB NIGHT Thursday, December 18, 2025 7:30 PM Joyce on 4th Irish Pub

SPEECH DAY Wednesday, March 18, 2026 9:00 AM to 3:00PM STS Campus

ALUMNI DINNER Thursday, May 7, 2026 5:30 PM Location: TBD

GRADE 12 CONVOCATION Friday, May 29, 2026 STS Campus

FLOURISH PILLARS

We are delighted to congratulate Dr. Mark Heard ’78 on being honoured as the recipient of this year’s Nil Nisi Optimum (NNO) Alumni Award. Join us at the Homecoming Celebration and Fall Fair on September 20, 2025, when we present Mark with his award.

Claire (Taylor) Alberts ’86, daughter of retired faculty member Bill Taylor, is proud to announce the arrival of her first grandchild, making Bill a great-grandfather for the eighth time! Congratulations to the entire family!

d her business, Linnea Turnquist ’87 an Cakes, were Ooh La La Cupcakes + Outstanding named a finalist for the by the Customer Service Award r of Commerce.

Greater Victoria Chambe nd s just ahead of the seco This achievement come which ing over the business, anniversary of Linnea tak ple for 17 years. has been a Victoria sta

Annemarie Pedersen ’87 has started a new position as Managing Director at Canadian Farm Writers’ Federation, as well as Manager of Operations at the Danish Canadian Club.

Doug Laird ’89 began a new position as Senior Relationship Manager, Western Canada, at Sagard Wealth in May 2025. He will work alongside fellow alum David Beddis ’96.

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Class Notes Alumni Connections

ha '93, of Dr. Alim Mit rain Institute the Hotchkiss B of Fluid and co-founder versity of Biomed - a Uni nture, was Calgary-born ve securing a instrumental in investment into US$27 million rld's first ReSolv, the wo rain stent. bioabsorbable b

Leigh Blakely ’95 and her team at C&B Advertising took home the coveted Best in Show Gold Anvil for their work on Like

Something Out of a Movie for

Naim Ali ’93 and Hafiz Ali ’95 of SM2 Capital Partners sponsored the lounge at the 2025 Canada’s Difference Makers Gala for the Institute for Canadian Citizenship.

In attendance was fellow alum Sean Gunton ’93.

Ben Mercer ’95 has returned home to STS with his company, Landform Inc., being one of the lead contractors building STS’s new Athletic Park, set to open in Fall 2025.

Resident STS health an d safety expert—and heartfelt country balladeer—Luke Colb orne ’96 released a new EP, Frostline, in April 2025. The album has received ra dio play on CKUA, been featured on CBC Radio One’s The Homestretch, and be en spotlighted in a Calgary Herald artic le by Eric Volmers.

Travel Alberta, along with 17

Craig Adams ’95 took a trip down memory lane with his parents, wife, and three childre n when visiting STS fro m his home in Boston in August 2025.

other Gold and Silver Anvils.

nted a ently prese c re 8 '9 m ce gstro logical Justi o c E Sandra En l a u n n e 5th A ted by paper at th osium, hos p m y S rk o l Work, W ol of Socia ening Dignity, and Social o h c S ’s y it wak ivers Adelphi Un t Conference on Re/A r Ethnic Studies 1s entre fo and at the of rnational C te In e e 100 Cups th th y n b o d d te re s a o h pe ng grief, es navigati She also ap c . n a e k ri n e a p L x ri e in S re her cast to sha munity.

Coffee pod st and com u tr g in d il d bu trauma, an 94

FLOURISH PILLARS

Congratulations to Carolyn (Ash) Levy ’99 for being named in the 2025 Staffing Industry Analysts Top 100 in North America for her leadership as Managing Director and Head of Randstad Digital Canada.

STS NNO alumna 2 Andrea Wettstein ’0 ees gr and her team at Six De four Music + Sound earned ards Gold and Silver Anvil Aw d an for their work in music ojects pr sound design, including ight for ESPN’s Monday N l ga Football and Clio, a le software firm.

Rajen Ruparell ’01 of Directors at The

has been appointed Royal Conservatory

Christopher Perry ’02 has started a new position as Head of Portfolio Management at Kinsted Wealth.

Stephanie (Bialik) Kochorek ’02 and her team at Daughter Creative took home 20 Gold and Silver Anvils, including a nomination for Best in Show for their work on Holding it Together, the Quality of Life Annual Report for the Calgary Foundation.

to the Board

aching y ’02 will be te b h g u lo il W ) r four Kim (Sproule l this fall afte o o ch S s rt o p al S ce Teacher. at the Nation r School Scien io n e S S T S n entor, years as a , coach, and m te ca vo d a r, e d A valued lea atly missed!

Kim will be gre

of Music. A

jen is the eur and investor, Ra ,a TwoGoose Ventures der and Chairman of

Canadian entrepren Foun

private family office.

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Class Notes Alumni Connections

Emily (Struck) Farquhar ’02 wrote a children’s book, Alice in the Tiny Car, based on a day volunteering at Good Neighbour with her fiveyear-old. The book helps teach kids about donating and volunteering as a way to help the community and the environment. Emily, a product manager at Stack Technologies, has discovered that writing serves as a creative outlet and a way to give back. ted the feature Roshan Sethi ’05 direc ich opened y, wh film A Nice Indian Bo ver on April ou nc Va d an in Calgary humorous 18. The heartfelt and milestone in story marks an exciting er. care Roshan’s filmmaking

FLOURISH PILLARS

Congratulations to Leah (Van Sant) Borich ’09 and hubby Ben, who we lcomed their second child, Tomm y, on February 6, 2025. Not long after, Leah opened her own orthodontic clinic. You can visit her at Big Sky Orthodon tics in West Calgary!

Borich family

uct

as a Prod d an exciting new role

Cloe Fan ’10 has starte Designer at Pinterest.

m

ently earned his MBA fro

s rec Navid Eskandar ’11 ha

Sam Garforth-Bles ’08 has started a new position as Vice President & Counsel at TKO Group Holdings, the holding company of UFC, PBR, and WWE.

96

ol. A London Business Scho Navid has been a driving

ntoring force behind our STS Me

ly Program, working close

with Brenda Thompson

y team, Crystal Scott

and our Post-Secondar

and Tara Law, to suppor current students.

teer,

dedicated alumni volun

t and inspire

Congratulations to Sarah (Jackson) Gross ’11 and her husband Geoff on the arrival of their daughter Anna in February.

Kara Chad ’13 and her mare Corinna Z clinched the win in the ATCO CSI2* Grand Prix during Spruce Meadows’ Super Sunday—on June 15, 2025.

years Spending the last eight teaching in the Primary Years Programme (PYP) l at Prairie Waters Schoo S is in Chestermere, AB, ST ck thrilled to welcome ba 2 as Hannah Lederer ’1 er a new Kindergarten teach this fall.

abi r (Abu Dh a d s a M g joinin ategy & lark ’13 is y) as a Str Victoria C n a p m o C ore Wind ergy te in Offsh , while Future En ia c o s s A ation ystems Transform Storage S y rg e n E ry through and Batte internship A B M r e gh completin hool. usiness Sc B n o d n o L

Congratulations to Madison Milne-Ives ’13 on beginning her new role as a Postdoctoral Research Associate at King’s College London. Earlier this year, Madison successfully defended her PhD thesis in an oral examination (viva voce) at Newcastle University with no corrections—a rare achievement—and officially graduated in July.

Nicole Herback ’13 has joined global communications firm Edelman as an Account Director on the healthcare team in Toronto.

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Class Notes Alumni Connections

Daniel Passingham ‘13 has been promoted to Project Manager at Gulf Operators Ltd., a heavy civil construction company based in New Brunswick.

d a new position as

te Jeremy Rose ’14 star at Innovation Ventures .

Tourmaline Oil Corp

Anna Weyant ’13 created the cover portrait of Kaia Gerber for Vogue’s December 2024 issue. Anna will receive the Nil Nisi Optimum (NNO) Alumni Award at the Homecoming Celebration and Fall Fair on September 20, 2025.

Everett Yasinski ’15 has stepped into a new role at EY as Senior in Tax Technology Transformation, helping drive innovation in the firm’s tax services.

Gillian Ceyhan ’14 started a new role as Product Marketing Manager at Aritzia.

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Consultant,

ject manager

Buffalo Bills stadium pro

der

and rising construction lea

en Teaghan Stack ’15 has be

Buffalo Business First’s 30

y.

Gilbane Building Compan

named to

Under 30 list.

st Teaghan has spent the pa

Congratulations to Michael Bruhjell ’15 and Ly-Anh Reid ’15 on their engagement!

We’re thrilled to celebrate this exciting milestone with these two STS alumni.

Congratulations to James Newhouse ’14 on his recent promotion to Senior Manager at Ryan, a global tax services and software firm headquartered in Dallas.

FLOURISH PILLARS

five years with

Congratulations to Catherine Eksteen ’17, who graduated with a Juris Doctor in International Law from Griffith University. Catherine recently began her Practical Legal Training at The College of Law Australia and aims to be admitted to the Supreme Court of Australia by early 2026.

thered at The Class of 2015 ga for a potluck 5 Stanley Park on July 10-year eir th of n tio in celebra of classmate, reunion. In memory , a special Leigh McNeil Taboika g her urin tribute tote bag feat th wi d, te ea cr s artwork wa the g tin or pp su proceeds honouring Meow Foundation— als and Leigh’s love for anim ct to her enduring instin . rs he care for ot

Congratulations to

Monika Molnos ’18, who married Andrew Romanow on August 23,2025.

Congratulations to Victoria Maybaum ’18, on becoming a certified Exercise Physiologist with the Canadian Society for Exercise Physiology (CSEP). She currently supports high-performance athletes at the Canadian Sport Institute Alberta.

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Class Notes Alumni Connections

Nico Belanger ’18 earned his master’s in music from Leeds Conservatoire in 2024. Based in Leeds, he performs as Nico Paul, releasing What is Lifted, and also produces and plays guitar with the alt jazz/funk band Glass Frogs.

at Sadiq ’18 on Congratulations to Ganiy in International completing her Master’s rsity, specializing in Affairs at Carleton Unive nt Policy and African International Developme begin her PhD in Global Studies. This fall, she will rsity of Waterloo’s Governance at the Unive onal Affairs.

Balsillie School of Internati

Congratulations to Ben Duthie ’20, who recently graduated from the University of British Columbia with a Bachelor of International Economics.

FLOURISH PILLARS

Congratulations to Ben Spilak ’19, who has been admitted to the MD program at the University of Alberta.

Congratulations to Hussein Ali ’19, who graduated from the Royal College of Surgeons in Ireland (RCSI) on June 2, 2025. Surrounded by 14 family members in Dublin, the celebration marked a full-circle moment—his parents, Khan ’93 and Karima ’98, are also RCSI alumni, and his younger brother, Kamil ’23, is currently studying there.

iving an iza Jaffer ’19 on rece Congratulations to Al Developmental g research with the award for outstandin of Alberta’s was also named one iza Al b.

La g in ag m Neuroi for the Alberta Council Top 30 Under 30 by Global Cooperation.

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arted a new Aamani Sidhu ’19 st at Foothills County. position as Planner

Congratulations to Rayan Adatia ’21, who graduated from Western University with an Honours Specialization degree in Political Science.

Marie Paletta ’21 recently graduated with Distinction from the University of Calgary with a Bachelor of Science in Kinesiology. She was awarded the prestigious Muriel Kovitz Prize for having the highest overall GPA among graduating students from any faculty.

Sweet Farewells SAMANTHA BRAET

MELANIE HAMPSON

Communications Specialist

Director of Communications and Marketing

Joining STS in 2021, Sam brought creativity, care, and storytelling to every corner of STS—from building our social media presence to launching our photo database. She captured the heart of STS one frame at a time, and her warmth never went unnoticed. We wish her the very best as she embarks on new adventures and time with family.

Since 2015, Melanie has shaped STS marketing and communications—from the “Say Yes to STS” campaign to Optimum magazine. Known for her attention to detail and belief in what makes STS special, she leaves a legacy of excellence. We wish her every success in her next adventures.

ELENA GILLIS

Kindergarten Teacher Elena brought energy, imagination, and care to her Kindergarten classroom—helping students explore their world through outdoor adventures and hands-on learning. Over her four years, her creative spirit and thoughtful teaching made a lasting impact. We wish her every success in her next chapter.

DEBBIE FRASER

Black Watch Bistro Chef (Chartwells) For 25 years, Debbie has nourished generations at STS with food, kindness, and unwavering support. From part-time beginnings to a legacy of care, she’s been a fixture of Convocation and daily life. We thank her for her warmth and dedication, and wish her the very best in her next chapter.

BOBBI JENSEN

Human Resources Specialist In her six years at STS, Bobbi transformed HR systems and benefits programs during challenging pandemic years. A steady advocate for staff and driver of positive change, her impact has been felt across the school. We wish her all the best as she begins exciting new ventures.

RUTH WHILEY

Accounts Payable Specialist In just two years, Ruth made a big impact on Finance and Operations, pairing professionalism with legendary baking. Her sharp mind, dry wit, and generosity will be missed. We wish her the very best in her next chapter.

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Sweet Farewells Tributes

MATT KERR

JONATHAN SABIO

Senior School Social Studies Teacher

Technical Analyst

For 11 years, Matt inspired global thinking in his Social Studies classes and led Model UN, fostering curiosity and diplomacy in countless students. His passion for learning brought lessons to life. We wish Matt and his family well as they begin their new journey in Guangzhou, China.

For seven years, Jon supported STS students, families, and staff with diligence and care. From managing the IT Help Desk to supporting summer and after-school programs, his contributions have been integral. We wish Jon all the best in his next adventure.

DR. TARA LABERGE

CHRIS SMALLWOOD

English and Music Teacher

Facilities Assistant

In her four years at STS, Tara taught Musical Theatre, Drama, and English, directed both Middle and Senior Choirs, and contributed to school productions.

As she steps into a new role in the opera world, we thank her for her contributions and wish her every success in this exciting chapter.

Since 2015, Chris has been a cornerstone of the Facilities team, keeping our campus running with skill, dedication, and good humour. His craftsmanship and warmth welcomed all who visited. We wish him a joyful, well-earned retirement.

GORAN MARKOVIC

KIM WILLOUGHBY ’02

School Psychologist

Senior School Science Teacher

Through a provincial pilot program, Goran quickly became a trusted member of STS, supporting students with empathy and insight. His dedication to student well-being and strong connections with families and staff leave a lasting impact. We thank him for his care and wish him all the best.

Over four years, Kim inspired excellence in the classroom, on OE trips, and on the field hockey pitch. As an alumna, she embodied Nil nisi optimum and left a lasting mark. We wish her every success in her new role at the National Sports School.

SHANNON MERCER-LEE ’81

Elementary School Teacher Returning from retirement, Shannon brought grace, experience, and joy to Grade 3—stepping in part-time and later full-time when needed. Her love for teaching and deep STS connection shone through. We wish her all the best in her well-earned “retirement 2.0” and happy times with her grandchild.

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FLOURISH PILLARS

InMemoriam GERALD ALBERT

PETER HYNDMAN

STS parent to Ben ’05 (who passed away tragically in 2003) and daughter Samantha, passed away on June 6, 2025.

Gerald is survived by his wife, Kelly Moi. A scholarship in Ben’s name was formed in 2004 by the Forever Woods Endowment Fund.

STS parent to Stacy Finnbogason ’90 and Drew ’92, and grandfather to Erika ’31, passed away on July 6, 2025.

Peter was predeceased by his wife, Eleanor.

JACK BIRT STS parent to Murray ’98, Graham ’01, and Duncan ’04, and husband to Nancy (former Board of Governors and current Foundation Board member) passed away on November 24, 2024.

MARTIN COHOS STS parent to Elizabeth ’78, and siblings Peter and Tamara, passed away January 10, 2025. He is lovingly remembered by his wife, Elizabeth, and her son Josh. Martin was the Architect who designed Bankers Hall and Eau Claire Market.

RYAN DOERSAM ’95 Ryan attended STS from Grades 4 to 9. He passed away on September 16, 2024.

SARAH DOVER ’87 Sarah attended STS from 1980 to 1985. Her late father, E. David Dover ’48, STS Distinguished Alumni Award 2008 recipient, who attended Strathcona School for Boys and was also Chair of the Board of Governors and Founding Director of the STS Foundation. The ‘Dover House’ is named after her late grandmother, Dr. Mary Dover.

J. ANNE FREY ’53 Anne attended St. Hilda’s School for Girls for Grades 1 through 5. She passed away on January 19, 2025.

SHEILA HORAN STS parent to Richard ‘78 and Jeffrey ‘96, and children Larry, Tracy, and Patrick, passed away on June 14, 2025.

Sheila was predeceased by her husband, Gordon, in 2008, and her son, Michael ’71 (SSB), in 2007.

PATSY ANN KNEBLES Parent of STS alumnus John R. Knebles ’75 (who has also passed), and sibling, Julie, passed away on December 22, 2024. She was predeceased by her husband, John J. Knebles, on September 17, 2004.

NORMAN JOHNSON Parent of STS alumnus Steven ’74, and siblings Norm, Lesley, and Douglas, passed away on December 11, 2024.

He was predeceased by his wife, Margaret, on March 22, 2023.

JAMES (JIM) MOTTA Former STS parent to Jamie ’78, Sterling ’81, and sibling Robbi. Jim is survived by his wife, Lizbeth. He passed away on February 9, 2025.

EJVIND (IVAN) PEDERSEN Parent of STS alumni Annemarie ’87 and Annelise ’88, Ejvind passed away on July 27, 2025. He is survived by his wife, Shirley, along with his daughters and their families.

WAYNE PERKINS Wayne, husband to former faculty member Pam and father of STS alumni Mark ’92, Jenny ’97, and Julie ’99, passed away on January 11, 2025.

RONALD PIKE Parent of STS alumni David ’74 (who passed away in 1974) and Margaret ’76, sibling Nancy, and husband to Dorothy, passed away in May 2025. In 1975, Ronald and Dorothy established the David Pike Memorial Award for Fellowship in honour of their son, David.

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In Memoriam Tributes

JOHN (JACK) SCRYMGEOUR ’63 Jack passed away on July 15, 2025. He attended Strathcona School for Boys. His father, John A. Scrymgeour, served on the SSB Board of Governors from 1964 to 1970 and played a key role in the founding of Strathcona-Tweedsmuir School.

JUDITH (JUDY) SPROULE Parent of STS alumni Stephanie (Armitage) Ferguson ’81, Douglas Armitage ’84, and Ian Armitage ’94, passed away on July 25, 2025.

IAN THARP ’85 Ian attended STS for Grades 7 through 12. He passed away on June 15, 2025.

SANDRA (SANDY) TIDSWELL Parent of STS alumni Tracy ’85 and Robin ’87, passed away on June 2, 2025. She was predeceased in 1983 by her husband, Howard (former STS Board of Governors member).

CAROL WOODS Parent of STS alumni Kelly ’77 (who passed away in 2020), Michael ‘80 and daughter Catherine, passed away on July 25, 2024.

JOHN WOODS John, the parent of STS alumni Kelly ’77 (who passed away in 2020), Michael ‘80 and daughter Catherine, passed away on August 15, 2024.

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Forever In Our Hearts

Atkinson Society Tributes

FLOURISH PILLARS

THE

Atkinson Society

If you have arranged a legacy gift to STS, we invite you to inform us. Your disclosure allows us to honour your intentions, recognize your generosity, and steward your gift with care.

Planned gifts have played a vital role in shaping our school. In fact, our campus was made possible by a $250,000 endowment from W.H. Atkinson in 1968—a gift that would be valued at $16 million today. In recognition of this foundational contribution, we established the Atkinson Society, named in his honour, to celebrate and thank those who are helping secure the future of STS through planned giving.

LEAVING A LEGACY AT STS

We are deeply grateful to the individuals and families who have chosen to include Strathcona-Tweedsmuir School (STS) in their estate plans. Their vision and generosity ensure that future generations of students benefit from the same transformative experiences that define an STS education.

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DID YOU SPOT bold future

deep learning and engagement

enduring sense of community & belonging

global hub in a natural setting

Optimum is only one shining example of our framework coming to life—the best is yet to come.

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