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A STRATHCONA-TWEEDSMUIR SCHOOL PUBLICATION

Credits HEAD OF SCHOOL Dr. Carol Grant-Watt

CONCEPTUAL DEVELOPMENT & MANAGING EDITORS Andrea Hahn Lara Unsworth ’95

CONTRIBUTING WRITERS Scott Bennett, Aimee-Jo Benoit ’97, Stephana Bobey Poulsen, Jennifer Conway, Annabel Dias, Dr. Carol Grant-Watt, Andrea Hahn, Steve Hanulik, Gabe Kemp, Kristi Kraychy, Alexandra Owens, Season Prevost, Jessica Richmond, Karen Robinson ’92, Saa’kokoto, Dr. Michael Simmonds, Rory Stabler, Brenda Thompson, Lara Unsworth ’95, Brad Weible, and Alanna Wellwood

CONTRIBUTING PHOTOGRAPHY Andrew Bain Jennifer Chipperfield Andrea Hahn Chris Li ’27 Kayla Rodgers

PRODUCTION SUPPORT & EDITING Joanna Alsop Jessica Stringer Jana Wager

GRAPHIC DESIGN & ILLUSTRATION Freshly Pressed

Optimum magazine is published by the STS Community Relations department. Please ask permission before reprinting any part of this publication.

Tori English Design

PRE-PRESS & PRINTING Oil City Press

Strathcona-Tweedsmuir School 20, 298136 24 St W Foothills, AB T1S 7A4 strathconatweedsmuir.com

A YEAR IN THE MAKING

3. Flourish pillars

7. Division Head reflections

4. The Optimum Index

9. A year in motion

5. Head of School message

33. Deep learning on display 39. No single path

15. From the archives: 15. The Spartan spirit 19. A field of possibility

25. Tools, not shortcuts 27. Room to flourish

21. More than a checkbox

PEOPLE IN THE MAKING

29. Class of 2026

A SCHOOL IN THE MAKING

41. Design starts with 41. listening 43. The work beneath the 43. milestones

EXPERIENCES IN THE MAKING

47. Hundreds of hands

53. Beyond the bell

51. When parents become 51. learning partners

55. Summer starts here

45. Still learning

COMMUNITY IN THE MAKING

57. Trailblazers

79. Alumni events

59. The intentional work of 59. belonging

85. Class notes

61. Alumni President message

95. In memoriam

63. Alumni awards

93. With gratitude

Table of contents

Flourish Markers

Look for the Flourish markers, tied to our four goal pillars, listed below, throughout the magazine.

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

DEEP LEARNING & ENGAGEMENT 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.

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.

ENDURING SENSE OF COMMUNITY AND BELONGING 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.

GLOBAL HUB IN A NATURAL SETTING 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.

Number of gallery walls built for the IB Art Exhibition: 15 Metres of filament fed through the Design Department’s 3D printers: 25,100 Steps taken by the STS facilities team: 25,528,461 Average number of times an Elementary School teacher re-ties a student’s shoelaces each day: 28 Class with the most library checkouts: 2B Most frequently checked-out library title: DIARY OF A WIMPY KID: WRECKING BALL Estimated number of commutes to campus made by a 20-year STS employee: 5,000+ Days our new bus, Spartabus, went unused during its first two months: 0 Kilometres travelled to curling provincials: 653 Hotel-room nights booked for athletic tournaments: 266 Middle and Senior School students who participated in athletics: 315 Bandages handed out at the front desk: 532 Teacher emails excusing students from wearing proper footwear: 80+ Fastest time, in seconds, for a Grade 7 homeroom to solve the New York Times Mini: 17 Post-secondary guidance meetings scheduled: 689 Estimated number of times a student was told to project their voice: 208 Outdoor Education trips: 44 Total length, in metres, of poles harvested for the STS tipi: 1,080 Estimated distance, in kilometres, to the home of its farthest-away STAND student, in Nicaragua: 5,000 Steps taken to coordinate and set up the Spartan Race: 68,432 Average number of pizzas sold on pizza day in the Black Watch Bistro: 192 Cans of whipped cream used to pie the Prefects: 12 Tubas stored in the instrument room: 18 Number of times the Spartacus mascot costume has been cleaned in recorded school history: 1 Rank of the quarter-zip sweater among items sold at Tweeds & More: 1 Locker locks lost: 71 Water bottles in the Lost and Found after school dismissed for summer: 32 Number of hobby horses surrendered to the Lost and Found: 1 Number of back scratchers: 2 Snow days: 2 Number of students caught up in the “great Costco winter coat mix-up of 2026”: 6 Figures are for the 2025–26 school year unless otherwise noted.

The Optimum Index

The Optimum Index A year in the making

INSPIRED BY THE FAMOUS HARPER’S MAGAZINE INDEX, the new ‘Optimum Index’ tells the story of the past year at STS in numbers. Some are impressive, some are oddly specific, and some are just funny. Together, they capture a side of STS that is hard to sum up any other way. We hope you enjoy!

Flourish Markers

What we choose to build

BY DR. CAROL GRANT-WATT, STS HEAD OF SCHOOL

On change, continuity, and the future of STS When the sun has touched the horizon and the crisp evening air announces the arrival of another academic year, I often visit the fields near our campus and imagine the possibilities. Behind me stands everything we have built together: our growing campus and phenomenal new Athletic Park, and before me stretches an expanse of tree-lined prairie. As I reflect upon my time as Head of School, I can think of no better metaphor to represent our shared journey, the nature of change, and what the future holds for Strathcona-Tweedsmuir School (STS). I believe we are witnessing a pivotal era for education, one where the balance between technology and humanity has never been more consequential. Although artificial intelligence (AI) has the potential to reshape our classrooms, workspaces, and lives, it is important that we continue to align these advances with the values that have carried our school through the last half-century.

In the Making, the theme of the 2026 edition of Optimum magazine, asks the reader to envision a bold future of their own creation, where true potential exists within each of us rather than in the tools we use, and then asks us to consider what we will personally invest to achieve this future. At our 16th Annual Alumni Celebration Dinner, held this past May, we were most fortunate to bestow the 2026 Distinguished Alumni Award upon neurosurgeon Dr. Alim Mitha ’93. Guests in attendance were treated to what I consider to be one of the most impactful speeches I’ve had the pleasure of experiencing. Dr. Mitha highlighted the fact that his children, who are current STS students,

are not attending the same school as he did, and how that is a positive thing. The students of 2026 bring their own unique needs and challenges into the classroom. By evolving to meet children where they are, we can better prepare them to entrust their own hearts and minds – not the technology of the day – with determining the heights of their success. Change, universally considered to be the one constant in life, exists to remind us that we cannot be passive if we hope to thrive. This is a foundational principle that harkens back to our origins as a species. Imagine the bravery of the first hunter-gatherers who, rather than foraging as part of a primarily nomadic culture, planted seeds in the tilled earth and trusted them to grow. Like them, we have set out a plan, patiently observed the results of our labour, and adapted accordingly, until we have achieved our goals – and then we’ve grown beyond them.

Head of School message A year in the making

When viewed as a straight line, it is easy to view change as a series of setbacks. I, however, have come to see it as a circle; one we navigate countless times in our lives and careers. At the top lies joy, at the bottom, hardship. One cannot enjoy the fruits of progress without entertaining some considerable amount of challenge. You must persevere if you wish to reach the top, and the journey itself is what gives your goal a sense of meaning.

The Inspiring Possibilities campaign, culminating in 2018, was integral to making our expanded campus a reality, and the Flourish 2031 strategic plan has provided the roadmap for our continued growth. Now, with the completion of our aforementioned Rose Athletic Park, generations of STS students and the broader community will have the opportunity to learn, grow, and compete in world-class facilities.

In focusing on the possibilities ahead, we should consider our shared history and just how far we’ve come. The raising of our STS tipi on campus for the first time this past June was the culmination of a year of genuine, high-level interdisciplinary learning at STS. This project, guided by our Elder-in-Residence, Saa’kokoto, allowed students and educators to authentically connect with not only our curriculum but the world and one another.

We proudly celebrate our moments of success, but when the fanfare has ended, and we enter a time of contemplation, the full scope of our endeavour comes into view, for it is here that the future truly begins. Until recently, the remaining materials from the construction of our new Elementary and Arts wing occupied an open space on our campus, and it was the generosity of one of our alumni that

ultimately returned the land to its original state. This, I feel, perfectly exemplifies the nature of growth and change at STS. Neither can exist without the commitment of key people who are willing to see these ideas through to completion. Preparing a path for those who follow is an important and often overlooked aspect of this journey. When I gaze out at the field, I see a blank slate: a place to build and dream. I see the future. It has been an honour to serve as your Head of School, and I will proudly pass the bell to my successor in summer 2027, with every hope that they will guide STS toward achievements beyond anything I can imagine.

Please enjoy this issue of Optimum magazine.

Flourish Markers

The early years count Watching a Grade 6 student stand up at the IB Exhibition and talk with real confidence about their research and their action plan is a full-circle moment. What struck me most this year wasn't the poise, though there was plenty of it. It was the way students turned toward one another, honestly curious about each other's work.

REFLECTION FROM SEASON PREVOST, HEAD OF ELEMENTARY SCHOOL That's a big part of what it means to be a Spartan: doing your own best work and taking a real interest in the person next to you. I saw the same thing at the Gear Shack, where our youngest learners took the initiative, made their own decisions, and owned what they were doing, often before an adult could step in. Moments like these teach students what it means to belong to a community, one where people lift each other up and stick around to help. That's the heart of Elementary School, and it's very much in the making. We're laying the foundation for lifelong learners, building the academic and social-emotional skills that our students carry into Middle and Senior School and into whatever

Belonging makes the stretch possible

success looks like for each of them. The groundwork from these years doesn't stop here. It shows up later as the confidence and independence we see further up in the school. It's tempting to treat the early years as a warm-up for what comes next, but what happens here counts on its own terms. A young student who learns to take a risk, ask a question, or help a classmate is already a learner, not a learner-in-waiting. More than anything, I'm proud of how we work as a team. Teachers, students, and families all pulling in the same direction is what made this year what it was. That partnership sits at the heart of everything we do, and it's what will carry our youngest Spartans forward.

REFLECTION FROM JESSICA RICHMOND, HEAD OF MIDDLE SCHOOL

In the Middle School, our work comes down to a straightforward idea: students do their best when they're known, challenged, and supported. We ask them to stretch every day, and we make sure the adults around them offer the relationships and encouragement that make stretching possible.

which gave students and parents the confidence to plan ahead. And we sent a group of Grade 8 students to the CAIS Student Leadership Conference, where working with peers from across the country reminded them that leadership is more about listening than about being in charge.

growing. This year saw the creation of faculty working groups, focused on learning culture, Approaches to Learning, emerging technologies, curriculum, advisory, and student leadership. We're asking ourselves to be as curious and reflective as we ask them to be.

That belief came up all year. Across classrooms, we started building the IB Approaches to Learning into daily practice, giving students a shared language for thinking, communication, collaboration, research, self-management, and reflection. They're becoming more independent because of it. Our Grade 8 Science and Design project on simple machines brought students, teachers, and parent engineers together on real, hands-on work. We expanded our partnership with families through new Grade 9 post-secondary sessions and individual pathway meetings,

These moments tell me that Middle School students will take on almost anything when they know someone has their back. They do their best work when expectations are high, the learning is real, and a trusted adult is close by. This is the stage where they start to figure out not just what they know, but how they learn and how they fit into a community.

What I'm proudest of is the culture we're building together, on the shared understanding that students flourish when they're known, challenged, and supported.

That's what's in the making here: a Middle School where belonging and challenge go together, where students take intellectual risks and help each other through the hard parts. And it isn't only the students

Reflections from the division heads A year in the making

Learning is a team sport There's a certain energy in the Rotunda on a weekday morning. Students pull chairs together to quiz each other before a test or work through a problem set, and the younger years get to see what academics look like at STS without anyone having to explain it. That's the image that stays with me from this year, along with the Spartan

REFLECTION FROM RORY STABLER, HEAD OF SENIOR SCHOOL

Race on the last day of classes, when the whole division worked together, laughed together, and closed out the year as one. It was a busy year of decisions, with students making choices about courses, activities, leadership opportunities, and what might come next. Our IB Diploma offerings in Grades 11 and 12 gave students room to pursue their interests and strengths. Several teams represented STS at provincials, our musical filled the theatre, and our bands earned recognition beyond campus. A panel of recent graduates also returned to share what they wished they had known before post-secondary, offering candid advice to students considering their own next steps. What it all shows is that learning here is both an individual and a team sport.

Known, even at a distance The image I carry from this year is the STAND room in the days before final exams. Most of our students learn online, so they aren't together in one space every day, but when they arrived on campus the room filled with life. Some were meeting classmates in person for the first time, and the conversations turned easy almost immediately: study notes, exam strategies, a hockey tournament, a dance competition, university plans. What struck me most was how well our staff knew each student who walked in. They knew who had been travelling for sport, who was waiting to hear from a university, and who needed a quiet word of reassurance before the exam. Nobody faced the moment alone. Earlier in my career, I might have been surprised that this kind of community could grow through online learning. This year reminded me that strong relationships are built by people, not by buildings.

It also shows how much our academic rigour depends on everything around it, from outdoor education to the arts, athletics, and speech and debate. Our students are better learners for that balance. Two things feel like they're in the making. We're aligning courses more closely with post-secondary programs, and we're working more closely with students who genuinely know themselves and can name what they need to succeed in whatever setting they walk into. Most of all, I'm proud of the Class of 2026 and the way they led. They showed up at K–12 House events, captained our teams, and looked out for one another in the everyday ways that shape a community. The rest of the division felt it, and they leave a strong example for the classes that follow.

REFLECTION FROM KRISTI KRAYCHY, STAND SCHOOL PRINCIPAL

This was my first full year as Principal, and my job was mostly to listen: to students, families, and staff, and to keep strengthening what the founding team built. Our students balance elite athletics, performing arts, work, and family responsibilities, and their schedules look different from a traditional timetable. Their need for connection and academic challenge is exactly the same. Flexibility only works when it's paired with structure, and holding students accountable to their own potential is part of caring for them. New pathways are in the making, too. Students began earning Green Certificate credits through our partnership with Lethbridge Polytechnic, learning through authentic work with horses, livestock, and experienced mentors. And Indigenous Studies 30, developed with our Elder-inResidence, Saa'kokoto, and local Knowledge

Keepers, now offers a universityrecognized course taught through Indigenous voices and perspectives. What gives me the greatest optimism is the students themselves. Remarkable things happen when young people are given real flexibility, work that asks something of them, and adults who know them well.

Flourish Markers

A year in motion

The moments, milestones, and everyday experiences that shaped 2025–26 SPARTABUS Our new wheels rolled out with Flourish-inspired designs, carrying students to games, trips, tournaments, and adventures beyond campus.

STEM RACING NATIONALS Three STS teams qualified for the STEM Racing National Finals in North Bay, Ontario, where Northern Rapids captured second place to earn a coveted spot at the World Finals in Singapore this fall.

A VISIT TO REMEMBER

FIRST LAP After leading the fundraising charge, the Class of 2027 took the first lap of the new Rose Athletic Park together.

GIVING DAY A chilly morning, warm treats, and extraordinary generosity helped STS surpass its ambitious $500K goal, raising $598,052 in one day.

For many young soccer fans, meeting Calgary Wild FC player Farkhunda Muhtaj was an unforgettable experience. More than an accomplished athlete, she inspired students to dream boldly, lead with purpose, and believe that hard work and determination can open extraordinary doors.

A year in motion A year in the making

POST-SECONDARY PLANNING

CONVOCATION One of the most cherished traditions of the year, Convocation brought together graduates, their families, and every staff member to celebrate the Class of 2026. Filled with pride, gratitude, and excitement, it marked both an ending and the beginning of what comes next.

Finding the right fit is a journey, not a single decision. Through years of trusted conversations, post-secondary fairs, campus visits, and one-on-one guidance, STS students explore a wide range of schools, programs, and pathways. Our dedicated counsellors help each student understand their options and approach major decisions with confidence, excitement, and hope.

SENIOR SCHOOL MUSICAL, MARY POPPINS Five shows, one live pit band, and a spoonful of Senior School magic brought this classic to life.

BAND CONCERTS

SPEECH DAY

Led by exceptional music faculty, STS’s student musicians delivered professional-calibre performances worthy of every standing ovation.

Entertaining, impressive, and full of surprises, Speech Day once again reminded us of the power of student voice.

CHOCOLATE BAR DESIGN Griffin’s winning compass-inspired mould showed the creativity and skill Grade 7 designers bring to this annual challenge.

Flourish Markers

TERRY FOX RUN & BBQ

SPEAKER SERIES Learning extends beyond our students. The return of the STS Speaker Series brought renowned authors Barbara Coloroso and Jenny Anderson to Calgary, inspiring families, educators, and the wider community with fresh perspectives on how to help children thrive. The series returns in fall 2026.

IB DP VISUAL ARTS EXHIBITION The STS community was treated to a gallery-quality exhibition as Grade 12 artists unveiled two years of research, experimentation, and creative growth through painting, sculpture, photography, textiles, and installation.

From the Prefect-led warm-up to the final barbecue, the day blended school spirit, retro workout fun, and a cause that remains deeply familiar to every generation.

MIDDLE SCHOOL PLAY, BRAINSTORM

TASTE OF STS

With humour, vulnerability, and insight, students turned adolescent brain science into a brilliant, deeply human performance.

No classes, no bells. Just a few fun days for new students to find their footing.

FIRST DAY OF SCHOOL A welcome party with Spartacus and the Prefects turns nerves into smiles.

A year in motion A year in the making

POSTS WELCOME COFFEE A beautiful first-day tradition, reminding parents they belong in the STS story, too.

KERBY CENTRE LUNCHEON For 49 years, the event has brought generations together through music, hospitality, and holiday spirit. Hosted by the Elementary School, this year's celebration also honoured founder Alice Wyatt, a former STS faculty member, whose enduring legacy was recognized with the Community Citizenship Award.

WCIS VOLLEYBALL CHAMPIONSHIP STS welcomed eight independent schools from across Western Canada for the 53rd Western Canadian Independent Schools' Volleyball Championship, celebrating a proud tradition of competition, sportsmanship, and connection.

DAN ARATO DAY

HONOUR DAY Through shared remembrance and Manjit Minhas’s message, our community was reminded that legacy is lived forward.

Held during Spirit Week, this joyful tradition honours Dan Arato's life through the community spirit he inspired. House challenges and the student-versus-teacher basketball game fill the School with energy, but the most meaningful moment comes when Dan’s parents tip off the game – returning each year to share a day of fun, connection, and remembrance with the STS community.

ATHLETICS From early practices to championship moments, Spartan athletes gave their all every season. They pushed their limits, lifted one another up, and represented STS with skill, sportsmanship, and unmistakable school pride, bringing home six banners and sending five teams to provincials.

Flourish Markers

HOUSE EVENTS From the full-throttle House Cup Heist to making mosaic art tiles, the K–12 community chased House points all year, with Dover taking the Cup.

SPARTATHLON Run. Bike. Kayak. Cheer. Spartathlon is a Grade 5 milestone that turns months of training into one unforgettable day. Students push themselves, support one another, and discover just how much determination, confidence, and character can be built on the way to the finish line.

QUEST DAY WELCOME HOME One tie at a time, parent and staff volunteers welcomed new Spartans with personal doorstep deliveries of their first school tie – a tradition that begins building connections long before the first day of school.

STS CARES The Maker Market turned student creativity into community impact, with Middle and Senior School entrepreneurs raising funds for local charities while delighting shoppers across campus.

Learning took on a playful twist as the Elementary School celebrated its annual Quest Day. This year's Big Canadian Backyard BBQ theme brought imagination to life through creative costumes, spirited challenges, and enough backyard fun to make even a pickle and a bottle of ketchup feel right at home.

SPARTAN RACE Costumes, mud pits, and pond dives made this beloved Senior School tradition the perfect pre-exam stress release.

A year in motion A year in the making

OUTDOOR SCHOOL One day. One night. A lifetime of growth. Before the expeditions, international travel, and global experiences, Grade 4 students take their first step through Outdoor School, building confidence, resilience, and friendships that carry into every adventure that follows.

OE ADVENTURES EDINBURGH FRINGE FESTIVAL

Some experiences can't be fully captured in photos. On every Outdoor Education trip, students deepened friendships and revealed strengths they didn't know they had.

Sixteen Senior School students took their self-written play, The Apology Project, to the world’s largest performing arts festival, representing STS with creativity, confidence, and unmistakable Canadian spirit.

COSTA RICA With sloths, sea turtles, muddy boots, and unforgettable discoveries, students experienced Costa Rica’s Caribbean coast through immersive environmental and cultural learning.

RHYTHMS INTERNATIONAL FESTIVAL ROUND SQUARE INTERNATIONAL CONFERENCE Representing STS in Dubai, students connected with peers from around the world, returning with new perspectives, lasting friendships, and memories that will stay with them for a lifetime. The journey continues in Sydney, Australia, next year.

Montréal became the classroom as band students experienced music, performances, galleries, museums, and the joy of exploring together.

QUÉBEC CULTURAL TRIP Language, history, and culture came to life as Grade 9 students explored Québec City, embracing new experiences – including the magic of the Québec Winter Carnival.

Flourish Markers

From the archives: The Spartan spirit

BY LARA UNSWORTH ΄95, HEAD OF COMMUNITY RELATIONS

How generations of athletes, coaches, and community builders shaped sport at STS

“WE TRIED TO HAVE A TEAM FOR EVERY KID AT THE SCHOOL. THAT WAS ONE OF MY GOALS—EVEN IF IT WAS HOUSE LEAGUE, THERE WAS A TEAM FOR EVERY KID, AND THERE WAS SOMETHING THAT THEY COULD DO.” Former Headmaster Sandy Heard’s words reflect an idea that has shaped athletics at STS for generations. Competition matters, but so does participation. Students may play for a provincial title, join a House team, manage a roster, officiate a game, or cheer from the sidelines. Each role connects them to their team and School. Athletics has been central to StrathconaTweedsmuir School (STS) since its founding schools first took the field. It has shaped student life and helped define what it means to be a Spartan: Nil nisi optimum – Nothing but our best.

School sport teaches lessons that extend beyond a game or season. Students work toward shared goals, adjust after setbacks, support their teammates, and learn to compete fairly. These experiences are an important part of a well-rounded education. STS physical and health education teacher and coach, Ken Zelez, has noted that the benefits of school athletics are not limited to elite competitors. Some Spartans continue playing after graduation, while many do not. The experience of representing their school can remain meaningful either way.

WHERE IT BEGAN Long before STS opened on its current campus, its three founding schools had made sport and physical activity part of student life. Their facilities were modest, but teachers and students used what was available. Students at St. Hilda’s School for Girls took part in daily gymnastics and played tennis, volleyball, badminton, and baseball.

The School also held an annual Sports Day featuring broad jump, high jump, and running events. With limited space on campus, students sometimes used the badminton court at Calgary’s Ranchmen’s Club. Strathcona School for Boys fielded teams in soccer, English rugby, cricket, hockey, and football, competing against schools and other groups in the Elbow Park area. At Tweedsmuir: An Academic School for Girls, students played volleyball and basketball, ran track, and occasionally took a soccer ball outside for an informal game.

NEW CAMPUS, SAME SPIRIT When Strathcona-Tweedsmuir School opened south of Calgary in September 1971, it carried that commitment to athletics onto its new campus. The early facilities included an outdoor hockey rink, a soccer field with wooden goalposts, cross-country trails, a tennis court near the playground, and a track with areas for field events. STS athletes

From the archives: The Spartan spirit A school in the making

competed in the Calgary Separate School League and Foothills division, and the campus hosted junior and senior track meets. The original gymnasium, now known as the “old gym,” was home to senior volleyball, basketball, and badminton. Spartan teams competed against schools from Okotoks, High River, Nanton, Claresholm, and Turner Valley. The School’s teams did not yet have a name. During a contest held in 1971–72, Grade 9 student John Knebles ’75 submitted the winning entry: “Spartans.” Notes from former Heads of School Peter Ditchburn and Gordon Freight indicate that the name was chosen partly because it contains the letters S-T-S. As enrolment increased, the athletics program expanded. Junior volleyball, basketball, badminton, and track and field teams were added, along with a short-lived rodeo team. STS hosted a gymnastics meet in 1974–75, and rugby arrived in the late 1970s. The first girls’ field hockey team was formed in 1979–80, the same year the School hosted the Canadian Independent Schools Summer Games.

BUILT BY COMMUNITY The athletics program continued to develop through the following decades. More teams, improved facilities, and added student supports gave Spartans new ways to participate. That growth depended on years of planning, fundraising, volunteer work, and support from STS families and community partners. The facilities students use today were built through the efforts of people who saw athletics as an important part of school life. Today, Spartans have access to two gymnasiums, a weight and conditioning facility, an indoor running track, a trainer on staff, and Rose Athletic Park. The new outdoor facility supports track and field, soccer, rugby, and field hockey. STS fields Middle and Senior School teams in more than 10 sports, with Spartans regularly competing at the provincial level in basketball, volleyball, soccer, rugby, golf, cross-country, and other events. The athletics program also relies on students who contribute away from the scoreboard. Sports Medicine students,

team managers, officials, photographers, videographers, and student journalists all help teams function. Their involvement reflects a long-standing effort to give students different ways to take part. The facilities, uniforms, and selection of sports have changed considerably since STS opened in 1971. The underlying idea is that athletics should give students a chance to challenge themselves, support a team, and represent their School with pride.

TO LEARN MORE ABOUT ROSE ATHLETIC PARK, READ ‘A FIELD OF POSSIBILITY’ IN THIS ISSUE OF OPTIMUM.

Flourish Markers

Athletic awards THE TWEEDSMUIR TROPHY First presented in 1972, the Tweedsmuir Trophy recognizes the Senior School Female Athlete of the Year. Named in honour of Tweedsmuir: An Academic School for Girls, one of STS’s founding schools, it reflects the importance placed on athletic achievement, character, and well-rounded education throughout the School’s history.

THE WAYNE COLBORNE TROPHY The Wayne Colborne Award recognizes a Senior School athlete who participates on three or more school teams and demonstrates exemplary leadership and sportsmanship. The award honours students whose character, attitude, and commitment make a positive contribution to their teams, rather than emphasizing athletic achievement alone. It is named in honour of Wayne Colborne, a teacher and coach at STS from 1978 to 2000, who made a significant and lasting impact on the School’s athletics program.

THE WOODS TROPHY First presented at Strathcona School for Boys in 1935, the Woods Trophy recognizes the Senior School Male Athlete of the Year. It is awarded to a student who has excelled in multiple sports and demonstrated outstanding athletic skill, leadership and dedication. The trophy is named in honour of Col. James Hossack Woods, a prominent Calgary publisher and philanthropist whose family contributed significantly to community life and whose own interests included youth development, recreation, and sport.

THE COACHES’ APPRECIATION TROPHY The Coaches’ Appreciation Award recognizes a Senior School student who has made an outstanding contribution to the athletics program. The recipient has participated in three or more school teams in some capacity and consistently demonstrated commitment, initiative, dedication, and reliability. The award celebrates the many ways students contribute to the success of school athletics, both in competition and through their service and support of others.

THE LUCY LONG MEMORIAL AWARD Named in memory of Lucy Long, an STS teacher and coach, the Lucy Long Memorial Award recognizes one male and one female Middle School athlete who have excelled in multiple school sports while demonstrating outstanding skill, leadership, and dedication to athletics.

THE PIGEON COYNE TROPHY Named in honour of former STS teacher and coach Pigeon Coyne, who taught dance and gymnastics and coached cross-country until 1983, the Pigeon Coyne Sportsmanship Award recognizes a Middle School athlete who has participated on three or more school teams and demonstrated exemplary leadership and sportsmanship. The award celebrates a student whose character, respect for others, and commitment to their teams exemplify the values of school athletics.

From the archives: The Spartan spirit A school in the making

History on display The STS athletics hallway is being renewed to give students, families, alumni, and campus visitors a closer look at the School’s sporting history. The new installation will include archival photographs, team stories, awards, trophies, jerseys, and vintage equipment from different sports and eras. The collection will trace the development of athletics from the founding schools to the present day. The displays will recognize championships and individual achievements while also highlighting the coaches, teammates, volunteers, and traditions behind them. Located along a hallway students use every day, the installation will connect the current athletics program with the people and events that helped build it.

Flourish Markers PLAYABLE SPORTS: FIFA QUALITY PRO TURF FIELD

FULL -SIZE INFIELD

SOCCER RUGBY FIELD HOCKEY FOOTBALL TRACK AND FIELD

WORLD RUGBY REGULATION 22 COMPLIANCE PROFESSIONAL -GRADE TRACK

A field of possibility

BY ANDREA HAHN, COMMUNICATIONS SPECIALIST

How the Rose Athletic Park opens a new chapter for sport and community at STS IN JUNE, A NEW LANDMARK TOOK SHAPE IN THE FOOTHILLS, BUILT NOT BY A MUNICIPALITY OR A DEVELOPER, BUT BY A SCHOOL COMMUNITY. The Rose Athletic Park opened on the Strathcona-Tweedsmuir School (STS) campus as a high-performance facility designed to support student-athletes at STS and sport across the broader region. Located on the school's 200-acre campus, the Park is now home to the STS Spartans soccer, rugby, field hockey, and track and

field teams. It will also be available beyond the school for rentals, tournaments, interschool competitions, training sessions, and STS summer camps. The Park is notable not only for what was built, but for how it came to be. The project was funded entirely by private donors, with no government funding behind its construction. Hundreds of STS families, alumni, past parents, employees, and friends contributed to the campaign. "Built for community, by community has become the defining message of the project," said Dr. Carol Grant-Watt, STS Head of School. "The Rose Athletic Park

reflects a significant investment in young people, wellness, and the future of sport in our region." Founded in 1971, STS has been part of the Foothills community for more than 50 years. The Park carries that connection forward, turning a school project into something with a wider reach. It creates new opportunities for Spartan athletes while also opening space for community teams, training groups, summer campers, and local sport organizations. The facility is named in honour of Mike Rose and Sue Riddell-Rose, lead donors and longtime members of the STS community.

A field of possibility A school in the making

Mike Rose serves as Chair of the STS Board of Governors, and he and Sue are parents of three STS alumni. "This project was about creating something lasting – something that would serve students, athletes, families, and the wider community," said Mike Rose. "We are proud to be part of a community that believes in dreaming big and getting things done." An opening celebration brought donors, families, school leadership, community partners, and local officials to campus, including Highwood MLA RJ Sigurdson, Okotoks Mayor Tanya Thorn, and Foothills County Councillor Alan Alger ’76, Division 5. A former STS student, Councillor Alger joined the celebration as the school marked an investment in sport, athleticism, and student excellence, a fitting reflection of the STS motto, Nil nisi optimum – nothing but our best.

“THE ROSE ATHLETIC PARK REFLECTS A SIGNIFICANT INVESTMENT IN YOUNG PEOPLE, WELLNESS, AND THE FUTURE OF SPORT IN OUR REGION.”

"The Rose Athletic Park is a valuable asset for this community," said Sigurdson. "It reflects what can happen when families, educators, and community members come together to create opportunities for young people and support the future of sport." The Park is also a serious piece of athletic infrastructure. It features a FIFA Quality Pro turf field, World Rugby Regulation 22 compliance, a full-size infield suited to multiple-sport configurations, and a professional-grade track marked for running and jumping events. The design prioritizes durability, safety, and flexibility, allowing the space to support multiple sports, age groups, and levels of competition. The surface itself is a major factor in what makes the Park so versatile. Permanent markings mean lines never have to be repainted throughout the season, as a grass field demands, and the turf can carry several configurations at once, letting the space host larger events with more competitors across more sports. It is also built for the realities of the seasons here. Where a grass field can sit frozen and unplayable through early spring and

late fall, the turf is engineered to withstand the impacts of the game.

turning ground made for one purpose into a field ready for many.

That history is part of the story. The 200-acre campus has long offered space for several playing fields, but the ground is hard, originally laid out with polo in mind, a sport STS hasn't played in decades. Hard footing suits polo, built as it is for horses rather than for players landing at speed. Those fields still serve other activities, tournament space and the overflow when multiple games are running, but the Park gives the school something its grounds never could: a surface engineered for the sports being played now. Rebuilding the land into a certified multi-sport field meant re-engineering the composite layering beneath the surface from the ground up,

The project was developed with design and construction partners NAK and Landform. STS is especially proud to recognize alumnus Ben Mercer ’95, owner and operator of Landform, whose company helped bring the facility to life. The Rose Athletic Park is now open to STS students, summer campers, and external athletic groups. With summer and fall bookings at near capacity, it is well on its way to becoming what its donors imagined: a regional hub for sport, wellness, and community gathering.

Flourish Markers

More than a checkbox

How accreditation and a culture of safety make exceptional experiences possible

Luke Colborne, Safety Officer, and Jennifer Conway, in the background. Making sure students are safe from bus drop-off to home time.

BY JENNIFER CONWAY, DEPUTY HEAD OF SCHOOL: OPERATIONS & STUDENT EXPERIENCE

More than a checkbox A school in the making

AEE, CAIS, COR, IB, AND ROUND SQUARE. ANYONE FAMILIAR WITH STRATHCONATWEEDSMUIR SCHOOL (STS) HAS NO DOUBT ENCOUNTERED THESE TERMS ON MORE THAN ONE OCCASION. But what do they mean, and what roles do they play in ensuring the success and safety of our students? At the highest level, STS’s full accreditation portfolio represents a promise: a commitment to excellence in independent education. Our accreditations cover nearly every aspect of our school and its operation, including academics, health and safety, technology, travel, and more. Although each one has a specific focus, they share a common goal: to provide a safe and welcoming environment where students can learn, grow, and share in experiences and opportunities that very few schools can offer.

REFLECTING ON RISK STS views all of our planning through the lens of student safety, and that begins with an assessment of all potential risks. Risk management can be an uncomfortable topic. When we hear the word risk, we begin to ask ourselves, what risks are we talking about? What do we expect to go wrong? At the same time, we often overlook the word management: the proactive effort to identify and mitigate as many potential outcomes in a particular situation as possible. Any new endeavour, whether it is a program, a planned facility expansion, an outdoor experience, an event, or international travel, is thoroughly assessed through a health and safety lens.

As a result, we are able to say yes to a wide variety of incredible opportunities that are uniquely STS, and to do so with confidence. It is also important to acknowledge that risk management does not equal risk tolerance. We address all aspects of health and safety head-on, so that minor issues are identified and mitigated before they become more serious. We plan for as many contingencies as possible, so that our students can learn, grow, and explore in a safe and supportive environment, both on and off campus.

A TEAM EFFORT As a COR (Certificate of Recognition)certified school and a member of CAIS (Canadian Accredited Independent Schools), STS has a formal and comprehensive health and safety management system in place. Our Infrastructure and Risk Management Committee (IRM), a subsection of our Board, has complete oversight of operations, which is vital to our success, as STS is essentially an independent rural municipality that requires utilities, facility management, and specialized planning to operate outside a major urban centre. Our AEE (Association for Experiential Education) accreditation verifies that STS has voluntarily undergone a thorough review process to demonstrate that our experiential education programs meet recognized standards for quality and safety. Round Square membership helps facilitate meaningful and safe student service and travel experiences, including student exchange trips, which we hope to reintroduce for the first time since the COVID pandemic. Finally, the IB (International Baccalaureate) K–12 continuum helps inspire critical thinking and problem-solving from a young age, so that students can understand their responsibilities for keeping themselves, their peers, and the school safe.

Our administration team, teachers and staff, and the STS facilities department are trained and empowered to serve as risk managers. Each teacher at STS holds current First Aid certification, and we boast 14 staff members with 40-hour Wilderness First Aid training, as well as 9 with 80-hour Wilderness First Aid training. It is something we have worked tirelessly to maintain, and I couldn’t be more proud of how our entire school staff has made safety their number one priority.

A CULTURE OF SAFETY So what do AEE, CAIS, COR, IB, and Round Square actually mean? These accreditations reflect our openness to evaluation and feedback and our deep commitment to compliance with the highest standards established by their respective organizations and governing bodies. If a student is able to explore the natural beauty of our campus, and discover their place in the world by doing so; if they are able to connect what they’ve learned in the classroom to a real-world experience; if they are able to travel and share what they’ve learned with students from a different community or background, and grow as a result — it is because of our commitment to these standards. With all of these accreditations in place, we continue to search for new ways to improve at every level. STS is a school in the making, as this year’s Optimum theme suggests, and I know that, with the support and guidance of our accreditation portfolio, our team, and our students, we will be able to provide even more outstanding educational opportunities in the future.

Flourish Markers

So what do AEE, CAIS, COR, IB, and Round Square actually mean? AEE

Association for Experiential Education The AEE is a nonprofit professional membership association committed to supporting professional development, theoretical advancement, and the evaluation of Experiential Education Worldwide. AEE accreditation is a voluntary review process that ensures STS experiential education programs meet recognized standards of quality and safety. The goal of Experiential Education is to help students to learn through direct, real-world experiences. It applies to activities both on and off campus, and encompasses outdoor education, adventure-based learning, field studies, out-of-province travel, wilderness programs, service learning, and experiential therapy or residential programs.

CAIS

Canadian Accredited Independent Schools CAIS is a national network of more than 95 member schools, all of which participate in research and professional thinking, as well as in a reflective, collaborative school improvement process, to meet national standards. CAIS covers all aspects of operating an independent school, including academics, board governance, facilities, finances, and sustainability, all of which have standards we are required to meet, along with the documentation to support our findings. CAIS accreditation involves a self-administered review based on 12 standards, each requiring unique documentation. This is followed by a CAIS visit every five years to verify that the STS organization is healthy and operating at its full potential.

More than a checkbox A school in the making

COR

Certificate of Recognition COR is a nationally recognized Occupational Health and Safety accreditation used across Canada, with specific requirements administered by provincial safety organizations. In simple terms, COR demonstrates to students, employees, and industry partners that safety is an essential part of our school’s operations. Obtaining COR certification is a rigorous and demanding process. Schools are typically required to: • Have a formal health and safety management system in place • Complete an internal audit on an annual basis to verify that safety policies and procedures meet established standards • Undergo an external COR audit every three years • Share an ongoing commitment to preventing workplace injuries and illnesses • Provide safety training and ensure staff have a strong understanding of safe work practices • Maintain effective processes for hazard identification, incident reporting, emergency responses, and continuous improvement

International Baccalaureate Programme STS is one of only two schools in Alberta that offer the full International Baccalaureate (IB) teaching and learning practice continuum, including the Primary Years Programme (PYP, Kindergarten to Grade 6), Middle Years Programme (MYP, Grades 7–10), and Diploma Programme (DP, Grades 11 and 12). The IB continuum, which is recognized worldwide, develops lifelong learners who are inquiry-minded, knowledgeable, caring, and motivated to succeed. Students build their critical thinking skills, nurture their curiosity, and cultivate an ability to solve complex problems. To learn more about the IB continuum, check out ‘Deep learning on display’, by Dr. Michael Simmonds, in this issue.

Round Square Round Square is an international network of over 200 schools spanning 50 countries that creates opportunities for young people to explore the world through interactions with peers around the globe. Through Internationalism, Democracy, Environmentalism, Adventure, Leadership, and Service (IDEALS for short), Round Square encourages international travel, exchange experiences, and community service activities for students. STS recently reopened international travel for the first time since the COVID pandemic, and our on-campus programs focus on leadership opportunities and student-led service initiatives, helping to inspire empathetic, courageous, and wellrounded young citizens.

Flourish Markers

Tools, not shortcuts

Preparing students for AI, and protecting them along the way BY GABE KEMP, EXECUTIVE DIRECTOR OF INFORMATION AND EDUCATIONAL TECHNOLOGY

WHEN WE THINK ABOUT STUDENT SAFETY, WE OFTEN FOCUS ON REAL-WORLD ACTIVITIES – BOTH ON AND OFF CAMPUS – AND HOW WE CAN ALLOW STUDENTS TO ENGAGE IN EXPERIENCES THAT FOSTER PERSONAL GROWTH AND CHARACTER DEVELOPMENT WHILE PROACTIVELY MANAGING RISK.

A new digital reality for our students

However, the digital world is no less real, especially for the younger generations, and it is expanding and evolving faster than anything we have ever encountered. Artificial intelligence (AI) and emerging digital tools present powerful opportunities alongside complex challenges, with the potential to reshape our world in profound ways. The key question for us at Strathcona-Tweedsmuir School (STS) is how we thoughtfully integrate them into the educational environment, our workplaces, and our lives.

AI represents one of the most significant shifts in education since the introduction of the personal computer. To guide our understanding of this technology, we continually ask ourselves a series of foundational questions across four key dimensions:

On the surface, AI tools seem to provide a clear advantage for students; tasks requiring hours of effort can now be completed in moments with a few simple keystrokes. Yet these technologies require careful oversight and a thoughtful re-examination of teaching, learning, assessment, and safety practices to ensure they support positive student outcomes.

OPERATIONAL: How can AI improve productivity, efficiency, and organization across the school? PEDAGOGICAL: How can AI enhance learning, and what skills do students need to use these tools effectively? FUNCTIONAL: Which AI tools best support our educational goals? ETHICAL: How do we ensure AI is used safely, responsibly, and in ways that protect student well-being, privacy, and learning? Ultimately, we must ask: What are we aiming to achieve, and how will we measure success? Nearly every educational institution is focused on these same questions. At STS, we view these technologies as tools, not shortcuts. We do not support the replacement of critical thinking with automation or the unintentional outsourcing of learning to AI. A student’s development depends on how they learn to engage with these tools, not simply their access to them.

Tools, not shortcuts A school in the making

Choosing the right tools

Cyber safety in the real world

At STS, student digital safety and privacy are paramount. Any AI application introduced into our environment must meet strict standards for privacy, security, and developmental appropriateness.

Responsible AI use is inseparable from cyber safety. As AI becomes more integrated into everyday life, students must also learn to navigate broader issues of privacy, security, and digital identity. The rise of AI has ushered in a rapidly changing landscape of cyber safety, data governance, and online privacy, each carrying significant real-world implications. Our goal is to equip students with a forward-thinking skill set that emphasizes:

One emerging concern is the tendency for some users, particularly young people, to form human-like relationships with AI chatbots. With their instant accessibility, ease of use, and casual, down-toearth personas, AI's ability to simulate real-life interaction can be problematic. When combined with personal vulnerabilities, social isolation, or mental health challenges, these unregulated interactions may contribute to harmful outcomes.

• Digital citizenship • Ethical and responsible use of AI • Critical evaluation and verification of information

To address this risk head-on, STS has adopted purpose-built, education-focused tools for students:

• Awareness of online risks

FLINT AI: A school-designed AI tutor equipped with strong guardrails, strict content moderation, and active monitoring. Its protected educational environment includes robust safeguards that filter inappropriate content and ensure student data is not used to train public AI systems.

• Protection of personal data and digital identity

GOOGLE NOTEBOOKLM: A controlled, student-facing tool that allows learners to upload vetted sources and organize them into study supports – such as summaries, study guides, quizzes, and infographics – all within a secure, private environment.

• Recognition of emerging threats and opportunities To support this shared learning, throughout the year, STS hosted a series of presentations for students, parents, and employees. These sessions focused on raising awareness, addressing community concerns, and outlining exactly how we are preparing students for this evolving digital frontier. Faculty are also embedding these skills into classroom learning, helping students explore and apply emerging technologies within meaningful academic contexts. We have also engaged in ongoing employee training and communication to equip both our faculty and staff with the tools and knowledge necessary to leverage these technologies safely, enhance student learning, and proactively manage digital risks. With a comprehensive and continually evolving Cyber Safety and AI framework, STS is committed to balancing innovation with responsibility. Our approach aims to ensure that students benefit from powerful digital tools while developing the critical thinking, ethical judgment, and resilience needed to thrive in an increasingly digital world.

Flourish Markers

Room to

Why more families are choosing STS – and how the school is preparing to grow well

BY LARA UNSWORTH ’95, HEAD OF COMMUNITY RELATIONS

IN A WORLD MOVING FASTER THAN EVER, STANDING STILL IS NOT AN OPTION. Education must transform, and independent schools are at the centre of this shift. Modern parents aren't just looking for exceptional academics: they are asking schools to evolve alongside their children's needs.

STS MISSION STATEMENT

A diverse community where students pursue lives of purpose, flourishing emotionally, physically, and intellectually.

Families today require a supportive, whole-child approach filled with rich co-curricular opportunities. By continuously reshaping our environment and programming, we cultivate the courageous, empathetic, and resourceful leaders the future demands.

EVOLVING EDUCATIONAL OFFERINGS For more than 55 years, StrathconaTweedsmuir School (STS) has been at the forefront of education in Canada. As the first independent school in Southern Alberta and Calgary’s only school offering the full International Baccalaureate (IB) Continuum from Kindergarten to Grade 12, STS is experiencing a surge of interest from prospective families for many good reasons.

STS is a school where character, resilience, and leadership are constantly being built. When a student puts on their STS uniform for the first time, they become part of a rich tradition of excellence and, more than that, a proud member of a diverse and supportive community that wants to see them succeed. With programs and resources designed specifically to nurture K–12 learners, our goal is to help children flourish emotionally, physically, and intellectually, becoming deep and critical thinkers with the skills and confidence to navigate an ever-evolving world. That said, while all parents want those opportunities for their children, in 2026, it seems for many of us the most valuable commodity is time. Consider the unprecedented expanse of the Calgary area. Between school, work, personal commitments, homework, and extracurricular activities, students and parents not only have to find time to attend these activities – they have to navigate Calgary’s fast-paced roads to get there. Due to time constraints and the sheer logistics of travelling to each activity, some families have to make the difficult decision to cut out many of these commitments.

Room to flourish A school in the making

At STS, we strive to offer these opportunities at school so that students can engage in a comprehensive educational experience in one place, beginning with their arrival on our rural campus each morning. Our facilities allow academics, competitive sports, drama and performing arts, fine arts, speech and debate, and outdoor education to coexist in one place, so students can pursue multiple interests without having to worry about the time and distance between them.

CAMPUS EXPANSION This exponential increase in interest in STS has resulted in an equally significant rise in enrolment, especially in our foundational Elementary programs. Our Primary Years Programme, covering Kindergarten to Grade 6, is operating at maximum capacity, with the demands on our existing infrastructure, including our cafeteria, gymnasium, and collaborative learning environments, reaching a critical tipping point. In direct response to these demands and guided by our long-term strategic framework, Flourish 2031, STS is envisioning an exciting new chapter in our history: the expansion of our Rose Elementary School. We are also looking to expand Middle and Senior School facilities to support STS’s renowned design and innovation programming and to allow more students to move up from Elementary School. For educators, students, and families alike, this represents a massive milestone and a physical manifestation of our school’s mission, vision, and commitment to meeting the evolving needs of our students and their families. This purpose-built expansion will allow us to open our doors to more families without losing our tight-knit community feel, while elevating the STS experience for all students. Among these facility enhancements will be new classrooms across K–12, and multipurpose design,

athletics, cafeteria, and integrated indoor-outdoor spaces. Perhaps even more vital to our students’ success will be the addition of new flexible learning environments to prioritize student well-being, creativity, and collaboration, alongside specialized spaces tailored to support divergent learners. This growth ensures we can continue to deliver an experiential, student-centred education while maintaining a sufficient capacity to welcome new families to our school.

NAVIGATING THE ADMISSIONS JOURNEY Enrolling in STS is more than simply signing up in pursuit of a diploma. It is an investment in a child’s potential, and it requires a strong personal commitment from a prospective student and their family to make it happen. With space currently limited in the Elementary grades, our admissions team prioritizes a highly personalized applicant journey that begins with our rigorous admissions process. We provide intentional touchpoints at every step so that students, parents, and school representatives can work together to determine whether STS is the right fit for each child. To secure a place at STS and ensure your child has the best opportunity for success, prospective families are encouraged to consider our key entry years: Kindergarten, Grade 3, Grade 7, or Grade 10, where expanded capacity and strategic seat increases are carefully built into our school structure. By starting the process early, exploring our school and our educational philosophies, and understanding these strategic entry points, your family can become part of this enduring legacy by investing in an education where the leaders, thinkers, and innovators of tomorrow are all in the making.

Planning tips for parents and students considering applying to STS:

PLAN AHEAD Begin exploring your options at least one full year in advance of your intended enrolment date.

CONNECT IN THE FALL Immerse yourself in our campus culture and see and feel if STS is the right fit for your family by attending our Open House in September.

APPLY EARLY Submit formal documentation swiftly following fall events to ensure your family's profile is reviewed during our primary admission cycles.

Flourish Markers

THE CLASS OF 2026 THE CLASS OF 2026 IS NOT EASILY SUMMARIZED — WHICH IS EXACTLY WHAT MAKES THEM SO INTERESTING.

C F I

CHEMISTRY'S FAMOUS FOUR Four students, one Higher Level Chemistry class, a rare bit of small-school magic, where lessons felt less like a course than a standing study date.

F1 IN THE FAST LANE This class took on STEM Racing, designing, developing, and racing miniature F1-inspired cars at competitions in North Carolina and Singapore.

INTERNATIONAL DEPARTURES Passports out: roughly one in five grads is studying outside Canada next year, across the U.S., the U.K., Ireland, and Australia.

They are lifers and newcomers, leaders and learners, athletes and artists, problem-solvers and performers. They are heading into the world with a wide range of plans, passions, and possibilities, each shaped by their own STS experience. They are also a class shaped by connection: to each other, to their teachers, to nature, to travel, to sport, to the arts, and to the everyday moments that made STS feel like home. From A to Z, the Class of 2026 is full of ambition, individuality, and wonderfully unique stories.

A D G J

AEROSPACE AMBITIONS The sky is calling: future aerospace engineers, a pilot following a family tradition of flight, and one already teaching space to more than 50,000 followers on TikTok.

DIRECT ENTRY, NO DETOURS Some are skipping the scenic route, landing direct-entry spots in law and medicine that will send them straight into their professions.

GOING PRO Some Spartans are taking sport with them, from the WHL and collegiate swimming to Olympic-class sailing and a world-champion equestrian.

JUSTICE SEEKERS They learned to question, argue, listen, and persuade in classrooms, Model UN, and speech and debate. For many, law feels like a natural next step.

B E H K

BACKCOUNTRY BOUND The impact of Outdoor Education left its mark, from canoe trips to alpine huts. Now some are chasing it further, into wilderness instructor training and adventure travel.

ENGINEERING EVERYWHERE Nearly one in five grads is headed into engineering, the class's single largest program, from mechatronics and materials to biomedical, electrical, and aerospace.

HEALERS AND HELPERS From medicine and nursing to kinesiology, neuroscience, and rehabilitation, many grads are choosing paths focused on how people move, heal, think, and thrive.

KALEIDOSCOPE CAREERS Ophthalmologist or filmmaker? Doctor or conservationist? Circus aerialist or teacher? Why choose? Some ambitions refuse to fit one box. They are layered, a little unexpected, and, for some, already in motion.

The Class of 2026: from A to Z People in the making

L O R U X

LEARN LOCAL For about a quarter of the class, the best fit is close to home: Alberta universities offering standout programs, with family, familiar trails, and a free dinner never far away.

OREGON OR BUST One grad is off to Oregon for product design, moonlighting as team manager for the Division I Ducks, with a dream of designing for Nike.

RANCHERS, RIDERS, AND RODEO Competitive equestrians, future ranchers, equine specialists, and Canada's Greatest Horsewoman: deep roots in ag, already turning passion into profession.

UNCONVENTIONAL One grad finished two years early through STAND and is off to a design, tech, and entrepreneurship program, already building toward a company of her own.

EXTRACURRICULAR EVERYTHING The transcript tells half the story. The rest is in casts and clubs, teams and councils, and the hours that never showed on a report card.

M P S V Y

MUSIC TO OUR EARS Many found their voice on stage and in song, most recently in Mary Poppins, while the IB Music class claimed a CBC competition win for the second time.

PRACTISING POLITICS One grad is off to Ottawa to page in the House of Commons, trading school hallways for Parliament Hill and a front-row seat to democracy.

SCHOLARSHIPS Ninety-three scholarship offers worth more than $1 million, including a $120,000 tuition award, Canada’s top STEM scholarship, and a music scholarship exceeding $300,000.

VECTORS AND VALEDICTION In a physics-themed send-off, the valedictorian compared our community to a vector, lending us magnitude and direction. To face future fears, she offered a timely acronym: Focus, Enjoy, Appreciate, Remember (FEAR). YOU'VE GOT THIS Their advice to students in Grades 10 and 11: breathe. Applications, decisions, and waiting can feel overwhelming, but stay flexible, apply anyway, and trust that things have a way of working out.

N Q T W Z

NEW AND FOREVER SPARTANS Many in this class arrived or returned in just the last few years, quickly finding their people, making their mark, and becoming Spartans for life.

QUEEN’S COUNTRY Kingston will feel like an STS reunion this fall, with nine grads heading to Queen's, the most popular out-of-province destination in the class.

TRIPS OF A LIFETIME School travel took this class far, riding camels in the Sahara, sailing Ha Long Bay, teaching in Costa Rica, and touring the Netherlands.

WORKING WHILE THEY LEARN Co-op came up again and again. These grads know experience, networks, and résumés matter, and they are choosing programs that build all three.

ZERO ORDINARY ENDINGS No ordinary ending awaits a class like this, only beginnings: on campuses, stages, rinks, and runways, some close to home, others a world away.

Flourish Markers

A CHILDHOOD IN ONE PLACE For the STS lifers in the Class of 2026, graduation was not only the end of Senior School. It was the close of a 12-year story that began in Grade 1 in 2014, when students first arrived on campus wearing name tags that read “Class of 2026.” At the annual ‘Lifer Dinner’ before graduation, students and parents gathered to celebrate the milestone together. Among the speakers were Arnaaz, one of the Class of 2026 lifers, and her mother, Emma, who reflected on what it meant for families to watch their children grow from nervous Grade 1 students into young adults ready for what comes next. “When you’ve been somewhere for that long, it stops feeling like just a school,” Arnaaz shared. “It becomes the place where your entire childhood happened.”

For the lifers, that childhood was marked by the moments that only become meaningful in hindsight: classroom performances, mousetrap racers, overnight camps, pandemic-era milestones, the Grade 10 Personal Project, and, finally, post-secondary acceptances. “At the time, a lot of these moments felt ordinary,” Arnaaz said. “But looking back now, they’re the ones that matter the most.” Emma spoke of the same journey from a parent’s perspective: the early morning drop-offs, late pickups, field trips, performances, packed lunches, and the steady presence of teachers who helped shape not only students’ academic growth, but their character. “They say it takes a village to raise a child,” Emma shared. “We found this village and community at STS.” For the Class of 2026 lifers, being part of STS for 12 years means carrying forward more than memories. It means carrying the experience of being known, by classmates, teachers, families, and a community that grew alongside them.

As Arnaaz reflected, “What I’ll miss most is the simplicity of being in a place where everyone knows your name and who you are.” That is what makes this milestone so meaningful. These students did not simply attend STS. In many ways, they grew up here. WHAT IS AN STS LIFER? At STS, a lifer is a student who has completed their full school journey here. For the Class of 2026, that journey began in Grade 1 in 2014 and ended 12 years later with graduation. Kindergarten was introduced at STS in 2017, making the Class of 2030 the school’s first K–12 graduating class.

The Class of 2026: from A to Z People in the making

OFFERS AND ACCEPTANCES CANADA

ACCEPTED OFFERS UNDERLINED IN PINK

Acadia University

University of Waterloo Western University

Alberta University of the Arts

Western University, Ivey Business School

Cape Breton University

Wilfrid Laurier University

Carleton University

York University

Concordia University Dalhousie University

USA

Huron University

Arizona State University

Lethbridge Polytechnic

Arizona State University Barrett Honours College

McGill University McMaster University

Memorial University of Newfoundland Mount Allison University Mount Royal University Queen's University

Red Deer Polytechnic St. Francis Xavier University Saint Mary's University, Halifax

St. Thomas University Thompson Rivers University Timberline Canadian Alpine Academy Toronto Metropolitan University University of Alberta University of British Columbia, Okanagan University of British Columbia, Vancouver University of Calgary University of Guelph

University of King's College University of Lethbridge

University of Manitoba University of New Brunswick University of Ottawa University of Saskatchewan University of Toronto

University of Toronto, Mississauga University of Victoria

Babson College Baylor University Carnegie Mellon University Colgate University Embry-Riddle Aeronautical University, Prescott Macalester College

Massachusetts College of Pharmacy and Health Sciences

UK Brunel University London King's College London London School of Economics & Political Science

University College London University of Aberdeen University of Buckingham University of Hertfordshire University of Lancashire University of St. Andrews

University of Warwick EUROPE & BEYOND Forward College IE University Royal College of Surgeons in Ireland Trinity College Dublin

Montana State University

University College Dublin

Occidental College

University of Melbourne

Oregon State University

University of Sydney

Shenandoah University Texas Christian University

Texas Tech University University of Arizona University of California, Berkeley University of Chicago

University of Colorado Boulder University of Denver University of Houston University of Oregon

University of Wisconsin-Madison University of Wyoming Villanova University

100%

of the Class of 2026 was accepted to a post-secondary institution 93 merit-based scholarships were offered to the Class of 2026, totalling:

$1,095,068 The Class of 2026 had

369 offers to

institutions

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Deep learning on display From first questions to independent research, the IB continuum helps students take ownership of learning BY DR. MICHAEL SIMMONDS, ASSISTANT HEAD OF SCHOOL: ACADEMICS Each spring, the Strathcona-Tweedsmuir School (STS) International Baccalaureate (IB) Continuum Exhibition brings months of student learning into view, filling the Black Watch Bistro, the Gathering Stairs, and the C.A. Smith Arts Centre with projects, displays, and conversations. Grade 6 and Grade 10 students, along with Grade 12 Diploma Programme students, present work shaped by months of research, planning, and revision. The Exhibition brings together three milestones in an IB education: the Primary Years Programme (PYP) Exhibition, the Middle Years Programme (MYP) Personal Project (PP), and the Diploma Programme (DP) Extended Essay (EE). Seen alongside one another, the projects show how students take on greater responsibility for their learning as they move through the School. The skills on display have been developing since Kindergarten. STS students learn to observe closely, ask good questions, gather information, consider other

perspectives, and reflect on what they have learned. They return to these habits throughout the IB continuum, applying them to more complex work with greater independence. In Grade 6, the PYP Exhibition gives students an opportunity to investigate an issue they care about. They develop questions, consult a range of sources and experts, and consider what action might follow from their research. Teachers provide structure and guidance, while students make decisions about the direction of their inquiry. At the Exhibition, they explain their work to classmates, teachers, families, and community members. By Grade 10, the MYP PP asks students to manage a substantial independent project built around a personal interest. Each project includes a process, a product or outcome, and a reflective report. Students draw on research, communication, selfmanagement, collaboration, and thinking skills as they move from an initial idea to a completed piece of work. Plans change, prototypes fail, and unexpected questions

arise. Learning how to respond is a central part of the project. For students pursuing the full DP, the EE is the final step in this progression. Grade 12 DP students complete an independent 4,000-word research paper within a chosen academic discipline. With support from a faculty supervisor, they narrow a topic into a focused question, assess sources, analyze evidence, and build a sustained argument. The process introduces students to the demands of university-level research and scholarly writing. Together, the three projects offer a clear view of how learning develops at STS. Students begin by recognizing that their questions matter. They learn to shape an idea into a plan, work through challenges, and communicate what they have discovered. By Grade 12, they are prepared to pursue a complex question with discipline and independence. The finished projects reflect months of work that visitors never see: ideas tested and abandoned, plans revised, arguments sharpened until students could explain why their work matters.

Deep learning on display People in the making

WHY THE IB MATTERS AT STS At STS, the IB shapes how students learn from Kindergarten through Grade 12. It encourages them to ask questions, examine different perspectives, make connections across subjects, and take an active role in their education. The PYP, MYP, and DP provide a connected framework across the School. Skills introduced in the early grades are revisited and extended as students mature. A young student learning how to form a question is beginning the same process that will later support an independent project or extended research paper. Teachers are central to that progression. They create the conditions for students to explore ideas, test assumptions, and make decisions about their work. Their role changes as students grow: providing close support in the early years, then gradually stepping back as students become more capable of managing complex tasks on their own. IB learning is not centred on memorizing information or arriving quickly at one correct answer. Students learn how to find reliable information, work with others, explain their thinking, reflect on feedback, and adjust when an approach does not work. They also learn to listen carefully and consider viewpoints beyond their own. These habits remain useful long after a particular assignment is complete. Graduates leave STS with experience managing demanding work, communicating their ideas, and approaching unfamiliar problems with confidence. The continuum helps students understand both what they are capable of and how their knowledge can be put to use.

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The IB learner journey GRADE 6 PYP EXHIBITION

GRADE 10 MYP PERSONAL PROJECT

GRADE 12 DP EXTENDED ESSAY

My questions matter

I can turn ideas into action

The PYP Exhibition is an important point in a student’s development as an inquirer. Building on habits formed throughout Elementary School, Grade 6 students investigate an issue they have chosen and learn how far a well-developed question can take them.

The MYP Personal Project (PP) gives Grade 10 students the responsibility of taking a personal interest from an early idea to a completed outcome.

I can explore, analyze, and develop ideas

Topics have ranged from mental health and cancer research to nanotechnology, fast fashion, and dementia. Students gather information, speak with experts, compare perspectives, and consider whether their research points toward an action they can take. During the Exhibition, students remain with their displays to answer questions and discuss their findings with visitors. Explaining their choices and responding to questions helps them see that their ideas have value and that research can lead to greater understanding.

Students establish a goal, research their topic, create a plan, and develop a product or result. They also document the process and assess what they learned. The final project may be creative, technical, practical, or community-focused, depending on the student’s interests. The process is rarely straightforward. Students may need to revise a design, narrow the scope of a project, find new sources, or reconsider an initial plan. Those adjustments are part of the learning. Students finish with a stronger understanding of how they work, where they struggled, and what helped them move forward.

The Extended Essay (EE) is completed by Grade 12 students pursuing the full IB Diploma Programme. It is a 4,000-word independent research paper based on a topic connected to one of the student’s academic disciplines. Working with a faculty supervisor, each student develops a focused research question, evaluates sources, analyzes evidence, and presents a clear argument. The work requires careful time management, sustained attention, and a willingness to revise. The EE builds directly on earlier experiences with inquiry and independent project work. Students are no longer only gathering information or creating a product; they are weighing evidence, drawing conclusions, and explaining their own informed position. Across the three stages, students move from asking a question to carrying an idea through to completing sustained academic research. The scale of the work changes, but the foundation remains the same: curiosity, careful thought, and the confidence to follow an idea wherever it leads.

Deep learning on display People in the making

The IB learner profile

Through the IB Programmes, students work toward becoming:

Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Courageous Balanced Reflective

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IB Diploma Programme grads The IB Diploma Programme is a demanding two-year journey that asks students to think deeply, manage their time, pursue inquiry, and engage with learning beyond the classroom.

To earn the full IB Diploma, students complete coursework across six subject areas, participate in Creativity, Activity and Service, study Theory of Knowledge and write the Extended Essay: a 4,000-word independent research paper on a topic of personal interest. Guided by a teacher supervisor, students develop university-level research, critical thinking, and writing skills as they investigate a question in depth and present their findings in a clear, scholarly format. Becoming an IB DP graduate takes curiosity, perseverance, organization, and a willingness to challenge oneself.

Meet the IB Diploma Programme grads People in the making

IB DP GRADUATES, EXTENDED ESSAY SUBJECTS AND TOPICS

“I learned how complex research can be, and it pushed me to question assumptions. My experience in three words: thought-provoking, worthwhile, and tiring. I’d do it again.”

Arnaaz ’26 SUBJECT: HISTORY EE TOPIC: To what extent was the decision to exempt Emperor Hirohito from prosecution at the International Military Tribunal for the Far East driven by American geopolitical self-interest and anti-communist priorities rather than a genuine commitment to Japanese stability?

Daniella ’26

Imogen ’26

Michael ’26

SUBJECT: BIOLOGY

SUBJECT: PHILOSOPHY

SUBJECT: HISTORY

EE TOPIC: To what extent do glutathione, resveratrol, and superoxide dismutase protect the growth and viability of Saccharomyces cerevisiae from oxidative stress caused by 2mmol/L hydrogen peroxide over a 3-hour incubation period at 30ºC, as measured by OD600 readings?

EE TOPIC: With reference to Martin Heidegger’s concepts of art and technology, to what extent has the commodification of art in the digital age undermined its ontological function?

EE TOPIC: To what extent was Henry Kissinger, in the period 1969–1974, a Realpolitik strategist committed to preserving global stability rather than a policy maker whose actions were motivated by personal and U.S. domestic factors?

Mina ’26

Sarah ’26

Saumyaa ’26

SUBJECT: PHYSICS

SUBJECT: ENGLISH

EE TOPIC: How does the spin angular velocity (ω) of a suspended gyroscope affect its precessional angular velocity (Ω) under constant gravitational torque?

EE TOPIC: How do George Orwell and Margaret Atwood use language as a tool of manipulation to maintain authoritarian control and normalize ideological violence in 1984 and The Handmaid’s Tale?

EE TOPIC: To what extent does the measured RC discharge time constant t match the theoretical prediction t = RC when capacitance C is varied in a fixed-resistance circuit?

Tiffany ’26

Chloe ’26

SUBJECT: BIOLOGY

SUBJECT: CHEMISTRY

SUBJECT: PHYSICS

EE TOPIC: Does adding different edible emulsifying agents (egg yolk, mustard, yogurt and honey) to 3.15% milk increase the rate of lipase-catalyzed lipid digestion, as measured by a capstone pH probe?

EE TOPIC: What is the relationship between changing concentrations of aqueous solutions (hydrochloric acid and sodium hydroxide) and the extent of hydrolytic degradation of polylactic acid (PLA)?

EE TOPIC: To what extent does changing the inner radius of an annular disk, while maintaining a constant outer radius, affect the linear acceleration of the disk as it rolls without slipping down an inclined plane?

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NO SINGLE PATH BY KRISTI KRAYCHY, PRINCIPAL OF STAND SCHOOL

How STAND and STS Flex help ambitious students pursue academics, passions, and well-being on their own terms

THE WORD CHANGEMAKER HAS ALWAYS BEEN NEAR AND DEAR TO MY HEART. Over more than two decades in education, I have been drawn to opportunities to create, innovate, and help shape positive change for children and teens. Dan Millman wrote in Way of the Peaceful Warrior, “The secret to change is not to focus all your energy on fighting the old, but on building the new.” This year marked STAND School's third year and my first as its Principal. I feel deeply grateful to those who came before me with the vision and courage to imagine a school that could do things differently. STAND grew out of the spirit of “Say Yes to STS”. We say “Yes, and… to STAND.”

No single path People in the making

Hidden within the STAND logo itself is that philosophy of possibility: this year, we have been building upon the many strengths that Strathcona-Tweedsmuir School (STS) already offers while creating new pathways for the busy and bright students and families we serve. In a world that is increasingly scheduled, digital, and evolving at an unprecedented pace, STAND gives us the opportunity to innovate and respond with agility while remaining deeply rooted in the values that have always shaped the STS community. Increasingly, prospective families are asking different questions. Not just “What is the best school?” but “What is the right fit for my child?” At STAND, we work with young people who are deeply committed to the futures they imagine for themselves. At six o'clock in the morning, some are already at the rink, the barn, the gym, or the dance studio. Others are immersed in advanced mathematics, balancing demanding travel schedules. Some are also navigating health challenges. They are all highly motivated young people whose lives do not always fit neatly within a traditional timetable. Can these students do all of this and still prepare for competitive post-secondary opportunities and stay connected to their school community? Those questions have shaped the continued evolution of STAND and STS Flex. One myth about online and blended learning is that it is somehow easier. We have found the opposite. Success in STAND requires far more than academic ability. Students must learn to manage their time, plan ahead, meet deadlines, juggle competing priorities, communicate proactively, advocate for themselves, and persevere when life becomes complicated. STAND's online and hybrid courses are taught by the same STS teachers, follow the same Alberta curriculum, uphold the same high standards of academic rigour,

and require the same instructional hours as our in-person classes. Behind our many impressive student accomplishments are long nights, difficult choices, and remarkable time-management skills. Supporting our ambitious young people is not about lowering expectations or making things easier. It is about creating systems that support their ambition, their passions, and their well-being. By combining flexibility with high expectations and meaningful relationships, we strive to create an environment where students can pursue extraordinary opportunities without sacrificing academics, connection or belonging. Sometimes the kindest thing we can do is create just enough flexibility so that students do not have to choose between who they are today and who they hope to become tomorrow. And our students are already making a difference. Every Wednesday, many Flex students come together through our Changemaker Design program to tackle real-world challenges with empathy and creativity. This year, students designed solutions for a local animal rescue organization and developed assistive technologies for individuals with physical differences. This year, 27 students called STAND home through our Online and Flex programs. In addition, nearly one hundred individual online courses were completed by on-campus STS students and external high school students across Alberta. Flexible and online learning are no longer niche options. Seven students graduated from STAND and STS Flex this year, including Kaden ’26, who completed all of his graduation requirements early and was able to jump at the opportunity to join the WHL and play for the Vancouver Giants in January. Emily ’26 was one of our many equestrian students balancing travel, training, dance, and academics while remaining

connected to STS and was accepted into a nursing program in Lethbridge. Kara ’26 balanced acrobatics and circus arts with her academics and will go on to study elementary education at the University of Alberta. Carolina ’26 graduated two years ahead of schedule at the age of 15 because she was determined to follow her own path and learn at a pace that worked best for her. She plans to pursue biomedical research and entrepreneurship after taking a gap year. What they all have in common is a shared sense of purpose and the confidence to pursue lives that are both ambitious and authentic. A culture of changemaking and innovation begins with a culture of empathy. It asks us to see things from multiple perspectives and to honour the complexity of being human. In a rapidly changing world where technology can process information with astonishing speed and where it sometimes feels as though AI may take over, our ability to feel deeply alongside other living beings remains uniquely human and one of our greatest strengths. Identifying problems is one step, but making change requires listening deeply, embracing complexity and imperfection, and being brave enough to build something new together. At STS and STAND, we are united by a belief that there is always another perspective to consider and another opportunity to help young people shape their future. Perhaps learning itself is found in the “making” and I’m grateful to have the privilege of supporting these young people who are changemakers in the making.

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Design starts with listening

BY BRAD WEIBLE, MIDDLE SCHOOL MATHEMATICS & DESIGN TEACHER

How Grade 7 and Grade 4 students turn empathy, feedback, and iteration into real-world learning “The goal is not to be perfect by the end; the goal is to be better today.” — Simon Sinek Design is one of those Middle School courses that students often hear about before they fully understand it. They know it involves creativity, technology, and building something new, but they often arrive with the same question: “What happens in Design class?” What they soon discover is that Design is less about making something perfect and more about learning how to think, test, revise, and improve. At Strathcona-Tweedsmuir School (STS), Design, Technology, and Innovation (DTI) is a required part of the Middle School experience for all students in Grades 7 to 9. In courses such as Design 7 IB MYP, students follow the International Baccalaureate (IB) Middle Years Programme (MYP) approach, which, according to the IB, “focuses on a holistic design process rather than final products and solutions.”

One of the guiding forces behind DTI has been Alanna Wellwood, Head of Learning Research and Innovation. For Wellwood, DTI asks students to empathize with users, investigate real human needs, and design imaginative solutions. Its interdisciplinary nature gives students the opportunity to develop empathy, judgment, adaptability, creativity, entrepreneurial thinking, and collaboration skills through authentic, purposeful work. The design process prioritizes collaboration, creativity, and critical thinking. Design class also offers the flexibility to work across Divisions and subject groups because understanding a user’s feelings, needs, and opinions is essential to creating a high-quality product. The K–12 community provides an ideal environment for students to practise realworld design skills close to home, working with authentic clients while building meaningful connections across grades. This year, one example of that connection was a yearlong partnership between Grade 7 Design students and Grade 4 classes.

The Grade 4 students acted as eager clients and played an important role in the design process by sharing ideas, preferences, and feedback. This gave Grade 7 students the opportunity to practise designing with someone else in mind, rather than creating only from their own point of view. Throughout the Grade 7 Design course, students explored projects such as personalized name tags made with CAD software and 3D printing, chocolate bar design, digital escape rooms programmed in Scratch, and digital musical instruments. Through these experiences, especially their work with Grade 4 clients, students learned to identify user needs, respond to feedback, and refine their designs through multiple iterations. The Grade 7 students had access to reallife clients who could offer opinions and share critical feedback. Just as importantly, Grade 4 students worked with older mentors who introduced them to new design principles. As this dynamic program evolves at STS, with 3D printers, coding,

Design starts with listening People in the making

and robotics introduced in the Elementary School, students across Divisions can act as mentors by sharing knowledge and building relationships that feel more like conversations than classroom lessons. A sense of community and belonging is a pillar of our school’s strategic plan, Flourish 2031, and the Design partnership fosters it in a natural, motivating way. When surveyed at the end of the year about the benefits of this collaboration, many Grade 4 students emphasized that they enjoyed working with a Middle School partner and being taught how to use new software. One student summed up the experience perfectly: “I really enjoyed how when there was something in Tinkercad that I wanted to do, but I didn’t know how to do, they would teach me instead of doing it for me.” The benefits of the partnership extended beyond the Grade 4 students. Grade 7 students also discovered that teaching others deepened their own understanding of Design. The engagement required to guide new learners through complex software can help students strengthen their own knowledge and realize their potential. According to one Grade 7 student, “The best thing about working with the Grade 4 students was helping not only ourselves but them too. We didn’t just build stuff to show them, we also taught them how design works, which helped us grow too. Making something for someone else challenges me to do my best because I want them to like it, but also because I have to make something considering other people’s opinions, not just mine.” Communities become stronger when everyone feels they belong and their opinions are valued. A full-year working

partnership allowed students to build relationships that transferred outside the classroom, giving them another familiar face to wave to in the halls. Reflecting on this relationship, a Grade 7 student said, “I enjoy working with the Grade 4 students because I get feedback on my work to improve my skills. I also built new relationships and new connections.” Product design is dynamic. Every iteration of a product creates positive change, and in Design class each year, the experience improves as students become more knowledgeable about the skills required and the expectations of the course. These changes are often small, but each one contributes to meaningful improvement over time. Hopefully, future Grade 7s will not need to ask, “What happens in Design class?” because of these collaborations. One student commented, “I really liked that we could help them make their own things and teach them. They did not know what Design class was, but I hope that by the time they get to Grade 7, they will be informed and enjoy it more. I especially love that my Grade 4 buddy looks up to me, and I know I look up to her too sometimes.” As innovation and technology continue to evolve rapidly, there will be an increasing need to create opportunities for students to explore learning that supports both skill development and personal growth. Season Prevost, Head of Elementary School, has long been an advocate for cross-grade mentorship. At the end of the year, she observed, “This cross-divisional design project exemplifies what it means to be an STS student. By fusing sharp

“I especially love that my Grade 4 buddy looks up to me, and I know I look up to her too sometimes.” GRADE 7 STUDENT

“They would teach me instead of doing it for me.” GRADE 4 STUDENT

computational thinking with deep empathy, our Grade 7 and Grade 4 students don’t just cooperate; they co-create. This journey ignites student agency, sharpens communication, and sparks creative problem-solving for both groups.” While Design class is well established at STS, in many ways, the possibilities it offers for students and the school community are still growing. When asked to describe what she enjoyed most about Design class, one Grade 7 student said, “In Design, I feel like the process is not all about the numbered grade at the end, but the paths that we had to take to get there.”

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The work beneath the milestones

BY ANNABEL DIAS, DIRECTOR OF STUDENT SERVICES

Why resilience, self-worth, and quiet acts of courage matter as much as visible success

EVERY SCHOOL YEAR IS MARKED BY VISIBLE MILESTONES. We celebrate the first day of kindergarten, the university acceptance letter, the championship banner, the theatre production, the diploma handed across the stage. These moments matter. They represent years of dedication and hard work, and they are the moments we photograph and remember. But as Director of Student Services at a K–12 school, I am reminded often that some of the most important growth happening within our walls is harder to see. It does not show up on a report card. It happens quietly, in a conversation after a difficult day, in the decision to ask for

help, in the slow realization that a hard moment does not define who a student is becoming.

greatest challenge facing our students today is not academic at all. Maybe it is learning how to be uncomfortable.

I work with students at every stage of that journey. I see kindergarten students discovering school for the first time. I see Middle School students beginning to figure out who they are and where they belong. I see Senior School students carrying real academic pressure while quietly wondering if they are good enough.

Somewhere along the way, discomfort became something to eliminate rather than something to move through. As parents and educators, that instinct makes sense. We love our children, so we want to protect them. We solve the problem, soften the disappointment, and answer the question before it is fully asked.

Our students are remarkable. They are bright and thoughtful and willing to work hard for what they want. That is worth celebrating.

There are situations where a child genuinely needs to be protected. No child should experience trauma or carry a burden beyond what they can reasonably manage. But there is another kind of discomfort that is simply part of growing up: trying something difficult, getting a lower grade than expected, not making the team, watching a friendship change shape.

But many of them are also carrying an uncertainty about themselves, a fear of getting it wrong. Over the past year, I have found myself wondering if the

The work beneath the milestones People in the making

These moments are hard, but they teach something. They show a student that disappointment does not last forever, that a mistake can turn into a lesson, and that they are more capable than they think. That is where resilience starts, not because life got easier, but because they found out they could do a hard thing. One of the conversations I have most often starts after a disappointing test. A student walks into my office in tears over a mark they did not expect, and underneath the disappointment is usually something else: the belief that they have failed not just the test, but themselves. Many of our students are deeply ambitious. They set high expectations and genuinely care about doing well, and I never want to talk them out of that. But excellence can quietly turn into perfectionism. More than once this year, I have told a student, "Your grade is not your worth," and more than once that has been met with tears. Not because it is a complicated idea, but because a lot of students have never separated what they earned on a test from who they are.

When she showed me the project on exhibition day, I was struck by her patience and her care. But what stayed with me was not the project itself. It was why she made it.

Those are two different things.

She wanted another child to feel seen.

A disappointing grade is a moment in time. It does not predict what a student will do with their life.

Rather than let her own experience become something that limited her, she turned it into something that helped someone else feel understood. She was not just finishing an IB Personal Project. She was becoming the kind of person who takes her own hard experience and uses it to make someone else's day a little easier.

What matters more is what happens after. Do they adjust? Do they ask for help? Do they try again? Our goal is not to lower the bar. It is to help students chase excellence while understanding that setbacks come with the territory. At STS, resilience gets built in ordinary ways: a student revises instead of giving up, works through a conflict, and asks a question they were embarrassed to ask. One moment from this year has stayed with me. A Grade 10 student with hearing loss in one ear spent months crocheting dolls with visible disabilities and differences. She donated them to children at the Alberta Children's Hospital and made one specifically for a kindergarten student at STS who also has hearing loss.

That, I think, is what "in the making" actually looks like. Character gets shaped not just by getting through something difficult, but by letting that experience deepen how you see other people. Some of the most important things our students learn are not in a textbook. They are in the quiet moments where they choose to help someone else feel less alone. Our job as parents and educators is not to clear every obstacle out of a child's path. It is to give them enough support that they start to believe they can handle

it themselves. One day they will leave our classrooms, and life will hand them disappointment and uncertainty on its own schedule. I do not hope they avoid that. I hope they meet it already knowing, "I can figure this out." If our students leave STS understanding that mistakes are how you learn, that asking for help is not a weakness, and that you can recover from disappointment, we have done something bigger than get them into university. We have helped shape people who are resilient and who are kind. Some of what matters most about a student's time here will never show up on a transcript. It is in the courage they build after a setback, and in who they are becoming while nobody is grading it.

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Still learning BY DR. MICHAEL SIMMONDS, ASSISTANT HEAD OF SCHOOL: ACADEMICS We often think about growth as something that belongs to students. Childhood and adolescence are years of remarkable change, and every challenge, success, and new experience helps shape who a young person becomes. But students are not the only members of a school community who keep evolving. The faculty and staff who support their learning are still growing, too. At Strathcona-Tweedsmuir School (STS), lifelong learning is not just something we ask of students. It is something we expect of ourselves. Staying true to our mission means continually refining our practice, because if we want students to embrace curiosity and resilience, we have to model those qualities ourselves. Professional learning at STS takes many forms: graduate studies, leadership development, instructional design, IB workshops, learning support, and collaborative inquiry, among others. All of it serves one purpose: creating the best possible experience for every student. It reflects a belief we have at STS. Learning is not about collecting information. It is about developing a practice that helps adults and the young people they serve grow. By weaving the Alberta Programs of Study with the IB curriculum, along with experiential learning and strong relationships, we help students build curiosity, reflection, and the confidence to engage with a complex world. None of that happens unless our faculty and staff stay learners themselves.

Why professional growth matters in a school that asks students to remain curious

The stakes for this kind of commitment are higher now than they used to be. Artificial intelligence and other new technologies are changing how information is found and created, and while these tools offer real opportunities in the classroom, they also remind us that education is about more than finding answers. Real understanding comes through inquiry, dialogue, and perseverance, and our job is not to hand students conclusions but to help them learn how to think for themselves. That takes colleagues who keep working at their own craft. None of this learning happens alone. Faculty and staff engage with universities and professional organizations, including the Harvard Graduate School of Education, the University of Calgary, the University of Alberta, the Canadian Registry of Safety Professionals, Western University, and the Alberta Assessment Consortium. Through those connections, they bring new ideas back to STS and contribute their own experience to the wider profession. Colleagues also present at regional, national, and international conferences, sharing their work alongside peers from across the country and beyond. This culture of learning extends across the STS community. Every year, colleagues pursue professional learning that strengthens their ability to serve students and families. Across our K–12 school, they engage in graduate study, leadership development, instructional design, assessment, learning support, IB education, communications, and subjectspecific pedagogy. While their paths differ, they are united by a shared purpose: growing in ways that strengthen the student experience.

The paths people take are as different as the people themselves. Lara Unsworth, Class of 1995 and Head of Community Relations, is completing a Master of Arts in Interdisciplinary Studies at Royal Roads University, deepening her ability to communicate with clarity, care, and empathy during moments of significant crisis that can pull a community apart if not handled well. Dr. Ty Ryddick, faculty member, recently earned his PhD from the University of Alberta, work that reflects his own continued commitment to professional learning. He is also the recipient of the Prime Minister's Award for Teaching Excellence, recognition of his commitment to excellence in the classroom. Different paths, same belief: everyone at STS has a responsibility to keep learning in the service of students. The same spirit carries past our classrooms. Guided by Flourish 2031, STS continues to evolve as a school. We regularly ask students, parents, alumni, and colleagues for feedback to strengthen our programs and shape the future of our campus. Growth takes humility, the willingness to celebrate what is working while being honest about what still needs work. Like our students, the school itself is never finished. Perhaps that is the most important lesson we can offer young people. Education is not a destination where all the answers are found. It is a long practice of curiosity and reflection, and part of what we owe our students is proof that the adults around them are still doing that work too.

Still learning People in the making

Employees pursuing further education and training A selection of the degree programs, certifications, leadership development, and subject-specific learning pursued by STS employees this year.

ADVANCED STUDY AND DEGREE PROGRAMS JENNY-LYNNE BAILEY Education Assistant Bachelor of Education (BEd), University of Calgary

KIRK BODNAR Social Studies Teacher Master of Education, Educational Studies, AI Focus (MEd), University of Alberta

ANNABEL DIAS Director of Student Services Master of Education, Multidisciplinary Pathway (MEd), University of Calgary

SANDRA GHALI Art and Music Teacher Master of Counselling (MC), Athabasca University

TARA LEECE School Nurse Master of Nursing (MN), University of Calgary

PATRICK O’SULLIVAN

SUZANNE PIECHOTTA

Science Teacher and IB MYP Coordinator CAIS Leadership Institute

Art teacher Master of Fine Art, Painting (MFA), Savannah College of Art and Design

SEASON PREVOST Head of Elementary School Professional Master of Education, Queen's University

DR. TY RIDDICK

DR. CAROL GRANT-WATT

SHANNON TAGGART

Director of Strategic Enrollment Management Master of Arts in Educational Leadership (MA), Royal Roads University

SALLY HEINIKAINEN Education Assistant Bachelor of Arts, English Major (BA), Athabasca University

Middle School Assistant Principal CAIS Leadership Institute School Leadership Quality Standard, University of Calgary

Physical Education Teacher Doctor of Education (EdD), University of Alberta

ERIC HAWTHORNE

ANDREW CHALMERS

Science Teacher Master of Education (MEd), Thompson Rivers University

Kodaly & Orff Level 1 Certification, University of Alberta

Head of School Doctor of Education (EdD), Western University

LEADERSHIP AND PROFESSIONAL CERTIFICATION

Teacher and IB PYP Coordinator Master of Education, Leadership for Learning (MEd), University of Calgary

LARA UNSWORTH ’95 Head of Community Relations Master of Arts in Interdisciplinary Studies (MAIS), Royal Roads University

ALANNA WELLWOOD Head of Learning Research and Innovation Doctor of Education (EdD), Western University

NICOLE EGLI

JAIME HILL Science Teacher CAIS Leadership Institute

ANIRUDH PADHY Accounts Payable Specialist Online Certified Management Accountant, Institute of Management Accountants

BRENDA THOMPSON Director of Community Engagement CAIS Leadership Institute

WORKSHOPS AND SYMPOSIA SHELLY BURNHAM Humanities Teacher Agen Language Workshop, Lycée Saint Caprais

SCOTT MCKAY English Teacher Journal of Economic Teaching Symposium, University of North Kentucky

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THE STS TIPI PROJECT BEGAN OVER A YEAR AGO AND REACHED ACROSS THE WHOLE SCHOOL.

Hundreds of hands How a school-wide tipi project transformed space into place BY STEVE HANULIK, FREELANCE WRITER

A project like this is a rare gift for educators: a single undertaking that opens up overlap between science, physics, outdoor education, art, and design, letting teachers connect their subjects in ways the timetable rarely allows. Pulling it off took real coordination, making sure every student could take part in some form, that teachers could turn the experience into a learning opportunity, and that all the pieces came together for the final reveal. I must admit I was overcome by the event, as were the students. It was what my heart needed. I'm thankful for the effort and care it took to organize, and seeing the tipi raised made it all worth it. Any time spent with our students is joyful, and a reminder that they are what matters most. This was learning, community, and connection in the making.

DR. CAROL GRANT-WATT, HEAD OF SCHOOL

Hundreds of hands Experiences in the making

THE TIPI CANVAS, A DESIGN DREAMED BY SAA'KOKOTO, GIFTED TO THE SCHOOL, AND PAINTED BY STUDENTS, IS DIVIDED INTO FOUR ELEMENTS: LAND, WATER, SKY, AND UNIVERSE. LAND: The bottom section is ringed with red circles representing a warrior's shield, protecting the family inside. A gift from Áísínai'pi, Writing-on-Stone Provincial Park, the design echoes the ancient petroglyphs of that region.

POLES

WATER: The second layer represents a large black river otter, an extremely rare animal. Saa'kokoto observed one during a moonlight walk by the river and gifted the design to the tipi. SKY: The third layer holds two rings of contrasting colour. They may represent the sacred circles of the Blackfoot culture, as well as the rings that appear in the sky, such as sun dogs and rainbows.

UNIVERSE

TOP FLAP

UNIVERSE: The uppermost section is the cosmos, marked by the North Star on one side and the Big Dipper on the other. These celestial bodies guide the Blackfoot people and signal the changing seasons. POLES: Harvested off campus as an OE field trip, the poles are lodgepole pine, chosen for its lightness once dried. Four are laid down and bound where their tops cross, then raised to stand, with the rest set across the binding to steady the structure.

SKY

INNER LINER: Dubbed the "Blackfoot Air Conditioner" by Saa'kokoto, the removable liner lets air move up the inside of the walls. Students, employees, parents, and alumni had the opportunity to place handprints in their House colours.

WATER

TOP FLAP: Near the top, this overlapping flap opens and closes for weather, or to view the sky.

INNER LINER

LAND

PEGS: The pegs and pins were harvested on campus from saskatoon and chokecherry bushes by students across several grades, then prepared and decorated by hand. Traditional buffalo hide tipis were smaller, about eight feet tall, and far heavier, so their size kept them transportable by dogs. A ring of rocks held the hide edges down; when the family moved on, they rolled the rocks aside and left them for the next season.

MEET SAA’KOKOTO, STS ELDER-IN-RESIDENCE PEGS

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Saa’kokoto’s message to the Grade 12 Outdoor Education (OE) students, as they prepare to spend the night in the tipi.

Sunset is a really important time for me. It is a time of reflection, and I think about the journey that I'm going to take with Grandmother Moon. We'll see some moonlight tonight, and then you'll see the images painted on the tipi, and that’s what you’re going to bring into your sleep. It's very important to have positive thoughts, and then you'll have a good dream.

If we go back a thousand years, the tipi was very important, because it was your home every day throughout your life. It's a very special place to be, because you live there, hold family gatherings, tell stories, and share lessons about life. I would call them the classrooms of the day, and this is where the mentors and the teachers were. Lessons were based on how to survive on the land, because everything we need comes from the land: food, clothing, the lodge, and the animals, because we coexisted with the animals. That's how these lessons were shared, and it was the teachers’ responsibility to share them with the young people.

In the Blackfoot culture, the spirit of dreams is the butterfly. Because this is the butterfly, it floats in your dream. The butterfly takes you on a journey, and we experience many beautiful things in dreams. Sometimes we think of the mysteries of where we are, and those answers will come to us in dreams, in many different forms. I think this is a good place to be tonight. I'm really looking forward to your stories, I hope to hear them later, if you want to share. So enjoy the space, respect the space, respect one another, and tell stories. This is the place for stories.

Hundreds of hands Experiences in the making

Dale Roth, Director of OE, shared his thoughts with the students to kick off their tipi overnight experience: Tonight represents far more than an adventure; it is the culmination of hours of material harvesting and hard work, a chance to take part in student co-created activities, and the opportunity to transform space into place. Space and place are terms we often use interchangeably, but there is a significant difference between the two. Space exists around us, and without us. Space is the land, plants, and animals. Place, on the other hand, reflects a meaningful experience within that space. Through these experiences, a connection is formed, bringing with it a new awareness that we carry into the world. For our students, this may be backpacking, skiing, canoeing, or sleeping in the tipi. Since the beginning of the school year, even before the tipi was complete, students have asked to sleep overnight on campus. Tonight, due entirely to their passion and determination, they will take part in something very few will ever share, and this space will become a place. This is a celebration of our Grade 12 Outdoor Education students’ final month at Strathcona-Tweedsmuir School. I have done very little to plan for this evening’s events. All of their experiences – and the places they create – will be theirs.

Twelve Grade 12 students and two instructors from the OE program were given the rare opportunity to participate in raising the tipi, and then to spend the night in it on campus. As they prepared for this adventure, they sat down to describe what this project means to them, what they’re most looking forward to, and their experiences with the project over the past two years. "100% would do it again. Saa’kokoto shared many stories and teachings as we worked, and it was good to learn about the culture. I’ve never built a tipi before or been involved in the process, so it was nice to be part of that group." RAY ’26 "Seeing it all come together with everyone's hard work, not just from a small group of people, but through different age groups and their contributions, it's cool to see the number of people it takes to do something like this. It's going to be very fun to sleep in it tonight. We are always learning new ways to connect to the Earth in OE, and I feel that having these opportunities at school, on our campus, broadens our perspective a little bit more. I think leaving this school after education is one of the most impactful things that has happened both for my family and me, so I think it's so amazing that we get to experience that." TESS ’26

"I remember when we were harvesting the poles, one of the lessons that Saa’kokoto taught us was that it's not just one person who makes a tipi. It's hundreds of hands coming together, and when you look inside and see all of these handprints, you can see it visualized. That's been really interesting to see it all come together, because so many people's hard work went into it." SEBASTIAN ’26 "I heard that there would be some s’mores by the bonfire later. I think that will be quite fun, so I'm especially looking forward to that, and to being on campus afterward. I don't think I've ever slept over on the campus before. I have no idea where (my handprint) is on the tipi, but it's nice to know that it's on here. And with harvesting the poles, too, it's really cool that we were a part of it." GRACE ’26

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When parents become learning partners

RYAN TE UN RS CH ULTZ

How a Grade 8 Science and Design project brought teachers, engineers, and families into the same lab

BY JESSICA RICHMOND, HEAD OF MIDDLE SCHOOL The Design lab was a masterclass in productive chaos. Grade 8 students moved between sketches, prototypes, drills, and testing stations, refining self-propelled vehicles that bridged science and design. Ideas were tested. Designs failed. Plans changed on the fly. Here, success wasn’t about getting it right the first time; it was about improving with every single iteration. This wasn't accidental. It took months of behind-the-scenes plotting by Strathcona-Tweedsmuir School (STS) faculty members, including Design Technologist Chris Simon and Design, Technology, and Innovation (DTI) Learning Leader Ryan Unterschultz, along with the Science team. They deliberately blurred the lines between classes. Students didn't just study simple machines in Science and build them in Design; through the Middle Years Programme (MYP) Design Cycle, they saw how formulas and creativity collide in the real world.

They also brought in reinforcements.

Alexandra noticed the independence.

The connection was made through POSTS, the Parents’ Organization of STS. When parents, guardians, and grandparents sign up to volunteer through POSTS, it's always exciting when a unique opportunity like this pops up. It allowed POSTS to play talent matchmaker, routing real-world engineering expertise straight into the classroom where it was needed most.

"In Elementary School, learning is naturally more teacher-directed," she reflected. "Here, the kids had a framework, but they owned the decisions. They chose when to look for help from teachers, classmates, or parents. They really owned their learning."

Those parent volunteers stepped into the lab, not to hand out answers, but to act as mentors and thought partners who forced students to think like actual engineers.

The transformation over a few weeks was obvious. Early on, many students hesitated, waiting for the next instruction. By the end, they were confidently managing their own workflow, anticipating bottlenecks, and hunting down the tools they needed.

Alexandra Wang and Jonathan Chan, parents of a Grade 3 student named Allison, found that volunteering offered an unexpected sneak peek into their daughter’s future.

There were reality checks, too. Jonathan laughs that despite all the high-level design talk, his most repeated advice was: "Don't try to saw a board in half in midair."

"These activities look remarkably like third-year engineering labs," Jonathan said. "Students are defining problems, testing solutions, and iterating. That mindset applies way beyond engineering."

But beneath the joke was the real lesson: engineering is built on curiosity and learning through failure.

When parents become learning partners Experiences in the making

TAMARA SCHAAF JONATHAN CHAN

ALEXANDRA WANG Instead of giving answers, the parent volunteers kept asking questions: WHAT WENT WRONG? WHAT CAN YOU CHANGE? HOW DO WE GET CLOSER TO WHAT YOU ENVISIONED? The kids figured out fast that a good design rarely happens on try number one. Every broken prototype was just data to help them adapt and improve. Across the lab, Tamara and Stephen Schaaf were volunteering for a different reason. As parents of a Senior School student, they wanted to give back to the department that shaped their son's years at STS. "Design education and the educators at STS have significantly contributed to Zach's personal development," they shared. "We wanted to dedicate some of our time to the Design department." Seeing these two families together captured the spirit of the school. One looking ahead through a Grade 3 daughter; the other looking back at a journey nearly complete. It’s a K–12 community where parents invest not just in their own kids, but in the ones coming up behind them. Tamara and Stephen loved the quality of the work, but they loved the culture more. "What impressed us most was seeing students who finished early turn around to help classmates who were struggling." They recognized real engineering practice throughout the room. Students defined

C HRIS SIMO N

requirements, built prototypes, and reworked their designs based on what they learned.

ST EP HE N SC HA AF

"They experienced the whole project lifecycle," Stephen explained. "In the real world, those responsibilities are split across massive teams. Here, they saw how it all connects." That process builds more than technical skills; it builds grit. It forces kids to communicate, collaborate, and adapt instead of hunting for a single "correct" answer. That is where the partnership between schools and professionals matters most. Professionals show students how today's lessons connect to tomorrow's careers. They broaden what students think a career can look like, proving that engineers, artists, and entrepreneurs aren't actually that different—they all rely on curiosity and a willingness to keep learning.

The wooden vehicles built this term will eventually be dismantled or repurposed. But the habits the kids picked up, tinkering, failing, and rebuilding, are the things that stick long after Grade 8. That’s what real learning looks like in practice: unfinished, still testing, and always willing to try again.

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Beyond the bell

BY JENNIFER CONWAY, DEPUTY HEAD OF SCHOOL: OPERATIONS & STUDENT EXPERIENCE

How co-curriculars, travel, and real-world experiences help students discover what matters to them

WHEN FAMILIES ARRIVE AT STRATHCONATWEEDSMUIR SCHOOL (STS), THEY ARE SEARCHING FOR MORE THAN ACADEMIC EXCELLENCE. They are looking for exceptional experiences: those unique opportunities that bring lessons to life, broaden their child’s perspectives, and provide a glimpse of the outstanding individual they are already well on their way to becoming. STS co-curricular programs, Outdoor Education, Athletics, Design and Technology, Fine and Performing Arts, Speech and Debate, and Model UN, for example, are far more than simple hobbies completed between classes and on weekends. Co-curriculars are an integral part of our students’ learning journey, connecting everything they learn in the classroom to real-life experiences so they can use this knowledge to shape the world around them.

This sounds like fun There is something undeniably special that draws students towards STS co-curricular programs. It often begins with a child’s pre-existing interest, such as sports, engineering, politics, or environmental advocacy, but it can also be a topic introduced by a teacher or an activity they thought might be fun to try. Many of our multisport athletes arrived on campus with a single sport in mind, or possibly no prior experience in team or individual sports. Likewise, Speech and Debate students may have joined with friends, only to discover a passion for politics and the spoken word, as well as the confidence to stand before an audience with a single, transformative idea. An audition for the school musical, even when taken on a whim, can awaken a lifetime of creative pursuits, and one hike down a forest path can unlock a lasting appreciation for the beauty and fragility of nature and the need to protect it. Once students have tried a new activity, they almost never stop at just one. They continue to explore other co-curriculars, further challenge themselves, and in many cases, even follow their interests around the world.

Beyond the bell Experiences in the making

Inspiring tomorrow’s leaders The most exceptional experiences at STS are those that help a student discover their own path and purpose. Our Round Square partnership has seen hundreds of STS students travel abroad over the decades. Round Square events are often focused on a specific, relevant topic, such as environmental sustainability, and students travel to international conferences to explore new ways to address these concerns. Last year, we visited Dubai in the United Arab Emirates, and next year, we will venture to Barker College in Sydney, Australia, for a similar event.

Learning through travel Have you ever met someone and felt an instant sense of connection, despite living on opposite sides of the globe or having vastly different backgrounds? School-organized travel opens a student’s eyes in ways that family vacations often don’t, immersing them in environments and cultures they may have only encountered in their studies. Programs like the Model United Nations (MUN) allow students to work alongside peers from other independent schools across provinces and countries, where they can bond over shared interests, discuss differing beliefs and opinions, and gain a better understanding of what it means to be a well-rounded global citizen. This year, members of our Speech and Debate team qualified for Nationals, which took them to Halifax, Nova Scotia. In the past, STS students have attended events hosted by McGill University and the University of Toronto, as well as international conferences in Bermuda, the U.S., and other countries. We are excited to announce that, in 2026–27, our instrumental band will launch a European Tour, showcasing their talents before audiences in Germany, Austria, and the Czech Republic. Students can also share in exceptional experiences much closer to home. Outdoor Education provides students with an early taste of independence and self-reliance, while helping them understand their role within a larger group, and the importance of placing another’s needs before their own. For a student who may already be well-versed in world travel, a journey into the wilderness, sleeping in a tent, and meeting around a campfire can be exactly the sort of life-changing event that defines their goals and character.

When students arrive back at STS, their work is just beginning. Using concepts they brainstormed with their international peers, they explore how they can apply what they’ve learned to better their own community. As a Round Square school, we are always looking for new ways for student leaders to bring forward their own projects and initiatives, rather than relying on teachers to provide a topic and guidelines. In June, some of our students launched a pilot project to monitor the amount of food waste that is deposited in the garbage at our school. In the future, this data may become the basis for a recycling or composting program, but it is the students themselves who will determine where the project will lead. At STS, we strive to make these experiences possible. Our students are the ones who make them exceptional.

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starts here

How new interests, friendships, and experiences unfold across the STS campus BY SCOTT BENNETT, HEAD OF STRATEGIC INNOVATION & PARTNERSHIPS

STRATHCONA-TWEEDSMUIR SCHOOL (STS) SUMMER CAMPS OFFER AN ENVIRONMENT WHERE KIDS CAN DISCOVER AND EVOLVE THEIR PASSIONS ON OUR INCREDIBLE CAMPUS. This year, we have expanded our catalogue of camp programs and increased camp enrolments to allow even more children to explore everything that inspires and intrigues them. As camp organizers, we have intentionally maintained continuity between our programs and the school's core tenets. Each week on campus captures the essence of what it’s like to be an STS student, including the chance to grow, meet other inquisitive children like themselves, and engage in learning based on shared experiences, friendship, and fun.

Summer starts here Experiences in the making

FROM FIELD TO STAGE (AND BEYOND) At STS, our goal is to connect each child with a program that engages, educates, and challenges them to become curious, kind, and well-rounded individuals. Outdoor Education camps continue to be our most popular programs, and it’s easy to see why. We believe that some of life’s most important lessons are learned outside of the classroom. To connect with nature is to discover one’s place in it, and the STS country campus provides stunning wilderness adventures and enriching, peer-based experiences that few schools can match. Many families have observed a newfound confidence and strong sense of self-value as a direct result of their child’s camp experience. We also understand that every camper’s needs are unique. For younger children, Forest Explorers provides an immersive, safe, and supportive environment for kids to learn at their own pace. Through organic, nature-based play, children are empowered to pursue their own interests in and around our unique outdoor classroom, Aspen Lodge. These same philosophies apply to all of our Summer Camps. Anyone who has stepped onto a stage, competed in a sport, created a lasting work of art, or invented something new shares a common passion for challenging oneself. In addition to our new Athletic Park, a world-class sporting facility, we will once again be partnering with a number of outstanding community partners, including Storybook Theatre, to present arts, stage and performance, robotics, and STEAM/ STEM camps for kids who love to create.

LEARNING IT FORWARD One of our most exciting updates has been the creation of new leadership opportunities for STS students.

In addition to hiring university students for our camp counsellor positions, as we have done in the past, we’ve now expanded our counsellor team by including current STS Senior School students. This allows older teens to earn a wealth of leadership experience and apply it to their ongoing studies and post-secondary careers. As ambassadors of STS, students and alumni enjoy a unique understanding of the campus, facilities, and our school’s values. In fact, two of our senior counsellors, Kyle Patry ’21 and recent graduate Kara Davis ’26, have returned as camp counsellors for several consecutive summers. Kyle and Kara are both pursuing post-secondary studies in education. "As an STS alumnus, coming back to STS was like coming home, but the summer camp experience itself kept me constantly growing. The incredible variety of weekly activities and the shift into administrative roles over the years is giving me the perfect foundation for my upcoming career in education. Seeing the same kids return to our camps and grow over four years reminds me exactly why I want to be a teacher. You get to witness humans in the making!" says lead camp counsellor Kyle. We have also welcomed students from Grades 6 to 9 as volunteer counsellors, who will be working with our senior counsellors in the organization and running of our camps. This will help to ensure that they will receive the necessary training and experience to become expert senior counsellors in the future. Volunteers can apply their hours toward the service criteria of the International Baccalaureate (IB) Programme.

A WELCOMING ENVIRONMENT FOR ALL One of the most common questions we receive from families is, “Does my child need to be an STS student to enrol in a camp?” The answer is: not at all!

STS Summer Camps are open to anyone, ages 4 to 17, who wishes to attend. In fact, only about 30–35 per cent of campers are current STS students. Whether they are a familiar face or a first-time visitor, we will ensure everyone feels welcome and appreciated on our campus. We have made great strides towards capturing the attention of international students as well, with families from China, South Korea, Japan, Mexico, and Switzerland travelling to southern Alberta to attend. Many say that, regardless of distance, simply setting foot on our campus is worth the trip.

What adventures will next summer bring? We can’t wait to find out!

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Trailblazers

A new STS podcast showcases the thread that connects us

Strathcona-Tweedsmuir School (STS) community members have a long history of being leaders, blazing new trails, making a difference, and representing the very best of our school’s ethos in their lives. In previous editions of Optimum magazine, we have shared countless inspiring stories detailing STS’s history, our cherished traditions, the journeys and successes of our community members, and how each of these came to be. In fact, many of the advantages we enjoy today are the direct result of bold steps taken by brave individuals who chose to go beyond the status quo, redefine what is possible, and set a path for others to follow. Now, we are excited to share these stories with the world in a new way. Introducing Trailblazers, the first official podcast for STS. Through one-on-one interviews, firsthand accounts, and historical records, we will celebrate the ongoing achievements of our community and bring our shared history to life in a way that is fun, informative, and inspiring.

Trailblazers Community in the making

In true podcast style, we interviewed Lara Unsworth ’95, proud alumna and parent, and STS Head of Community Relations, to share the inspiration behind this idea: WHY TRAILBLAZERS TRAILBLAZERS? WHAT DOES THIS NAME REPRESENT? Despite how diverse we are, I believe there is a thread that ties all of us in the STS community together; something in our very being that makes us courageous enough to try new things, speak up for what’s right, find adventures, and connect with each other across the globe. The Trailblazers podcast celebrates members of the STS community who are leading the way in their lives – in the many iterations of what ‘leading’ can look like. Our goal is that this makes our alumni and students feel super proud and connected to one another, and inspires them to carry on that legacy of being trailblazers. I also hope people who aren’t part of the STS community who listen to the podcast discover a great story. That's what it's all about: telling our unique story.

HOW WILL THIS BE DIFFERENT FROM OTHER SCHOOL PODCASTS?

IS THIS PODCAST ONLY FOR STS ALUMNI?

Rather than simply being a promotion for our school, Trailblazers explores how different and unique individuals are making a difference with the hope of inspiring others. We’re trying to have some fun with this and again, it's all about telling a great story!

Not at all! Trailblazer guests include people from across our STS community who have a great story to tell, whether they followed a unique path, innovated or created something new, or are making a difference in their communities, their areas of study, and in the world. I believe these stories will resonate with many of our listeners, whether they are part of the STS community or not.

WHO WILL BE FEATURED ON THE PODCAST? The Trailblazers podcast will feature STS alumni, former teachers and staff, administrators, family members of STS students, and more. If they have a cool story of trailblazing – we want to share it! I HAVE A TRAILBLAZING STORY TO SHARE. ARE YOU OPEN TO SUGGESTIONS? Yes, absolutely! We are always looking for new stories to share. If you know of an STS community member who you believe is a trailblazer, we would love to consider them for our show. Please send suggestions to alumni@sts.ab.ca

WHY A PODCAST? WHAT DOES THIS MEDIUM OFFER IN TERMS OF A UNIQUE EXPERIENCE? We want Trailblazers to feel like a coffee with old friends, like that feeling so many of us have when we see a former classmate or teacher who we haven’t seen in years or may not even know that well, but there is a common understanding and warmth. Also, in this format, people can engage with us and listen when it works for them, while still capturing beautifully the lasting connection shared by every member of the STS community. WHEN CAN I EXPECT THE FIRST EPISODE? The first episode of Trailblazers is expected to stream in early 2027, with new episodes posted monthly. Stay tuned for launch announcements!

Check out STS’s new website at strathconatweedsmuir.com or follow us on Instagram for news about the Trailblazers launch and much more!

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The intentional work of belonging How POSTS creates connection and prepares its next generation of parent leadership

FEATURING ALEXANDRA OWENS AND STEPHANA BOBEY POULSEN GET INVOLVED WITH POSTS If you are the parent or guardian of an STS student, we would love to have you involved with POSTS. Register as a member every September to ensure you receive volunteer announcements, and volunteer at a level that fits your life, whether it’s at-home tasks, one-day events, seasonal roles, or regular monthly commitments. Opportunities exist during the school day, after school, and in the evenings. We look forward to having you as part of our team!

The Parents’ Organization of StrathconaTweedsmuir School (POSTS) was founded to give purpose and structure to parent involvement at the school. For decades, parents, guardians, and grandparents have contributed to building what STS is today, and POSTS channels that energy into meaningful support. POSTS coordinates many signature school events and manages the countless details that enrich school life. When the Middle School stages a production, for example, POSTS volunteers fold programs, organize costumes, rent and deliver equipment, decorate the theatre entrance, and

coordinate meals for cast and crew during rehearsals. POSTS also oversees the Lost and Found and produces a monthly newsletter to keep parents informed about volunteer and engagement opportunities and celebrate parent-led initiatives. During her tenure, POSTS President Alexandra Owens has helped the organization navigate change, strengthen parent engagement, and learn from both its successes and challenges. As she prepares to pass the torch to incoming Vice President Stephana Bobey Poulsen, we sat down to discuss the changing role of POSTS, how it is working to engage and strengthen the parent community, and how they hope the organization will continue to evolve.

The intentional work of belonging Community in the making

Alexandra Owens POSTS President This year, POSTS has been able to step back and ask a fundamental question: What are we uniquely positioned to offer a community like ours? The answer is connection. It’s a feeling of support and belonging, built by the people around us, and something more: a sense of steadiness that shapes a child’s entire educational experience, both in the classroom and well beyond it. We see this in the Welcome Coffee on the first day of school (our most well-attended event of the year), our monthly “Coffee & Connect”, Halloween and Middle School dances, and in our volunteer-led newsletter. Through POSTS, even something as simple as Lost and Found becomes an opportunity for connection. Students receive a small treat when claiming an item, resulting in an almost comical amount of clothing finding its way home. It proves that so much of what we do well comes down to taking the time to build those relationships with care. POSTS continues to grow to better serve our school’s needs, and real growth, whether as an individual or an organization, requires a willingness to evolve. Stephana Bobey Poulsen and I are working side by side as she prepares to transition into the role of Vice President and, eventually, President. As POSTS moves into its next chapter, we will continue to uphold its values on behalf of the community that has given our families so much in return. I hope POSTS continues to be known, above all, as an organization that feels like a true family. As I move into my fifth year at STS, with my oldest starting Grade 11 this fall, I feel that connection in a very personal way. POSTS has watched my three children grow over the years and has provided a kind of steadiness that I didn’t fully understand in our early years here. That, to me, is what a school community is truly for, and I’m grateful for the opportunity to be a part of it.

Stephana Bobey Poulsen POSTS Executive Coordinator and Incoming Vice President Parent involvement at STS fosters a deeper sense of connection, clarity, and confidence within the school community. When parents feel anchored and informed, that sense of connection can extend to their children and support their engagement and well-being. It also strengthens relationships between families, teachers, and the wider school community, creating a more responsive and supportive environment. Over the past five years, POSTS has navigated significant change: in our school, in our community, and in how families connect. Our highest priority remains the same, however: to provide a wide variety of inclusive and meaningful opportunities for parents to participate in their child’s school life. As I prepare to move into the role of Vice President and, eventually, President, I’d like to take the lessons from these years and channel them into a period of intentional growth for our organization. Our leadership team, which includes representation from all three school divisions, strives to ensure the perspectives of all STS families are considered when planning social events and volunteer opportunities. Collaborating toward the shared goal of building an outstanding parent and family community has been especially rewarding. I am also pleased to see a notable increase in the number of volunteers involved in all areas where POSTS provides school support. To me, this shows that more parents and extended family members are finding meaningful ways to connect with the STS community. My focus will be on strengthening the structures that make POSTS feel welcoming and manageable, so families can participate at whatever level suits their lives. I also want to continue expanding meaningful connections and helping parents build relationships both within and beyond their grade levels. I hope to shape a leadership and succession model that feels sustainable, supportive, and genuinely enjoyable for everyone involved.

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Alumni Association President message “There is always a place and a community here for you!” AS I COMPLETE MY SECOND YEAR AS PRESIDENT OF THE STRATHCONA-TWEEDSMUIR SCHOOL (STS) ALUMNI ASSOCIATION, IT HAS BEEN MY HONOUR TO HELP STRENGTHEN OUR ALUMNI COMMUNITY BY CREATING OPPORTUNITIES TO CONNECT, WELCOMING NEW MEMBERS, AND BRINGING FORMER STUDENTS AND TEACHERS BACK TO STS TO CELEBRATE OUR SHARED EXPERIENCES.

BY KAREN (UGGERSLEV) ROBINSON ’92

Alumni Association President message Community in the making

STS alumni events are more than social gatherings; they help us reconnect with the spirit of the school itself. When I look at our school community, I see a wealth of knowledge spanning generations, as well as a renewed commitment to helping young alumni receive the same support and guidance we have enjoyed in our lives and careers. To meet another alum, who may have graduated decades later but works in a similar industry or occupation, is to glimpse a past version of yourself – just imagine all of the valuable wisdom you have to share!

CELEBRATING OUR ALUMNI I’ve said this before, and it bears repeating: there is no replacement for in-person gatherings. Although technology allows us to connect instantaneously with other alumni across the globe, there is an incredible energy I feel when walking into a room alongside dozens or hundreds of others, who might never have been in the same classroom but share a deep sense of pride and appreciation for the school – and for one another. It’s an understanding that goes beyond the school uniform to encompass the entire STS ethos. Our annual Alumni Celebration Dinner, held in May, was an amazing success, with generations of former STS students, families, and teachers, along with current administration, faculty, staff, and parents attending the event at Gasoline Alley in Heritage Park. In addition to the Distinguished Alumni Award, we celebrated three Nil Nisi Optimum Notable Alumni Award recipients, three Community Citizenship Award recipients, as well as the inaugural recipient of the Young Alumni Award. In the past, many of these awards were given out at our Homecoming and Fall Fair celebrations, but we have made the decision to move them to the annual dinner, as the larger venue allows us to celebrate these alumni with their families, parents, classmates, and friends in attendance.

Homecoming and the Fall Fair continue to be highlights of our STS alumni calendar and are among our most popular events. On the same day, STS welcomes prospective families for tours and program showcases, and invites alumni back to experience how the school has grown while reconnecting with what has always made it special. We also encourage alumni groups celebrating milestone reunions to schedule their events on the same weekend, so they can connect with our broader school celebrations. I’m pleased to meet so many new students who are the children of STS alumni. In fact, we are now welcoming third- and fourth-generation alumni, with parents and grandparents having attended STS and its founding schools.

GETTING INVOLVED If there is one message I’d like to share with Optimum readers, it’s that there are countless opportunities to get involved with the STS alumni community. Regardless of your grad year, or your current phase in life, we would love to hear from you, talk about your STS experience, and celebrate your adventures post-STS. There is always a place and a community here for you! You can be involved at the alumni level, by attending our events, or at the organizational level by helping plan alumni gatherings and celebrations. For those who would like to make an even greater contribution to our association, we are seeking nominations for our alumni executive. Although I prefer in-person gatherings, I understand that this may not be possible for some members. Distance, however, does not mean that you can’t be involved. Many of our alumni, including some of our Executive members, live outside of the Calgary area yet remain our strongest supporters. With videoconferencing,

alumni can remain connected to the community from anywhere around the world, bringing that same school spirit to our meetings and events.

A PROUD LEGACY Of course, this strong sense of community and connection begins with STS itself. Our outstanding archives serve as a reminder that the STS of today is still a school in the making, just as it was when it was founded, while our reinvigorated House system instills a sense of camaraderie, friendly competition, and school pride in our students. Every program, facility, opportunity, and tradition is the direct result of a group of members who made a personal commitment to carrying this legacy forward, and it will be our responsibility to ensure that we carry on this same legacy for future generations.

Are you ready to reconnect with the STS alumni community? We can’t wait to welcome you back. Email: alumni@sts.ab.ca to get in touch.

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Dr. Alim Mitha

’93

STS DISTINGUISHED ALUMNI AWARD

DR. ALIM MITHA ’93, RECIPIENT OF THE 2026 STS DISTINGUISHED ALUMNI AWARD, TRAVELS BETWEEN HIS UNIVERSITY OF CALGARY LAB AND THE ADJOINING HOSPITAL SEVERAL TIMES A DAY. He uses this time to reset and prepare for the challenges that await. He walks a path forged of equal parts innovation, determination, and compassion; at one end is an accomplished career in neurosurgery, the other a love of biomedical engineering, realized through a cutting-edge medical device, as well as the demands of developing and launching such a product. It is a path shared by very few, of which he is well aware. “We are attempting something that no one has ever done before, and that I was not trained to do…but that's where the most growth happens, when you step into areas you're least comfortable with.”

EARLY INSPIRATIONS Alim recalls staring up at an adage on the wall of his STS elementary classroom that read ‘Set your goals higher than you can reach, then reach them.’ A few years later, at his Grade 12 graduation, the school organized a speech by Sir Edmund Hillary, who made the first-ever summit of Mount Everest and seems to have applied this advice quite literally. He asked the legendary climber to inscribe the same quote on a poster that now sits in a frame on Alim’s wall. “He showed what you can accomplish when you leave STS, setting a powerful example for the graduating class.” Although Alim gravitated naturally towards the sciences, he lists math and calculus as his favourite subjects and credits his STS teachers, Mr. Orsten and Mrs. Ierakidis, with inspiring that passion. He earned a Bachelor of Science Honours Degree in Cellular and Molecular Biology from the University of Michigan in 1997 and completed his Doctor of Medicine (MD) studies at the University of Alberta in 2002.

Dr. Alim Mitha ΄93 Community in the making

ENGINEERING NEW SOLUTIONS Inspired by advancements in the growing field of endovascular neurosurgery (which means treating neurologic diseases by using the blood vessels as highways to access the brain), he pursued his Master of Science in Biomedical Engineering at Harvard University, graduating in 2007. “To be honest, there have been relatively few developments in open neurosurgical techniques since I began practising that have made meaningful improvements in patient care. By comparison, significant advancements in endovascular devices occur multiple times each year. It lit a fire under me during my training, and I began to think how I could combine my passion for engineering and math with this technology-driven field of neurosurgery, by exploring and developing new devices.” In traditional vascular neurosurgery, the pathology (an aneurysm, for example, typically located at a blood vessel in the brain) is accessed via the patient’s skull. By contrast, endovascular neurosurgery approaches the same pathology through another, more easily accessible blood vessel usually in the lower body, resulting in a much less invasive procedure overall. Central to endovascular neurosurgery are stents, small tube-like devices that are inserted into blood vessels to alter flow. While metal stents are normally used, their permanent nature can be seen as a potential drawback, especially when used in younger patients. “We set out on this mission to create something that worked similar to metal devices, but didn't confer that long-term risk,” he says. Upon returning to Calgary to practise medicine, Alim founded the Mitha Lab at the University of Calgary in affiliation with the Hotchkiss Brain Institute and Libin Cardiovascular Institute. He also co-founded Fluid Biomed with Dr. John Wong to develop a new type of stent made from polymer: one that dissolves over time, relieving the burden of a permanent device.

The real challenge came, however, when they approached potential investors and markets. “I had no training in business, in how to commercialize a device. Neurosurgery was my comfort zone... and now I had to learn how to raise money, how to fund a company, and how to manage people.” He is pleased with the overwhelmingly positive response his efforts have received to date. “I think it’s my greatest accomplishment so far.”

REACHING BEYOND YOUR GOALS Together with his wife, Billie, Alim is now the parent of three STS students, and has seen his alma mater continually evolve to provide an exceptional education for students. He believes the STS of 2026 is very different from the one he attended, shaped by new challenges, technologies, and concepts in learning, and is all the better for it. “When we went to STS, it was a different age,” he explains. “A few years ago I was teaching Grade 10 students in their Career and Life Management (CALM) class, and it was interesting to see how mature and confident they were, and how they were developing skills and exploring perspectives that we were never exposed to back in the day.” He also feels humbled by the love and recognition he’s received from the STS community for his award and accomplishments. “The type of community that we have at STS, it’s very unique…it's so rare that teachers, thirty years later, would come just to see me at the Alumni Celebration Dinner when I was recognized as a Distinguished Alumni. It was so heartwarming to see my classmates and contemporaries come to the event to support me and the school. Moments like that remind you just how special the STS community really is.”

“STS was a great school for me, and I’m grateful for the experience I had there. What exists today builds on that foundation and is even better suited to the world my children are entering. Now, as a parent, I see that firsthand. STS is more thoughtful, more adaptive, and more aligned than ever with the world its students are preparing to enter. The focus has shifted from rote memorization to critical thinking. Classrooms that were once primarily places of instruction have evolved into communities of cooperation and curiosity, with dynamic learning environments that extend well beyond four walls.”

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Jill Cross

’85

NIL NISI OPTIMUM NOTABLE ALUMNI AWARD

TO PARAPHRASE THE FAMOUS POEM, NIL NISI OPTIMUM NOTABLE ALUMNI AWARD RECIPIENT JILL CROSS ’85 HAS ALWAYS TAKEN THE ROAD LESS TRAVELLED, AND THAT HAS MADE ALL THE DIFFERENCE. Now, she is being celebrated as a visionary in Calgary’s arts and culture scene, a leading volunteer in the community, and a strong supporter of Canadian artists, all while preserving the proud philanthropic tradition that her family name reflects.

A HISTORY OF EXCELLENCE The Cross family have been champions of Strathcona-Tweedsmuir School (STS) from the very beginning. At the request of Donald Cross, STS co-founder and Strathcona School for Boys alumnus, his father, Jill’s grandfather, donated the original parcel of land for our current campus in 1968.

Jill says her interest in using one’s potential to help others is something her parents instilled at an early age. “I grew up in an entrepreneurial household, and both of my parents had their own businesses, but they always gave back to the community, too. They were great role models.” She earned her undergraduate degree from Western University, followed by a Marketing and Communications diploma from Humber College, and later co-owned a jewellery showroom agency in Vancouver. She then returned to the Calgary area, where she operated a retail antiques store as well as an interior design and consulting service. Through overwhelmingly positive word of mouth, she soon found herself applying her talents to the curation and installation of several large-scale art collections for private and corporate clients. Jill credits her success to remaining openminded and not being constrained by what’s expected of you. “(It’s about) being open to non-traditional opportunities. Considering things that are different from the path you originally thought you'd go down can lead to some exciting opportunities you didn't even know existed.”

“It can be the simplest things that can have a meaningful impact.” As an STS student, some of Jill’s most inspiring experiences came through the much-loved Agencies program, which included working with children with special needs in Calgary. For a self-admittedly sheltered youth, this was an eye-opening experience. “The simple act of helping a student eat their lunch, get their jacket on, take them to the school bus, and the big hug you get at the end of the day… as a 16-year-old, I can remember how grateful they were for the most simple of gestures. It really resonated with me; there are so many things people can do in the community.” Jill currently serves as Chief Operating Officer of Global Philanthropic Canada, a national network of fundraising consultants providing counsel and support to non-profits of all sizes.

Jill Cross ’85 Community in the making

“As a proud 'lifer' at Strathcona-Tweedsmuir School, I didn’t fully appreciate the impact of my twelve years there until much later in life. STS shaped far more than my education; it built my confidence, my love of community and the arts, and my drive to lead.”

“There’s a phrase in fundraising,” she continues. “You give your time, talent, and treasure…I feel strongly that, if you're able, (you try to) give back to the community in whatever way you can. People who graduated from STS have a bit of a leg up, so there’s a tremendous opportunity to leverage that, and give back to the community at some point.”

HONOURING PAST, PRESENT, AND FUTURE In 2024, Jill co-curated the permanent art collection for the newly expanded BMO Centre on Stampede Park. Composed entirely of original works by Southern Alberta artists, including contemporary Indigenous and abstract artists, this 90-piece collection serves as both a lasting record of Western Art and a re-examination of all that this term encompasses. “The mandate was to create a collection that represented a wide variety of western Canadian artists who had a connection to southern Alberta. It didn’t necessarily have to be traditional western art. The Stampede has done a great job of representing that tradition, so we really wanted to represent the community more broadly, because that’s really what working artists are doing now in southern Alberta.” Her connection to the Stampede stretches back even further: “The Calgary Stampede

has been a big part of my life and my family’s life, dating back to my greatgrandfather, who was one of the ‘Big Four’,” she explains. “I knew I wanted, in my adult life, to get involved and volunteer.” She served as Chair of the Western Showcase and the Public Art Committees for the Calgary Stampede, and project-managed the creation of By the Banks of the Bow, a stunning bronze sculpture on the Stampede Park grounds and one of North America’s largest public art installations. In addition, she mentors young artists through the Stampede’s Youth Poster Contest, which is responsible for creating the event's iconic annual poster.

LEAVING A LEGACY Just as her grandfather’s donation made the dream of STS a reality, Jill is pleased to know that her work with the Stampede, along with all of her entrepreneurial and volunteer contributions, will be appreciated by visitors for generations to come. “It’s something that will long outlive me.”

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Dr. Joe Kendal

’08

NIL NISI OPTIMUM NOTABLE ALUMNI AWARD

CALGARY-BASED ORTHOPEDIC ONCOLOGY SURGEON DR. JOSEPH (JOE) KENDAL ’08 UNDERSTANDS MANY OF THE CHALLENGES A RECENTLY DIAGNOSED PATIENT MAY ENCOUNTER, INCLUDING THE CHALLENGE OF NAVIGATING THE MEDICAL SYSTEM ITSELF. Through treatment, research, teaching, and innovation, he is working to ensure patients are able to access the care they require, with someone to guide them throughout the process, while focusing on the ultimate goal of improving their quality of life before, during, and after surgery. “Patient treatment is somewhat fragmented,” he explains, “and patients that present metastatic cancer don't always have a clinical care quarterback. They are sometimes lost in the system, so to speak. We're trying to better understand how patients travel through the healthcare system, and optimize care pathways, (as well as) how our surgeries influence patient recovery.”

Through the SMarT Bone Program, a research program he launched with the support of the University of Calgary’s Arnie Charbonneau Cancer Institute and the McCaig Institute for Bone and Joint Health, Joe is assembling a multidisciplinary team of clinicians and scientists to further study metastatic bone disease (MBD) and sarcoma, and improve the treatment process overall.

STEPPING OUTSIDE YOUR OWN EXPERIENCE Joe attended Strathcona-Tweedsmuir School (STS) from Grades 1 through 12, graduating in 2008. While Biology was his favourite academic subject, he credits STS’s Outdoor Education and Athletic programs for many of the lessons he’s carried throughout his life and career.

Dr. Joe Kendal ’08 Community in the making

“At STS, I feel there is an emphasis on trying difficult things outside of your usual environment. Not purely focusing on grades, but an ethos, or philosophy, on to how to live your life. Outdoor education, and the broader school community; they all help develop independence and resilience, which I think is really important when going off to university, or whatever pursuit you're chasing.” He is also grateful for the STS High School rugby team, which he joined despite having no prior experience with the sport, for providing him with both a competitive insight and a global perspective. “The (New Zealand) rugby tour was great, because of the camaraderie, representing your school, and meeting people from a different country or different culture. It's eye opening, it's fun, it's a good bonding experience. And it's something that's not typically offered at most schools.” “STS obviously provides strong academic preparation,” he continues, “but the bigger picture would be developing an individual who is confident, independent, and has a sense of responsibility moving forward… Success is not just about numbers and achievement. It's showing up prepared, contributing, being a good team member, and maintaining high standards even when no one's watching you. You want to be a good person who does things for the right reasons.”

BUILDING A BALANCED LIFE After completing his Bachelor of Science in Biology at the University of Victoria, Joe received his Doctor of Medicine (MD) degree and MSc in Cancer Biology at the University of Calgary. He then relocated to Los Angeles, where he completed clinical and research fellowships in orthopedic oncology at the University of California in Los Angeles, before returning to Calgary.

He is currently based at the Foothills Medical Centre and the Arthur J.E. Child Comprehensive Cancer Centre, and is a Clinical Assistant Professor at the U of C’s Cumming School of Medicine. As a surgeon, he treats both adults and pediatric patients with bone and soft tissue tumors, and has an additional focus on hip and knee reconstruction. With the SMarT Bone Program, he is now able to apply all of these areas of expertise, as well as the combined experience and talents of his team, to improving patient care at every stage of their treatment. Joe is thankful for the mentors he’s had along the way, and especially for his family: his wife Jacqueline, a psychiatrist practising in Calgary, and their two children, for helping him achieve a balance between his professional and personal lives. “I had really good mentors; people that had a good disposition in life, and were very successful. Humble, family people that did good work for the right reasons, and truly enjoyed what they did. They made me want to be like that.” “I like spending time with my kids,” he adds. “(I’m) trying to make sure I don't lose myself and my interests within the time constraints of my training program. I’m focusing on the next steps, and trying not to get overwhelmed by the full journey.” And his advice for current and prospective STS students? “Try a sport, join a club, get outside; lead, and do something you aren't naturally good at, or maybe aren't naturally interested in, just for the sake of growth. And then, whatever you commit to, finish it.” “It’s a continuous journey. There's no question about it. There's not an end, just a path.”

“My time at STS helped shape how I approach both my work and life. STS fostered curiosity, communication, and pride in doing things well, while emphasizing the importance of community. The experiences and mentorship I received encouraged me to pursue an adventurous and meaningful life. Just as importantly, STS instilled the belief that you should find purpose in what you do and appreciate the process. That mindset of working hard, embracing lifelong learning, and enjoying the journey, alongside the people who matter most to me, continues to guide me today.”

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Dr. Fareen Zaver

’02

NIL NISI OPTIMUM NOTABLE ALUMNI AWARD

DR. FAREEN ZAVER ’02 IS REMARKABLY HUMBLE WHEN SPEAKING OF HER OWN ACCOMPLISHMENTS. As one of WXN Canada’s Top 100 Most Powerful Women, as well as a member of Avenue Magazine’s Top 40 under 40 in Calgary, she says the true reward has been the opportunity to help others grow and succeed.

A STRONG FOUNDATION Fareen is the Associate Dean of the Office of Faculty Development at the University of Calgary’s Cumming School of Medicine, and is an Emergency Physician practising at the Peter Lougheed Centre. She explains that her passion for serving Calgary’s diverse cultural, linguistic, and socioeconomic communities, as well as those who work, teach, and lead in medicine, is something that speaks to her own upbringing. “I think it comes back to some very fundamental values, and that comes from a combination of my family, my parents, my Ismaili Muslim background, and from watching my parents build

a life here; recognizing that I want to continue to provide for others, and provide opportunities for others.” Fareen was born and raised in Calgary to first-generation immigrant parents, who instilled in her both a love of learning and the importance of a quality education. She attended Strathcona-Tweedsmuir School (STS) from Grades 7 to 12, and describes herself as a diligent, by-the-book student. Although she did not share the same ethnic, religious, and financial backgrounds as many of her peers, she feels that the school made her feel welcome and accepted. “There was a lot of curiosity that was cultivated... though you knew there was affluence, and inevitably a different socioeconomic status than I think you would have had exposure to had you gone elsewhere, it never felt that way.” In addition to academics, Fareen enjoyed Speech and Debate, singing and acting on stage, and starring in such STS musicals as The King and I. Her Speech Day monologue, playing Ophelia from Hamlet in her mother’s old nightgown, was selected to represent her grade, and she went on to win Top of the Top for her performance.

“I think the program was so well-rounded, and gave students such an opportunity to explore, at a very high level, so many different skill sets, and start to develop interests in things that they would never have been exposed to otherwise.” She highlights how these same philosophies were applied outside of the classroom. “The Outdoor Education program was amazing... I look at that as such a formative experience, especially because I was a small-framed individual with a huge pack, and you're learning how much, physically and mentally, your body is able to do if you are pushed.”

FROM LEARNING TO LEADERSHIP Fareen received her first taste of real leadership when she was named as a prefect in Grade 12. It was, in many ways, the culmination of her time at STS. “As a prefect, you're given a bit of a blank slate as to what you want the year to be. What are some of the special events or activities you want to hold? You don't realize it, but you're actually building a curriculum, and you're building on the gaps or holes that you want to fill.”

Dr. Fareen Zaver ’02 Community in the making

Only a few days later, on September 11, 2001, the entire world changed, and she soon discovered what it truly means to be a leader. Equipped with special markers and the rotunda's windows, Fareen and others recorded the donations raised by the school community to support families impacted by the tragedy. “Drawing in those squares as donations increased, and feeling like you were part of something far bigger than yourself, you were contributing in such a positive way to something you're not even connected to directly.”

A LIFELONG JOURNEY Fareen earned her Bachelor’s of Science Degree with Honours in Life Sciences from Queen’s University, followed by residencies at the Mayo Clinic and George Washington University Hospital. She holds a Master’s degree in Medical Education from the University of Calgary’s Cumming School of Medicine, where her work focused on improving the transition from medical trainee to independent practice. She has also contributed to several national curricular initiatives in this area. Despite these accomplishments, she says that becoming a parent has been one of the most challenging and rewarding experiences of her life. “All of these assumptions, and things I thought I knew about the world, myself, and my husband, have been completely upended in the best of ways. You learn and understand your own parents so much better, and you have a different sense of appreciation for the sacrifices they made that you took for granted. You had no idea how hard it actually was.” Fareen sees her own journey as one without a fixed destination, forever ‘in the making’. “It's such a privilege to continue to get older. It's such a privilege to continue learning and growing, and to find new blind spots I didn't know I had. I hope that's what my future holds.”

“It was no small sacrifice for my parents to send my sister and me to STS, and the opportunities and values we gained there made that investment truly worthwhile. The principles of service, community, integrity, and lifelong learning that began there continue to guide my work in supporting physicians, advancing medical education, and helping others find their voice as leaders.”

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Navid Eskandar

YOUNG ALUMNI AWARD

“THE QUIET CHAMPIONS ARE THE ONES I THINK WE OFTEN OVERLOOK.” Ladderly founder Navid Eskandar ’11 is referring to his fellow StrathconaTweedsmuir School (STS) alumni, although he could just as easily be speaking of his clients. As the inaugural recipient of the Young Alumni Award, Navid’s experiences as an international consultant and engineer have given him a unique insight into the skills and strengths his clients commonly overlook, and just how often we tend to undervalue our own contributions.

DISCOVERING YOUR SUPERPOWER Navid attended STS from Grade 7 to 12. He attended the University of Alberta, where he graduated with a Bachelor of Science degree in Civil Engineering, and subsequently earned his Master of Business Administration degree from London Business School, during which he also attended the Yale School of Management for a significant portion of his studies. At London Business School, he received a Student of the Year Award and was named an LBS Merit Scholar.

As an engineer and consultant, he has worked with notable organizations such as Shell, Canadian Natural Resources Ltd (CNRL), McKinsey, the National Basketball Association, and Accenture Strategy, and has held roles in venture capital and startup advisory. Early in his career, Navid began to notice a gap between those who held the prerequisite skills and talents for a particular job and those who knew how to identify and promote those same qualities. He decided to apply his experience to help others succeed in their chosen fields. “People don't realize they have a superpower, and part of my job is to help find that,” he explains. “The vast majority of people have an inability to express what their value proposition is. They all have amazing qualities; they all do something that is genuinely impressive, and what makes them stand out, but they can't pinpoint it.” Ladderly is a career coaching platform that has helped more than 1,800 candidates achieve career-defining breakthroughs by optimizing their career profiles to highlight what sets them apart from their peers.

’11

Navid Eskandar ’11 Community in the making

“The quiet champions are the ones I think we often overlook.”

He uses the analogy of an echo chamber to describe how many of his clients feel when applying for a new position or company. Without an outside perspective, many of us begin to focus on the traits we lack rather than on everything we have to offer. “Their value proposition is very apparent to me, but not to them. They've lost that self-confidence... they forget their experience. They forget what made them get there.” In addition to professional consultations, such as resume advice, he says that clients often benefit from a straightforward pep talk. “I want them to be able to express something phenomenal,” he says. “Something they value, or an event they feel showed their best qualities. Something nobody else could have done. Until that moment, you don't really realize how much you have to self-advocate. You become the protagonist of your own story.” Navid had an even bigger goal in mind when he founded Ladderly: to create a positive impact beyond the workplace. “A new immigrant to Canada, if you get them a job that is in their field, (their) children will benefit, and their community will benefit. You are creating a stepwise change that can be profound.”

These contributions led him back to STS, where he is now passing on what he has learned. He is a dedicated member of the STS community, serves on the Alumni Executive Committee, leads networking and mentoring initiatives, and collaborates with STS post-secondary counsellors on the annual Spartan Talks. He is, in the words of his nominator, ‘an outstanding ambassador for Strathcona-Tweedsmuir School and an inspiring role model for current and future students.’ Despite these accolades, he admits humility when receiving the STS Young Alumni Award. “If I told myself this a few years ago, I'd be really proud of myself. I just think there's so much left I would like to do… When I think about what this award means, to me, it should go to someone who is changing people’s lives on a day-to-day basis.” “I feel it says a couple of things to me,” he says of the award. “It says that I'm making the impact that I want to make. It's an affirmation that I'm moving in the right direction. But, for me, I don't celebrate until things are complete.”

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Mike Jackson

COMMUNITY CITIZENSHIP AWARD

AS THE FATHER OF THREE STRATHCONA-TWEEDSMUIR SCHOOL (STS) ALUMNI, A FORMER CHAIR AND LONGSTANDING MEMBER OF THE BOARD OF GOVERNORS, A MEMBER OF MULTIPLE COMMITTEES, AND CURRENTLY BOARD CHAIR OF THE STS FOUNDATION, MIKE JACKSON HAS HELPED STEWARD STS THROUGH TIMES OF IMMENSE CHANGE. More than 20 years later, he continues to strive to ensure that students have access to an outstanding education.

RISING TO THE CHALLENGE Mike and Sally Jackson first joined the STS family in 2002, when they enrolled their daughter Emily ’08 in Grade 7 after attending a different school in Calgary. “Her former school was not challenging her,” he explains. “We thought about

other schools and the independent school system. We heard good things about STS; the kids had gone to a summer camp there, so we started making inquiries.” Emily’s siblings, Sarah ’11 and Ben ’15, later enrolled in Grades 7 and 3, respectively. Mike and Sally were pleased to see their children thrive in this new environment, in large part due to the school’s balance of academic excellence and co-curricular programs. As a Governor, his perspective on co-curricular programs is, “We give students what appears to be a very high bar, a stretch objective. What they do not see is that there is a structure to support them. It may be an outdoor education trip, learning a musical instrument, standing in front of a group of people and speaking. Those specific skills are good, and they may use them later in life. But the more important life lesson is that if they stay calm, keep their heads and think it through, put in the effort, they can accomplish things they may initially think are not possible.”

STEPPING FORWARD A few months into Emily’s first year, the STS community was devastated by the

Mike Jackson Community in the making

“When you’re passionate about something, somehow you find the time.” passing of seven Grade 10 students while on an outdoor education ski trip. The community’s heartfelt response to this unthinkable tragedy inspired Mike to take on a volunteer role. “It’s hard to explain, now, how traumatic that was for the school…the shock, pain, grief. Students, staff, parents, and alumni trying to comfort each other. We thought this is a community we want to support, so we both started volunteering at the school.” Mike chaired the Advancement Committee 2005–2008, and chaired the Finance Committee 2013–2018. He also chaired the 2007 Head of School search committee that led to the hiring of Dr. Bill Jones, and co-chaired the 2017 search committee that led to the hiring of Dr. Carol Grant-Watt. As Chair of the STS Board of Governors from 2008–2012, he oversaw the creation and implementation of the 2009 strategic plan. “Not only did we come out with a strategic plan, but we subsequently executed all five pillars. It was not just a document we drafted and put on the shelf. It was a working document, and, over the ensuing years, we were able to accomplish everything that we aimed to do.” One of the five pillars called for expanding and updating the STS campus. The Inspiring Possibilities campaign, which he co-chaired, raised $26 million for new facilities, including the Elementary and Arts wing, along with money for scholarships, bursaries, and teaching excellence programs.

A GIFT FOR THE FUTURE Mike was honoured to be named Chair of the STS Foundation Board in 2026. Although his youngest child’s graduation was more than a decade ago, he is still finding ways to invest his time and expertise, specifically by making an STS education accessible for exceptional students who may not otherwise be able to attend. “We have a $13 million endowment, and every year we give over $500,000 to the school for scholarships and bursaries. The School and Foundation want to increase the amount of the endowment to buffer rising tuition and make the school financially accessible for even more children. Many alumni have benefited from their time at STS, and hopefully they will help philanthropically so kids can have similar STS experiences in the future.” When asked how he managed a 32-year career as a corporate and investment banker at Scotiabank with his many volunteer commitments, as well as responsibilities to his family, his answer is simple: “When you’re passionate about something, somehow you find the time.”

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Mark Le Dain

’08

COMMUNITY CITIZENSHIP AWARD

WHEN MARK LE DAIN ’08 HELPED TO CO-FOUND THE STRATHCONA-TWEEDSMUIR SCHOOL (STS) YOUNG ALUMNI COMMITTEE, HE HAD A VERY SPECIFIC MISSION IN MIND: TO ASSEMBLE A COMMUNITY OF RECENT STS GRADUATES WHO WOULD, IN TURN, HELP CONNECT CURRENT STUDENTS TO THE WEALTH OF CAREER OPPORTUNITIES AWAITING THEM IN THE REAL WORLD. It was an opportunity to give back in a unique way.

RECOGNIZING THE POSSIBILITIES “Most of us don’t have the benefit of being able to see all the options when we are making big decisions,” Mark says. “We go through life, and we figure out what we like and don’t like, slowly, through trial and error.”

Mark, who is a former STS Alumni Association President and former member of the Board of Governors, recognizes that today’s graduates of STS are already facing a world that is very different from the one he entered only a few years ago. The solution, he determined, was to assemble a group of accessible young alumni who are observing these industry advancements in real time. “I wanted to collect recent grads with a variety of experiences: finance, tech, medicine, and jobs that didn’t really exist when I went through school, and make them available to kids in high school, or just graduating, and making decisions on where to invest in their own education, and deciding what to do after.” “If you can get more insights from a wide range of stakeholders,” he continues, “you’re going to save a lot of time in life, because you’re going to see new paths that are interesting to you.”

FROM ALUMNI TO AMBASSADOR A published author, Mark is recognized as an expert in energy, fintech, and markets,

Mark Le Dain ’08 Community in the making

and has contributed to the Financial Post and other publications. His economic and market insights have been quoted in the New York Times and Reuters. After graduating from STS in 2008, he began his career as an investment banker with Barclays, where he completed over $15 billion in cross-border mergers and acquisitions and capital market deals. He went on to hold executive positions at Neo Financial and Validere, joining right after Validere graduated from the Y Combinator startup accelerator. He is currently an Operating Partner at Augur VC, an AI and energy venture capital firm that is also the largest independent operator of AI infrastructure in Canada. One of his most prominent projects to date has been helping grow Fuelled, the largest global marketplace for complex energy equipment, where he currently serves as Chief Revenue Officer. “It's like Kijiji for large equipment,” he explains. “You can buy everything from a gas plant all the way down to a generator for a farm. The full gamut of energy, mining, and power equipment. We're in about 20 countries, and we've grown the business to be a global platform for the efficient movement of equipment.” Mark is proud to announce that Fuelled has been a top-growing company in

Canada for five years in a row. “It’s fun to help build something, especially in Canada. We don't see that much of it. You usually have to move to the U.S. to experience that, so it's nice to see big things getting built in Canada.”

THE VALUE OF EXPERIENCE STS has been incredibly fortunate to host Mark as a featured speaker at events such as grad breakfasts and homecomings, as well as for his involvement as an organizer of alumni activities and committees. He has been a personal mentor for several young alumni and invites STS graduates to reach out for assistance and support. “I found through the Alumni Committee, and then through the Board, you form additional relationships across vintages. That’s a unique sense of community, with a network spanning multiple decades. It's nice to get that through a school community. I’ve been very lucky to benefit from those who came before me, and I feel that sense of responsibility as I work to give back.” “Anyone who has volunteered, or been a part of a community, knows that the more you give, the more you get out of it,” he adds. “I personally find that the benefits far outweigh anything I give in terms of time or money… It creates a very rich community that becomes self-fulfilling.”

“Anyone who has volunteered, or been a part of a community, knows that the more you give, the more you get out of it.”

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Alice Wyatt

COMMUNITY CITIZENSHIP AWARD

FORMER TEACHER ALICE WYATT HAS BEEN A BELOVED MEMBER OF THE STRATHCONATWEEDSMUIR SCHOOL (STS) COMMUNITY FOR OVER 50 YEARS, AND CONTINUES TO WATCH STS GROW AND THRIVE ALONGSIDE THE GENERATIONS OF STUDENTS SHE HELPED INSPIRE. A NEW CAMPUS Alice, who began at STS in 1976, had a very positive first impression of the school. “From the moment I first walked through the doors of STS, I knew this school was very different from any other school I had taught in… the admin team, maintenance staff, teachers, school administration, and every family member and student shared a common vision: the school motto, being Nil nisi optimum (Nothing but our best).”

Alice’s first classes were held in one of the temporary structures before the completion of the Anderson Elementary wing a few years later. She says the natural rural campus provided as many opportunities to observe a child’s progress as the classrooms themselves. “There was a whole field of healthy kids, and you could see from one grade to the next what they had developed in. Physical skills, communication skills, all sorts of skills…But often, you'd find a little one that was a little slower, or a little shyer, and I'd take their hand and walk them around, and talk to other people.” “They're like a blank page,” she continues, “and you have to feel where they're going, just (by) talking to them.”

AN OPPORTUNITY TO SHINE STS’s longstanding partnership with the Kerby Centre, a Calgary-based seniors’ support organization, started with the Elementary School's Christmas concert. Alice noticed that many of the featured roles were given to students in Grades 4 through 6, while younger children had relatively few chances to speak and

Alice Wyatt Community in the making

“Remember, you’re doing nothing but your best. So, get going. That’s what I do.” perform before an audience. She decided to create a concert especially for younger grades, and the first practices she set up were met with tremendous support. “I remember (STS Headmaster) Sandy Heard sitting on a Grade 1 chair. He was a big man, and he was laughing, and he just loved it. (He) said ‘What a great idea.’ The Grade 2 and 3 teachers saw what I was doing, and they wanted to incorporate it.” Alice learned that the Kerby Centre was interested in attending the performances and welcomed them to campus. She arranged for buses to transport the residents and even co-organized lunches for the guests. This simple act of kindness blossomed into an annual tradition that recently celebrated 49 years of holiday spirit. “It was nice sitting in the audience and looking at the seniors' faces, seeing how much they were enjoying the performance. That’s the reward! It's a very wonderful thing.” Alice later founded a second event that STS held yearly, the Mother’s Day Tea, where young students showed off their growth and development over the year, speaking and performing in front of an audience.

A COUNTRY CONNECTION Despite STS being a country campus, Alice noticed that many of her students were unfamiliar with the local farming culture. She arranged for a busload of students to visit her family’s ranch near Longview, to enjoy hayrides, running through the fields, and learning about farm animals. The most

difficult part, she says, was getting the students back on the bus at the end of the day; pockets full of grain, hay, and animal hair, and hearts full of joy and gratitude.

NOTHING BUT THE BEST In addition to teaching, organizing student events, and conducting ranch visits, Alice was an active member of the STS staff choir and served as choir director in the Elementary School. She supervised the after-school Science Club for students in Grades 4, 5, and 6, and even stepped in as a substitute basketball coach. When asked what that motto means to her, Alice replies, “Just give it your best try. That’s all you can do, and we’ll see what happens. My best try was usually very good.” “Remember, you're doing nothing but your best. So, get going. That's what I do.”

Flourish Markers WELCOME TO FALL FAIR!

Together again Spartans across generations reconnect during Fall Fair and Homecoming A sunny September Saturday brought generations of Spartans together for STS’s largest annual event, as Open House, Family Fall Fair, and Homecoming filled the campus with prospective families, current students and parents, alumni, former faculty and staff, and friends of the school. On September 20, 2025, hundreds of guests moved through a campus buzzing with activity. Open House invited prospective families to discover STS, while Fall Fair and Homecoming, co-hosted by the STS Alumni Association and the Parents Organization of STS (POSTS), welcomed the broader community to spend the day together. Families wandered among vendor booths and food trucks, enjoyed live entertainment, visited the petting zoo, tried mini golf and carnival games, and stopped for face painting and other activities. Guided campus tours gave alumni and former families a chance to see what had changed, while the Alumni Pit Stop offered a familiar place to catch up with classmates, former teachers, and friends.

The day also celebrated members of the STS community whose contributions continue well beyond graduation. Anna Weyant ’13 and Mark Heard ’78 were recognized as recipients of the 2025 Nil Nisi Optimum Notable Alumni Award, while Susan James, Gordon Freight, and Aimee-Jo Benoit ’97 received the Community Citizenship Award for their lasting service to STS. For alumni celebrating milestone reunions, Homecoming continued beyond campus. Graduates from class years ending in 0 and 5 gathered around Calgary, picking up conversations and friendships that, in some cases, began decades ago. For many alumni, returning to Homecoming has become a tradition in itself. What makes this day especially distinctive is the way the STS they remember meets the school as it is today and the school it is becoming. Around them, current families are living the STS experience now, while prospective families are discovering it for the first time. Few events capture the full life of the school quite so vividly. Buildings, programs, and generations may change, but the relationships, traditions, and sense of belonging that bring people back remain remarkably familiar.

NG FACE PAINTI

PETTING ZOO

Together again Community in the making

OUR MASCOT SPARTACUS

MINI GOLF

OBSTACLE CO

LUCKY SONNE Luke

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Colborne ’96 Jon Zwiers ’02 HONEY MEADOWS FARM

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CLASS OF 2015 Time capsule reveal Peggy Bumanis, Mahnoor Qureshi ’15, Charlee Witschi ’15, Kara Hawker ’15

Mike Lussier, Heather Lussier, Arthur Northcott, Charlee Witschi ’15, Peggy Bumanis, Mahnoor Qureshi ’15, Kara Hawker ’15

COMMUNITY CITIZENSHIP AWARD PRESENTATION Karen Robinson ’92; Christine Williams ’06 and daughter, accepting on behalf of Gordon Freight; Susan James; Aimee-Jo Benoit ’97; and Dr. Carol Grant-Watt

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CLASS OF 1975 50-year reu

Together again Community in the making

CLASS OF 1990 35-year reunion

r reunion 2000 25-yea CLASS OF

CLASS OF 1990 35-year reu

CLASS OF 2005 20-year reu

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CLASS OF 1995 30-year reunion

CLASS OF 2015 10-year reunion

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Alumni Celebration Dinner MAY 7, 2026 More than 165 alumni, retired faculty and staff, parents, and current employees gathered at Gasoline Alley in Heritage Park for the 16th Annual Alumni Celebration Dinner, an evening centred on the people, relationships, and contributions that continue to shape the STS community. The celebration brought generations of Spartans together to share stories, renew friendships, and recognize those whose achievements and service reflect the lasting impact of STS. Among those honoured were Dr. Alim Mitha ’93, recipient of the 2026 Distinguished Alumni Award; Jill Cross ’85, Dr. Joe Kendal ’08, and Dr. Fareen Zaver ’02, recipients of the Nil Nisi Optimum Notable Alumni Award; Mike Jackson, Mark Le Dain ’08, and Alice Wyatt, recipients of the Community Citizenship Award; and Navid Eskandar ’11, recipient of the Young Alumni Award.

Dr. Alim Mitha ’93 Dr. Carol Grant-Watt, Head of School, and Dr. Alim Mitha '93, recipient of the 2026 Distinguished Alumni Award

The evening also included a heartfelt recognition of four long-serving employees retiring from STS: Fiona Milner, Bob Shaw, Zane Taylor, and Brenda Thompson. Each dedicated more than 15 years to the school, contributing in meaningful ways to the experiences of students, families, and colleagues and leaving a lasting mark on the community. Together, the evening was a celebration of connection across generations and a reminder that the people who learn, work, lead, and serve at STS continue to shape its story long after a particular chapter comes to a close.

Hussein Ali ’19, Azam Ali ’22, Dr. Khan Ali, Dr. Karima Ali ’89, Dr. Pyarali Mitha, Dr. Alim Mitha ’93, Dr. Billie Parsley Mitha, Sean Gunton ’93, Naim Ali ’93

Together again Community in the making

Alex Thompson ’07, Gretchen Thompson ’78, Tracy Thorbjornsen ’85, Tara Pipella ’85, Jill Cross ’85, Shan Cross, Michael Keller, Dr. Jay Cross ’80, Stephanie Thompson ’11

Dr. Michael Simmonds, Mike Jackson, Eric Le Dain, Adam Le Dain ’10, Sally Jackson, Christie Wiltshire, Mark Le Dain ’08, Jennifer Conway, Bruce McFarlane

Brent MacLean, Frances MacLean ’70, Bonnie Hewson, Wayne Colborne, Dr. Carol Grant-Watt, Brigid Stewart, Sharon Gibson, James Gibson

Keith Kendal, Ian Kendal, Jessica Richmond, Rory Stabler, Jacqueline Bobyn, Dr. Joe Kendal ’08

Neshka Krusche, Janice Lacroix, Season Prevost, Bruce McFarlane, Jack Krusche ’76, Dr. Janice Heard ’75, Bern Dayment ’75, Ross Clauson ’75, Brian Parke ’76

Patricia Handfield, Shane Barnert, Chelsea Barnert, Chelsea Selman, Paul Selman, Katelyn Thompson, Brenda Thompson, Margaret Gwartney

Kevin Brown ’93, Peter Wootliff ’93, Laird Linklater, Emeline Lamond ’93, Dr. Rhiannon Kuhn ’94, Dr. Brandy James ’93, Ian Graham ’93

Erin Rathwell ’00, James Milner, Fiona Milner, Tara Hebert, Andrea Weber, Megan Evans ’19

Jim Wilcox, Maryse Wilcox, Sarah Wilcox ’26, Bob Shaw, Robyn Lawrick, Ruth Cavanagh

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CLASS NOTES JEAN PRATER ’63 (daughter of former Headmaster Alfred Howard) and her husband, John, attended the Senior School Prizegiving on June 22 to present the Howard Trophy to SARAH WILCOX ’26. The trophy was established in honour of Mr. Alfred Howard, who served as Headmaster of Strathcona School for Boys from 1940 to 1967, recognizing his lasting impact on the school community. Howard House is also named in his honour.

JILL CROSS ’85 is a 2026 recipient of the Nil Nisi Optimum Notable Alumni Award. See page 65 to read more.

1960s-80s Congratulations to AKBAR NIMJI ’87 on receiving the prestigious RE/MAX Circle of Legends Award, an honour earned by only the top one per cent of RE/MAX agents worldwide.

JOHN ANDERSON ’84 recently donated the original Outlaw painting, created for the 2010 Calgary Stampede poster, to the Calgary Stampede. His gift honours both the legacy of the legendary rodeo bull, Outlaw, and his family's long-standing commitment to giving back to the community. The painting now has a permanent home where it can be enjoyed by visitors and help celebrate an iconic piece of Stampede history.

LINNEA TURNQUIST ’87, Owner and Chief Celebration Officer at Ooh La La Cupcakes + Cakes, received the Greater Victoria Chamber of Commerce Business Award for Outstanding Customer Service on June 11 in recognition of her team's exceptional commitment to serving the community.

Class notes Community in the making

1990s JUDD PALMER ’90 and the Old Trout Puppet Workshop had a busy year, launching five productions, including The Legend of Sleepy Hollow, Hansel & Gretel, Disney’s Frozen, The End, and a European tour of Famous Puppet Death Scenes. This summer, Judd is working on the animated Halloween special Horrendous and a pop-up book about the three little pigs.

Congratulations to MERCEDES STEPHENSON ’99 on the birth of her son, Alexander Keith Stephenson, on September 11, 2025. Alexander Keith was named in honour of his grandfather.

SUSANNAH PIERCE ’90 has been named to the Order of British Columbia, the province’s highest honour, in recognition of her groundbreaking leadership in business and her advocacy for women and Indigenous communities. She is one of 15 individuals honoured this year for extraordinary contributions to British Columbia and beyond.

DR. ELLIOT LONG ’91 is leading the Pediatric Adaptive Sepsis Platform Trial (PASSPORT), a major research initiative focused on improving care for children with sepsis. He also serves as a Clinical Scientist Fellow funded by the Good Friday Appeal and contributes to the Australian and New Zealand Emergency Department Airway Registry.

DR. MATTHEW BROMWICH ’93 served as a judge at the inaugural Healthcare Innovation Den, where Canadian companies pitched solutions to pressing healthcare challenges. He is a pediatric surgeon at CHEO and CEO of Core Innovation, a not-forprofit helping innovative medical technologies reach patients.

IAN SHAW ’96 is the founder and owner of ShawZ Chocolate, a Calgarybased craft chocolate company specializing in oat milk chocolate. After beginning local chocolate tastings in 2010, Ian expanded his work into a full-time confectionery business focused on bean-to-bar chocolate.

DR. MARK WADDELL ’95 earned a PhD in the history of science, medicine, and technology from Johns Hopkins University and spent 15 years as a humanities professor. Now based on Vancouver Island, he has turned his focus to fiction. His 2025 novel, Colin Gets Promoted and Dooms the World, became a USA Today bestseller and was a finalist for the 2026 Stephen Leacock Memorial Medal for Humour.

DR. ALIM MITHA ’93 is the 2026 recipient of the Distinguished Alumni Award. See page 63 to read more.

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2000s

Congratulations to TANUJ DUTTA ’09 on his promotion to General Partner at Congruent Ventures.

DR. JOE KENDAL ’08 is among this year’s recipients of the Nil Nisi Optimum Notable Alumni Award. See page 67 to read more.

DR. ROSHAN SETHI ’05 celebrated the July release of his debut novel, The Simp. The Hollywood satire has already attracted significant attention, including features in Vogue and a review in The New York Times Book Review.

KEITH SALAMON ’03 has joined Spanish Mountain Gold as a Project Geologist in Training. He recently completed an MSc at the University of Toronto, specializing in hightemperature geochemistry with a focus on hydrothermal ore deposits and porphyry Au ± PGE systems.

Congratulations to KEELIN GLENDON ’00 on her marriage to Ron Collett on October 11, 2025, in Calgary, Alberta. The celebration was made even more special with the presence of several fellow STS alumni and students, including maid of honour CIARA GLENDON ’98, bridesmaids ERIN RATHWELL ’00 and ULRIKE DEHAECK ’00, nephew DECLAN DAYKIN ‘28 as a groomsman, and AOIFE BONAVENTURE ’00 who sang beautifully during the ceremony.

Congratulations to EMILY JACKSON ’08 and her fiancé, Anish, on the arrival of their son Naveen in February 2026.

Congratulations to ELYSE TOMIE ’08 on the arrival of her baby boy, Spencer Ross Tomie, on May 25, 2025.

Congratulations to MARK LE DAIN ’08 on being named a 2026 recipient of the Community Citizenship Award. See page 75 to read more.

DR. FAREEN ZAVER ’02 was recognized with the Nil Nisi Optimum Notable Alumni Award. See page 69 to read more.

Class notes Community in the making

Congratulations to MICHELLE FRIC ’12 and Andrew Broad on the arrival of their baby girl, Audrey, in March 2026.

Kavenex Energy, co-founded by ADAM LE DAIN ’10, raised $28 million to advance its exploration efforts and entered a partnership with a U.S. hydrogen exploration company.

NAVID ESKANDAR ’11 received the 2026 Young Alumni Award. See page 71 to read more.

BEN OKE ’19 is making an impact in nanomedicine research as a Master of Science student at the University of British Columbia. His work, supported by a competitive scholarship from the Canadian Institutes of Health Research, focuses on developing new strategies to deliver gene therapies to cancer. Recently, Ben presented his poster, "Polymer-Modified Lipid Nanoparticles Enhance siRNA Delivery and c-Myc mRNA Knockdown in Hepatocellular Carcinoma," at the Canadian Society for Pharmaceutical Sciences symposium. His research earned him the CSPS Foundation Drug Delivery Poster Award, supported by the MT Wasan Family Fund.

Congratulations to DR. AJAY MAHAJAN ’12 and Dr. Himani Garg, who were married on August 28, 2026, in Vancouver, where they both practise family medicine.

Congratulations to JENNIE EVAMY BRADY ’12 and Matt Brady on the arrival of their daughter, Harper, on May 28, 2026!

Congratulations to HANNAH LEDERER ’12 and Branden Powell on their marriage on August 8, 2026. Hannah is an STS teacher and the daughter of former faculty member Rob Lederer. The STS connection continues through Branden’s cousins, STEPHEN POWELL ’15 and MADDIE POWELL ’17.

Congratulations to LEIGH FARRAN ’12 and Charlie Borrell on their marriage on July 18, 2026.

2010s FAHREEN BUDHWANI ’15 is stepping into a new role with Alinea International as the UK Business Development Manager, where she is responsible for cultivating partnerships with international donors and governments to support sustainable development in the world's most complex and conflict-affected contexts, from Ukraine to Syria.

BRONWYN VALENTINE ’12 and Karl Schmidt were married on June 1, 2026. Congratulations to the newlyweds.

ELIZABETH BARRON ’18 is a Software Engineer at Tangerine and an MS in Cybersecurity student at NYU.

Congratulations to DARBY LUSH ’12 and WILL WHITEHEAD ’12 on the arrival of their baby boy, Teague, on February 28.

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2010s cont.

ZOË JOHNSON ’18 received the 2026 Don Gray Scholarship in Canadian Hydrology for her research on Prairie snow hydrology. She is pursuing a PhD at the University of Saskatchewan examining the implications of changing hydrology for water demand and management in Canadian mountain headwater basins.

Congratulations to PAIGE HALLMAN ’18 and HENRY MCARDLE ’18 on their engagement.

BILLY HORNADAY ’15 returned to STS for Grade 5 Quest Day on June 5, leading a station for the Big Backyard Games Bonanza. He shared his experiences in rugby and strongman competitions and led students through age-appropriate strength challenges and MAS Wrestling activities. NICK WIEBE ’17, a linebacker with the Saskatchewan Roughriders, was named the team’s Most Outstanding Special Teams Player for 2025 and was part of the Roughriders’ 2025 Grey Cup championship team. Before joining the Roughriders, Nick played for the Oregon Ducks and the University of Saskatchewan Huskies. Fellow STS alumna, CLAIRE HANNA ’04, was part of TSN’s Grey Cup broadcast team.

STEPHANIE FELDMAN ’15 has completed her Master of Social Work and is the founder of The Healing Hive Therapy Co., a Calgary group therapy practice.

Congratulations to BRANDON URBAN ’13 and his wife, Kirsten, on the arrival of their son, Leo, born on June 11, 2026.

Congratulations to LOCHLYN CLARK ’17 on her engagement to Owen Thurston. Their wedding is planned for fall 2027.

MARIS SCHNEIDER ’15 is pursuing a PhD in bioarchaeology at Western University, specializing in musculoskeletal health research. Her work examines the effects of chronic malnutrition on children’s developing skeletons in modern and archaeological populations. Her doctoral research includes work in the Netherlands using 19th-century skeletal remains. In summer 2026, she also participated in an excavation at the Fortress of Louisbourg in Nova Scotia.

Congratulations to TAYLOR FEWER ’15 and Stephen Fleming on their marriage on June 13, 2026. Taylor is a Financial Analyst with Modern Niagara Group Inc.

Class notes Community in the making

Congratulations to EMILY DALTON ’20 on completing her Doctor of Medicine degree at Queen’s University. She received the W.G. Anglin Scholarship in Surgery and the Nathan E. Berry Prize in Urology and will begin a Plastic and Reconstructive Surgery residency at the University of Manitoba.

Congratulations to ANU RABIU ’20 on graduating with Distinction from the University of Lethbridge with a Bachelor of Management, majoring in Human Resources and Labour Relations with a minor in International Management.

SOFIA TURSKI ’21 is pursuing a Doctor of Dental Surgery at the University of Melbourne.

2020s ARMAN LAKHU ’20 has joined Code Hunter LLP as a summer law student and plans to return to complete his articles with the firm. He is pursuing his Juris Doctor at Western University’s Faculty of Law.

TOBI ROTH ’21 is Lab Manager at Bare Bones Solutions, a Calgary-based company specializing in bone preparation. Her work includes specialized projects with universities and museums.

KIYAN SUNDERJI ’21 won IRONMAN Canada–Ottawa in 2026. Earlier in June, he returned to STS to support the Grade 5 Spartathlon, sharing his triathlon experience with students and assisting on race day. RAYAN ADATIA ’21 is pursuing a master’s degree in International Governance and Diplomacy at the Paris School of International Affairs (PSIA) at Sciences Po.

JAKE BAVERSTOCK ’21 is entering his third year in the Outdoor Product Design and Development program at Utah State University. He has also launched Talus Pants, a climbing and hiking pant developed over three years of testing through his company, Mountain Glow.

Congratulations to ALIX TUCKER ’21 on graduating from the University of British Columbia Okanagan with a Bachelor of Science in Chemistry.

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NICHOLAS BEREZOWSKI ’22 recently graduated from Brock University with a Bachelor of Sport Management (Honours) degree, earning First Class Standing. Fittingly, his June 9 convocation took place in the gymnasium named in honour of former STS parent and Board Chair DR. IAN D. BEDDIS. Nicholas has since begun his career in Toronto as an Associate Manager with The Team (formerly Wasserman).

KAMRAN SHUKOOR ’25 has had quite a year. In July 2026, he received the Queen Elizabeth II Platinum Jubilee Citizenship Medallion, awarded annually to eight Alberta students for leadership, citizenship, volunteerism, and public service. He was also named one of Canada’s Top 10 Under 18 Changemakers at the Children First Canada annual Future is NOW! Awards and one of Alberta’s Top 30 Under 30 by the Alberta Council for Global Cooperation. A former STS Student Council leader, Calgary Honorary Mayor, and founder of the MediUnite Journal, Kamran is now studying medicine in the Caribbean while pursuing experimental brainchip research.

2020s cont. ROHAN GILL ’23 has been accepted to the University of Calgary as an honours student. During the past year, he also served as Head Coach of the STS Junior Varsity Boys Basketball team, coached club basketball, and worked at a physiotherapy clinic.

VEER KADAM ’25 has joined Promateus Limited as a Consulting Intern – Financial Transformation. He is studying Computational Cognition and Applied Data Science at the University of Toronto.

MAIA MCGILLIVRAY ’25 represented Canada in field hockey as a member of the Junior Women’s National Team at the 2026 Junior Pan American Championships in Santiago, Chile.

ELLIE MCARTHUR ’23 is in her third year at Queen’s University, pursuing a double major in History and Global Development. She also sings in the band Last Call with friends she met through the Queen’s music club.

Congratulations to ARMAAN ALI ’25 on receiving the Governor General’s Academic Medal (Bronze) for STAND School in 2025.

GEORGIA STRANGEMANN ’25 completed Spring Insight programmes with Lazard and Rothschild & Co in London and was selected to attend the 2026 London School of Economics Alternative Investments Conference.

Class notes Community in the making

Former employees and extended community

MIKE JACKSON, former parent and Foundation Board Chair, was named a 2026 recipient of the Community Citizenship Award. See page 73 to read more.

Former STS Heads PETER DITCHBURN and GORDON FREIGHT recently visited campus to see the new Athletic Park and reconnect with the school.

Congratulations to ALICE WYATT on being named a 2026 recipient of the Community Citizenship Award. Her daughter, Chery Wyatt, and former student, DAVID PIERCE '90, joined Alice at the Alumni Celebration Dinner to cheer her on. See page 77 to read more about her award.

Submit a class note to share by emailing alumni@sts.ab.ca

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With gratitude Celebrating colleagues whose work has shaped STS

Jody Frowley

Julie Leadbeater

CHIEF FINANCIAL OFFICER

RECEPTIONIST

Jody wore many hats, and nearly as many boots and jackets. He was just as likely to be found in the rain, mud, or snow, assessing a problem at the heart of the mess, as he was behind a desk. Jody joined STS in 2022 after a long career spanning education, health care, and business, and helped steer the School through a new accounting system, a new team, and more than a few audits. What he valued most, though, was helping people. The ultimate gentleman, Jody led with kindness and humour, always keeping students and staff at the heart of his work.

Eva Knight MIDDLE SCHOOL DRAMA & MUSICAL THEATRE TEACHER Eva left STS to take on a new role that puts her right where she loves to be: helping students set goals and flourish. On the Humanities team, she brought real care to her Middle School students, and she poured energy into the Middle School play. Her work with the choir was a genuine joy to hear. Eva will be missed, and we thank her for her service.

For nearly eight years, the first face anyone saw walking into STS belonged to Julie. She came in on a temporary assignment at the reception desk and quickly became someone the whole school relied on, greeting students, staff, families, and visitors with the same warmth every day. Her professionalism and care shaped the feel of our front entrance and the culture behind it. We will miss her smile, her hugs, and the compassion she offered so freely.

Fiona Milner PHYSICAL & HEALTH EDUCATION TEACHER Anyone who watched Fiona with her students knew how much patience and care she brought to the work. Over more than 20 years, she taught, coached, and mentored with one of the kindest hearts at STS, building confidence in young people and living out Nil nisi optimum in the everyday. Her warmth and her sheer love of life shaped students and colleagues alike. As Fiona retires and sets off on new adventures, we're grateful for every conversation and every quiet act of care.

With gratitude Community in the making

Kayla Rodgers

Genevieve Shepherd

MARKETING SPECIALIST

DIRECTOR OF LIBRARY SERVICES

After two years on the Community Relations team, Kayla Rodgers moved on to a new venture. Kayla drove much of our marketing and digital content, and her fingerprints are all over the new STS website that launched this spring. She also coached the school's first-ever girls' soccer team and used her eye for photography to capture students at their best. We'll miss her energy and humour in the halls, and we're proud to watch her take this next leap.

Mark Schweitzer MIDDLE SCHOOL DESIGN & SCIENCE TEACHER After five years teaching Middle School Science and contributing to the Design Team, Mark Schweitzer moved on to new opportunities. His work helped grow the STEM Racing Program into something remarkable, with two teams qualifying for world competitions in each of the past two years. Mark's engaging stories and his real passion for all things science will be missed in the halls.

In just ten months, Genevieve Shepherd made a positive difference as Director of Library Services. She led her team to refresh the collection, worked with faculty on course-specific resources, and helped students build research skills they'll carry for years. She also taught Social 10-1 and launched the first Library Lovers Café, giving colleagues a cozy spot to swap book recommendations. As Genevieve heads off on her next adventure, we wish her the very best.

Brenda Thompson DIRECTOR, COMMUNITY ENGAGEMENT At a young alumni pub night not long ago, you could see what 16 years of Brenda Thompson's work looked like: a room full of graduates who came back because they still felt at home here. As Director of Community Engagement, Brenda made sure every alum stayed part of the STS story long after leaving. Her hand was behind the school's signature gatherings, from the Alumni Dinner to Homecoming and the Fall Fair, and her genuine way with donors carried the Annual Giving campaign to new heights. She left a community more connected than she found it.

Robert Shaw SENIOR SCHOOL SCIENCE TEACHER For 25 years, Bob Shaw was the teacher who turned a physics problem into something students actually wanted to solve. His curiosity was contagious, whether he was in the classroom, at a robotics table, or on the sidelines coaching. He gave students room to think for themselves and take ownership of their learning, and he stayed connected to them well beyond class time. Steady, generous, and genuinely excited about discovery, Bob left a mark on the many students and colleagues who learned alongside him.

Zane Taylor FACILITIES MANAGER No one knows this campus like Zane Taylor. For 32 years, he kept STS running from the ground up, looking after the water supply, the roadways, the grounds, and the countless systems most of us never thought about until they stopped working. Whatever the campus needed, Zane was already on it, often before the first cars arrived on a winter morning. His care was steady, thorough, and entirely behind the scenes, just the way he preferred it. As Zane retires, we thank him for three decades of quiet, essential work.

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In memoriam FRITZ BORTENLANGER

SEAMUS (JIM) GLENDON

ELSIE HUETTLER

Fritz, parent of Winton ’81 and husband of Carol, passed away on December 28, 2025.

Jim, parent of Ciara ’98 and Keelin ’00, grandfather of Declan ’28 and Lochlan, and husband of Jane, passed away on April 24, 2026.

Elsie, parent of Heidi ’84, passed away on May 3, 2026. Her husband, Gerry Huettler, predeceased her in 2022.

CAROL BOWKER Carol, a dedicated STS volunteer, parent of Chandra ’92, Charles ’94, Steve ’96, and Mike ’00, and grandmother of Mathis ’31 and many other grandchildren, passed away on July 8, 2026.

TERRY CENNON Terry, parent of Robert ’95 and William and husband of Diann Rowat, whose children are Crissinda and Mitchell, passed away on March 12, 2026.

REGAN DUCKWORTH ’70 Regan attended Strathcona: An Academic School for Girls from 1968 to 1970. She passed away on May 4, 2026.

HASKEL EISNER Haskel, parent of Benjamin ’89, Daniel ’91, Mallary, and Sarah and husband of Sandra, passed away on September 6, 2025. Benjamin predeceased him in 2019.

AILA ELLERINGTON Aila, parent of Neil ’87 and wife of David, passed away on May 10, 2026.

ROBIN HARVIE Robin passed away on March 18, 2026. She was predeceased by her husband, Neil ’30 (SSB), in 1999. Robin’s father-in-law, Eric Harvie, was a founder of Strathcona School for Boys, and her sister-in-law, Joy Harvie Maclaren ’40, is the namesake of the New Sun/Joy Harvie Maclaren Award.

ANNE HAWITT Anne, parent of Karen ’88, Sarah ’93, Michael, John, and Brian, passed away on August 27, 2025. Her husband, Terry, predeceased her in 2021.

SALLY HOLMAN ’79 Sally, an STS alumna and parent of Connor Ollive ’12 and Meg Ollive ’16, passed away on June 3, 2026. Her father, Leonard Holman, served on the Board of Governors from 1975 to 1977.

IRENE HOYER Irene, parent of Lucie ’94 and Claire ’04 and wife of Vaclav, passed away on April 23, 2026.

ROBERT KERR Robert, parent of Amy Pilling ’92 and Jennifer Kerr and husband of Angie, passed away on June 18, 2026.

HARRY (ARISTIDIS) KOUSINIORIS Harry, parent of John ’82 and Spilios ’85, grandparent of Evan ’17, Alexandra ’18, Lucie ’31, and Vivian ’33, and husband of Toula, passed away on December 26, 2025.

SYLVIA LAMPMAN Sylvia, parent of Lesley ’81, Patrick ’83, and Laura ’84 and wife of Boyd, passed away on April 17, 2026.

IKE LANIER Ike, parent of STS alumnus David Lanier ’96 and husband of Diana, passed away on January 30, 2025. David predeceased him in 1991, and Diana in 2022. In 1994, Ike and Diana established the David Lanier Photography Contest at STS in David’s memory.

In memoriam Community in the making

SHELAGH (NOLAN) LESTER ’47

JAMES (JIM) SCHMIT

Shelagh, parent of Brian ’77, David, and Alison and wife of Derek, passed away on March 11, 2026. Derek, who predeceased her in 2018, served on the Board of Governors from 1967 to 1970.

Jim, a former faculty member, passed away on October 19, 2025. He taught at Strathcona School for Boys from 1969 to 1971 and continued at StrathconaTweedsmuir School from 1971 until his retirement in 1996, teaching English, Latin, and Social Studies. A commemorative plaque remains in the open area that was once Jim’s classroom, known as “Schmit’s Pit.” Jim is survived by his wife, Geri.

ROBERT MINNES Robert, parent of Victoria ’83, Michael ’85, and Willa ’88 and husband of Patricia Ann, passed away on August 12, 2025. He served on the Board of Governors from 1980 to 1984.

JODY LEE (ELK WOMAN) WHITNEY PASAP ’92 Jody, an STS alumna who attended the School in Grades 8 and 9, passed away on June 4, 2026.

DENIS PRODAN Denis, parent of Miles ’78, Gwynne ’85, Dean, and Hugh and husband of Pam, passed away on December 31, 2025.

RONALD SIRKIS Ron, parent of Hartley ’92, Mira, and Tama and husband of Esther, passed away on October 23, 2025. He served on the Board of Governors from 1988 to 1994.

GERDA SPANIER Gerda, parent of Gord ’82 and Lorie ’84, passed away on May 2, 2026. Her husband, Ralph, predeceased her in 2019.

GERRY WOOD Gerry, parent of Rory ’98, Cailean ’02, and Megan and husband of Elaine, passed away on April 14, 2026.

ATKINSON SOCIETY We are deeply grateful to the individuals and families who have chosen to include StrathconaTweedsmuir 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. 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.

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In the making

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