Voices Magazine Summer 2023

Sustainability

Unveiling ZIS’ ambitious plans for a sustainable future – and why it’s so vital.

The future of learning is here: students move into new campus

As Middle School students continue to settle into their new home in Adliswil, the Secondary Campus is really coming to life, with all grades maximising every opportunity this amazing new facility has to offer.

“The new, purpose-built campus represents everything we believe in,” says Lisa Lyle, Director. “It’s a philosophy of education; a focus on the development of critical thinking; and the embodiment of the ZIS experience. The campus has transformed learning experiences for our students, nurturing a diverse community.”

As well as seeing Middle and Upper School students sharing some spaces, the new campus made possible the first joint Middle and Upper School production at the end of last year, an immersive version of A Christmas Carol. With 63 student performers in Grades 6 to 12, supported by 25 backstage crew, the 10-show, sell-out production took audiences through spaces and rooms at the Secondary Campus that had been transformed into Victorian London.

We are so grateful to everyone who has supported the Campaign for ZIS, and our special thanks goes to the families and companies who have supported specific rooms and spaces. And if you’ve been inspired by the new campus, there’s still time to get involved. Join us as we Build the Future of Learning by visiting zis.ch/campaign-for-zis.

Want to see what the new Secondary Campus is like but can’t visit? Visit zis.ch/how-to-apply/virtual-tour

Secondary Campus

ZIS received a first-class review from The Good Schools Guide International, the go-to report for global parents.

“Families looking for academic rigor and choice, with a good dose of healthy competition, will enjoy their time at this school. The community is welcoming and friendly, staff are well trained and committed, and the quality, purposebuilt facilities support a healthy learning environment. Parents are engaged and students are actively encouraged to become well-rounded individuals. One of the top choices of schools in Zurich.”

Full review at bit.ly/GoodSchoolsGuide-ZISreview

ZIS Impact Challenges

The second in the ZIS Impact Challenge series, which brings together corporate partners and the student community to tackle industry-specific sustainability challenges using the design thinking process, started in January.

Middle and Upper School students could choose to help Hilti (a technology company), World Wildlife Fund (WWF) or Globalance Bank (sustainable investments) with their key sustainability challenges for 2023. Students could also choose to work with landscape architects and ZIS COO Stefan Mühlemann to bid for a redesign of the Middle School rooftop.

The event followed November’s first in the series, where students worked on one of the key sustainability issues being looked at by the Chief Sustainability officer at Credit Suisse: “Can banks leverage the fact they have millions of customers interacting with them daily to encourage more sustainable behaviours?” Student groups worked closely with Design Thinking specialists from ETH Spark Works to tackle the challenge using a deeply human centric approach.

The ZIS Impact Challenges are not only an opportunity for students to work with real industry partners and develop their CV, but also to understand how companies are using design thinking to approach big challenges related to the future.

ZIS appoints new Director to start July 2024

We’re delighted that Elsa Hernández-Donohue has been appointed as our Director as of July 2024, following a diligent and thoughtful process involving all stakeholders.

Elsa brings more than 30 years of experience, most recently as Head of School at Vientiane International School. She started her career as a teacher in her native Venezuela and taught at ZIS Lower School from 2004 to 2006.

She says: “It is clear that at ZIS, students matter; parents, educatorleaders, staff, alumni, and trustees care; and everyone gives their best in pursuit of learning. I am grateful for the opportunity to collaborate with you as ZIS continues to prepare learners for the future.”

Board Chair Carl Hollitscher says: “Elsa is an educator at heart and passionate about curriculum. She matches rigorous, disciplined analysis with an open mind for innovation and development. She is an exceptional listener and thoughtful collaborator who works well with all constituents.”

Learn more at zis.ch/our-school/director-search

Partnerships

HR networking success

HR professionals from a variety of companies joined us for a networking event in January to discuss and share ideas on how companies and the school can work in partnership to develop talent for the workplace of the future.

Alongside representatives from ABB, Adecco, Amcor, Hitachi Energy, Holcim, Kuehne & Nagel, Novartis and Tertianum Management, Sally Henderson from Zurich Insurance Company presented thoughts on “Mindset over Skill Set: The Shifting Nature of Professional Development”. Joining her, ZIS Director Lisa Lyle discussed “High Impact Teaching Strategies: The Importance of a Growth Mindset for Teachers”.

Bilingual Pathway to be extended to Grades 7-9

After the successful introduction of the ZIS Bilingual Pathway for Lower School students in Preschool to Grade 2, and the already agreed expansion to Grade 6, the Board approved the extension of this pathway to include Grades 7 to 9 in the coming years.

The extended Bilingual Pathway, using the Swiss Lehrplan 21, will enable students to enter into the ZIS international strand in Grade 10. With course options including ZIS courses and Advanced Placement, and then, in Grades 11 and 12, the additional option of the International Baccalaureate Diploma, including Bilingual Diploma, students can choose their individual pathway to prepare them for admission to international and Swiss universities. This expansion will meet the growing needs of parents looking for bilingual academic instruction within an international environment.

Bilingual Pathway

New Director

From the Director Lisa Lyle

My term in culture

I have been reading Braiding Sweetgrass by Robin Wall Kimmerer, which shows how other living beings can offer us ecological lessons and gifts.

I have been listening to Leadership and Self-Deception: Getting Out of the Box by the Arbinger Institute, a “touchstone for authentic leadership”.

I have been watching Kiss the Ground (on Netflix), “an inspiring and groundbreaking film that reveals the first viable solution to our climate crisis”.

ZIS offers a transformational and empowering education, and not just for students. My time here has provided me with a wonderful learning opportunity and a plan for retirement as we return to the States in the summer of 2024!

At ZIS, we seek to ensure that each of our students develops both an understanding of, and commitment to, sustainability, and that each leaves school eager to do their part to make the world better. We also want our students to recognize that a systems-thinking approach will create lasting change. I know from conversations with young alumni that this has happened for many of them. My time at ZIS has had the same impact on me.

Since being introduced to permaculture by Kristie Lear, who coordinates sustainability and also oversees the Food Forest at the Lower School, I have read a lot about ecological gardening and restorative practices. In the process, it has become clear to me that we must endeavor to grow as much of our own food as possible. But it is learning more about systems thinking and the United Nations Sustainable Development Goals that has pushed my thinking even further.

In Braiding Sweetgrass, Robin Wall Kimmerer shares the story of Skywoman, taken from the oral tradition of original peoples throughout the Great Lakes region of North America. As she fell through the sky, she clutched branches with fruits and seeds taken from the Tree of Life, which she then scattered across the land. With the help of all the animals, these plants flourished, turning the world green and providing grasses, flowers and trees, as well as medicinal plants, for all beings.

As it turns out, Skywoman was pregnant as she fell to Earth, and because of this, she knew she was responsible for ensuring the flourishing of future generations. Kimmerer maintains that “for all of us, becoming indigenous to a place means living as if your children’s future mattered, to take care of the land as if our lives, both material and spiritual, depended on it”.

In September, our first grandchild was born. Eleanor’s birth has given me new excitement about the future, even as it has augmented the urgency I feel around these very issues. What would it mean for me to live as if Eleanor’s future really mattered? What would it demand of me to take care of the land as if her life – and the lives of all of us – depended on it?

These are questions that all of us as parents and grandparents must ask ourselves. And that’s why teaching our students about what they can do, supporting them, and being positive about the impact they can make, is so important as we make such great strides on our Education for Sustainability journey. Z

• Photography Billy Howard

As the ZIS community steps up its Education for Sustainability focus, we must all play our part in ensuring a positive future for our students.

We seek to ensure that our students are committed to sustainability and leave us eager to do their part to make the world better

Commun

Carla McRae

ZIS Meets

It’s been great to see so many alums at our recent events. As well as a series of get-togethers in the USA – at the University Club of San Francisco, the Penn Club of New York and the University Club of Chicago – in March, there was a trip down memory lane and a chance to reconnect at a 1980s virtual reunion in February, hosted by Jutta Heller, Class of 1991.

Additionally, around 30 alumni met with Director Lisa Lyle and Director of Community Relations Michaela Seeger at the Oxford and Cambridge Club in London in January, and more than 40 caught up with their former teachers at the holiday party in Zurich in December.

zis.ch/one-zis-community/alumni

Alain Meier named in “40 under 40” list

Alain Meier, Class of 2012 (2004-12), has been named one of Fortune’s “40 Under 40” for his work to improve security and trust in finance and crypto.

A Stanford graduate, Alain co-founded Cognito, a tech firm that simplifies consumer and business identity verification through cutting-edge technology integrations and partnerships. He developed a platform that expedites and secures identity verification, helping fintech companies and their customers prove that their users are who they say they are.

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Illustration

• ZIS Global Community

Are you one of the more than 1,000 members of our community already signed up? Discover the networking benefits of our new community platform at globalcommunity.zis.ch

• Spinnergut Villa

A new booklet telling the story of the Spinnergut Villa, original home of AISZ and our Middle School until last June, has been published in German by the Kilchbgerg Gemeinde (council). zis.ch/spinnergut-villa

• Wedding bells

Congratulations to two of our alumni who recently got married. Kate Monson, Class of 2015 (2012-15), and Cullen Clancy, Class of 2015 (2007-15) wed at a stunning event in Chicago in October, with extra ZIS interest provided by the fact that former History teacher Andreas Meitanis (1986-2018) presided at the ceremony.

• ZIS Foundation

Based in the US and want to support our students and alumni? The ZIS Foundation supports charitable giving, through tax-deductible donations, to ensure a bright future for ZIS students. We are immensely grateful to Board members Marten Hoekstra, Lisa Lyle, Philip Ryan, Jennifer Saxe and Brian Scanlon for their ongoing support. zisfoundation.com

Got something to say? Tell us your news by emailing alumni@zis.ch⁠

Tributes

• Jon McLeod

Upper School Principal 2006-11

Former Upper School Principal Jon passed away in December following a long-term illness, leaving his wife, Jo Leatham, former Lower School Assistant Principal, and children Lachlan and Tess (Class of 2008). Jo wrote that Jon had “valued his time at ZIS so very much”.

• Lesley Peake

Upper School Counselor 2012-20

Lesley passed away in November. She was described as a “wonderful mentor to many students” and “a sunshine soul through and through”. Our thoughts are with Geoff, their children, Megin and Brendan, and her mother, Barbara.

• Kent Hales

AISZ English and History 1978-81

Former AISZ teacher and coach Kent Hales (English, History 1978-81) passed away in October, leaving his wife, Janet and children, Jeremy, Travis, Melissa and Tyler. He is described as “a very special man”, by Michele (Payne) Koch, Class of 1981, “so open, generous and gregarious. And the students really loved him.”

Connections: A match made in Zurich

What brought Guido and Christin Terruzzi together? Fussball in the student lounge. Trips across Europe. And maybe a few parties...

• Words Jo Caird

F rom the student lounge at the Kilchberg campus to various houses in and around Zurich, Guido and Christin Terruzzi’s relationship has been almost 20 years in the making. Although the pair officially got together in 2007, the bonds they had formed as AISZ students before then were deep set.

“We had quite a small, tight-knit graduating class so it was easy to get to know people well, particularly if people stayed a long time,” says Guido, Class of 2001 (1995-2001). And although he’d caught the eye of one of those classmates, Christin Krüger as she was then, Class of 2003 (2001-03), he remained oblivious to the possibility of being anything more than just friends.

The friendship endured, however, with Christin slotting neatly into a group of friends in Guido’s grade, who spent most of their breaks gathered together in the student lounge or playing Fussball. “I still have a very vivid picture of this particular corner of the student lounge – although everything around it is a blur.

“We all hung out a lot, taking the chance to share the opportunities that were on offer,” says Guido. “There was a lot of space outside, so at lunchtime you’d go out and run around and play football, basketball or whatever sport we could. And we enjoyed the trips, visits to places like Munich, Vienna, London and Eastern Europe.”

After Guido graduated and left for the University of Edinburgh to study Business Studies and Economics, he stayed in touch

with Christin. “My parents lived in the Zurich area so I kept coming back, and we saw each other a lot during my breaks,” he says. “It was lots of partying, to be frank, but that isn’t unusual when you’re 20 years old, I guess.”

Alongside the ZIS group, there were friends of friends who had attended other international schools in the area, and everyone enjoyed each other’s company at various different venues on nights out or just hanging out at someone’s house.

“The highlight of those years was when people who had left for university elsewhere came back,” says Christin, who opted to study Law at the University of Zurich. “It was always nice to have them back, even if just for a few weeks.”

In 2007, a year after Guido moved back to Zurich from Scotland, the pair started dating, moving in together soon afterwards. Aside from that milestone, Christin says, “nothing much changed” when they became a couple. “Two of our friends who were already a couple themselves said, ‘Great, now we can go on double dates!’ and we said, ‘We’ve always been on double dates with you!’”

Now working as a wealth manager (Guido) and at a fintech startup in Zurich (Christin), theirs is a relationship with its foundations firmly established at ZIS.

The pair got married in 2012 and their son, Filippo, was born in 2014, and while neither can exactly remember the moment that friendship turned to love, as Christin says: “I think it was always going to happen”. Z

Guido Terruzzi, Class of 2001, (1995–2001) and Christin Terruzzi, Class of 2003 (200103) were married in 2012.

24 hours... in London

Lana Baker-Cowling, Class of 2017 (2004-17) is a junior sustainability consultant at Anthesis. Here’s her ideal day – with a sustainable twist.

10.00

Drink coffee, save the world

Kiss the Hippo in Fitzrovia is a carbon-negative coffee shop – they ethically source coffee, use renewable energy and recycle grounds into biofuel. And their pastries taste amazing, too.

12.00

Shop second-hand

I love browsing Brick Lane and Old Spitalfields markets to pick up vintage second-hand clothes. Make sure you check out the amazing street art or grab lunch from the variety of food stalls.

15.00

Expand your mind

The Wellcome Collection is a library and museum by Euston Station that puts on free, thoughtprovoking exhibitions examining aspects of being human, often through hands-on experiences.

17.00

Go green

Soak up the stunning sight of Battersea Park at sunset as the Thames reflects the changing sky, or head to St James’ Park where the water also has beautiful reflections of London’s big landmarks.

19.00

Savour plant-based perfection

For a special occasion, visit Pied à Terre, the longest-standing independent Michelin-starred restaurant in the UK which also has the top-rated vegan tasting experience in the country.

“Two of our friends said, ‘Great, now we can go on double dates.’ And we said, ‘We’ve always been on double dates with you!’”

The future of... Artificial intelligence

Alec Joannou’s tips for the next big things in artificial intelligence

ChatGPT

The new chatbot developed by OpenAI, a natural language processor that is trained to use “neural network architecture” to generate responses from existing data.

Predictive maintenance (PdM)

PdM uses data analysis tools and techniques to detect anomalies in operations both in the workplace and in the home – look out for your fridge telling you when it’s starting to fail.

Digital twins

Virtual replicas of everything, enabling companies to experiment hypothetically with different production capabilities and thus offer total confidence they will work when applied for real.

Alec Joannou, a current parent and CIO of global digital technology company ABB, says we must embrace the unique opportunities AI can offer us.

What is the biggest benefit we’ll see from artificial intelligence? There are many, of course, but the one I think will ultimately have the greatest impact will be to make us truly value human intelligence.

AI has created probably the single biggest change since the industrial revolution, and there are similarities. It is offering so many laboursaving solutions, and its critics, like those in the mid-19th century, are lamenting the number of jobs that will vanish. Unlike the industrial revolution, AI is impacting office jobs along with factory ones, but it’s creating millions of other opportunities in different areas, creating roles that require us to think and act differently.

For example, the AI process of robotic process automation – RPA –delivers menial tasks such as paying a vendor. Previously you’d open the delivery note, make sure you had the right item, prove the payment matched up and reconcile what was promised with what arrived. But RPA can do all that for you – and that frees up the human who was doing it to make more technical and strategic decisions about the how, why and when of payment, and perhaps negotiating a better deal.

AI lives on data, and by analysing all that on our behalf, it frees us all up to think more creatively and start to use, or rediscover, those human skills and qualities that differentiate us from robots – attributes such as emotional intelligence, empathy and nuanced communication. When AI does mundane tasks better than we do, we will value the things we can do but it can’t.

AI has been in our homes for years – think Siri, Alexa, the Rhoomba – and this technology is developing at an astonishing rate. And because the tech is evolving so quickly, it’s imperative that we continue to embrace it. Twenty years ago people thought the mobile phone might change the way we work because you would be able to make a call anywhere – no-one was prepared for the smartphone and apps, and just how quickly they would completely revolutionise every aspect of our lives. In the near future, map apps, for example, won’t just tell you how to get somewhere, or even where the hold-ups are, but give you detailed weather information so you know what to wear when you arrive. There will be those concerned by the challenges of AI and how much it is changing everything. But just as happened with the industrial revolution, it is taking us forwards, not backwards. We all need to embrace the technology – and celebrate the unique opportunities it brings us to be human. Z

• Interview Peter Taylor Whiffen • Illustration Helen Green

AI frees us up to think more creatively and start to use those human skills and qualities that differentiate us from robots

Geothermal heating will replace oil heating on both campuses, and we’ll maximise the use of photovoltaic panels

We’ll generate our own energy or procure it from renewable sources only

Education for Sustainability will embed principles throughout the curriculum

By 2030, carbon emitted on the school commute will be reduced by 66 per cent

The goal? To be a beacon of action on sustainability. By 2030.

ZIS has prioritised sustainable practices for more than a decade. Here’s how we aim to be a driving force for sustainability education in Europe.

Green energy. Sustainable food production. A fairer economy. All these things are within our grasp, but it will be today’s students who, with innovation, creativity and collaboration, will deliver the solutions. But what if they didn’t have to wait to start creating that future? At ZIS, sustainability has been built into the strategic plan – with challenging goals aiming to make ZIS a driving force for sustainability education in Europe by 2030 – so that they don’t have to.

“One thing I love about being in an international school is that students are mindful of the interrelationship of countries and people in a much more immediate way than the kids I was used to in the US,” says Director, Lisa Lyle. “They have lived in lots of places. They have seen abject poverty and incredible wealth. While many have been lucky enough to travel, they are mindful of how quickly the climate is changing what they see. Our students are alert in a way that’s important. That means we have a huge opportunity and obligation to do sustainability well.”

So, what’s the vision? First and foremost, says Lisa, the curriculum will help students understand how they can make positive change –and the UN’s Sustainable Development goals are invaluable for pointing

• Words Lucy Jolin • Photography Kate Peters

the way. “They include thinking about the Earth as a biosphere – as the T-shirt slogan runs, there is no Planet B. And the goals make clear that sustainability goes beyond care for our planet. We must also think about society as a whole and the individuals in that society. How do we create an economy that allows life on Earth to be not just desirable for a few but sustainable for everybody? The goals are bold and aspirational, but specific enough to give us a roadmap for the kind of learning experiences our kids need to have to grasp and resolve these questions.”

In November, parents, staff, teachers and students got together for the first ever Sustainability Sprint – an intensive day that moved the needle for sustainability at ZIS. Participants identified three key areas of focus within the Strategic Plan. The first was Academic Challenge and Support, giving students a substantial and interdisciplinary curriculum experience around sustainability, helping them to problem-solve and develop solutions that give them a sense of agency. The second area of focus was Local Impact, Global Reach, ensuring students participate in activities that both anchor them in Switzerland and prepare them to think about the very different sustainability challenges that exist around the world. Finally, participants identified the importance of a Thriving School Community, caring for students’ mental health and resilience: how they learn to deal with environmental anxiety and work with others to make positive change.

“There is a growing challenge around depression affiliated with a recognition that the world is fragile,” says Lisa. “We must help our young people be solutions-focused, engaged, and optimistic – and to do what they can. There’s a strong relationship between taking action and reducing anxiety. Giving students opportunities to develop a sense of agency has real implications for the curriculum and the pedagogy we use in the classroom.”

Grade 10 student Wesley Przybylowic took part in the Sprint, helping to figure out how to integrate stakeholders – students, parents, community members – into a vision for a sustainable ZIS. “It felt really cool to sit down with all these different people and hear their thoughts,” they say. Wesley believes it’s vital for the school to get sustainability right – for this generation and the next. “Before, sustainability was a concept. Now, it’s becoming a reality: we are starting to come together. I think we can set an example to staff and students as well as the community around us. We may only be one school, but we can still have an effect and show that sustainability is possible. We need to find ways to organise, co-ordinate and achieve this. I feel like we have the capability to do really great things with what we have here at ZIS. And with our international community, we have the potential to make a big difference.”

Jonathan Kirkwood, Assistant Principal Curriculum for Grades 6-12, is one of those responsible for making sure those great things happen in the classroom and beyond. He says he’s excited by the challenge of integrating sustainability into the curriculum – and he’s not the only one. “A lot of curricula related to sustainability right now is being driven by the teachers involved. That works because we hire teachers who live their values and are driven by their passion. But the next step is to ensure we have a structure

CASE STUDY FOOD FOREST

How do we create an economy that allows life on Earth to be not just desirable for a few but sustainable for everybody?

Help us grow sustainable minds in the Lower School’s edible forest

The Lower School food forest – Switzerland’s first –opened in October 2021, funded entirely by donations to the Annual Fund. It’s a beautiful, largely selfsustaining garden with more than 100 different, mostly edible, trees, bushes, ground cover plants and vines, many of which are wild varieties of familiar foods such as kale, garlic, onion and mint. And it’s a far cry from its humble origins.

“Like many schools, ZIS had a garden. But it wasn’t being used to its full potential,” says Kristie Lear, the school’s sustainability lead. Every year, a teacher and a class would clear it and plant some annuals – then it would become overgrown again. “It never felt integrated,” says Kristie. “When I was put in charge of sustainable initiatives, I wanted a sustainable learning space – a food forest that would help create a mini ecosystem. Annual gardening is a lot of work and usually you get the gains from it in the summer, when kids aren’t here. Designing something that mimics nature is a much more sustainable way to go.”

Food forests are based on permaculture principles – the oldest way of gardening. “A food forest incorporates the relationships between things in the

forest,” says Kristie. “A garden like this shows how a full system works: systems thinking is a big part of sustainability. You don’t disrupt the soil in a food forest garden, for example. You just mulch and compost, like the forest does.”

Of course, the garden is a space for learning: it’s integrated into both science and social studies subjects. But it plays another very important role. “Research has shown that children who have an emotional attachment to a special place in nature are more likely to be stewards of the environment as adults,” says Kristie. “That’s why we also designed the garden as a place to play. We wanted it to be a space for kids who love plants and growing, but for those who will just love being there and having that connection.”

It’s a perfect example of what sustainability in schools can look like, says Kristie. “We need to talk about climate and biodiversity loss – but all those things are problems. It’s time to shift the narrative, helping students to interact with a futuristic model. What does sustainable look like? What does it mean?” The food forest is one answer to both those questions.

“Children who have an emotional attachment to a special place in nature are more likely to be stewards of the environment as adults”

Kristie Lear

Shaking up transport – both to and from ZIS and for school activities and trips – is a big part of ZIS’s journey to sustainability. By 2030, ZIS plans to reduce carbon emitted on the school commute by 66 per cent. This will be achieved with a raft of new measures, including a carpooling system, charging points at school, incentivising public transport for the school’s employees, and, crucially, increasing the number of students who travel by public and school transport. And that’s happening right now with the Village Liner service.

Parent Aude Chardon was eager to find a more sustainable way for her son, Maillet (Grade 4), to get to and from school. “I work full-time, so taking Maillet and picking him up was very difficult in terms of timing,” says Aude. “It wasn’t pleasant either; with so many parents taking their children to school, the roads were very busy. It takes longer and it’s very stressful. And I was always conscious that the pollution around the school was not good for children’s health. But I wasn’t comfortable with him taking public transport at his age.”

Then she heard about the Village Liner service –a bus solely for ZIS students. It travels on a set route

The ZIS Village Liner offers safe and sustainable school transport – a very positive step in the right direction

BE PART OF IT ZIS VILLAGE LINER

“The use of public transport has increased by 10 per cent since the beginning of the school year. The community has embraced it”

that pervades the entire curriculum, so every student gets the opportunity to learn about sustainability. And I’m thrilled by that. For every single year, every subject, we need to be looking for opportunities to advance student engagement with sustainability, so our curriculum is intentional and strategic.”

In Grade 9, for example, the Beyond the Classroom trip in August sees students spending a week in the mountains, helping to maintain the environment. Along with service projects, such as mending paths, they will also see first-hand what they’ve learned about in science: concepts of stability and change, the importance of biodiversity and the ecosystem, or the consequences of invasive species.

It’s a huge project, and Jonathan is keen to ensure ZIS gets it right. To that end, he is working with organisations such as the Cloud Institute and the Robert F Kennedy Foundation to ensure the correct standards and benchmarks are incorporated, and that the definition of sustainability is suitably comprehensive. “The UN definition of sustainability covers the environmental, the economic and the social,” says Jonathan. “You can’t address one without addressing the other.” That’s particularly important in an international school, he believes, where students will take their learning all over the world. “Our students are going to become leaders in various fields. We want them to be highly successful but also know what they can achieve for the common good with that success. Habits are learned: we learn to care.”

between Rüschlikon and the Lower School, with one bus in the morning and two in the afternoon –one service immediately after school and one later to allow for students taking part in after school activities.

Now, Maillet can travel with his friends – and take his first steps towards independent travel in a safe environment. “It’s great to know he is on a bus with a driver and ZIS chaperone I can trust,” says Aude. “The bus has made a huge difference to my life!”

Plans are well under way to achieve carbonneutral travel for school activities by 2030. Local integration – using public transport services that already exist – will be a key part, as will using as much public transport as possible within Europe, and carbon offsetting the remainder.

And all these plans are already having an effect. “The use of public transport has increased by 10 per cent since the beginning of this school year,” says Chief Operating Officer Stefan Mühlemann. “That’s a very positive step in the right direction: the community has embraced it.”

And if you’re going to walk the walk, you must also talk the talk – not a small challenge for a mid-sized enterprise, with a budget of CHF46m a year, 275 full-time staff and around 1,300 students. All those people need heated and furnished spaces, and they need to be able to come to school and go home again. And so, Lisa, Chief Operating Officer Stefan Mühlemann and the team are currently undertaking a detailed energy audit to work out exactly what the school’s carbon footprint is, and how that could be reduced. As Stefan says: “We want to be a responsible institutional citizen that places a high value on being embedded in the local community.”

Transportation, buildings and energy each account for roughly one third of the school’s environmental impact and CO₂ emissions, he points out, and the school will address all three. That will start with low-hanging fruit, such as banning plastic bottles on campus. “It might seem like a small thing but it’s good because it’s tangible, everyone sees it, and its immediately achievable,” says Stefan. Next will come the big, expensive projects, such as replacing the Lower School’s oil heating with geothermal heating, which already powers the Middle and Upper School, and installing photovoltaic panels for solar energy on suitable surfaces.

It’s an exciting time to be part of the ZIS community, says Lisa – and it’s something every member of that community can contribute to, from students and staff to parents. “At ZIS, families are eager to support sustainability. It helps connect them to the school because they see that we have shared values. It’s about being part of something bigger than themselves – whether it’s the school specifically or just a community of people who want the world to be a better place.”

For every year, we need to look for opportunities to advance student engagement with sustainability

Stefan Mühlemann

#1 Education

We will embed Education for Sustainability through the curriculum for all grades, giving students the tools they need to meet real world challenges now and in the future.

OUR VISION FOR 2030

100 % of our energy to be renewable by 2030.

#3 Energy

We will generate the majority of our own energy and procure the balance from renewable sources only. Students and employees will be a driving force for change.

#2 Transport

Working together we will, as a community, develop effective and sustainable transport solutions to limit driving and encourage public, electric and electro-hydrogen alternatives.

#4 Food

80 % of our third party vendors will comply with our mission of sustainability.

#7 Community

Food from our own gardens will complement locally-sourced produce, while our vending machines will sell packagingfree products.

#5 Vendors

Sustainability will be core to relationships with the local community; we aim to become a driving force in building school networks that integrate students and society.

zis.ch/sustainability

#6 Recycling

Our relationship with suppliers will reflect our own sustainability values; we will be a minimal-paper school with a pivot to cloud storage powered by renewable energy.

School, community and student-led initiatives will make all recycling activity effective, creating a waste-circular economy and ensuring we are a single-use plastics free zone.

This

ZIS

– and the

Josann McGibbon Class of 1972 (1969-71) Screen and TV Writer/Producer

“AISZ was the single most influential experience I ever had in my life,” says award-winning Hollywood screenwriter Josann, who came to Zurich from public school in New York. “There was an emphasis on critical thought and thinking for yourself, and a focus on the discipline of independent working, with homework a key part of that.”

So, in six decades, how has the ZIS Experience influenced the world? We asked you to tell us.

• Words Jo Caird • Illustration Sam Hadley

As the longest-accredited international school in Switzerland, ZIS’s heritage stretches all the way back to its foundation as the American International School of Zurich (AISZ) in 1963.

From humble beginnings, the school’s focus on delivering exactly what students need from their education means it has developed an outstanding reputation for the quality of its academics and enduring values.

But what we now call the ZIS Experience has always been at its heart – as six alumni, one from each decade of our history, explain.

Indeed, her time in Zurich set the bar for her whole life to come, with credits including Runaway Bride and Disney’s Descendants trilogy. From studying English at UCLA to the general conversational rough and tumble of everyday life, “nothing was ever as challenging or as exciting. There was a level of discourse that has been hard to find.”

It was at AISZ that Josann’s ambition to become a writer were crystallised, she says, thanks to English teacher Chuck Kruger

“His classes blew my mind in terms of how to approach literature and what to look for; how to read and get so much out of it. I just loved his classes. The AP class had five kids in it; we met in his office, but we’d also get to explore places such as museums to enhance our learning.

“I always loved writing assignments as if they were a play, and he encouraged that. I remember on one report card he wrote ‘Josann’s ear for dialogue continues to amaze me’, and that had a big impact on me. I had always thought I wanted to be a playwright, and when this man who I admired more than any other teacher said that, it gave me such a boost. I thought, well then, I guess I am good, and I’m going to really go for it!”

year,

celebrates its 60th anniversary

founding of an incredible global community that has taken on the world.

“AISZ was the single most influential experience I ever had in my life; there was an emphasis on critical thought and thinking for yourself”

It took Tom a little while to “get into the groove” of academic life when he joined AISZ as a senior in 1965. “I had never really studied that hard in school and I had to study a lot harder at AISZ, but I really enjoyed it,” he says. “The environment was very conducive to learning and it did help prepare me to go on to college.”

Studying two years’ worth of German in one year was a particularly steep learning curve, he recalls: “I needed two years of a foreign language to graduate and I only had one year to graduate! That was pretty intense because I had never had a foreign language before.”

But although it was challenging, being at AISZ, even for just that single year, says Tom, “taught me how to study”, a skill that stood him in good stead for his degree in engineering at the University of Utah, a route that ultimately led to Tom founding a series of companies and not-for-profits.

And even more crucially, he says, AISZ broadened his horizons socially and intellectually. “It was a great stepping stone to get me out of my comfort zone and help me learn how to adapt to different situations. I enjoyed hearing a lot of different opinions about different things and realising that we may not all agree –and that’s fine.”

“It was a great stepping stone to get me out of my comfort zone and help me learn how to adapt to different situations”

Tom Mabey Class of 1966 (1965-66) Serial Entrepreneur/Philanthropist

Per J. Marthinsson Class of 1995 (1991–95) Chief Revenue Officer, Avinode Group

Per came up with the idea for the business aviation company now known as Avinode Group during his Master’s degree at Chalmers University of Technology in Gothenburg, Sweden. Twentytwo years later, he credits AISZ for enabling that precociousness – and long-term success.

The global nature of the community was key: “My graduating class had students from every continent in the world, which means that I’ve always felt that the world is very small. That comes in pretty handy, because aviation is global.

“For me, it was very easy to say that we won’t just target the Swedish or European markets, but that we’d look at it as a worldwide market, because I feel like that’s where I have friends from, that’s where I grew up, those are the cultures and experiences I had.”

Also crucial has been a reflectiveness that Per says was nurtured early on in his time at the school. “I remember my chemistry teacher, Richard Pacheco. The first thing he gave us was a sheet to keep track of our own grades. He said, ‘You should always know exactly where you are. And you’re responsible, so don’t come asking at the end of the quarter why you aren’t where you were hoping for.’ I appreciated that accountability. It took away a lot of ambiguity and put the responsibility on the student rather than the just on the teacher.”

It was that type of experience with a range of passionate teachers at the school that made Per who is today, he says. “I always felt like I was treated as an adult with responsibilities.”

“My graduating class had students from every continent in the world, which means that I’ve always felt that the world is very small”

Renée (Jacobson) Zaytsev Class of 2000 (1996-2000) Partner, Thompson Hine LLP

When Renée was asked to address a gathering of the Model United Nations in St Petersburg on behalf of a delegation from AISZ in Grade 11, she had no public speaking experience. She didn’t have much time to prepare either – history teacher Andreas Meitanis had asked her to address the delegates in an auditorium of thousands with just a few hours’ notice.

The experience was “nerve-wracking”, she says, but Renée enjoyed herself hugely, and a love for public speaking was born. Today, that passion finds an outlet in regular court appearances in her role as a lawyer specialising in commercial litigation.

“I’m in court all the time. For some people that’s the stuff of nightmares but I absolutely love it. I don’t want to say I don’t get nervous – I do – but I get good nervous. I really thrive in the courtroom.”

Enrico had two passions at high school: science and music. He ultimately opted for a career in the former, but he is in no doubt that being encouraged to pursue both disciplines has been key to his success. While he is currently Chief Technology Officer at a robotics software company, past research roles have included looking for inspiration for robotics in the animal world, and a startup aiming to make robotics more accessible.

AISZ helped Renée get to where she is today in other ways too. “The environment lent itself to fostering really close relationships with people from a variety of different cultural backgrounds.” That ability to forge connections has been instrumental to her success as an attorney. “As I started my career, I was never shy about connecting with people, even if they were significantly senior to where I was. That led to opportunities I might not otherwise have had. As I progressed, my ability to navigate unfamiliar situations and find commonalities with people has helped me to develop the client relationships on which my practice depends.”

Renée is now at the stage in her career where she is able to play that senior role in the lives of younger colleagues making their way in the profession, both organically with those within her firm and through more formal set-ups like The Legal Mentor Network. “I try to make myself accessible and give the next generation of attorneys the tools to succeed.”

“There was never a barrier between artistically minded people and mathematically minded people at school,” he says. “Instead, the culture focused on how important the arts are to the sciences and that gave me a very broad sense of what research domains can be; the concept that knowledge and careers are more than just one thing.”

That culture manifested in various ways at ZIS, from passionate teachers who were always ready to continue a discussion after class –“I had a lot of curiosity as a kid and the teachers being passionate and patient helped to foster that curiosity,” he recalls – to multi-disciplinary school trips to Iceland and Nepal, for example, that encouraged a holistic approach to learning.

“My desire to have a broad set of skills and explore career areas beyond the predefined path is related to the open-minded, compassionate and general worldly culture that ZIS has.”

“I had a lot of curiosity as a kid and the teachers being passionate and patient helped to foster that curiosity”

“The environment lent itself to fostering really close relationships with people from different backgrounds”

Enrico Eberhard Class of 2011 (2004-11) CTO and Co-Founder of robotics firm AICA

Adrien

With a student body comprising only around 200 students during Adrien’s time at AISZ, everyone pretty much knew everyone, he says. “It was one big family; we were all in the same situation in that we were in a foreign country. At a young age you were constantly exposed to kids from everywhere.

“And that sets you up with some really important life skills: how to be tolerant of people around you, and also how to work with people from different cultures. Because we were such a small group, you just had to learn how to get on with everyone.”

Adrien called on those skills at the very start of his career, when he moved to France to take up a postdoctoral research role in cellular biology at the Centre d’Immunologie Marseille-Luminy. “I just slotted in; it wasn’t stressful. A lot of people wouldn’t be able to cope in a country where you didn’t speak the language very well and had to find your own apartment and pay your bills. My school days had already provided the foundation to be able to manage that.”

And those skills have come in handy to this day, both in academia at Queen’s University Belfast, where he is Deputy Director at the Wellcome-Wolfson Institute for Experimental Medicine, and as Co-Founder of neurotechnology company INCISIV. “You’re constantly dealing with international scientists, so my multi-cultural experience helps in forging collaborations and managing staff,” he says. Z

“You’re constantly dealing with international scientists, so my multi-cultural experience helps in forging collaborations”

Kissenpfennig Class of 1989 (1985-89) Reader of Cellular and Molecular Biology, Queen’s University Belfast and Co-Founder of INCISIV

ZIS teachers that go above and beyond

The John Mattern Award has been honouring oustanding commitment to student wellbeing and achievement for the past 10 years.

ZIS’ first headmaster was an inspirational educator, and his legacy lives on in the annual award celebrating extraordinary teachers. Join us in celebrating them.

1967–1989

An “awesome instructor”, Fowler left the US in 1967 to join AISZ as a Biology teacher and ski coach. Now retired, he was a treasured colleague and mentor.

Mike, students wrote, was “witty, energetic and always seems to be in a good mood”. He taught Math from 1988 until his retirement at 56 in 2005, and now lives in Malta.

2013 Fowler Stillman

The John Mattern Award

2014 Mike Marlow 1988–2005

• Words Megan Welford • Photography ZIS Archive

Inspirational or strict, quirky or quiet. We’ve all got memories of teachers who made a big impact on our lives, but just what is the special quality that makes them stand out from the rest?

For Finn Borg, Class of 1974 (1969-74), it was Fowler Stillman’s caring, nurturing approach – and his ability to encourage hockey novices out of their beds for 6am training sessions. “He was special,” says Finn. “When I started AISZ in 1969 in eighth grade I had only taken a three-week crash course in British English, and was really struggling. He’d catch me on the big staircase in the centre of the Villa and say, ‘Come on Finn, let’s sit down’, and he’d help me with the language there and then.

“After years in less nurturing schools, he gave me back my self-esteem. At first, I wasn’t that interested in his subject – Biology – but I ended up taking it as Advanced Placement. I started to like it because of his encouragement. He also saw that I liked sports – I remember he started a hockey team, but we were lousy. We had to train before breakfast; it’s testament to his inspirational qualities that we all went.”

It was dedication like this that inspired another alum, Harry Korine, Class of 1980 (1977-80), to try to find a way to show appreciation to members of the teaching staff – the people

at the very heart of the school, all the way back to the first headmaster, John Mattern. And that’s why, in 2013, Harry, together with the school, set up and launched the John Mattern Award: an annual award for teacher impact. Finn was approached to join the awards committee, and readily accepted.

“Harry wanted to celebrate faculty and staff for their dedicated service to their students, and also motivate current teachers,” explains Finn. “Every year, a committee of alumni meets to discuss nominations. We’re looking for those who showed a high degree of individual attention and concern; those who went above and beyond. It’s always a really difficult decision.”

That first year, Finn nominated Fowler Stillman, who was elected unanimously. But his inspirational approach is a current theme across the ages – and the driving force behind the nomination of Joe Amato by Jan Beatrix, Class of 2020 (2010-20), last year. Like Finn, Jan had little interest in Mr Amato’s subject, Geography, until he inspired and mentored him to write an extended essay about gentrification in Zurich.

“I struggled with writing, but Mr Amato made it seem so much easier and more relaxed,” says Jan. “His teaching was more like a conversation, back and forth. He made it easy to ask for help and his door was always open – literally. There was a wooden desk outside his office where my friends and

1963–1990

“Inspired me to become a teacher myself,” wrote one alumnus. Ian taught Science and Math, led the photography club, and shared his love of sports cars.

Dick Killen 1972–1990

Dick taught English, ran assemblies and coached a swim team. “He taught us to love life, respect and accept each other and ourselves,” a student wrote.

“We’re looking for those who showed a high degree of individual attention and concern; those who went above and beyond”

2016

2015 Ian Deleay

High Impact Teaching Strategies

Teachers have the greatest impact on student learning, and that’s why ZIS has baked High Impact Teaching Strategies into its strategic plan.

These proven strategies are embedded in teacher practice across the school, with each teacher tailoring their use to each of their classes. They provide a clear framework for teacher goal-setting and feedback, with students being involved in this process, and ensure a focus on the most effective, research-based teaching strategies in order to provide academic challenge and support for each student.

From goal-setting and worked examples to collaborative learning and differentiated teaching, the range of 10 instructional practices are transforming the learning experiences for ZIS students.

zis.ch/our-big-ideas/high-impact-teaching

I would go and eat lunch, and because his door was open, he’d chat with us. He had travelled a lot and we’d have political discussions about Europe and the US. We’d talk about the social reforms going on in Switzerland, and he was always interested to hear about my country, Germany.”

The best teachers are often a little bit quirky, says Jan. “He always wore the same shirt, which was Hawaiian, and a straw hat, which was legendary. As was his coffee. Teachers were always coming into his office for a cup of Mr Amato’s coffee, even though they had facilities elsewhere. He only took public transport up to school, even though most people drove, and he always wore socks and slides in class. Some boys once bought him some Gucci slides and he did wear them for a bit, even though he said they were too flashy.”

Another award-winner, Regina Lanford, also had quirks that hid a brilliant pedagogical mind, remembers Deniz Atac, Class of 2003 (1989-2003). “She would always burst into the classroom with papers falling out of her arms,”, says Deniz, “and her desk was chaotic. But the lesson would be impeccably executed. She was so passionate about her subject – History of Art – that it was contagious. Her course spanned art from cave paintings until now, and each lesson was a window into how people lived at the time. She opened my eyes.”

On one school trip to Florence, Deniz and her classmates got to see the stars of History of Art in the flesh. “There was a celebrity factor – we were stunned. David, the Sistine Chapel… It was Ms Lanford’s slide shows in real life,” she says.

Margaret was “the heart and soul of ZIS”. An English and Science teacher who also served as Assistant Director, she is now retired and living in Florida.

2017 Regina Lanford 1987–2015

From Mediaeval Studies to Art History, Regina “taught with passion, humour and classy irony” – along with running a film club and Paris Model United Nations.

2018 Margaret Smith 1972–1983

“Up to then, school trips involved youth hostels and less than excellent food. But on this trip we stayed in an actual hotel and ate in restaurants. Ms Lanford treated us like adults and I think everyone appreciated that – certainly no-one abused it. And we still covered all the educational bases. The whole experience was so enjoyable and memorable.”

That balance between strictness and kindness, alongside a burning passion for their subject, is what set some teachers apart – such as the 2018 honoree, Margaret Smith. “On my first day of school my mother dropped me off at Zug train station,” recalls Marianne Martens, Class of 1982 (1978-82). “She must have told me how to get the train home, but I didn’t remember. At the end of the day, Frau Bauer’s bus to the train station was full and I had no idea how to get there. Somehow, Mrs Smith knew that I was stranded and pulled up in her car to give me a lift home.

“With her English accent she was quite strict in class –very matter of fact, but she also had a great sense of humour and no-one was exempt from her teasing. I knew

2019

1986–2018

“When Mr Meitanis taught, he took you on a journey.”

Covering history and social sciences, he also ran many memorable Classrooms Without Walls trips.

personally how nice she was. Because of her, I grew to love eighth-grade Science. There was an atmosphere of support in the school that trickled down from Mrs Smith.”

Lea Heydasch, Class of 2018 (2003-18) remembers teacher Rob Caramella, 2021 nominee, for his kindness. “In first grade at ZIS – I must have been six – I had written in a journal the names of boys I liked, and they had found it and were teasing me. I was mortified, but he stood up for me, saying it was completely normal to do that, and the boys ended up embarrassed and apologising.

“He was always so calm and patient – if you needed comfort, he would offer it. And that carried on as you moved up the school. If you had been in his class, or even if you hadn’t, you were never alone, because if you needed someone to talk to, you knew he was there.”

That support is often vital for international students. “It can be difficult for the children of expats,” says Finn. “They move around a lot, they’re always having to put down new roots. But thanks to the teachers, AISZ felt more like a family than a school. It didn’t look like a school, the classes were small. You were there with your teenage problems, your parents didn’t get it, of course, but you felt like the teachers understood what was going on – and ‘saw’ you.” Finn remembers his English teacher, Dick Killen, in particular. “He would have all the kids

1963–1966

Don’s credo: live life to the fullest through reading, writing and appreciating one’s fellow men. Known for his positive outlook, he was one of AISZ’s first teachers.

Andreas Meitanis

2020 Don Bowden

“He was always so calm and patient – you were never alone, because if you needed someone to talk to, you knew he was there”

sitting on the floor and listening to Bob Dylan and analysing the lyrics. We loved it.”

And as well as subject lessons, the best teachers had life lessons to impart. “They encouraged you, but also taught you to take criticism,” says Finn. “Mr Stillman taught me to believe in myself, to have respect for others, and to be disciplined. He’d say, ‘If you don’t try, you’ve lost already.’ That’s ingrained in me to this day, and I have just completed my 57th Iron Man competition!”

Lea says she observed the effect of Rob Caramella’s kindness on other students, how he could change their mood, and it made her think about how her behaviour could influence others. “I think he made me kinder, less judgmental,” she says. “More than once I called a teacher ‘mum’ or ‘dad’ by mistake. I certainly did with Rob Caramella, though he was more like a grandpa –always in his comfortable, plaid shirt.”

Deniz Atac found her career through Regina Lanford’s History of Art class. “I took History of Art Advanced Placement,

then went on to study it at Tufts, spent a decade at an auction house in New York, and now run my own advisory business. I still see art as a window on to the issues of today, whether that’s Black Lives Matter or climate change. Ms Lanford gave me that fascination.”

Jan Beatrix left ZIS for the University of Zurich, where he did one year of Economics before switching to… Geography. “Mr Amato got me so interested in that extended essay. I’m interested in going into physical geography now, remote sensing maybe. And I hope to travel, I’d like to see what he has seen. He helped his students see the fun in things, and he taught me it’s better if you’re enjoying something.”

And Marianne Martens, now a Professor in Kent State University’s School of Information, says Mrs Smith “inspired confidence in me at a time when I needed it most. She just made me feel like I could do it.” Z

Nominations open: visit the website at zis.ch/alumni/john-mattern-award by 5 May to nominate a teacher you think deserves recognition this year.

His classroom was a treasure trove of books, artefacts and quiet spaces. “Rob Caramella knew every kid in his class, every single key to unlock each individual mind.”

A jazz, Biology and coffee enthusiast (who famously roasted his own beans), Joe inspired his students with his sheer depth of interest and passion.

“Mr Stillman taught me to believe in myself. He’d say, ‘If you don’t try, you’ve lost already,’ and that’s ingrained in me to this day”

2021 Rob Caramella 2001–2016

2022 Joe Amato 2000–2020

It’s an expression thing, says Rylee Young (Grade 8). “I love all the creative arts – singing, dancing, acting and painting. When I’m acting, I get to be a different person and bring a character to life. And you can share your thoughts and views through artwork – just as someone like Banksy does. The arts can connect to real-life feelings and experiences.”

Rylee has been singing in choirs since she was very young. And, she points out, she sings everywhere else, too. “Around the house, when I’m out doing stuff, I’ll always be singing,” she says. “I just adore it, and I’ve even written a few songs of my own. I also really enjoyed the ZIS choir because we sang a whole range of songs. Singing connects you to real life, the past, the future, new cultures, worship – or just plain fun!” But it wasn’t until she came to ZIS that she discovered her passion for acting.

“I’ve always loved the thought of it but never had the opportunity or space to try it,” she says. And dancing has been another new discovery: she’s currently taking dance at school and loving it. “I love the window in the new dance studio because it lets in lots of natural light but also provides privacy,” she says. “The lighting combined with the new mirrors gives a clear view for dancing, and the way the music echoes off the walls is amazing.”

My passion

Words Lucy Jolin

• Photography Kate Peters

And incredibly, she also finds time for drawing, painting and photography. Her passion for the arts enables her to develop other skills, too: from being more confident in front of an audience to looking beyond the horizons of her world view. “Drawing and painting have taught me how to be more aware of the world and what is going on,” she says. “I have done a lot of expressive paintings of real-world issues and problems.”

And, of course, the arts are deeply collaborative. Plays, choirs and films: all these are only possible when people with different skills and personalities work together towards a common goal. It’s no surprise to hear that Rylee’s favourite moments are all about the relationships the creative arts help to build.

“The Dancing Queen song and dance moves will forever be in my mind from the arts festival last year,” she says. “But I also enjoy singing at church with my Dad. We sing together and it makes me so proud and happy to lead people in worship. When I was doing the plays and the movies, I loved being at the rehearsals, hanging out with my friends. I remember a lot of laughter. There was never a dull moment. It was always fun – even the challenging moments.”

Right now, her future career is up for grabs – but whatever it is, she’s sure that it will include her passion for the arts, even if that’s behind the scenes. “I’m pretty sure it will lead me to fun and success, no matter in what form that is,” she says. “I’m thankful that ZIS provides opportunities to help me learn new things and express myself through the arts. It’s truly my passion. And now that we have the new building, I have a lot more room to paint, dance, sing and act – oh yeah, and learn!” Z

Grade 8’s Rylee Young is at her happiest when she’s expressing her creativity, in whatever form that is.

•

“Singing connects you to real life, the past, the future, new cultures, worship – or just fun!”

Bellevueplatz

Like many ZIS students before and after her, Sandra Day, Class of 1976 (1971-76), has a special place in her heart for the delights of Bellevueplatz.

• Words Jo Caird • Photography Kate Peters

Canton

According to Sandra Day, Class of 1976 (1971-76), alumni can be divided into two tribes. “Everybody who’s ever been part of this school will know of the wurst joint on Bellevueplatz – it’s the best in Zurich. You’re either a cervelat person or a bratwurst person. It’s a philosophy!”

The teenaged Sandra – cervalat to her core – would stop at Sternen Grill with friends on her way home from school. And fifty years later, she’s still a regular. “With the hottest mustard in town and a stange draught beer, you were in seventh heaven; and it has not changed. If we have any school reunions, that’s where we go.”

And as Bellevueplatz was the transit point for so many students through the city on their journey to and from school, Sternen Grill is just one of several favourite haunts. “Pretty much everybody had to go through Bellevueplatz,” explains Sandra. “So it was an important place. My sisters would walk to the bus station with their friends and I would walk with my friends, and stragglers would just all meet and then continue the journey together on the bus. We caused havoc on the bus ride – we filled the whole bus!”

Sandra remembers buying candy at the kiosk in the pavilion at the centre of the square, a “1950s architectural gem” that she is pleased to note has been protected from development all these years. But while the pavilion is a constant, the businesses within it have changed. You can still buy candy at the kiosk, she says, but “now you can get very fancy latte macchiatos there, which didn’t exist during my time at school!”.

There was plenty of plain old hanging out at Bellevueplatz too, both on the way home from school and at weekends. “It was cold in the winter but we were hardy. It’s not like

we never went to each other’s houses – it was just more convenient to meet in a central place and then catch the last public transport home. It was a safe, workable solution for teenagers.” And what did they get up to there? “There was a lot of hand-holding and kissing,” remembers Sandra with a laugh. “That was the central part of it!”

Today, Bellevueplatz is “very picturesque, a lovely place right at the mouth of Lake Zurich”, says Sandra. It buzzes with both locals and tourists drawn to the smart shops and cafés, and its proximity to nearby Sechseläutenplatz. “It’s become a melting point culturally. You hear all different kinds of languages. English-speaking kids aren’t considered foreigners anymore, they’re just part of the community.” This wasn’t the case in the 1970s however, when Switzerland “hadn’t really opened up yet”, she recalls. “We were exotic.”

And while the times may have changed, teenagers haven’t. “I still bump into kids doing the same thing I did on the way to school. They look different and they dress differently, but I can tell them from afar, and I chuckle because it’s not that different from when I was a kid – they’re hanging out, they’re shopping, they’re in transit – but the context is different. And they look like happy kids.” Z

My working day

AGrade 10 robotics class first sparked my interest in the digital world – and I’ve been fascinated by the ways technology can make our lives easier ever since. Today, that means I’m focused on innovation and digitalisation, helping companies and senior leaders become more resilient, more able to respond faster to changes happening around them and within them. It’s about embracing more agile and flexible ways of working.

Above all, this is interesting because it can be tough. We’re asking people to move from a command-and-control model, where you have a boss telling you what to do, to having a leader who is empowering you and enabling your work to be done by removing any impediments along the way. My main focus is on training leaders to switch into this new way of working and thinking.

To do this, my working day involves liaising with lots of different people from all over the world – something that my time at ZIS definitely helped prepare me for. It’s that balance of working well under pressure alongside a healthy work-life balance – meeting friends, going for a run and to a spin class or, weather permitting, playing tennis. In fact, tennis was something I discovered a passion for at ZIS and carried on during my time at the University of St Gallen, studying for a degree in Business with a Master’s in Business Innovation.

Something else that’s stayed with me from my time at ZIS is the importance of giving back – for example, I was delighted to have the chance to take part in a session for prospective parents about life after ZIS. Also, a few years ago, I volunteered at Advance – Gender Equality in Business, the leading business association for gender equality in Switzerland, which set me on the path of wanting to make an impact in that area. In 2020, an opening came up for an events manager that later turned into a partnerships manager position for Girls in Tech, a non-profit organisation whose mission is to help build an inclusive and diverse tech community by empowering and inspiring women. We put on free networking events, provide learning opportunities, help with skills like preparing a CV and navigating a job interview, and give advice and mentorship.

In Switzerland, we’re a team of more than 30 volunteers that keeps growing. By partnering with companies that are committed to attracting and retaining more women in tech, we’ve been able to get funding and resources that we can put back into helping our network of women. Day-to-day, we’re mostly communicating on Slack, but we all attend a yearly retreat and it’s been wonderful to meet people from so many different backgrounds, all with the same goal: to build an inclusive tech community in Switzerland. Z

• Interview Clare Thorp

• Photography Kate Peters

Teresa Gemperle, Class of 2014 (2008-14), Digital transformation specialist and Partnerships Manager for Girls in Tech.