Alumni Issue - Stanford Online High School

November 2013
VOLUME 6, ISSUE 3
S pe c i a l E di t i o n :
A l u m ni
I ss u e
Co n t e n t s
2
LETTER FROM
THE DIRECTOR:
INSTRUCTORS & ALUMNI
3
SPOTLIGHT ON SPRING
COURSES
4
A DAY IN THE LIFE OF AN
INSTRUCTOR
6
ACADEMIC ADVISING
FINALS COUNTDOWN
7
COLLEGE COUNSELING
ODDS & ENDS
BOOK CLUB RECAP
8
ALUMNI NEWS
10
16
ALUMNI SPOTLIGHT
EXPERIMENT OF THE
MONTH: MAKE THE MOST
OF PUMPKIN PIES
12
SPOOKY, SCARY, OHS
HALLOWEEN COSTUME
CONTEST
18
13
19
ARTIST SPOTLIGHT
FROM THE OHSPA
14
20
INTRODUCING THE OHS
SERVICE BOARD
EVENTS &
OPPORTUNITIES
STUDENT NEWS
L e tte r fro m t h e Directo r
BY KATHLYN GRAY, DIRECTOR
This issue of our Monthly Newsletter is devoted to two growing and integral
groups in our Community—our instructors and our alumni.
O
ur lead article is about a day in the life of an OHS instructor—an educator who is doing something completely unique in the world of secondary education. The influence of an OHS instructor literally spans the world, and he or she has the opportunity to teach and collaborate with students who have chosen to be part of the school because they seek an intellectual challenge beyond
what they have been able to find elsewhere. When the original 30 students became the grade 10–12
pioneers of the first 2006–7 school year, they were taught by some of the same individuals who are still a
part of the instructor community today: Dr. Kerr, Dr. Scarborough, Dr. Oas, Dr. Keating, and Mr. Alper.
Over the past 8 years, our instructor community has grown in proportion with the student body, with new
instructors being selected for both their love of teaching and their passion for their field of study; 64% of our
instructors hold Ph.Ds. This year we have 42 instructors teaching our 540 students. These teachers have varying teaching loads, just as our students have differing levels of enrollment. 22 of our instructors teach full-time,
meaning that they teach 4 courses with a total of as many as 60 students. These teachers also run a homeroom,
hold office hours, sponsor at least one club, and serve on a school project committee. Other instructors carry
fewer than four courses and/or work in other administrative capacities, either with OHS or with Stanford PreCollegiate Studies. But over the last eight years, the school has remained dedicated to keeping contact time between instructors and students similar to what was offered in initial years, which is a very unique characteristic of
Stanford Online High School.
I know you will enjoy reading about a day in the life of Dr. Kim Failor in our lead feature. Dr. Failor has been
here since the second year of OHS and serves as the Science Division Head, teaches AP Biology and Advanced
Topics in Biological Research (with and without the writing component), and coordinates our Health course.
Our instructors are naturally enthusiastic about all that they do, but they derive the most energy from OHS
students, a dynamic that has persisted from the school’s inception. They are also delighted to connect with our
alumni, whether it be through electronic and social media or in person. As a school, we are increasing our efforts
to reach out to these important members of our community, and we hope they will enjoy staying connected with
each other and their former instructors.
We are now distributing the monthly newsletter to our alumni, and with this issue we are inaugurating a
biannual alumni news feature. And by early December, an alumni working group will begin meeting; if anyone is
interested in being part of this working group, please get in touch with Dr. Scarborough, Director of Curriculum
([email protected]) or Ms. Aubrey, Director of Student Life and Community ([email protected]).
This group will be reaching out to identify individuals who are interested in being regional or class representatives.
These representatives will then have the opportunity to determine the
goals of the OHS Alumni Association and to plan the annual OHS
alumni graduation weekend event. News of all of these activities will be
shared with the OHS Alumni Facebook Group.
These two special groups of our community—our alumni and our
instructors—have created the OHS through building relationships and
fostering mutual respect and a passion for knowledge. I hope this is only
the beginning of connecting alumni and bringing them together with
their past instructors across many different forums. We hope to enhance
these connections so that we can learn more about the influence these
instructors and this school has had on all OHS students.
2
Spotlight on Spring Courses
BY JEFFREY SCARBOROUGH, DIRECTOR OF CURRICULUM
O
ne of the most exciting features of the OHS is the striking array of academic expertise and interests among our instructors.
While instructors’ backgrounds and research work are perhaps most impactful in the richness they bring to everyday interactions in and out of the classroom, there are other ways in which members of the school community can benefit from this
unique aspect of the school. I now want to draw your attention to two regular, but perhaps less prominent, forums in which
instructors explore their more specialized expertise: Advanced Topics courses and the Instructor Research Colloquium.
It all began in 2010, with a petition signed by nine students who were finishing their AP Biology course and were passionately seeking a follow-up course that would help them further their study in biology. The following fall, eleven students were
enrolled in Research Topics in Biology, which was conceived as a weekly seminar course driven by student interests in cutting edge and seminal research papers in biology.
From a curricular perspective, this type of course served two key functions in the school, in addition to addressing the
interests of these particular students: (1) it provided students with an introduction to college-style inquiry and instruction in
the discipline beyond the AP level, while (2) limiting the workload and scope of the course so that students with already-full
schedules could sample such advanced work in a broader range of disciplines. With Dr. Failor drawing on her specialized
expertise to select original research papers appropriate to topics of student interest, the course became such a success that
the concept was expanded to other disciplines, with an additional wrinkle. While some students were happy to sample the
material by reading the papers and participating in active discussions, in true OHS fashion, many of them wanted more. So
as the new Advanced Topics courses were added in history, literature, and film, a writing option was added for students who
wanted to couple the advanced material with similarly advanced written research.
In history, the History Research Seminar exposes students to college-level themes and historical modes of analysis on alternating topics that have so far included the European Enlightenment and Topics in Contemporary History (since 1950). The
Advanced Topics in Literature courses alternate on a semester basis, with courses focusing on a genre, theme, or author. So
far, these courses have included, Imagining Nations, Medieval and Modern; Xtopias; and The Idea of History in Literature
(and Art). This spring, Caedmon Haas will teach the newest course in the sequence, The Classical Ode in the Ancient and
Modern World. This course will use the ode as a lens through which to explore classical traditions of poetry from the ancient
through the modern world. Students (and teachers!) have thrived in these courses because specialized and alternating topics
foster creative and in-depth investigations that prepare students to thrive in these disciplines when they get to college.
Another component of the vibrant intellectual community at OHS, for both students and instructors, is our Research Colloquium. Perhaps even more than advanced-topics and university-level courses, the Research Colloquium provides a window
into our instructors’ professional academic research. These colloquia demonstrate to students what academic research looks
like in a given discipline. It also serves students well to practice engaging high-level material in a formal academic context,
and our instructors are eager to share their work with peers in this setting.
Beyond the benefits above, individual talks can have great impact in a variety of other ways: they inform students’ understandings of their teachers’ backgrounds and how those backgrounds inform what is happening in class; they inspire students
to develop new questions, topics, and areas of inquiry; they connect instructors to the specialized expertise of their colleagues, setting the stage for fruitful discussions that may make it back to the classroom; and perhaps above all, they foster
the enjoyment of ideas and excitement about new possibilities, both of which should be at the heart of all the work we do at
this school.
This year’s Research Colloquium talks are particularly compelling because they introduce the work of many of our new
instructors. In October, Dr. McLuckie gave a talk entitled, “What is Kantian Anthropology?” And on November 15th, Dr.
Dawkins presented a talk called, “Gendered Legal Narratives of Marital Dissolution in Shakespeare’s The Winter’s Tale”. On
November 22nd, Dr. Wallhagen will give a talk entitled, “A Zombie Within? What Cognitive Science Doesn’t Show Us about
Consciousness.”
To keep up to date on speakers, topics, and times, be sure to visit the
Research Colloquium Speakers page on the Gateway.
All are welcome!
OHS NEWSLETTER, NOVEMBER 2013
3
A DAY IN THE LIFE O
BY KIM FAILOR, SCIENCE INSTRUCTOR & DIVISION HEAD OF SCIENCE
This is an accounting of a day in my life as an instructor, colleague, mom, and wife. This is a representative sample,
but each day brings unique challenges that usually involve juggling classes, meetings, clubs, communications,
housework, and family time. Some tasks, like student letters of recommendation and employee performance
evaluations, happen during specific times of the year. But each and every day is a busy mix of evaluating the past,
living in the now, and preparing for the future. I hope you enjoy this glimpse into a day in my life!
RISE AND SHINE!
I’ll do a little yoga and have a cup of tea to
greet the day before the rest of the house
wakes up. This gives me the opportunity to
mentally run through my day.
7:15AM CLASS TIME!
It’s time for Advanced Topics in Biological Research—today’s topic
is induced pluripotent stem cells. The student presenter does a great
job of leading discussion and keeping everyone engaged.
8:45AM BABY IS UP!
7:00AM
PLUG INTO THE HOME OFFICE
Email, Skype, Google Calendar, Saba, Pandora. I see there are 9 new
messages overnight—these messages will have to wait, for now. I prepare
for class by digging out today’s Advanced Topics in Biological Research
paper from the pile on my desk and opening up my grading rubric for presentations to jot notes in during class. I then check to make sure that every
student has submitted the assignment that is due before the start of class.
I wrap up class discussion, save the text chat, and publish
the class recording. Next, I assign participation grades and
write up comments about the presentation.
9:00AM
My 18 month old son is beginning to stir, which means
its time for some morning cuddles and a book or
two before the nanny arrives. This morning’s readings
include, The Gruffalo and King Jack and the Dragon.
The nanny arrives and the house is in full swing because
everyone is awake. Today is laundry day, so I change the
sheets on everyone’s beds and gather up towels. Next, I sort
the laundry and get the first load going. I notice that Bitcoins
are in the news again today, and my husband and I chat
about the long-term viability of this form of currency.
9:20AM BACK TO WORK!
9:30AM
Time to make sure that everything is ready to go for
AP Biology discussion, which involves making final
edits on today’s quiz and PowerPoint slide deck.
And 3 more emails have landed in my inbox! After a quick
triage, I respond to the urgent and easy ones.
9:45AM TIME FOR AP BIOLOGY!
Today’s topics are mutations and viruses. And, of course, I let the
students take me on a tangent regarding prions.
I wrap up class and hang out for a few minutes
answering a question from the midterm exam and
setting up a meeting with a student. I save the text chat
and the whiteboard and publish the event.
12:06PM
10:50AM LAUNDRY...
It’s time to rotate the laundry. I find a shiny dime in the washer! I
then cave in to my grumbly stomach that doesn’t want to wait until
lunch—a handful of crackers will have to do.
10:53AM At last, time to get to the email (plus the 4 new messages
that have arrived since last check). These messages run the
gamut from administrative concerns, to scheduling meetings, to student concerns, to questions about course material, and some plain fun conversations.
11:58AM
I update the AP Bio PowerPoint deck for this afternoon’s
section and share notes about this morning’s discussion with
Dr. Wolf for his section tomorrow.
LUNCHTIME WITH THE FAMILY!
The nanny has picked up sandwiches from a local favorite. The fries are covered in blue cheese and
red pepper flakes and a discussion of different types of peppers ensues.
4
12:43PM BACK TO WORK
1:06PM LAUNDRY...AGAIN.
I get started on a midterm performance appraisal for a science
instructor. This involves finding the paperwork that needs to be filled
out and assessing what needs to be done. I look up an example of the
same form I filled out last year to remind myself about the difference
between “Performance Standards” and “Core Competencies.” I then
complete an outline of the qualities I want to discuss.
1:16PM
I make some preparations for next week’s classes. I open
up my weekly checklist that includes making sure 19 Saba
events are created, students are enrolled, and eCollege
pages are up to date so students can prepare for next week. While running
through these checks, I listen to the week’s AP Bio lectures and catch keywords
for Quizlet vocab lists. I then assess what work needs to be done in terms of
writing the quiz and crafting homework assignments.
O F A N I N S T R U C TO R
1:49PM
SKYPE SESSIONS
I have a Skype chat with colleagues so we can
address some tech issues.
1:58PM
Keeping with the Skype theme,
I chat with a student about the reading for the
week—I equate stem cells with superheroes.
2:14PM BACK TO EMAILS!
And there are 6 new messages since lunchtime.
2:29PM BREAK TIME.
Today’s ten-minute respite includes running in circles in the living
room with my son and playing with blocks. I build structures and he
knocks them down. The game, for me, is to see how elaborate I can
get before he comes running!
2:39PM ADVANCED BIO RESEARCH ROUND 2
Now I settle in for the second round of Advanced Topics in Biological
Research. I open the presentation grading rubric and check that assignments have been submitted.
Class begins! It’s always interesting to see how the discussion progresses differently in the two sections.
4:00PM
4:17PM AND THE LAUNDRY...
I save the text chat and publish the class recording.
Next, I assign participation grades and write up
comments regarding the presentation.
4:27PM STAFF MEETING
4:49PM END OF WORKDAY
I revisit my email inbox (9 new messages). These messages include followups on earlier messages, new issues, and preparations for Friday’s staff
and division meetings. (On Friday’s, all instructors convene onsite at OHS
to conduct various meetings, including: OHS All Staff Meetings, Grade Level
Meetings where instructors develop support plans for students, monthly
Division Meetings, monthly Pedagogy and Technology Workshops, and a
monthly meeting of the Academic Leadership Team that takes place online.)
Not much “workday” left, which means it’s time to consider what
needs to get done today and what can be put off till tomorrow. While I
just might get an opportunity to do some work tonight, I want to make
sure that I don’t have to. I decide that the most urgent task is to publish
next week’s assignment for the writing option of AdvBio. The tasks of
watching lectures, finishing the performance appraisal, writing letters
of recommendation, and grading will need to wait until tomorrow.
5:15PM
5:05PM
AP BIOLOGY ROUND 2
Time for the second round of AP Biology—this section’s tangents include
chromosomal mutations and the 3D organization of the nucleus.
6:15PM
I save the text chat and white board and publish the
event. And then I take attendance for the day.
6:20PM
I now remember that my husband’s business
partners are coming over this evening and one will
be staying the night, so I set up the guest bed and do
a little tidying up.
I Skype chat with a colleague
about the events of the day.
6:25PM
6:33PM TIME TO UNPLUG
I check back in on my emails (2 new
messages that are easy to respond to).
6:45PM
I unplug from the home office. And now it’s time to check in on what everyone is up to in the
house: my son is napping, the nanny is ready to head home, and my husband is picking up dinner
with his business partners. It’s nice to find out that I’m off the hook for dinner. And so I fold the
final load of laundry.
7:11PM
7:18PM PLAY TIME!
Drums and cars and chasing and laughing!
Time to initiate my son’s bedtime routine
—dance party, bath time, books, and bed.
9:39PM
My son is all tucked in, so I tidy up the rest of the toys,
wash the rest of the dishes, and socialize with the guys.
10:08PM
The guys get back to talking business, so I
leave them be and put the laundry away.
Dinner arrives! And my son wakes up
just in time. We share stories, discuss the
news and current events, and teach our
son how to use a fork.
I clean up the table, start the dishwasher, and
take out the recycling. I do a final sweep of the
kitchen, and while there are fewer dishes to deal
with when I’m not cooking, it still seems like
Cheerios spontaneously generate on the floor.
10:25PM
I’m now ready for a little entertainment
—TV and knitting. I work a little bit on
defining terms in my Quizlet list and ponder what needs to
be done tomorrow.
TIME FOR BED.
GOODNIGHT MOON.
If you are interested in knowing what a typical day is like in the life of an OHS student, be sure to check out our next month’s Newsletter.
OHS NEWSLETTER, NOVEMBER 2013
5
Academic Advising
Finals Countdown
BY DARLENE JACOKES, ACADEMIC ADVISOR
Midterms are complete and final exams are right around the corner! The OHS
Advising, Counseling, and Registrar teams would like to provide you with some
important dates and tips to help you prepare for your finals.
START PREPARING NOW!
November 11 – 17: Schedule your proctor now.
Exam dates are posted on Gateway.
November 18: Secure a back-up proctor for
each exam. (It is cold and flu season!)
Get your past tests, handouts, assignments, and
class notes organized.
ONE WEEK TO GO (12/9 – 12/15)
Confirm your proctoring appointments.
Keep your brain in top shape: Eat well. Sleep well.
Exercise.
Connect with positive study partners. (Work
with peers who will help you learn and not feed
anxieties about the exam!)
Find out what the exam will cover and in what
format it will be.
24 HOURS BEFORE
THREE WEEKS TO GO (11/22 – 12/1)
Start a study calendar. For each day until the
exam, set specific times of the day and week to
study for each class.
Sign up for the Test Prep Workshop. (will be posted
in the Weekly Bulletin)
Take some real time off over the holiday! Enjoy
family and togetherness.
Confirm with your proctors that they have
downloaded the exam.
5 minutes before
BREATHE!
TIPS FOR PARENTS
Help your child maintain a productive and
distraction-free study environment.
TWO WEEKS TO GO (12/2 – 12/8)
December 6: Attend the OHS Test Prep
Workshop. (signups in late November)
Divide topics for study into manageable chunks of
20–50 minutes. Study for each class a bit each day
so your brain has multiple touch points for each
subject.
Take advantage of your resources and support
services: instructors & office hours, counselors,
resources on Gateway.
6
Work on a study schedule together so both study
and family needs are met. Provide healthy snacks
and water for energy, and encourage breaks.
Be encouraging and supportive; normalize stress
and remind your child of his or her strengths and
past successes.
When your child is struggling, help make the
situation concrete and controllable. Ask questions
like “what resources could help you with that?”
College counseling
Odds & Ends
odds
BY ADAM LIPS, DIRECTOR OF COLLEGE COUNSELING
OFFICE UPDATE
ALUMNI CONNECTIONS
The College Counseling Office has been busy working to support our senior class during this busy time in the college application season. Many of our students have already submitted
college applications, as Early Application programs typically
carry an early November due date. We would like to thank all
of our instructors who took time out of their busy schedules to
write letters in support of our applicants. The majority of students will apply to college through Regular Decision programs,
meaning they will have applications due in early January, so
there is still a lot of work to be done! If you are a junior, please
note that we are eager to start working with you in the spring
semester. Families of younger students will soon be receiving
information on our spring programs.
As the focus of this month’s newsletter is on OHS alumni, we
thought we might offer a few comments on how OHS alums can
help current students as they search and apply to college. Our
alumni attend, and have graduated from, a diverse array of colleges and universities both in the US and abroad. We encourage
our current students to use these OHS graduates as a resource
in navigating the college admissions process. Students who are
interested in colleges that OHS alums attend are welcome to
reach out to their college counselor to see if we are able to put
you in touch with a fellow Pixel. For prospective students who
are visiting college campuses, this is a great way to connect with
a current student who can relate to your high school experience
and give a unique perspective on the college.
We have wrapped up our college representative visits for
the fall. We had representatives from over 30 institutions visit
our students in Saba. Each session is available for students to
watch on playback, and they are a great way to learn about
different colleges and see who our representative is in each
admission office. We want to thank our Student Ambassadors
who attended our sessions, helped the representatives feel
welcome, and asked questions on behalf of students who
were not in attendance.
We also want to take this opportunity to solicit alumni volunteers who are willing to act as a contact person for current
students. Discussing life at your college (either the one you
currently attend or from which you graduated) with a current
OHS student can be tremendously rewarding, and is a great
way to give back to OHS. We know that you have a great deal
of insight, and we appreciate any support you can offer our
current students during this busy and exciting time. Please
contact Adam Lips ([email protected]) or Kate Rossetti (kate.
[email protected]) if you are interested in acting as an
OHS liaison for your college or university and we will put you
in our database of OHS alums available to speak with current
students about your institution.
Book Club Recap
BY DARLENE JACOKES
October 10th marked the inaugural meeting of the OHS
Parent-Staff Book Club. This group was created with the goal
of fostering community and conversation in a relaxed and
social forum, and we achieved just that in our discussion of
Sticks and Stones by Emily Bazelon.
Through on-camera and text-chat discussion in Saba, parents, staff, and administrators pondered issues of cruelty and
bullying. The roles of strong community, school response,
and parent involvement were also considered. Those in attendance agreed that bullying incidents do not seem to occur
often at OHS, though students are not immune from more
typical teenage “drama”—an important distinction emphasized in Sticks and Stones. The roles of the school in raising
students’ awareness of online privacy and social issues, as
well as regulating conflicts in online social environments, were
other predominant issues in our discussion.
Fostering character and empathy in our children was another
central topic in our discussion, and one that we felt Bazelon
could have spent more time discussing. Parents pointed out
how their children crave relationships with their online peers.
Building empathic skills in the online classroom was discussed, including the importance of participation on camera
where facial expressions are visible. One parent noted how her
child continues that face-to-face connection in Skype video
study sessions that can last for hours. The examples shared
from home and from the classroom gave all participants new
insights into how our children experience these issues.
If you are interested in further exploring the topics of bullying, online safety, and building empathy, check out the great
resources on Emily Bazelon’s website and Common Sense
Media.
Our next book is Quiet: The Power of Introverts in a World
that Can’t Stop Talking by Susan Cain. We will meet in early
December to discuss Quiet. Date, time, and co-facilitators will
be announced in future Weekly Bulletins and on the Book Club
Forum. Quiet is available at most local bookstores and libraries,
as well as online and for e-readers. Please join us next month!
7
ALUMNI NEWS
Please enjoy our first installment of Alumni News, a new feature we will be sharing with
you biannually in the Monthly Newsletter. Our next Alumni Edition of the Newsletter will
be next spring. We will request updated alumni news as that edition approaches, but you
can submit your news and update your contact information at any time by completing our
Alumni News Form.
THOMAS NIELSON (2013) has been studying piano with Benjamin Pasternack for
the last two months at the Peabody Conservatory. He is currently taking a gap year
to work intensively on music before applying to Juilliard’s double-degree program
with Columbia University. Thomas has committed to start at Columbia in fall of 2014
and is excited for the opportunity to refine his
musical skills in the interim.
NICK BENSON (2012) has had a wild ride over
the past year and half or so. Now an MIT sophomore, he has performed with the
MIT Shakespeare Ensemble, MC’d for MIT’s Asian Dance Troupe, and joined a fraternity. Nick is interested in majoring in Computer Science and Game Studies. Soon
he’ll be teaching a Splash class about game design. He’s found himself working at
the MIT Media Lab and at Tufts University, but who knows what’s next!
ALEXANDER LEE (2012) recently took a trip to Singapore
to attend SIGGRAPH Asia 2012. He is continuing his independent study of human anatomy and 3D modeling. Some
of his recent work can be seen here:
http://alexanderlee1.deviantart.com.
LAURA JAMESON (2011) is a currently National Scholar
at Clemson University in South Carolina. As part of her
scholarship, she traveled to Amsterdam and then enrolled at Stellenbosch University in South Africa for their
winter program. Before enrolling at Clemson University,
she took a gap year to work and visit her childhood home
in Singapore. She continues to hang out with her OHS
friends in person and online.
BRYAN BACH (2011) has been working in the lab of Dr.
Jim McGuire (who studies the evolution of reptiles and
amphibians), teaching a student-run class through the
DeCal program at Berkeley about the science and ethical issues concerning stem cells, submitting and reading
poetry for Lunch Poems Student Readings, and thanking the heavens above that he passed Biochemistry.
8
AINSLEY LUNDEEN (2012) has been running around
Paris, working for her school’s art gallery at the
American University of Paris, planning outings
for new students, and painting.
SARAH BECHTEL (2011) is a junior at Bard College,
majoring in Classics and taking pre-med classes. In
January, she studied abroad in Rome, Italy for two weeks
with Bard’s Roma in Situ program, through which she
studied the city’s urban foundations from antiquity to
present day. This past summer, she shadowed a local
ER physician in California, an experience that has further
solidified her decision to apply to medical school after
Bard. In October, Sarah became a Teaching Fellow for
Bard’s acclaimed Citizen Science program. She also tutors
Ancient Greek and plans to translate Hippocrates for a
senior project on ancient medicine.
OLIVIA POBIEL (2011) is now involved in The Justice,
Brandeis University’s independent student-run
newspaper. She is training to become the photo
editor and is excited to start the position next semester.
MATTHEW BUNDAY (2010) lives in New York City where he is a freelance developer,
meditation coach, and lifestyle consultant. To balance out all that play,
he practices martial arts and bouldering.
MATTHEW STEVENSON (2010) attended
economic policy conferences in Poland
and Ukraine last summer.
EMILY HOLLAND (2010) completed a summer internship that ran
June – July 2012 at The New Republic in Washington, DC.
CHRISTOPHER JAMES (CJ) CRUZ (2010) is a senior at Occidental College in Los Angeles and is pursuing a degree
in economics with an emphasis in business management. This semester he is on an exchange program at the Hong
Kong University of Science and Technology (HKUST), taking management courses at the business school. Having
interned and volunteered at numerous non-profits, CJ is now passionate about social business and learning
about ways to tackle global issues. During his free time, CJ enjoys hanging out with his friends
(including fellow OHS alumni), reading, hiking, and watching operas.
EUGENIA O’KELLY (2010) is currently a senior at Stanford. She’s sad to realize that
she’s about to say goodbye to Stanford (well, there’s always grad school, so maybe
Stanford isn’t through with her yet). This winter she will be in Kyoto studying Japanese and visual software design, which will
probably be fun and scary at the same time.
BRANDON CONLEY (2010) took the
opportunity to travel throughout Europe and
Latin America after graduating from OHS. He is currently approaching graduation
from the NYU Stern Undergraduate School of Business. Brandon has worked at
JPMorgan throughout his college tenure and will be starting
full-time in structured products this coming fall.
LINDSEY ZEMEIR (2009) is double-majoring in Psychology and Family Science at the University of Maryland and will
be graduating in May. She has been working as a research
assistant in the Family Science Department for the last year
and a half. She is also helping to coordinate three nutrition
and physical activity education programs for low-income
families. After graduation, she plans to go into Human Resources and pursue an MBA within the next few years.
EMILY ROSS (2009) graduated from Quest University
Canada in the spring of 2013 with a B.A.Sc.
She is currently pursuing her Master's at Simon Fraser
University in Burnaby, British Columbia. Her thesis
project is a trial to determine if a text messaging
program helps heart disease patients transition
once they have been discharged
from the hospital.
HARPER ROBERTSON (2009) has made a permanent move to the UK. He works
as an architectural illustrator part-time while studying to be a fully certified architect. He proposed to his long-term partner
during a surprise helicopter flight, and they
will be married next summer. The photo shows
Harper (left) and his fiancée Joe (right) with the
pilot (centre) just after Joe said yes!
MATTHAEUS WEINHARDT (2009) is finishing his Master's and Bachelor's in Psy-
chology at Stanford. He will be starting his first year at Stanford Law School next year.
OHS NEWSLETTER, NOVEMBER 2013
9
ALUMNI
S P OTL I G HT
BY RANDY JOHNSON ,
ACTING COMMUNICATIONS
OFFICER
Louisa Bahet: Life and Learning in London
When I got the opportunity to talk with Louisa Bahet
(2012), she was busy writing papers and prepping
for midterms at New York University’s British satellite
campus in London. Midterms and papers are staples
of any college experience, but when Louisa talks
about her freshman year studying abroad, she highlights how living in London affords her the rare chance
to inhabit the places, ideas, and works of her study.
In fact, Louisa and her
fellow students often joke
about how they causally
pass the Rosetta Stone
while taking a shortcut to
class. They do so because
the British Museum (which
houses the stone) is just
around the corner from
NYU London’s Academic
Center. And as a student
of literature, Louisa cherishes living in dorms located in historic Bloomsbury,
from which she shared with me how meaningful it is
to walk the same streets as Virginia Woolf, Charles
Dickens, and William Shakespeare.
But London’s cultural life offers more than history.
For example, fans of the Harry Potter films will relate
with Louisa’s excitement for London’s contemporary
offerings when she says, “the same week I saw [Daniel] Radcliffe on stage, by an amazing stroke of luck,
I also ran into Emma Watson on the street when she
was in London to receive GQ’s Woman of the Year
award. This city never fails to surprise!”
Louisa, however, was not surprised by what interpersonal life is like in a vibrant, multicultural city like
BACKGROUND PHOTO BY DAVID ILIFF. LICENSE: CC-BY-SA 3.0
10
London. She says, “While many people are surprised
to learn I am spending my first year abroad, this
has been a comfortable transition because at OHS I
already learned the rich value of studying alongside
global peers in an environment that uniquely joins
paths that might never otherwise cross.”
Louisa also appreciates how the broad educational
path she was able to take at OHS informs her collegiate work: “At OHS, I took advantage of studying
across the full spectrum of disciplines, and therefore
developed the ability and interest to pursue broadly
interdisciplinary work.” She traces her current interdisciplinary interests in philosophy and mathematics to OHS’s unique competence for teaching deeply
across the disciplines.
When we asked her to talk about a particular instructor that helped her access a new depth of study,
Louisa recalled taking MWA with Dr. Kerr. She shared
a specific moment from that semester when Dr. Kerr,
“in a rare departure,” shifted from his classroom persona to “explain his professional take on a subject.”
In that moment, she saw that Dr. Kerr was “dedicated to cultivating our personal talents as authors and
students of literature, something that requires talent
and generosity,” especially given his willingness to
restrain, at times, his personal reading in favor of
cultivating rich student discussion.
It comes with great pleasure to know that Louisa’s
appreciation for the literary history of London has its
roots in the virtual classrooms of OHS. So as Louisa
echoes the steps of Woolf, Dickens, and Shakespeare
in London, we hope too that knowledge earned at
OHS will continue to meaningfully resound along her
academic and professional paths.
Connecting with Leena Iyar
After graduating from OHS in 2010, Leena Iyar moved
to London, earned her BSc Honours Degree in Business Management from King’s College, and has now
returned home to Silicon Valley to work for tech
startup, Moxtra. When I got the chance to catch up
with Leena, she reflected on how the global community at OHS has helped to shape her experiences
while studying abroad, living in a fast-paced and
cosmopolitan city, and developing technologies that
help people connect and work collaboratively with
shared content.
While speaking about London, Leena conjures up
memories of a bustling and inspiring city where she
connected with students and faculty from Europe,
Asia, South America, and Africa. She says, “virtually
all the students were born and brought up in other
countries and came to university with myriad different backgrounds and experiences,” a cultural dynamic that Leena equates to what she experienced
at OHS. Leena describes the Business Management
program at King’s college as “a practically oriented
program” that focuses on helping students transition
seamlessly to professional careers.
As we shifted our conversation to her professional
career, Leena talked about how being exposed to
different backgrounds and experiences has defined
her vision for business. She explains that “business
by nature is globally focused,” so if you are drawn to
different perspectives and fortunate enough to attend schools that encourage and thrive off of diversity of thought, then you are better prepared to offer
products that help a diversity of people connect and
work together.
Leena brings this insightful vision to Moxtra, where
she now markets an app that she began developing
mockups for within a year of graduating from OHS.
Leena describes Moxtra as “a cloud based collaboration application built for the mobile lifestyle.” The
app is group-centric and offers multiple layers of
communication, including voice annotations and
live meetings, which enables users to interact deeply
with shared content. She says the app was inspired
“in part by the OHS experience, where students from
all over the world studied together virtually and had
to collaborate with each other through a range of
different tools.”
As you can see, connection and collaboration have
been running themes in Leena’s life. She remains fascinated by how she and her fellow students at OHS
were “united through the common experience of
learning together, even though when we left Centra
after class, all of us instantly returned to such different lives.” She now emphasizes that her exposure to
different lives at OHS directly prepared her for life in
London and her work at Moxtra.
And so it is fitting that a student ever mindful of
seeking out and bringing together different perspectives is now working to bring others together for
work and growth. She says, “the Bay Area is home for
me, and I’m really enjoying being
back,” but she has also “become
used to the high energy and activity” that comes with being in
a new place. With that in mind,
she plans to travel to Africa soon
to visit several close friends that
live in Nairobi. For now, though,
she’s still waking up at absurd
times to Skype with her friends
from around the world. It seems
some things haven’t changed
much since high school.
OHS NEWSLETTER, NOVEMBER 2013
11
Spooky, Scary,
OHS Halloween Costume
SCARIEST
BEST OVERALL
1
st
Elizabeth Gabel
Margaret McGuire
as a Zombie
as deadmau5
2Anastasia Gracheva
nd
2Meaghan Zuczajda
nd
as a Vampire
as a French Maid/
Mary Poppins/18th Century/
Gone with the Wind Girl
3
rd
3
Natalie Lebaron
Thyra-Lijia Altunin
1
as Violin en Pointe
Ashley & Krystle DiCristofalo
as each other
rd
as a Black Cat
MOST ORIGINAL
st
12
1st
2
nd
Aleksandra Gracheva
as an 18th Century
European Dancer
e Contest
FUNNIEST
Artist Spotlight
MARGARET MCGUIRE, WHEEL THROWN SWIRLING DEPTHS,
WHEEL THROWN POTTERY
Damon
1as sta TheParker
Spanish Inquisition
AMY SPRUILL, BALLOONIMOUS FOUR,
DIGITAL PHOTOGRAPH
2ndJing Liu
as an Orange
3rdBen Bjorkman
as a Warlord
EMMA FARRELL, EIFFEL TOWER
(PARIS, FRANCE), DIGITAL PHOTOGRAPH
UMAR AHMED, FALLING BACK,
COLORED PENCIL & MARKERS
SEE MORE STUDENT WORK AT THE
ARTISTS’ CORNER ON THE GATEWAY
OHS NEWSLETTER, NOVEMBER 2013
13
Introducing the OHS
Service Board
BY ALEXANDRA MULCONNERY (’15)
The Student Service Board (SSB) is a new addition to the OHS community that will help foster service among
the student body. Sponsored by Ms. Aubrey, the board is composed of students who will work to spread awareness
about various student service projects, organize Service Fairs, and initiate new ways to involve students in service
work with other OHS students and in their local communities. The board is dedicated to the goal of enabling OHS
students to connect through volunteer work and is currently working on establishing a database of OHS students
involved in service. The board will also promote Service Meet-ups and will work with the “!” (OHS Student
Newspaper) to showcase students working on individual projects. If you are interested in being profiled for your
service or want to learn more about getting involved, please contact one of your board representatives or Ms. Aubrey
([email protected]). Many of the SSB Members are profiled below, and a complete list of
members can be found on the SERVICE PAGE on Gateway.
Becky Bjorkman (’14) volunteers through National
Charity League, Inc., a nationally-recognized motherdaughter philanthropic organization. Her favorite philanthropic
organizations are Blue Line Gallery, Placer County Libraries,
and Juvenile Diabetes Research Foundation. Her plans for
after high school include majoring in mathematics, attaining
a Master’s or Doctorate degree, and teaching mathematics at
either the high school or college level. (Becky pictured center.)
Luke Kwong (’17) organizes events focused on helping
people with self-improvement. He is deeply involved in his
speech and debate club, enjoys pursuing forensic skills, arguing
philosophy, and thinking on his feet.
Henna Nam (’18) is a new member of the OHS community
and is most passionate about service that supports cancer
patients and research. In her free time she can be found
playing flute or in dance class.
Roma Forest (’15) has participated in numerous service
projects, ranging from raising money for nonprofits to designing
and planting a native plant garden. Most recently, she served as
a representative for the Chumash Nation (a Native American
tribe located on the central coast of California) in interactions
with the Maori people of New Zealand. This year she is
involved in giving presentations to the Chumash people about
the Maori and working on bringing a traveling Maori exhibit
to the central coast.
14
Caroline Humphreys (’14) and her family provide
medical care for people in rural Kenya through an organization
called Samaritan’s Purse, which is similar to Doctors Without
Borders. She also volunteers time at her local hospital in Soldotna,
Arkansas. Service is central to Caroline's life, and she plans to go
into the Peace Corps or a similar program after college.
Erin Maidman (’15) uses her experience as an athlete to
support and coach young students. She has played volleyball
since she was six and raced in skiing events since she was nine.
She is currently skiing at a highly competitive level. She hopes
to impart the dedication and work ethic she has obtained from
sports to the young children in her community.
Avery McCall (’16) speaks across the country to advocate
for women’s and girls’ rights around the world. In 2011, she
served as a Teen Advisor to the United Nations Foundation
Girl Up campaign. She currently works with the Somaly
Mam Foundation combatting sex trafficking in Southeast
Asia. Outside of her human rights work, she is a competitive
squash player and high jumper who loves studying French!
Alexandra Mulconnery (’15) has been involved
in therapeutic riding programs for the last three years. She is
now focusing her service efforts on raising awareness for the
prevention of sexual assault and domestic abuse. She is
also the coeditor-in-chief of the “!”, an avid equestrian, and an
active participant in spoken word and slam poetry non-profits.
Shruthi Sukir (’16) tutors at her local elementary school and
volunteers at a local science museum where she uses fun projects to
teach young students about topics in science. She also has a longterm service project, through which she supports an orphanage
in India called the Balamandir Kamraj Trust. Last summer
she started a reading project through this trust and is currently in
the process of creating avenues for others to raise funds and spend
time reading with the girls in the orphanage.
Sullivan Sweet (’16) combines service with his passion
for robotics. To accomplish this, he goes into the community
with his robotics team to inspire people to get involved in
science and engineering activities. In particular, his team
targets under-achieving schools and communities to ignite
interest for robotic engineering.
OHS NEWSLETTER, NOVEMBER 2013
15
Experiment of the Month
Make
the
most
of
PUMPKIN
PIES
BY KIM FAILOR
November is one of my favorite times of the year. The
fall weather and the Thanksgiving holiday have me
thinking about warm, comforting food shared with
friends and family. With so much cooking going on,
you’re bound to slice into a vegetable or two, throwing
away the parts you don’t want. But why not use these
parts for science!?
You can make the most of your produce this season
by combining food and science. For example, you
could make a pumpkin pie from scratch and use the
seeds to study germination. You can use the strategy
below to examine the effects of many different variables
(one at a time, of course!) on the germination of pumpkin
seeds and the growth of young seedlings.
Ms. Aubrey
Experiments
with a slice
The variable I chose, and that produces interesting results, is light. While the seeds from
any pumpkin will work, choose a sugar or pie
pumpkin so you can use the leftovers of your
experiment to make a pie for dessert! This type
of pumpkin is small, about the size of a small
melon. The pulp from this kind of the pumpkin
will be less stringy than the type used for carving at Halloween.
Dr.’ s Wallhagen
& Weil share the
fruits of science
16
BACKGROUND PHOTO ATTRIBUTION: BENJAMIN D. ESHAM / WIKIMEDIA COMMONS
Germination Experiment
MATERIALS
METHOD
12 fresh pumpkin seeds
1. Fill the cups with moist soil, being sure not to pack the soil in.
2. Plant two seeds in each cup about an inch below the top of the soil.
6 small paper cups
Potting soil or other loose,
aerated soil
Water
3. Place three cups in a well-lit area such as a windowsill. Place the other
three cups in an area that receives little to no light such as a cabinet.
4. Monitor the cups daily to ensure the soil stays moist.
Be careful not to overwater.
5. Observe the germination of the seeds and growth of the seedlings.
Does light affect how long it takes for a seedling to first appear? The
color of the seedling? As the seedling grows, does it have a different
appearance such as height, width, or color?
Send observations and photos to Dr. Failor ([email protected])!
Pumpkin Pie
INGREDIENTS
METHOD
1 small to medium pie pumpkin
(or you can substitute 2 cups
of canned pumpkin puree)
1 1⁄2 cup heavy cream
1⁄2 cup packed dark brown sugar
1⁄3 cup white sugar
1⁄2 teaspoon salt
2 eggs plus the yolk of a third egg
2 teaspoons of cinnamon
1 teaspoon ground ginger
1⁄4 teaspoon ground nutmeg
1⁄4 teaspoon ground cloves
1⁄4 teaspoon ground cardamom
1⁄2 teaspoon of lemon zest
1 crust of your choice
1. Roast or steam the pumpkin. To roast, cut off the stem
and cut the pumpkin in half. Scrape out the seeds and
gooey insides. Save the seeds. Place the pumpkin on
a baking sheet, cut side down. Bake at 350°F until fork
tender, about an hour to an hour and a half. Remove from
oven, let cool, and scoop out the pulp.
2. For the pie, preheat oven to 425°F.
3. Mix sugars, salt, spices, and lemon zest in a large bowl.
Beat the eggs separately and add to the bowl. Stir in the
pumpkin pulp. Stir in cream. Whisk all together until well
incorporated.
4. Pour into pie shell and bake at 425°F for 15 minutes. After
15 minutes, reduce the temperature to 350°F. Bake 40–50
minutes, or until a toothpick inserted near the
center comes out clean.
5. Cool on a wire rack for
at least 2 hours. Note
that the pumpkin pie will
come out of the oven all
puffed up (from the leavening of the eggs) and will
deflate as it cools.
Ted Alper makes
the most of pumpkins
OHS NEWSLETTER, NOVEMBER 2013
17
Stu den t N ews
BY RANDY JOHNSON
EMILY GREENBERG TAKES LOCAL ACTIVISM TO NATIONAL STAGE
While attending a summer program at Philips Exeter Academy in
New Hampshire, Emily Greenberg (’14) met a new friend who inspired her to change the name of her school mascot and take the
national stage to advocate for change in Washington D.C. When
her new friend, Kenard Dillon, asked what symbol her school uses
as a mascot, a casual conversation between academic campers
became a moment of embarrassment for Emily. Emily was embarrassed because her school’s sports teams were known as “The
Redskins” and Dillon is of Navajo, Apache, and Hopi heritage.
After Dillon shared that the school name “just goes to show how
objectified, how marginalized, we've become to mainstream
Americans,” Emily began her process of transforming her moment
of embarrassment into impetus for action. “Until then,” she said,
“I hadn’t really thought about how awful it was.” Emily is a parttime OHS student who also attends Cooperstown (N.Y.) Central
School. When she returned to New York, Emily partnered with
Hope Dohner, who was equally troubled by the school mascot, to
campaign for a name change.
Emily and Hope started expressing their desire for change to
a teacher and ended up taking their cause all the way to the
highest-ranking leaders in the school district. Others before Emily
and Hope had tried and failed to make the name change, but District Superintendent, C.J. Hebert, recalls that “they made some
convincing arguments.” Emily’s and Hope’s arguments eventually
influenced the school board to adopt their position.
ARIANA GRYMSKI PL ACES
2ND AT FIGURE SKATING
CHAMPIONSHIP
Ariana Grymski (’14) earned 2nd place in the Upper
Great Lakes Regional Figure Skating Championships,
which took place in Hobart, Wisconsin on October
12th–16th. Ariana landed a total of six triple jumps and
three double axels in her program, launching her
onto the podium in a field of 25 Junior Ladies from
the 7-state region.
Her success at the regional event means that Ariana
will be one of four Junior
Ladies who will represent the
region at the Midwestern Sectional Championships taking
place this month in Lansing,
Michigan. She is also now
ranked 10th nationally among
Junior Ladies based on her
high scores in regional competition. We wish all the best for
Ariana as she prepares for the
Sectional Championships.
18
The district then
brought in native
scholars to speak to
Cooperstown students.
Doug George-Kanentiio,
a Mohawk writer, traveled to Cooperstown
to talk with the student
body about why making the name change
would have great meaning. While the student body largely began
embracing the name change, many alumni in the community
saw the name as a link to tradition. In the end, tradition got a new
name, as Emily’s campaign ended in a change from “Redskins” to
“Hawkeyes.”
And now Emily has taken the next step by asking people to reflect
upon this issue on a national level. She recently spoke at a major
news conference in Washington D.C., where she travelled to take
part in a symposium assembled by the Oneida Nation. The symposium was lead by Ray Halbritter, an activist who is also fronting
a national campaign to persuade the Washington Redskins of
the National Football League to change their name. Emily’s story
shows how determined local efforts can swell to national importance. We will continue to follow Emily as she advocates for a
perspective she gained through her academic travels.
SIDDHARTHA PERFORMS AT
NEEL AKANTA SIVAN MUSIC FESTIVAL
Siddhartha Jagannath (’18) performed two concerts at the prestigious
Neelakanta Sivan Music Festival on July 31st. The ten-day festival honors
the music of Neelakanta Sivan (1839–1900), a seminal Carnatic composer who is celebrated for the technical brilliance of his compositions. The
Carnatic virtuoso achieved his technical brilliance despite never receiving any formal musical training.
The Neelakanta Sivan Festival seeks to keep the flame of Carnatic music
alive by focusing popular attention on the work of its namesake. The music festival took place in Karamana, Thiruvananthapuram, where Siddhartha convened with Carnatic music legends from all over India. Siddhartha
was an extraordinary performer relative to his musical peers, as he was
the only youth performing in a field of seasoned adult musicians.
Siddhartha followed his
performance in Thiruvananthapuram with two more concerts,
which took place respectively in
the Bhagavati Amman Temple
located on the beautiful shores
of the Arabian Sea and in the
city of Hyderabad on the Deccan
plateau. We will be sure to share
news of his future performances.
From t h e O H S PA
GATHERINGS AND EXCHANGES
Professionally, I help global enterprises to communicate through Unified Communications technologies, including many
of the same technologies our students use in their classes. Most of my customers adopt these technologies because the
advantages of scale and global diversity far outweigh the benefits of putting all of their employees into the same brickand-mortar facility.
But even the most mature and well-funded initiatives of this type quickly reveal that for colleagues to maximize their effectiveness, they must develop high levels of trust with each other through these forums, and that trust cannot generally
be achieved through online interactions alone. To solve for this problem, my company and its customers have invested in
workshops to bring people together from around the world for a few days. The content of these meetings could have been
dealt with more economically online, but there is something inherent in human nature that makes us desire one another’s
company in a way that even the best technology cannot provide.
I see the Stanford OHS dealing with this same challenge both formally and informally, and I would like to encourage all
families to join in these experiments in building stronger bonds in our community through direct contact.
GAT HERINGS A N D O H S E VE N TS
In our monthly meetings, we have talked about how important regional gatherings are to student experience at OHS.
Recently, I have been very pleased to share pictures from these very special events. In our future meetings we will be talking more about the events surrounding Graduation Weekend and the OHS Summer Session, and how families can actively
participate.
There are no fixed templates for any of these events and I am pleased to see how they evolve each year out of the creativity and energy of new sets of parents, faculty, and administrators working together to create memorable, social experiences for our students.
OHS E XC HA NG E S
More recently, parents and students have been talking about opportunities for individual families to agree to host exchanges between OHS students. In the Dallas area, where we are fortunate to have a critical mass of Pixels, this has been
as simple as inviting a fellow student over for a day to attend separate classes and providing them someone to talk to during breaks. Incidentally, I have seen this phenomenon in business when freelancers who have no professional affiliation
choose to rent a common space so that they can enjoy companionship between calls.
One of the strengths of the OHS community is that we represent so many different geographies and lifestyles. I am very
excited to hear more stories of families who have agreed to have their students visit with one another for more extended
periods of time and perhaps across great distances.
FO RMA L E XC HA N GE P R O GRA M S A N D SC H O L ARSH I PS
Finally, I’ll confess my personal interest in exchange programs. As a junior, my own independent school introduced me to
an opportunity to compete for a Congress-Bundestag scholarship to study in Germany for a year. Not only did my school
introduce me to this life-changing experience, but they also were very accommodating to me during my year of study.
One of my goals in the remainder of my term as OHSPA President is to work with the administration to help students
learn about scholarship programs like my own (now approaching its 30th year) and to help these students take advantage
of modern technologies so they may continue taking advantage of the unique OHS curriculum without having to sacrifice
the equally unique experience of living with another family abroad.
I hope that you will talk to your students about participating in one or more of these opportunities for direct contact next
year. Or you can even propose your own solutions on the Parent Forum.
Best,
DAVID CORDEIRO
OHSPA PRESIDENT 2013–2014
[email protected]
OHSPA MEETING
T HURSDAY, N OV E M BER 2 1
4 P M PAC I FI C T I ME
OHS NEWSLETTER, NOVEMBER 2013
19
Ev e n ts & O p p o rt u n i t i es
T HA NKSGIV IN G BR E A K
Share your
News!
NOVEMBER 27 – DECEMBER 1 IS THANKSGIVING HOLIDAY
No Classes will be held on these days.
Enjoy the holiday!
W INTER C LO S U R E
OHS will be closed from DECEMBER 21, 2013 – JANUARY 5, 2014.
Reading Week will be JANUARY 6 – 10. Students should check
eCollege for Reading Week assignments.
Classes will resume on MONDAY, JANUARY 13, 2014.
There will be no exam support during Winter Closure. Proctors
issuing exams during flex days will be advised to download the
exams by FRIDAY, DECEMBER 20 AT NOON.
Students, we’d love to share news of
your endeavors and accomplishments
beyond the classroom with our
community in future issues of the OHS
monthly newsletter.
We invite your submissions
whenever you have something
interesting to share. To be included
in the next issue, please submit your
news to Randy Johnson
([email protected]).
U PCOMING E VE N TS
Artist
Spotlight
NOVEMBER 27 – DECEMBER 1 THANKSGIVING HOLIDAY
DECEMBER 16 – DECEMBER 19 FINAL EXAMS
DECEMBER 21 – JANUARY 5
WINTER CLOSURE
JANUARY 6 – JANUARY 10
READING WEEK
JANUARY 13CLASSES RESUME
FI NA L E X A M DATE S
DECEMBER 16 COMPUTER SCIENCE, ENGLISH
DECEMBER 17 MATH, MUSIC
DECEMBER 18 CORE, FOREIGN LANGUAGE, ECONOMICS
Do you have a piece of artwork that
you would like to share with the OHS
community? Send your artwork,
send high resolution photos or
scans with your name, title of your
piece, and medium used. Send
submissions to Stephanie Griffin
([email protected]).
DECEMBER 19 HISTORY, SCIENCE
CONTRIBUTORS
EDITORIAL TEAM
DAVID CORDEIRO
OHSPA PRESIDENT 2013–14
[email protected]
ADAM LIPS
DIRECTOR OF COLLEGE COUNSELING
[email protected]
KIM FAILOR
SCIENCE INSTRUCTOR
& DIVISION HEAD OF SCIENCE
[email protected]
ALEXANDRA MULCONNERY
STANFORD OHS STUDENT (’15)
KATHLYN GRAY
DIRECTOR
[email protected]
DARLENE JACOKES
ACADEMIC ADVISOR
[email protected]
JEFFREY SCARBOROUGH
DIRECTOR OF CURRICULUM
[email protected]
COVER ART:
GRACE SEWELL,
SUNSET FROM THE EMPIRE STATE,
DIGITAL PHOTOGRAPH
SUMMAR AUBREY
DIRECTOR OF STUDENT LIFE
& COMMUNITY
[email protected]
STEPHANIE GRIFFIN
GRAPHIC DESIGNER
[email protected]
RANDY JOHNSON
ACTING COMMUNICATIONS OFFICER
[email protected]