We Take Joy From Being Who We Are Right Now
There’s a common belief that the teenage years are hard on families, teachers, and especially on teenagers. Students package themselves with stellar resumes for a future college or profession they imagine will give them satisfaction. In the process, they are overscheduled and unhappy as they rush to get through the high school years, missing the joy and discovery that comes from being who they are right now.
At Flintridge Prep, we provide space for you to simply be. Here, you can take risks, grow, and contemplate your long-term goals. When you tap into your joy for learning, you’ll discover a wide array of opportunities to engage with and explore the world, developing passions that resonate deeply and jumpstart your curiosity. When you need support, we’ll help you slow down, unplug, and enjoy the process.
This community has accepted me for who I am, never have I been asked to change, and for that I am very appreciative.
—Will Bigby ’24
Stories About the Journey
Will Bigby ’24
An artist's journey on storytelling, freedom, and audience
Will Bigby
An artist's journey on storytelling, freedom, and audience
artwork: "We do Care" by Will Bigby, digital photography
As students were returning to campus from their winter break in January, Will Bigby ’24 was in Miami, Florida, where he joined 150 other artists aged 15 to 18 in a weeklong immersion at National YoungArts Week. Named an artist of distinction in photography, Will presented his work to peers from around the nation, took part in interdisciplinary classes and workshops in ten areas of visual and performing arts, and received mentorship from leading artists.
Will was introduced to photography foundations as a 9th grader and began working with Visual Arts Department Chair Ricardo Rodriguez as a sophomore, who helped him develop concepts and themes. Now an AP Photography student of Mr. R’s, Will is studying the genre, honing his craft, participating in critique, and conceptualizing his images.
Will is working on two photo projects and an independent study project, each with overlapping themes. In his independent study project with English department chair Dr. Tyke O’Brien, Will is examining fashion and masculinity as a means of self-expression and as a silent protest against oppression.
His photo projects explore masculinity as a form of self-expression in Black culture as well as father-child relationships. Naturally lit, the photos often feature a faceless male figure and subtle juxtapositions—a pink ribbon, a bright streetlight in an otherwise dim photo, or a bright velvet durag—that compete for attention.
“Photography does require thinking, but it's a type of thinking that comes naturally,” Will says. “I conceptualize and if I have what I need around me I'll shoot it as a mockup. Then I'll go through it, [asking] ‘what kind of change here, what kind of change there?’ I'll go another day and shoot the actual photo.”
Will Bigby sees each photo as part of a sequence—each building on the next. “It's about storytelling,” he says. “I look at people like Gordon Parks or Tyler Mitchell. They tell stories through and about the Black experience. I have tried to be very strategic in my sequencing because I want people to go in one way [looking at my work] and come out another.”
Will’s development as an artist can be traced through his answer to questions about audience. "Originally, I was like, I need to make art for other people. One of the panelists at YoungArts said that when you start making art for yourself, if you like it, that means somebody else who thinks like you is going to like it. In that sense, I make art for people who are about expressing themselves and ignoring pushback. I make art for people who don't want to be bound by society's perception of them. I make art for people who are unapologetically themselves.”
This story originally appeared in the winter 2024 issue of Perspectives magazine.
Role of Play in Learning
Teachers recognize the power of play as a tool for building engagement, trust, and empathy
The Fundamental Role of Play in Learning
Teachers at Flintridge Prep recognize the power of play as a tool for building engagement, trust, and empathy in and out of the classroom.
“In the performing arts, we’re asking students to be vulnerable on stage, so it’s important to create an environment where they feel that when they take an emotional leap, they’ll be caught and safe,” says Danté Carr, drama teacher and theater technical director. “We take time in rehearsal to play games or have dance parties to laugh, connect, and build trust. This helps students feel comfortable voicing their opinions and feelings.”
According to Natalie Rajmaira, middle school director, track coach, and physical education teacher, “Our ultimate goal is to create engagement with our students.”
Derrick Lin ’27 loves being in Coach R.'s PE class because, “she brings all the vibes, talks to students about their interests outside of sports, and plays music during class. It feels like she cares about every student,” even those who don’t consider themselves athletes.
Scarlett Coombes ’26, who is on the track team, agrees, “I’ve never had a coach like her; she’s so supportive of me. I think her main goal is to add a lot of fun and spirit to track.”
Play in the classroom doesn’t just build empathy between students, but also toward historical Play in Learning Teachers at Flintridge Prep recognize the power of play as a tool for building engagement, trust, and empathy in and out of the classroom. figures. Abel Fuentes, a history teacher and 9th grade dean, takes a unique approach by using role plays to, “get students to take on perspectives different from their own and assume historical personas that they research.” Dressing up, giving speeches, voting on issues, and negotiating in historical scenarios engages students in a dynamic learning experience.
Students attest to the positive impact of play in the classroom. “I like role play because there’s a sense of mystery to it and students are doing it themselves. We are kind of writing our own story, and that part is appealing to me,” says Sam Cooper ’26. “It makes me feel valued as a student.”
“When we act out history, it makes it feel alive. Mr. Fuentes does a lot to facilitate the feeling that historical figures are real people in real stories,” says Bahia Khoury ’26.
By embracing play, Flintridge Prep’s educators are not just fostering subject-area growth but also nurturing the development of empathetic individuals. “At this age, it’s so important for students to feel like they’ve got the time and space to explore who they are and who their friends are becoming,” says Carr.
This story originally appeared in the winter 2024 issue of Perspectives magazine.
Michelle Alfaro '88
A journey defined by curiosity & optimism
Michelle Alfaro '88
A journey defined by curiosity & optimism
As a child of Argentinian immigrants who met in Los Angeles, Michelle Alfaro ’88 had heard stories about the tens of thousands of Argentinians who were killed or disappeared between 1976 and 1983 during the military regime. It was something no one spoke about, but eventually she became curious to learn more.
“It was not until I was much older that I started to understand and began reading about the disappeared and what had happened in Argentina during those years. In university, I decided I needed to educate myself. I volunteered in a human rights organization in Argentina during a summer visit to see family.”
Thus began a lifelong journey for Alfaro, spurred by inquiry, curiosity, and the nagging idea that she could do more. Her journey has been marked by continual formal and informal learning opportunities—at UC Berkeley, USC Gould School of Law, a master’s degree in Middle Eastern Studies from SOAS, University of London, and internships around the world.
“You don’t need to have a life plan when you’re 17 or 18; you just have to keep thinking and looking around,” she says. “For me, university was the first big step to really open my world and shift my thinking.”
Becoming a sponge
Alfaro’s parents worked incredibly hard to provide their children with what they did not have. At Flintridge Prep she quickly realized she was being challenged in ways she had not been challenged before. “The teachers were inspired, demanding, and they brought energy to class. I believe in taking advantage of the opportunities you have—and Flintridge Prep was an enormous opportunity for me,” she says.
Spanish teacher Manuel Nuñez was one of those inspired faculty members who intensified Alfaro’s inner motivation. “He used to get on my case, telling me I could do better. It was one of those things that really made me think,” she recalls. “Good enough isn’t necessarily enough.”
Be curious! Educate yourself, ask questions, read. It’s up to us to be aware and to be curious and shape the world we want to live in, what kind of society we want to pass down to the next generation. What side of history do we want to be on?
With a growing understanding of the injustices in the world and no one stopping her, Alfaro kept going. “I always reached out, always expanded my network. It didn’t always go well,” she says.
Eventually she saw a path to making an impact, noting, “Once I had done a few human rights internships, I realized that I would need to understand international law.”
She continues: “I was like a little sponge, and I was always listening; my first year of law school I wrote to a non-governmental organization in Geneva and asked for an internship; I was really lucky. It was just a shot in the dark. I had done local human rights internships during university and after, but Geneva was my next level experience.”
A career at UNHCR
In 1998, Alfaro landed at the UN Refugee Agency, where she has made a career leading teams to assist and advocate for displaced people worldwide. Alfaro has worked in every bureau at the agency, starting in Bosnia.
In September 2023, Alfaro became the head of the Protection Pillar for the Middle East and North African Bureau and focuses on legal protection of and advocacy for refugees’ rights. “I began working in the Middle East in 2005 during the Iraq Emergency, supporting refugees in Iraq from Jordan, including Sudanese Darfur refugees, Kurds, Palestinians, and others. I love working in the Middle East. I am constantly called back by the rich culture and hospitable people, the deep history, and the unfortunate turmoil. I have worked all over the world, but the years spent in this region have been some of the most rewarding.”
Before that, Alfaro spent about a year in Ukraine as the head of a UNHCR Sub Office, providing humanitarian assistance and support for nearly 1 million displaced people. “Working in Ukraine was a privilege and one of the highlights of my career with UNHCR,” says Alfaro. “It’s an amazing country with such brave, resolute, and determined people.”
Alfaro is undeterred by logistical challenges, and she speaks earnestly about the joys and difficulties of her work. Despite long days and disruptions beyond her control, there is always hope and support, and an unceasing voice in her head saying, “We have tried our best. Can we do more?” “Sometimes a situation looks bleak, depending on where you’re standing. As you get closer, you see opportunities start to appear. What keeps me going is when we have small victories—and sometimes big victories. Knowing that we can make a difference is the biggest reward,” she says.
This story originally appeared in the winter 2024 issue of Perspectives magazine.
We Teach How to Think, Not What to Think
Though all different beliefs and perspectives in the world feel like they’re a click away, we’re more entrenched than ever. Screens separate us from one another, while algorithms feed us what we want to hear or read. The problem is worse when you feel pressure to fit in with a popular point of view, which can lead to the adoption of thinking that is not authentically yours.
At Flintridge Prep, we’re here to teach students how to think—not what to think. We Seek New Perspectives in the way we teach, hire, and engage with each other on campus, nurturing in our community an array of vibrant ideas and viewpoints. We listen and grapple compassionately with all views as we continuously grow in our questioning and understanding of the world around us.
“You can empathize with people from different places, Listen without going on the attack. I ask my students, ‘Are you listening to talk, or are you listening to understand?’ If we can continue to have civil discourse in rocky times, then I think we have succeeded.”
—Ingrid Herskind, global studies coordinator and history faculty
Honor Code at 25
Honor Code at 25
In 2004, just four years after the Honor Code’s creation, Katherine Thompson ’05 asked a simple question: Why didn’t parents sign the Honor Code? This question led to more questions, and with support from the administration, she developed a series of surveys and focus groups with students about the Honor Code.
Thompson presented her findings and recommendations to faculty and staff, urging teachers to discuss academic integrity with students and to standardize consequences of Honor Code violations. She proposed ritualizing the signing of the Honor Code by all community members. In a 2019 article for our magazine, she said, “We had come to realize that the Honor Code was inclusive, reciprocal, and community oriented.”
Now a member of Flintridge Prep’s Board of Trustees, Thompson reflects, “When I was a high school senior I believed—as I do now—in the Honor Code’s power and significance, but I can’t say I imagined the role it would play 20 years later.
“As we embarked on the strategic planning process, the Honor Code provided an important guidepost. It is a lens through which we can ensure our decisions align.
That the Honor Code has been so enduring is a testament to its institutional relevance. These are not off-the-shelf values. The Honor Code provides us with a common language—honesty, kindness, generosity, and respect—that have always animated our community,” says Katherine Thompson ’05, Board of Trustees Secretary.
This story originally appeared in the winter 2024 issue of Perspectives magazine.
AI Ignites Faculty Inquiry
AI Ignites Faculty Inquiry
This image was created by the DALL•E image AI based on the article title.
In late 2022, when OpenAI launched the artificial intelligence chatbot ChatGPT, news sources predicted the end of education and work as we know them, not to mention the quickening obsolescence of human skills. While the long-term impact of generative AI remains to be seen, what’s clear is that the technology is so powerful that it has already begun to change how and what we teach and learn. First, the technology allows users to bypass traditional research practices to receive information. And, while early versions of the technology have “hallucinated” results, making it an unreliable source, the chatbot offers a tempting shortcut—it can compose written work to spec in a matter of seconds.
At a faculty meeting in January, Associate Head of School Sarah Cooper directly addressed concerns about academic integrity, contextualizing the rise of AI alongside other tools that have been seen as disruptive to traditional learning—from SparkNotes and Wikipedia to calculators and essay writing services. How, she asked faculty, might we turn the challenge of this new technology into an opportunity to evaluate our teaching methods? Her first suggestion was to think differently about our assignments, as well as our assessment goals.
History Department Chair Josh Perlman says generative AI is the “most significant technical achievement” of his lifetime. Inspired to understand its implications, he put together a list of resources to share with English and history teachers. This spring, librarian Meryl Eldridge and history teacher Abel Fuentes shared activities to reinforce the iterative nature of research. Their techniques require students to slow down and show their work throughout the process, both to improve research outcomes and to avoid academic integrity issues.
Our story with generative AI is only just beginning. Cooper participated in a workshop sponsored by the Association of Technology Leaders in Independent Schools (ATLIS) this summer, and she will present at a national conference called AI x Education in August.
“What is especially exciting is having the chance to learn and explore this technology at the same time as our students. We are all navigating this massive paradigm shift together,” Cooper says. That said, the questions raised by generative AI are profound. “Whom do we write for? What do we code for? Why do we create art? Students need to know how to sort through and analyze what AI produces. And, ultimately, they need to develop their own distinctive voices and approaches to thinking, to be able to engage creatively and courageously with what comes next.”
An Alum in the Field
Joanne Jang ‘13, a product lead at OpenAI, led the teams that turned research on DALL•E (which creates original images using AI) and GPT-4 (the most advanced model powering ChatGPT) into helpful tools. While developing these products, she interviewed several educators, including Sarah Cooper, about AI’s impact on education, and was delighted to hear Mrs. Cooper’s nuanced perspective that OpenAI should prioritize discussions on how education should evolve as opposed to how new technology should be stopped.
“Sarah’s insights epitomize Prep’s values in setting students up for success to not only adapt— but thrive—in new settings,” Joanne shares.
This story originally appeared in the summer 2023 issue of Flintridge Prep's magazine.
Leading With Listening
Leading With Listening
In partnership with the Global Education Benchmark Group (GEBG), global studies coordinator and history teacher Ingrid Herskind works to develop intercultural dialogue skills among students both at Flintridge Prep and around the world. As part of this effort, she wrote the introduction to the recently published “Intercultural Dialogue: A Field Guide for Educators & Schools,” providing practical guidance for educators.
Flintridge Prep is one of 22 GEBG Leading Partner Schools, and Herskind works with students in the GEBG Student Leadership Council to facilitate dialogues that emphasize active listening, empathy, and mutual understanding. “Dialogues put students into the position of active leaders,” says Herskind. “They are the ones asking questions, guiding the conversation, and creating a space where everyone can share their perspectives.” Last year, the group planned and led two United States history dialogues for students involved with GEBG. The first discussion was about big government versus small government and the second was about the modern ramifications of Reconstruction.
Sophia Zhong ’25, one of the student leaders, describes dialogues as “facilitated conversations where we are not trying to argue our point. We are trying to learn about other people, where they come from, what ideas they have, and why they believe what they do.”
The importance of Ground Rules
“As teenagers, we’re still learning. We need to know we’re in a space where we won’t be judged by what we say, so I think it’s important to have ground rules, like to be respectful and treat others as you would want to be treated,” says Arek Kedeshian ’25, another dialogue leader.
Dialogue vs. Debate
“In a debate, you go in with a more combative mindset—that you’re right and the other person is wrong. This makes both sides defensive. You have to go in [to a dialogue] with an open mind to listen,” says Sophia.
Arek agrees, “We encourage participants to remember that you’re not there to change people’s minds, but to understand why they believe the way they do. This keeps the focus on the topic rather than the person.”
Students leading dialogues see many benefits. “You can empathize with people from different places, Listen without going on the attack. I ask my students, ‘Are you listening to talk, or are you listening to understand?’ If we can continue to have civil discourse in rocky times, then I think we have succeeded,” says Ingrid Herskind.
You learn to understand that people think differently from you, and that’s okay,” says Sophia. “We try to get people to understand the other side of an issue,” says Arek. “Instead of dissing someone’s beliefs, we ask questions, such as ’what personal experiences shaped your belief on this?’ People tend to focus on the black and white of an issue, but a dialogue allows us to focus on the gray areas.”
What is the Structure of a Dialogue?
1. Introduction
Before a dialogue begins, students watch an introductory video on the topic to give everybody baseline knowledge.
2. Guiding Questions
Student leaders decide on central questions.
3. Dialogue
The dialogue lasts for about 20-30 minutes.
4. Final Discussion
Students debrief on what they learned and found surprising.
This story originally appeared in the winter 2024 issue of Perspectives magazine.
We Dive In and Engage Deeply
The phrase “preparatory school” used to be code for college prep. While it’s understandable to care about grades, focusing on GPAs and where one goes to college as the ultimate measures of school success will not prepare students to navigate the ambiguity of an increasingly complex world.
At Flintridge Prep, we ask “why” and “what if.” We frame a great education around how much we’re inspired to Leave No Question Unasked. When we dive in and engage deeply in our learning, we are prepared for so much more than college and our future workplace–we’re ready to embrace all aspects of life.
Be curious! Educate yourself, ask questions, read. It's up to us to be aware and to be curious and shape the world we want to live in, what kind of society we want to pass down to the next generation. What side of history do we want to be on?
—Michelle Alfaro ’88
Stories of Leaving No Question Unasked
Together in Numbers
Math collaboration helps students leave no question unasked
Together in Numbers
Joel Ishii, mathematics department chair, says, “I am a big advocate for group problem-solving.”
Math classes are structured so students work in groups of two or three and foster an environment where solutions are collectively wrestled with and discussed.
Students, often inclined to stick with familiar faces, switch groups regularly, encouraging them to experience a range of problem solving approaches. This is particularly valuable when students are asked to explain their thinking to peers. Ishii says, “It challenges you to think about what you want to say. When you’re on the receiving end, and you’re hearing it from somebody who is not the teacher, it gives you a change in perspective.”
Working in groups also diffuses tension that may otherwise exist, as it allows us to see one another not as competitors but as classmates unified in trying to complete the journey of free calculus together.” —Brandon Cheng ’25
Group problem-solving “makes class interactive and fun. It’s not just about doing problems; it’s also learning from classmates and applying your own knowledge to teach others,” says Brandon Cheng ’25. He believes this helps learning stick and is “a great way to prepare for assessments.”
Collaboration is not just about sharing answers but also building a community of learners. Math teacher Maddie Martin says, “If you get stuck, there’s somebody there to help you. Everybody does better when they can collaborate.”
Nichelle Walker ’25 agrees: “It’s nice having the support from my classmates to help me with problems I didn’t understand.”
This emphasis on collaboration helps students feel secure so they can dig deep and ask tough questions, even if the answers aren’t easy. At Flintridge Prep, students support each other in good times and difficult ones, which opens doors to discover, learn, and grow.
This story originally appeared in the winter 2024 issue of Perspectives magazine.
Alumni Perspective
How it all began with a pair of yellow pants
Alumni Perspective
Dan Bejmuk ’96 and Sanyo Tzeng ’96: The cofounders of the branding firm Dreambox share how it all began with a pair of yellow pants
Dan Bejmuk ’96 and Sanyo Tzeng ’96 are founders of the restaurant branding firm Dreambox and have helped more than 150 multiunit restaurants “bring their brand to life” over the company’s 20-plus-year history.
They also happen to be lifelong friends since Dan’s first day on the Flintridge Prep campus, when he saw Sanyo wearing a distinctive pair of yellow pants and thought, “Who is this guy?” Since then, the two have been “thick as thieves,” attending the same college, pursuing the same major, and going on to found Dreambox. Sanyo was even in Dan’s wedding.
“Our closest group of friends are all from Flintridge Prep,” says Sanyo. “That was never really a strange thing to me, but when I speak to people in my life, it is very uncommon that somebody’s close circle of friends goes all the way back to high school.”
Since founding Dreambox, the pair have grown the company into one of the premier branding firms focused on restaurants, serving clients like In-N-Out Burger, Jinya Ramen, and Round Table Pizza. Highlights of their journey include milestones like winning an award for best chain restaurant website in 2003. This put them on the radar of larger restaurant brands, but the two friends are just as excited to share how they promote work-life balance for their colleagues.
“When we look at coworkers buying their own homes and who are able to take the time off to be with their children, travel, and experience the world,” Dan says, “these are things that are extremely important to us.”
Dan and Sanyo both attribute a measure of their success to their high school experience at Flintridge Prep. “Having an environment where you go and express an idea that may not be in line with dogma,” was critical for Dan.
A core value of Dreambox, “Ideas Over Egos,” echoes that ethos, ensuring that the company is a place where “everyone has a voice, and great ideas can come from anyone.”
“Sanyo and I have both separately lost the parents who were the most fundamentally important to getting us to go to Flintridge Prep,” says Dan, noting that Sanyo’s father and Dan’s mother sacrificed time and finances to ensure they could experience a Flintridge Prep education. “Us being able to sit here today is really a thank-you to them.”
This story originally appeared in the winter 2024 issue of Perspectives magazine.
Scary Moment Drives Action
Kevin Zhang ’24 takes action
Scary Moment Drives Action
Crossing Crown Avenue by foot turned scary when Kevin Zhang '24 and a friend narrowly missed being hit by a car turning left from Foothill. “If we had been a few seconds later we would have been hit,” says Kevin about the nerve-rattling November 2021 incident. His experience echoed complaints he had heard from friends and family about the dangers of this intersection.
Wondering why there wasn’t a left-turn arrow to protect the many people who cross this busy intersection every day, Kevin decided to take action by creating a petition. Over several months, Kevin collected signatures from students and teachers at Flintridge Prep, secured support from St. Bede’s, and went door to door on the weekends to get signatures from local neighbors.
In May 2022, Kevin presented his petition with more than 300 signatures to the La Cañada City Council, asking the city to add a protected left turn signal for the benefit of the entire local community. Over the next ten months the work continued, as Kevin attended City Council meetings, coordinated with council members, and shared his presentation with the Public Works and Traffic Commission at the council’s request.
Kevin’s work paid off when the City Council approved $10,500 for a study of the intersection in March 2023. While the study and analysis will take time, it was exciting for Kevin to see the impact of his efforts. “When I first started the petition, I was afraid that the people wouldn’t care. I’m happy they listened to me and are working to do something to fix the issue.”
Have something you want to change in your community? Kevin says, “Don’t be afraid to take action. Kids feel like all the decisions are made by adults and that they really don't have a voice. You do have a voice, and you should use it accordingly.”
This story originally appeared in the summer 2023 issue of Flintridge Prep's magazine.
As Leaders, Our Focus Is on "We" Rather Than "Me"
Whether it’s for self-advancement, money, fame, or popularity, a leader focused on their own achievement at the expense of other goals has chosen a lonely road to dissatisfaction and contributes to an uneven distribution of power. We need to change the narrative about what successful leadership looks like in today’s world.
At Flintridge Prep, we intentionally cultivate a leadership mindset that shifts students’ focus from “me” to “we.” We encourage everyone to Lead with Integrity, using our talents for the good of others. And that’s the best prep possible for whatever way you choose to lead in the world.
I see my role as serving as an example of school spirit, elevating other students, and making the school environment more enjoyable. I’ve always been told to treat other people the way I want to be treated. I want somebody in my life to give me spirit and hope. I feel like my role here is to do just that, to encourage students to enjoy school activities.”
—Carl Li ’25
Stories of Leading With Integrity
Sparks of Joy
Student researchers inspire and mentor their peers
Sparks of Joy
Student Researchers Inspire And Mentor Their Peers
“Jellyfish are one of the coolest animals because they're see-through and they look like lightbulbs with tentacles on them,” says Ellie Sohn '25. Her fascination with jellyfish began during an assignment in 9th grade biology, “It was a cool experience because I got to design my own experiment.”
This introduction inspired Ellie to join the Jelly Research Lab this year as a research team member. After applying and being accepted to the lab, one of Ellie’s first tasks was to learn the skills needed to care for the jellies.
According to Pressley Huie '26, another first-year research assistant, the work includes knowing “how to feed the jellies, how to make their food, and how to clean their tanks.”
Ellie says, “It was unreal because I hadn’t taken care of anything other than myself. Taking care of living organisms and being able to do that successfully is something that puts a smile on my face.”
Students new to the lab learn under the supportive guidance of mentors like Kat Zirn '24 and Silas Siebel '24, who are experienced Jelly Lab researchers. “We show them how to do things, and then let them try it on their own,” says Kat.
LEFT: a jellyfish in Prep's lab. RIGHT: Silas, a mentor in the Jelly Lab, (left) and Ellie, a first-year research assistant, (right) review lab notes.
According to Silas, mentors also developed a curriculum, covering topics like jellyfish history, scientific literacy, and data analysis. As the mentees gain experience, mentors serve as a vital resource. Silas explains, "I help students who are doing research brainstorm ideas and make sure that their research is going smoothly.” Their goal is to prepare students to jump right into designing and leading research projects in the future.
Ellie is grateful for the support she receives from her mentors. “They always stop and explain things if I don’t understand. I had never done a 12-page lab report before, so Kat was nice enough to outline the bare-bones structure for me. I worked that into a coherent methods and materials section.”
Pressley adds, “The mentors are very experienced and knowledgeable. It's always easy to go to them with questions.”
Science Department Chair Ms. Laura Kaufman, who oversees and advises the Jelly Lab with Dr. David Herman and Ms. Kate Tucci-Share '07, observes that mentors bring a genuine interest to their role. She says, “Nearly everyone who had significant experience in the lab wanted to be a mentor. Their applications were touching. They talked about how much they enjoy working in the lab, how much they love getting to do science and work with their peers, and that they wanted to share that with others. They get to be leaders in something they love.”
Ms. Kaufman and Pressley Huie '26 share a laugh in the Jelly Lab.
Mentors share this sentiment. “Research was fun, but at the same time, I want to teach other people how to do research and not just take up all that space for myself,” says Silas. "I see my younger self in some of the [mentees]. It’s great to be able to show them how fun and entertaining science can be.”
Ellie feels invigorated by her mentor-led experience this year. "The example that [Silas & Kat] set sparked my interest in acting as a mentor for younger students next year,” she says. “I feel like a junior scientist, like someone who has a lot of knowledge and can think of their own experiments. I’ve learned that it's not the end of the world if something goes wrong because you can always fix it and do it again. I definitely want to try a more complex experiment next year. I'm going to be brainstorming a lot of ideas about jellyfish and researching about them over the summer.”
This story originally appeared in the summer 2023 issue of Flintridge Prep's magazine.
Student Leaders Build Cross-Cultural BRIDGEs
Living out our commitment to inclusion and belonging
Student Leaders Build Cross-Cultural BRIDGEs
On the second floor of the Bachmann Collaboration Building, excited high school students shuffle across the room to stand beneath signs ranging from “strongly agree” to “strongly disagree.” The statements start simple, like “Flintridge Prep’s mac and cheese is overrated.” (Consensus seems to be that it is, in fact, accurately rated, though it has a few vocal defenders and at least one student finds it “too cheesy.”) From there, ice broken, the questions get progressively deeper, venturing into discussions about the mission of school leadership groups and the importance of diversity, belonging, and feeling seen. This is an open meeting of BRIDGE (Belonging, Respect, Inclusion, and Diversity, Grounded in Equity), one of Flintridge Prep’s administratively supported student leadership organizations—one with a mission to further diversity, equity, inclusion, and belonging through student leadership. The teenagers migrating across the room to share their thoughts are 9th and 10th graders interested in applying for membership for next year.
The Foundations
BRIDGE was inspired by the Student Diversity Leadership Conference (SDLC), hosted annually by the National Association of Independent Schools as a student counterpart to the faculty- and staff-focused National Association of Independent Schools People of Color Conference.
“Flintridge Prep definitely needs to experience this, even if you don’t get to go to the conference,” says Gya Rodríguez ’23, 2022-23 BRIDGE co-president, noting the conference’s moving discussions and hands-on activities. “We felt heard; we felt comfortable speaking in that space. It’s hard to talk about diversity in a school, and having that open safe space to do so motivated us to bring that to Flintridge Prep.”
“I would take six students to this conference, and those six students would have a transformative experience. I knew it could be more than that. I knew we could do more with that,” says Assistant Head for Student Life Barrett Jamison.
Recognizing a game-changing potential to fill a very important community need for sustained, meaningful, and inclusive activities and conversations, the administration’s Student Life Committee, which includes Jamison, Head of School Vanessa Walker-Oakes, and others, invited the group to join Athletic Council on Leadership, Flintridge Leadership Initiative, Student Community Action Council, and Student Senate as one of the admin-supported student leadership organizations in 2023.
“There is so much alignment between what the students experience at SDLC and Flintridge Prep’s mission to create a purposeful, diverse, and nurturing community,” notes Walker-Oakes. “It felt natural that the school offer strategic support and partner with our students to create a leadership group that would express our commitment to inclusion and belonging.”
Connecting the Community
BRIDGE is a fitting metaphor for the group’s emerging role in the community. It is a bridge between SDLC and the student body, between the different identity-based clubs on campus, and between the students and the administration. Since the group’s founding, BRIDGE has established itself as an incredible positive force on campus.
“BRIDGE as a concept fits perfectly with the idea of Flintridge Prep as a crossroads for open dialogue and diverse thought and ideas, which we think is so important to a healthy and thriving community. The fact that this network of connection is school-supported but student-driven makes it that much more powerful,” says Walker-Oakes.
The backing from school leadership provides BRIDGE with opportunities to take action and make change that other clubs might not be able to access. One ambitious project involved integrating hands-on workshops and activities the students learned at SDLC into Flintridge Prep’s advisory program. Everyone in BRIDGE took part in leading activities in advisory meetings so all Prep students from 7th to 12th grade could benefit from them.
“The first time was nerve-racking. How were students going to take this?” remembers Gya. “But seeing how it went, people actually really enjoyed it!”
The activities include an identity spectrum exercise similar to the one from the open meeting. Another asked participants to fill out “identity molecules” that describe which parts of their identity are core to their experience and which are present but less important.
Both activities led to eyeopening conversations about personal and cultural identity that would otherwise not have been possible. “It got 7th graders and 12th graders all talking about the same thing and got everybody comfortable with talking about themselves, their identities, and their opinions,” says Nadya LaMarr '23, the other BRIDGE co-president.
“We care about the student body, and we do what we do because we want you to flourish,” says Halia Benn ‘24, one of BRIDGE’s co-presidents for the upcoming 2023-24 school year. “This group is especially here to help us feel grounded in ourselves, connect us to our roots, and help us be more mindful and appreciate our cultures, our origins, and us as people.”
Nico Stanton ’24, a member of BRIDGE and the president of Flintridge Prep’s Latino Club, is proud of what the group has accomplished working with the school’s various identity-based clubs. “Before BRIDGE, the identity clubs were on their own and secluded. BRIDGE is the bridge not just between the clubs, but from those identity clubs to other people outside,” he says. Nico also appreciates the Friendsgiving and Seasonal Holiday events BRIDGE facilitated this year. By inviting identity clubs to share their cultures with the student body in a large group event, clubs which otherwise may not have received much notice have received the signal boost they need.
Halia Benn ’24 (left) and Cameron Paxton ’24 (right) will be copresidents of BRIDGE this year.
Beyond these campus-wide projects, BRIDGE uses its status as an admin-backed student leadership organization to empower students to realize their visions for projects related to diversity, equity, inclusion, and belonging (DEIB).
Cameron Paxton ’24, BRIDGE’s other co-president for 2023-24, shares how after several years without a central organization to go through, BRIDGE helped him fulfill his dream of organizing the Community Orchestra to perform a song by a Black composer. With BRIDGE’s backing, he brought together the Community Orchestra and the Black Student Union to arrange and record a performance of “Lift Every Voice and Sing” by James Weldon Johnson and J. Rosamund Johnson—and to reprise that performance in front of a live audience at the Spring Music Concert.
These examples represent only a small sample of BRIDGE’s accomplishments. The group also runs a social media account promoting cultural awareness throughout the year, publishes a newsletter covering a broad range of DEIB topics, hosts guest speakers, and collaborates with local schools to discuss how they have implemented DEIB work on their campuses.
“Working with the students in BRIDGE this year has been so inspiring,” says Maddie Martin, one of BRIDGE’s faculty advisors. “They care so much about making Prep a place where everyone feels like they belong, and they are willing to work to make that happen.”
“The simple way of connecting with each other in the community is what stands out to me the most,” adds Kiara Best, BRIDGE’s other faculty advisor, sharing her appreciation for the earnest enthusiasm the group’s members have shown for spreading the word about BRIDGE. “The love that we get speaks for itself.”
“We care about the student body, and we do what we do because we want you to flourish. This group is especially here to help us feel grounded in ourselves, connect us to our roots, and help us be more mindful and appreciate our cultures, our origins, and us as people.” — Halia Benn ‘24
Crossing into the Future
Energized by a successful first year, the student leaders of BRIDGE aspire to grow the organization’s proven work, expand its scope, and ensure stability for the future.
“Everyone leading up to now has been building this foundation,” says Halia. “I want to contribute to that foundation so that the grades after us can do even more largescale projects.”
Part of ensuring BRIDGE’s future is a very intentionally designed membership process. Any 9th and 10th grade students who wish to further the group’s mission of diversity, equity, inclusion, and belonging can apply for a position for the following year. The students whose applications are chosen will attend SDLC and bring back what they learn to share with BRIDGE and the Student Life Committee. The process ensures that the newest members get to participate in the transformative experience of SDLC early in their careers and primes them to take on leadership roles in BRIDGE in 11th and 12th grade.
“I feel like it’s going to keep changing,” reflects Gya, contemplating BRIDGE’s future now that she is graduating. “We were here to start that little spark, and we’re excited to see what our members are going to do after us because we know BRIDGE is going to be in good hands.”
This story originally appeared in the summer 2023 issue of Flintridge Prep's magazine.
Magic of Morning Meeting
Bringing the community together
Magic of Morning Meeting
It’s a typical Morning Meeting: raucous applause erupts from the crowd as the juniors win a class competition on the stage of Norris Auditorium. “Morning Meeting is an energy-filled crowd, and it feels like a show,” says Carl Li ‘25, Student Senate’s new commissioner of communications and collaboration (CCC), who announces events at the weekly assembly via his “This Is How Carl CCC’s It” videos.
The Class of 2004 created Morning Meeting in 2003 as a way to bring together the entire school community once a week and encourage engagement between younger and older students. Overseen by Student Senate, the senior class president presides over the Thursday morning assembly to celebrate what’s happened that week and drive excitement for upcoming events.
It serves as “a positive moment in the week to lay down the challenges of school and enjoy time together as a community,” says Dean of Students Beth Pattinelli.
“I came to Flintridge Prep as a 7th grader, and I looked forward to Morning Meeting—where we would have fun, listen to music, find out about upcoming events, and get excited for what’s going to happen on the stage.” Outgoing CCC Daniel Zhao ’24, who will be commissioner general in the fall, remembers how scared he was to talk to older students when he was in 7th grade. He soon realized that “at Morning Meeting everyone is one community, sharing this one space. It humanizes these older, seemingly out of reach people.”
Now that Carl is on the Morning Meeting stage each week to promote student events, he says, “I see my role as serving as an example of school spirit, elevating other students, and making the school environment more enjoyable. I’ve always been told to treat other people the way I want to be treated. I want somebody in my life to give me spirit and hope. I feel like my role here is to do just that, to encourage students to enjoy school activities.”
“It’s a privilege for students to learn what it’s like to run something like Morning Meeting that needs to be scheduled every week while making sure everything goes smoothly,” says Daniel.
“When I think back to 7th grade, my feeling after Morning Meeting was always joy; I would leave the meeting with a smile,” Carl says nostalgically. “I want that same joy to be extended to the entire Prep community. I want people to leave thinking, ‘Wow, that was a great pause on my Thursday morning.’ I find that it softens the stress of academic life.”
Gabby Varga ’23, last school year’s commissioner general, agrees, "In our fast-paced lives, this is something that we hold on to and is grounding for us.”
“I think that community feeling is something you can turn to every week,” says Daniel. “Those 30 minutes for Morning Meeting are very relaxing and always entertaining, no matter what.”
Students love that anyone can participate. “I think what’s fun is when you see yourself or your friend on stage, it creates a memory that lasts. It’s more than just a meeting; it’s a very big deal,” remarks Daniel.
“I know people who don’t like public speaking, and they still volunteer to go up during Morning Meeting, because it’s our community,” says Gabby. "It’s not the same as speaking in front of a crowd of strangers of the exact same size. We all know each other, and we are all here for each other.”
This story originally appeared in the summer 2023 issue of Flintridge Prep's magazine.
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Flintridge Prep is a place that ignites curiosity and wonder with every experience. And this deep engagement, a foundation for any profession and meaningful life, is possible because we steward healthy adolescence, focusing on nurturing our students in the here and now.