By Daniel Hudkins Dan Hudkins is Harker’s K-12 director of instructional technology. This article originally appeared in the summer 2013 issue of Independent School Magazine and was also printed in the summer 2013 Harker Quarterly.
Every school plans a curriculum that attempts to meet two parallel objectives: to be consistent with its core values and to prepare its students to be competent and successful adults. This tension leads schools to teach a variety of required courses based on values and perceived needs. But over time, those values and needs change. There were lengthy parts of our educational history in which wood and metal shop or home economics had been considered core skills. In the early 20th century, what independent school would not have included Latin as a required curricular element? Yet how many independent schools require Latin today?
In addition to everything else we teach, at The Harker School (California) we are convinced that the habits of mind learned through an understanding of computational thinking are required if one is to be a knowledgeable adult in the 21st century. And we believe that these skills are best learned through an understanding of computer science.
Vinton Cerf, the father of the Internet, makes the essential argument for computer science classes today: “Embedded computers and their animating software are everywhere, and a well-educated person today has to appreciate and understand their roles in daily life, business, entertainment and scientific research. No curriculum is complete without it.”
Even President Obama has chimed in. Responding to a question about teaching computer science in high school recently, he stated that making that training available in high school “not only prepares young people who may choose not to go to a four-year college to be job-ready, but it also engages kids.”
Here at The Harker School, we have had a graduation requirement of at least one semester of computer science since the first high school graduating class in 2002. The statement in our Program of Studies makes the case for the requirement this way: “The growth of the computer and electronic industries has contributed to profound and fundamental changes in how we work, live, interact with others, and play. We are surrounded with computers, both hidden and obvious, in all aspects of our lives. The computer science department offers a well-rounded program in technology and computer science, with courses that will appeal to the lay user as well as the computer science-bound student.”
Among educators in general, there is widespread confusion about what computer science entails and where it belongs in the curriculum. Computer science is not about teaching students how to use a word processor, spreadsheet or some other computer-based productivity tool. It is not about helping students learn how to make a set of PowerPoint slides to support an oral presentation. It is not about helping students learn how to use digital probeware in a science lab, or how to make a video in a humanities class, or how to create an engaging poster in a graphic arts lab. And it is not just about computer programming. All of these skills can be worthy and valuable parts of a K-12 education, and certainly contribute to one’s technological fluency. However, we are aiming for the higher goal of helping students develop the habits of mind that Jeannette Wing, of Carnegie Mellon University, describes as “computational thinking.”
Wing describes computational thinking as being able to apply human solutions to real-world problems. It represents a human way of thinking, rather than a computer’s way of functioning. As she puts it, “Computational thinking is a way humans solve problems; it is not trying to get humans to think like computers. Computers are dull and boring; humans are clever and imaginative.”
Our computer science classes are informed by experts in the field. Jeannette Wing’s work on defining computational thinking has crystalized much of our course work at Harker and elsewhere. Matt Brenner, of CSTeachLearn and formerly of Phillips Exeter Academy (New Hampshire) and Sidwell Friends School (Washington, D.C.), made the case for computer science in independent schools some time ago. He argued that, just as a basic understanding of mechanization and automation were the transformative ideas that undergirded the industrial revolution, algorithmic thinking is driving the current transformation of our society. “If we don’t know what they [algorithms] are or how to think about, invent, and apply them,” Brenner writes, “then we cannot use them to improve our lives and our society, nor can we understand how others use or wish to use them to the advantage or disadvantage of ourselves and our society.”
In addition, Chris Bigenho, of the Greenhill School (Texas) and the University of North Texas, has gathered evidence of current practices in teaching computer science in many independent schools. Casting a broad net, he posted a request for responses on two active independent school listservs. From his response summary, it is clear that this is a very active topic in the independent school world. While some respondents were in the exploratory phase, it appears that most were actively developing a computer science program that spanned middle and high school. They shared a broad agreement that computer science is a discipline in its own right with its own habits of mind. However, the surveys revealed some impediments to delivering computer science instruction in an independent school. This is leading to active discussion of several concerns including logistical questions (Can programming be taught on an iPad?), pedagogical questions (How can we best introduce students to the “hard fun” of learning to code?), and questions of recognition for independent learning (Is course credit the only meaningful measure or should we follow the world of industry and the MOOCs and look at badging and other forms of recognition?).
Teaching Computational Thinking
The Computer Science Teachers Association (CSTA) and the International Society for Technology in Education (ISTE) recently sponsored a working group to further outline the essence of computational thinking. In a summary report on the working group, Chris Stephenson and Valerie Barr write, “Computational Thinking (CT) is an approach to solving problems in a way that can be implemented with a computer. Students become not merely tool users but tool builders. They use a set of concepts, such as abstraction, recursion and iteration, to process and analyze data, and to create real and virtual artifacts. CT is a problem-solving methodology that can be automated, transferred and applied across subjects.”
While this may feel abstract, it encapsulates the logic that is leading schools to incorporate game design and robotics at a variety of levels. Incorporating a deeper understanding of computational thinking is not unlike what we do in a wide variety of other academic disciplines in which we lead students to take skills acquired in one course and apply them in another (i.e., applying the ability to create a graph to a population study in a geography class).
At Harker, we have done extensive work to embed information literacy across the curriculum. In 2013–14 we will offer a 2:1 iPad program in K-2, a 2:1 Chromebook program in grade 3, a 1:1 Chromebook program in grades 4-5, a 1:1 laptop program (student choice of Windows or Mac OS) in the middle school, and a 1:1 bring-your-own-laptop program in the upper school. We believe that using technological tools to learn across the curriculum with a variety of tools leads to a greater degree of technological fluency.
But none of these programmatic steps directly addresses computational thinking. That requires teaching computer science.
Our computer science classes focus on problem-solving with computers because we know it’s a valuable 21st-century skill in courses and experiences across the curriculum, both inside and outside the classroom. Computer science classes begin in the lower school in fourth grade, where we work with computer simulations and animation. In the middle school, through required courses and elective offerings, the concepts and applications become more sophisticated. Required courses cover game design theory, robotics and the development of mobile applications. Elective offerings include Web animation, introductory programming and an introduction to Java programming.
The high school program, in part because of our Silicon Valley location, is unusually deep. A semester-length course is required for graduation. Students can meet this requirement by either of two options. The Digital World course is designed for students with limited interest in computer science. It teaches computer modeling and digital representation, and spends substantial time exploring the implications of living in a digital world. For those students with a deeper interest, the sequence begins with computer programming, but includes AP Computer Science as well as a series of advanced topics in computer science that vary from year to year. Recent topics have included Computer Architecture, Digital Signal Processing, Expert Systems, Neural Networks, Numerical Methods, Programming Languages and Compiler Systems.
The Computer Science Department
Another area of confusion about computer science concerns the question of where it should be taught. Some schools fold computer science into the math or science departments. While this may be necessary in the short term, it is not a great long-term solution. For the long term, it is important to recognize that computer science has evolved into its own discipline with skills that are distinct from science or math – and therefore requires its own department.
While non-specialist teachers (like me) can introduce computer science concepts in the early years, they are less capable as the sophistication of the computational thinking objectives increases. For the higher end courses – even the middle school courses – it’s best to tap the skills of a specialist. In other words, for courses that rely on introductory tools like Alice, Stagecast or Robolab, non-specialists can teach quite effectively. However, as the sophistication of the tools and concepts increases – think AP Computer Science and above – it becomes necessary to have computer science courses taught by experienced computer science teachers. We want our English teachers to be able to lead students to a deeper understanding of the text than could be provided by an enthusiastic but unsophisticated reader. Shouldn’t we want the same in computer science?
Educators are well aware that the limiting factor in all of our teaching and learning is time, and the competition for that time among academic disciplines, athletics, extracurricular activities, service-learning programs, etc., is an ongoing struggle. But shouldn’t we be asking, are we really preparing our students to be 21st-century citizens if we’re not teaching them the logic of the 21st century – computational thinking through computer science?
Vinton Cerf says, “No.” And we agree.
When part of a high-quality academic program, computer science classes add an element that helps all students navigate our complex, technologically driven world. It also gives our graduates an edge over those who are not taught these increasingly essential skills.
This article was originally published in the summer 2013 Harker Quarterly.
The promotion ceremony on June 5 saw Harker’s grade 8 students begin a new stage in their academic lives, as they officially ended their journey as middle school students. The promotion season started on May 20 with a tradition begun last year: a luncheon for eighth graders to enjoy with each other and their advisors, this year held at a community center in Saratoga.
Head of School Chris Nikoloff welcomed the students to this year’s ceremony and congratulated them on the perseverance that led them to this juncture in their school careers. Grade 7 student Megan Huynh, who will serve as the middle school ASB president for the 2013-14 school year, led the students in reciting the Pledge of Allegiance before a special slide show was shown, compiled by grade 8 students Riya Chandra and Alexis Gauba, displaying memorable scenes from the 2012-13 school year.
Scott Kley Contini, biology teacher and assistant director of instructional technology, gave a special speech to the soon-to-be upper school students, encouraging them to welcome the many opportunities that await them over the next four years.
Following a special performance of the Cyndi Lauper song “True Colors” by middle school vocal groups Harmonics and Vivace, rising senior Arjun Goyal, who will be next year’s upper school ASB president, gave a welcome address to the Class of 2017, making sure that the students have much to look forward to in the 2013-14 school year.
The members of the grade 8 class then received their promotion certificates from Nikoloff and Cindy Ellis, middle school head, who made some warm closing remarks to the students. The ceremony concluded with a singing of “The Harker School Song.”
When Harker parent Geetha Madhavan and her daughter Maya, a rising senior, learned about the memorial fund created in honor of beloved longtime upper school employee Sandy Padgett, they came up with an idea to help promote the cause.
To raise money for the Sandy Padgett Memorial Endowed Scholarship Fund the duo motivated Harker to take part in a “walkathon” on behalf of the fund. Called Sevathon, the walkathon is sponsored by the India Community Center, a nonprofit, locally based organization, and is slated to occur on the morning of Sun., July 14 at the Baylands Park in Sunnyvale.
One of the largest social and service platforms of its kind, Sevathon unites walkers, runners, nonprofits, sponsors, family members and friends in support of various local and global causes. Nonprofit agencies like Harker sign up to partner with Sevathon, and in turn participants register to walk or run for a desired cause, separately pledging donations to their choice of more than 50 locally and globally based nonprofits.
“When we found out about the walkathon for charity, Maya suggested that we should run for a cause in honor of Ms. Padgett, who was her counselor. We then thought that other Harker kids might want to join in, so we checked with the advancement department and together formed the idea of running for the scholarship fund,” said Madhavan, who is also the parent of Meera ’13. “It would be nice to have Harker students and staff sign up for the run,” she added.
According to Sevathon organizers, the word seva means “a service which is given without consideration of anything in return” and is regarded as “the nature of goodness.” The walkathon nurtures a spirit of giving by empowering individuals of diverse backgrounds to unite. It also enables each nonprofit partner organization to deliver its own message and further its unique cause.
A fun community happening promoting fitness and healthy living, Sevathon offers participants the choice of signing up for a 5k, 10k (both $25 with pre-registration) or half-marathon ($40 with pre-registration). Pre-registration closes the day before the event, after which prices go up. To register for Sevathon and support the Sandy Padgett Memorial Fund, go to www.indiacc.org/Sevathon and select Harker as the nonprofit of choice.
For those unable to participate in the event but who still want to make a donation to the Padgett fund, checks may be mailed directly to Harker Advancement, 500 Saratoga Ave., San Jose, CA 95129. Please note “Sandy Padgett Memorial Fund” in the check’s memo line.
An original member of the upper school faculty and founding director of Harker’s college counseling program, Padgett passed away on April 22. Padgett’s family had previously requested that in lieu of flowers, all donations be sent to The Sandy Padgett Memorial Endowed Scholarship Fund, established in her memory. After her memorial service, checks were mailed to the fund and continue to be collected via Harker’s advancement department.
This article was originally published in the summer 2013 Harker Quarterly.
The busy commotion of construction at Harker’s recently acquired third campus on San Jose’s Union Avenue will soon be replaced by an even more exciting noise: the welcome sound of children at play.
Thanks to a dedicated crew of construction workers, architects and landscapers, the Union campus – which formerly served as a children’s shelter – is getting a much-needed facelift. Now the property seems well poised to open its doors as Harker Preschool this coming school year.
Turning the eight-acre property into a preschool, as well as the future permanent home of Harker’s lower school, has been no easy feat. To that end, Mike Bassoni, Harker’s facility manager, has routinely met with a team of professionals who for months have worked tirelessly to turn the school’s vision of creating the perfect environment for young children into a reality. The coveted Union site first opened in 1995 as a state-of-the-art shelter for abused and neglected children, boasting residential cottages surrounding a beautiful play area. However, over time there was a shift away from placing troubled kids into residential facilities, resulting in the shelter becoming nearly empty and underutilized.
Now, Anderson Brulé Architects, Inc. (ABA) is working with Harker to redesign the shelter to meet the needs of a preschool. Crystal Sanderson, a project manager with ABA, reported that the process of converting the property from a residential setting to one intended for educational day use was going remarkably well.
“The shelter was dated, so we are updating it with refreshing finishes to make it more vibrant, as well as accommodating the special needs of a preschool, with areas for napping, playing and restrooms to size,” she said, adding that her firm’s overarching goal is to help Harker transform the Union campus into a fun, safe environment, with day to day functional needs met.
To achieve that goal, existing buildings are being modified to make them more open, turning formerly enclosed housing cottages into classroom space with more natural light and room for children to play.
“Harker was really smart to find a facility that could be reused in this way,” noted Sanderson.
Pamela Anderson-Brulé, a founder and the president of ABA, added that her firm was charged with the task of not only freeing up living areas for classroom space, but for administrative office use as well. The building also had to be up to fire safety code and meet the needs of the disabled in compliance with California’s state law.
Anderson-Brulé said they were able to work largely with what they had without having to “start over,” and without a lot of construction waste. “It’s a perfect second use/second life for these facilities,” she said.
Harker first made breaking news when it became top bidder on the available third campus property. Following a due diligence period, where Harker reviewed areas such as permit, traffic, environmental and title use, the administration successfully closed on the Union property in January.
Ever since opening the upper school in 1998, Harker has planned to own three campuses. Currently Harker owns the upper Saratoga and lower Bucknall campuses, but holds a lease on the middle school Blackford campus until 2025. However, the Blackford lease has long been viewed as a temporary stopgap measure.
The school’s long-term plan is to locate the middle school on the Bucknall campus and move the lower school to the Union campus. Other plans in the works include building a gym and theater complex on the Saratoga campus to replace the gym and theater on the Blackford campus; creating a permanent solution for field use; making improvements on the Union campus in preparation for its K-5 use; and relocating some operations currently at Blackford.
And, while the preschool would initially operate on the Union property, it would later be transitioned to leased or purchased land when the time comes to move the K-5 programs to Union. The preschool will serve ages 3 through (young) 5-year-olds with the capacity to serve up to 120 students.
According to Bassoni, the addition of a new driveway to the site should help alleviate traffic flow concerns. Additionally, he said construction crews are implementing an emergency vehicle access and designated drop-off area.
Voicing his appreciation for all the donors who helped enable Harker to purchase the property, he said the project will finally be complete on “the day I get to see children enjoying and exploring the new facility.”
Indeed, the entire Harker community looks forward to the time when the sight of workers walking around the Union campus clad in yellow vests and hard hats will be replaced by young children laughing and playing.
“Harker is 120 years old … and we intend to continue our history for many more years to come,” Bassoni said.
Look for updates about the new Union campus and preschool in continuous coverage by Harker Quarterly. FAQs about the preschool are also available online at www.harker.org/preschool.
This article was originally published in the summer 2013 Harker Quarterly.
Of all the remarkable milestones Harker students achieve, none is as great or as meaningful as their final rite of passage when they receive their diplomas. The pride was palpable on May 24 at the Mountain Winery as the Class of 2013 walked across the stage, collected their diplomas from Head of School Chris Nikoloff, gave a hug or handshake to Upper School Head Butch Keller, and smiled at their class dean, Jeff Draper, who read each of their names.
The weather was perfect – cool and clear; the music, provided by Harker’s chamber ensemble and all-choir Graduation Chorus, was beautiful; the speeches, perhaps among the best yet of the upper school’s 12 graduations.
Ashvin Swaminathan represented his class as valedictorian, and his speech found a perfect balance between honoring the past and preparing for the future. His first words remembered those who are gone: “Let us not forget how blessed we are to have had our lives touched by the love and friendship of” Jackie Wang ’13, teachers John Near and Sharron Mittelstet, counselor Sandy Padgett and school founder Howard Nichols.
He spoke of his own sickly childhood and his mother’s successful struggle with cancer and posed the question, “By what means did every one of us manage to triumph over our tribulations?” The answer? “Our parents,” who were “iron girders” of support. Introducing his theme of “Let us vow,” Swaminathan adjured his classmates, “Let us vow to continue to treat our parents as our heroes,” to honor them, make them proud and not neglect them “at any time.”
He asked his peers to vow to “never compromise on the value system that our teachers have established for us” in the face of all the temptations to come, and said, “Let us vow to share our leftover resources with those who are not as fortunate as we are.”
The teachers who had led Swaminathan and his classmates on what he called a “beautiful scholastic safari” were on their feet moments after his talk concluded, to be joined almost immediately by his classmates.
Keynote speaker Nipun Mehta is the founder of ServiceSpace, an organization dedicated to volunteerism which has nurtured projects resulting in the gifting of millions of dollars of services, including website creation and pay-it-forward restaurants, at which a person eats for free but pays for the meal of the next customer who comes in to dine. He has devoted his entire adult life to the pursuit of giving.
Mehta’s engaging speech was a rallying cry to fix what is “at the core of all of today’s most pressing challenges: … we have become profoundly disconnected …. We have forgotten how to rescue each other.” He says humans are wired to give and to help each other, and asked, “Will you, Class of 2013, step up to rebuild a culture of trust, empathy and compassion?”
There are three keys to living a life of giving, Mehta said. The first is to give, no strings attached. The second is to receive: “When you give externally, you receive internally.” His third key is to dance. “Our biggest problem with giving and receiving is that we try and track it. And when we do that, we lose the beat.”
He closed with this final thought: “Harker Class of 2013, may you all find greatness in service to life. May you all give, receive – and never, ever stop dancing.” Nikoloff also had an opportunity to offer some words of wisdom to the class, which he did in a lighthearted talk titled “Love like a Labrador,” meaning unconditionally and with joy. (See full text here.)
Then diplomas were bestowed, doves were released and tassels were switched from right to left; the graduates processed out of the amphitheater and walked through a tunnel formed by their teachers, who gave a final round of applause as Harker’s newest members of the alumni family were fondly sent on their way.
This article originally appeared in the summer 2013 Harker Quarterly.
PAMA Graduate Went on to Lead Adventure-Filled Life
Military schools were very popular during the years surrounding World War II, when John Dell ’44 attended Harker’s historic predecessor, the Palo Alto Military Academy (PAMA).
Today, the 81-year-old former fire ranger and expedition leader credits the school, which was an elementary and middle school for boys, with playing a key role in shaping his life.
“It was a time I began to develop my self-confidence along with important social skills. PAMA instilled an appreciation for humility, sensitivity, perseverance and the value of teamwork. It certainly taught me basic military disciplinary skills that would later serve me well as a combat U.S. Marine during the Korean War … and beyond in my career as a ranger and forest fire staff specialist,” said Dell, a native Californian who now resides in Tucson, Ariz.
Dell said that among his fondest memories of PAMA were the “exhilarating rides” in the bike patrol through the back roads and countryside around Palo Alto, which was still a small community. “And the hotdogs, chips, ice cream and movies downtown on Saturdays were also major highlights. I loved it all!” he enthused.
After working for 30 years with the U.S. Forest Service in California and the Pacific Northwest regions, Dell, whose wife had recently passed away, embarked on a second career as an adjunct instructor at Arizona’s Pima Community College.
There he taught natural and cultural histories of the Southwest and conducted educational study tours throughout the region and to many foreign countries. He also led local wilderness hiking trips and mountain climbing and canyoneering expeditions.
He eventually returned to college himself, to explore new areas and skills, receiving a B.A. in communications from Brigham Young University.
Dell participated in several humanitarian missions to Afghanistan as a board director with the Childlight Foundation for Afghan Children (childlightfoundation.org). The nonprofit humanitarian organization was started by his daughter, Diana Tacey, and strives to aid the destitute children of Afghanistan, many orphaned and displaced by nearly 40 years of devastating wars.
Just last year he retired from these incredible activities and is currently working on a book about his life experiences. Dell is not new to writing, having published more than 50 professional papers and articles on forest fire ecology and protection. He is also the author of the “Southern Arizona Trails Resource Guide.”
“I owe thanks to the colonel and all his staff. They were great people,” said Dell, who has enjoyed reflecting back upon his time at PAMA and looks forward
to the continued chronicling of his fascinating life in his own soon-to-be written publication.
Editor’s note: When Dell attended PAMA it was under the direction of Colonel Richard Kelly. The school (like Dell’s own life) saw many changes. Donald Nichols assumed leadership of PAMA in 1950 and The Harker Day School in 1959. He merged the two schools under the name Harker Academy in 1972. Howard Nichols succeeded his father in 1973, dropping the military program while expanding academics and other program offerings at what later became The Harker School.
Alumna’s Dream of Becoming a Published Writer by Age 18 Comes True
Just shy of her 19th birthday, Jessica Lin ’12 received word that her short science fiction story titled “Mortar Flowers” was officially accepted for publication by Nature Journal, one of the world’s most cited interdisciplinary scientific periodicals.
This acceptance marked the first time Lin had ever sold a story, which was recently featured in the prestigious magazine’s special section for science fiction short stories called “Futures.”
“I still feel like I’m dreaming,” she said of the story acceptance, the best birthday present any young writer could ask for. Lin is double majoring in comparative literature and psychology at the University of California, Berkeley.
Lin said she got the idea for the short story several years ago when she went on a “Wikipedia tangent” and discovered Sarajevo roses, which are deformations in the concrete caused by mortar shell explosions that are later filled with red resin as a memorial to the dead.
“As the concrete is being replaced in Sarajevo, these roses are disappearing. When I read that, I was immediately struck by the enigma of how they came to be, and I thought it was a terrible loss that they were being wiped out by construction. Three years later, I still hadn’t forgotten about them! It occurred to me that I could weave these two ideas together. Immediately, I had this vision of a flower boy in a fantastical war-torn city,” she said.
Ever since her days at Harker, Lin’s writing career has been on a fast track for success. Back in 2011 and 2012 she was recognized by the Alliance for Young Artists & Writers when she won two annual Scholastic Art & Writing awards (both national silver medals) in the novel writing category. The second one she accepted at Carnegie Hall in New York City last June.
Lin recalled that during the awards ceremony, “Whoopi Goldberg and Meryl Streep gave very inspiring presentations about the importance of art and its impact on society. I will always remember something Meryl Streep said, which was that the gift of writers is to express the things that we all feel, but are unable to put into words.”
Performing Arts Students Get Behind-the-Scenes Look at Show Biz from Talented Alumnus
Talk of Broadway and the big screen took on a new reality for upper school Conservatory students following a recent “Life in the Arts” workshop with guest speaker Gary King ’87.
This past spring King, an award-winning filmmaker and director, returned to Harker to discuss his unique road to show business with the aspiring performing arts students. He also gave a behind-the-scenes look at his new hit indie film, “How Do You Write a Joe Schermann Song?”
Accompanying him was Broadway and film actress Christina Rose, who plays the lead role in his movie, which was released earlier this year and has received awards at venues such as the Raindance and Phoenix film festivals. King and Rose showed a trailer of the movie and spoke candidly about their experiences working in today’s rapidly changing entertainment industry.
Many of the students found it hard to believe that King, who serves as the director, writer and producer of his films, never studied acting at Harker or anywhere!
“I didn’t study performing arts at Harker, nor did I go to film school in college. I received a master’s in psychology way back in the day.
I’m self-taught when it comes to filmmaking,” said King, who was reached for comment following his Harker visit.
Although he had loved cinema from a young age, King never thought to make a career out of it until after spending a few unfulfilling years working in the field of human resources.
“Talking with the students was exciting as it was amazing to see how talented and eager they are to learn and grow within their areas of interest. They surely are taking advantage of the wonderful opportunities Harker offers to them,” he said.
He recalled how Harker gave him a well-rounded education, taught him responsibility and prepared him for the future by giving him the tools to succeed. “It definitely made a difference in my life,” affirmed King, whose work is best known for delivering powerful performances with an emphasis on a strong, visual style.
The duo advised workshop attendees to expect setbacks, but not become defeated by them.
“Coming back to Harker was a complete shock,” mused King, who couldn’t believe how much everything had changed. “I’m glad that one thing which has remained the same is the faculty’s passion for the school and their students,” he said.
Yesterday, rising senior Urvi Gupta was recognized for the second time this year for an innovative math tutoring program she created in November 2011 when she received a commendation from San Jose City Council members Rose Herrera, Xavier Campos and Kansen Chu.
In April, Gupta was named San Jose Public Library Volunteer of the Year for the creation of a math tutoring program at the San Jose Public Libraries called OneInMath, which assists students in K-3. The program aims to give young math students a solid foundation in mathematics that will help them in their later years. To date, more than 250 students have been helped by OneInMath. Gupta herself has managed the entire program, creating practice sheets and videos, designing the teaching method, training volunteers and more.
“This is a great recognition for Urvi’s hundreds of hours of work and her dedication to the program to help young kids,” said Urvi’s father, Vivek. “It will also be a great recognition of Harker as a school that nurtures the students to be selfless, kind and giving.”
Organizers and members of the Spirit and Service Club recently presented new playing blocks to the kindergarten students. After raising more than $800 during the school year, they decided to purchase some new equipment for the lower school’s youngest students.
Pictured here are grade 4 students and club members Besty Tian, Sidra Xu and Deven Parikh. The kindergartners shown are Gemma Chan, Summer Adler, Stefan Maxim and Rishi Lalwani.
“The kindergartners were really excited to receive this generous gift from the Service Club,” said Ken Allen, lower school dean.
Magic was in the air at this year’s Kiddie Carnival, Harker’s final celebration for K-3. Called “Harker’s Fairytale Land,” the enchanted student event was held at the lower school on the morning of June 6, the last day of school.
Students and faculty came dressed for the 33rd annual carnival in creative fairytale attire. And, as in a perfect storybook ending, a good time was had by all during the festive morning filled with booths, games, activities and prizes. A noon dismissal ended the day, as well as fond farewell wishes to children from teachers for a fabulous summer.
Members of Harker’s BEST staff called the event an opportunity for their department to show their appreciation to the students by offering a fun morning of activities.
“Thank you for allowing us to work with your children … It has been an incredible year!” said Kim Cali, BEST director for the lower school.
Choosing the right career path is often foremost on the minds of students in the upper grades of high school. With college just around the corner, older students begin to think more seriously about what they want to do in college … and beyond.
In an effort to help provide information about future college majors and career options, The Harker School Mentoring Program brings upper school students together with adult mentors. One highly successful and important feature of the mentoring program is its career panel luncheons.
Held throughout the school year, the panels offer guest mentors an opportunity to speak about their chosen professions to interested students. Mentors come from diverse professional backgrounds, yet they share strong connections with the school community, usually as parents or alumni. It is this shared dedication to education at Harker that provides a common ground for discourse.
The panels are organized by Jennifer Hargreaves, director of middle and upper school volunteer programs. “We are very grateful to all the parents and friends of Harker for their participation on a career panel,” said Hargreaves.
Below is a list of those who have generously dedicated their time to the project:
Doctors:
Dr. Stacey Law – orthodontist in private practice and adjunct clinical faculty with the Craniofacial Anomolies Clinic at the Lucile Packard Children’s Hospital
Dr. Surendra Gudapati –interventional cardiologist in private practice, El Camino Hospital
Dr. John Siegel –general and trauma surgeon at Valley Medical Center, a level one trauma center
Engineers:
Gautham Nadathur –architect, embedded platforms, Apple
Maria Gong –lead recruiter software engineer,Google
Rajiv Batra –founder and SVP of engineering, Palo Alto Networks
Business and Entrepreneurs:
Jack Jia,founder (Trusper, Interwoven, Baynote, V-max), CEO, angel investor
Joe Schneider,CEO of Lacrosse Footwear
Biotech:
Dr. Yalia Jayalakshmi,co-founder & VP, Product Dev, StemPar Sciences (past: Johnson & Johnson, Alza, Genentech, Cygnus)
Dr. Olga Issakova,executive vice president, Nanosyn, Inc.