Ashbury News Fall Winter 2025
Ashbury News is published twice a year and sent to over 4,000 alumni, parents, and friends worldwide. Submit news or story ideas to: alumni@ashbury.ca
Photography: Wendy Hough, Chris Miedema, Justin Routhier, and Fuad Saneen
Editor: Wendy Hough
Design and Layout: AN Design Communications
Connect with us on:
Instagram: ashbury.alumni
Facebook: Ashburians
LinkedIn: Ashbury College Alumni
@ashburycollege
Ashbury College acknowledges that its campus is located on the traditional, unceded territory of the Anishinàbe Omàmìwininì Algonquin Nation, whose presence here dates back to time immemorial.
Nous reconnaissons les membres de la Nation Algonquine Anishinàbe Omàmìwininì comme gardiens et défenseurs traditionnels du bassin hydrographique de la rivière des Outaouais et de ses affluents. Nous rendons hommage à leur longue tradition et à leur constante protection de cette terre, ainsi qu’à leur rôle dans la sauvegarde de ce beau territoire.
Nigìkenindànànàn kìbi ànimiziwàdj kaye kì mino pagidinigewàdj ogog kakina Màyàmindji Nitam Pemàdizidjig, Àbitawizìg, kaye Àshkìmeg eyediwehì enigokwàg iyo Mikinàk Minitig. Niga pàjigwàdizimin kidji kikenindamokìyàng kàbi Awakàzodjig ogog kà abidjig kikinàmàdinànikàng, ashidj niga mino wìdjikiwemànànig ogog Màyàmindji Nitam Pemàdizidjig ondaje wàkàhì.
Iam pleased to share Ashbury’s new Strategic Directions—nos orientations stratégiques—giving voice to our school community that is future-focused while building on our traditions, and where we can thrive together in a changing world in this, our 135th school year.
Change is hardly new to Ashbury, and whether we face past challenges or embrace new opportunities, adhering to our guiding statements— mission, vision, values, and motto Probitas, Virtus, Comitas—has ensured that we flourish, stay connected, and adapt. Our evolution from a small school dating back to 1891 in rented spaces facing the Parliament Buildings of the new Dominion of Canada now finds us as Canada’s international school in the capital of one of the world’s oldest continuous parliamentary democracies.
The vibrancy of a day at Ashbury remains hard to capture. Still, a sampling of the student experience on any day will highlight academics, boarding life, a multitude of co-curriculars, and dedicated teachers and staff. Qu’ils soient en internat ou en externat, les élèves d’Ashbury bénéficient d’une expérience éducative riche, marquée par des attentes élevées et par un sens de responsabilité envers le monde entier.
As we have celebrated sport in recent editions, in this Ashbury News, we applaud our musicians—staff, students, and alumni—who continue to inspire us. It has been said that “when words fail, music speaks,” and as compelling as a great read or speech might be, it is often the musical performances of our students and alumni that bring us together and keep us connected. Comme le disait Berthold Auerbach, « la musique nettoie l’âme de la poussière du quotidien », et elle, soit à la chapelle, soit en salle de classe, continue de s’épanouir à Ashbury.
Learn more about our strategic plan, the accomplishments of our alumni, or catch up on news from the school and our many committed staff, volunteers, and alumni—and, as always, we hope to see you back on our beautiful campus in the near future. Like the Ottawa, Rideau, and Gatineau rivers that flow through our region, Ashbury has long been a guiding current in the lives of so many.
À bientôt!
Norman Southward Head of School — Directeur
S’ÉPANOUIR ENSEMBLE DANS UN MONDE EN CHANGEMENT
Like the Ottawa, Rideau, and Gatineau rivers that flow through our region, shaping the land and linking communities, Ashbury College has long been a guiding current in the lives of our students. For more than a century, we’ve charted a steady course through still waters and storms alike, preparing students to navigate a world in motion.
Rivers never stand still. They wind, shift, and deepen. They connect distant places and draw strength from many sources. In the same way, Ashbury blends tradition and innovation, drawing on its rich heritage and forwardlooking spirit.
La version française du Orientations stratégiques est disponible à :
As we look ahead, the river becomes our metaphor for resilience, purpose, and progress. This five-year strategy is the current that will carry us forward, grounded in enduring values, and ready to meet change not with resistance, but with clarity, care, and confidence.
This five-year strategy will provide focus and define our direction, motivating and propelling us toward a caring, resilient, and interconnected community, progressing with purpose.
The plan will advance our leadership, ready to embrace future opportunities and challenges, preparing students to lead in a changing world, and fostering a community that remains conscientious and adaptable.
Background Research
NOV ’24 – JAN ’25
Engage & Connect
DEC ’24 – MAR ’25
Strategy Build & Launch
MAR ’24 – JUN ’25
To help us chart a clear and meaningful path forward, we partnered with Bridge Building Group, whose expertise in engagement and strategic planning is grounded in creativity, inclusivity, adaptability, and effectiveness.
Together, we developed and conducted a Strategic Input Survey for constituents, hosted focus groups with parents, staff, alumni, and mem-
bers of our broader community, and gathered insights through a full staff meeting and Board focus sessions. These inputs were then clarified and distilled through a series of Task Force meetings and workshops.
We are deeply grateful for our dedicated Task Force members, the valuable contributions of our community, and the thoughtful partnership with Bridge Building Group.
Our guiding statements define who we are, what we believe in, and what we value. They provide clarity and direction, serving as the foundation for how we teach, learn, and grow as individuals and as a community.
Canada’s international school in the nation’s capital, established in 1891
To inspire intellectually curious, compassionate, and engaged global citizens
Probitas, Virtus, Comitas — Honesty, Courage, Kindness
Thriving together in a changing world
Academic Excellence and Personal Growth:
We encourage every student to strive for their personal best while learning from high-performing, inspiring teachers.
Pluralism and International Engagement:
We nurture a diverse and inclusive community where global perspectives are recognized through respectful dialogue.
Stewardship and Service:
We empower students to demonstrate leadership, create meaningful impact, and approach challenges by building on traditions with innovation and open-mindedness.
Since its founding in 1891, Ashbury College has guided many generations of students through its programs. In that time, the world has experienced industrial and technological revolutions, global conflicts, economic upheavals, social justice movements, geopolitical tensions, lightspeed innovation, and a growing awareness of environmental sustain-
ability. As we look forward, the promise of rapid and transformative change continues to shape our global community.
At our core, we have always honoured tradition while embracing the future. As we embark on our 135th year, Ashbury is preparing students to thrive in a changing world.
To thrive together in a changing world, we move forward in a way that balances the following three interconnected strategic directions:
Upholding student success alongside well-being and resilience
Cultivating a strong sense of belonging while deepening our interconnections to community
Being future-ready and technologically advanced, while grounding oneself in the natural world
In an ever-evolving world, academic excellence remains a cornerstone of success but true success extends beyond grades alone. At Ashbury, we hold ourselves to the highest academic standards, challenging students to think critically, solve complex problems, and cultivate a lifelong love of learning. However, we recognize that academic rigour must be balanced with mental health, well-being, and resilience. Navigating challenges, both in the classroom and in life, requires not only intellect but also emotional intelligence, adaptability, and self-care. By integrating social-emotional learning, fostering resilience, and teaching students how to manage stress while maintaining their passion for learning, we prepare them not just to excel academically, but to thrive in a changing world.
Excellence in academic programs
Innovative and inclusive teaching and learning
Self-discovery beyond the classroom
Holistic student wellbeing and resilience
Investments in exemplary faculty and staff
Deepening our commitment to academic programming that meets student needs from Junior School to pre-university through unique program offerings that include IB, Ministry, and bilingual options
Committing to best practices and innovation in approaches to teaching and learning, ensuring diverse and multilingual learners thrive through differentiation and studentcentered strategies
Empowering students to discover their strengths and passions through co-curricular opportunities and experiential learning while embodying the character tenets of our motto
Prioritizing programming and services to ensure a supportive environment that nurtures both academic success and personal growth at each stage of child development
Recruiting and developing a high-performing, diverse, and supportive faculty and staff, ensuring their well-being in a thriving educational environment
As students navigate the journey of discovering who they are, it’s equally important for them to know they are not alone. In an often-isolating world, we strive to create an environment where every student feels seen, valued, and connected. Finding strength in oneself is essential but so is drawing support from a caring community, whether it’s peers, teachers, alumni, or the broader local and global networks of which we are fortunate to be a part. By fostering both self-confidence and meaningful connections, we empower students to grow as individuals while contributing to a thriving, supportive community that values pluralism, embraces diverse perspectives, and encourages engagement across differences.
Strong connections across the Ashbury community
Expanded grade-level offerings for families
Commitment to an exceptional boarding program
Pluralism and intercultural understanding
Meaningful Indigenous partnerships
Leadership in local, national, and international networks
Instilling a sense of belonging at Ashbury through alumni engagement, mentorship, cross-grade relationships, and connections with the parent community
Evolving our current offerings to meet the needs of domestic and international families through targeted grade-level expansion towards full-school programming
Fostering a welcoming and supportive boarding community anchored in a sense of belonging and academic achievement within Ashbury’s unique Canadian context
Cultivating skills for intercultural engagement and dialogue that strengthen connections within our diverse and international community while advancing our pluralism goals
Developing and sustaining partnerships with key Indigenous communities, considering the TRC Calls to Action and principles of the Seven Generations Teachings
Strengthening our engagement across networks, including the IB, Round Square, CAIS, community, and educational partners, to foster collaboration, civic engagement, research, and service
Preparing for the future means embracing innovation while staying anchored in what makes us human. In a world rapidly shaped by AI and technological advancements, our students must be equipped with the skills to thrive in an ever-changing landscape. But future readiness is not simply about digital fluency; it’s also about knowing when to unplug, reconnect with oneself, and engage deeply with the natural world. At Ashbury, we strike a balance between new approaches to learning and an appreciation for nature, fostering a sense of responsibility for the planet and a grounding in what truly matters. By embracing both progress and presence, our students will not only shape the future but do so with wisdom, purpose, and care.
Future-ready learning and experiences
Environmental education and connection to nature
Enhanced and versatile facilities and spaces
Robust financial assistance and endowment
Financial and operational strength
Cultivating human skills such as, critical thinking, collaboration, creativity, compassion, that drive meaningful learning and innovation while equipping students and staff to engage with emerging technologies and AI
Embedding environmentally sustainable practices and outdoor education throughout campus life while deepening students’ connection with nature
Developing and renewing facilities and outdoor spaces to enhance programs while being attentive to accessibility, our heritage campus master plan, environmental goals, and potential off-site opportunities
Strengthening our financial assistance and endowment strategies for accessibility and meaningful impact
Managing long-term financial sustainability and operational effectiveness that maintains enrolment strength, stability and risk management practices
Starting in the 2026–2027 academic year, Ashbury College will introduce a Grade 3 class to our Junior School program. This expansion is an exciting opportunity for younger learners and aligns directly with our goal to increase access and entry points for families in earlier grades.
This initiative builds on the successful addition of a second Grade 6 section in 2021-2022 and responds to the growing interest from current and prospective families in our Junior School. It reinforces our commitment to delivering a dynamic, highquality educational experience, firmly rooted in ensuring that every student’s experience is meaningful.
We are thrilled about this new chapter and look forward to welcoming Grade 3 students into our vibrant Junior School community while continuing to build on our school motto, Probitas, Virtus, Comitas—Honesty, Courage, Kindness.
From its founding in 1891 to today, Ashbury College has grown through generations of learning, leadership, and community. This visual journey captures 135 years of milestones, traditions, and moments that shaped our legacy.
for
his past year, Ashbury’s Music Program didn’t just make history—it set a new standard. From sweeping gold at the National Capital Region Music Festival to repeating the feat at MusicFest Nationals, our Symphonic Band, String Ensemble, and Senior Concert Band earned top honours on the national stage. Our Junior School musicians also had a very successful year, with the Junior Winds taking gold at Regionals and travelling to Niagara Falls for the first time to compete at Nationals. The crescendo came when Mme Simone Gendron, Ashbury’s Director of Music, received the prestigious Keith Mann/NAC Orchestra Outstanding Band Director Award, an accolade reserved for one exceptional concert band director from across Canada each year.
But the story of music at Ashbury isn’t written only in awards. It’s heard daily in the vibrant hum of rehearsals, the soaring notes of our Spring Concert and Fall Showcase, the pulse of pit bands during musicals, and even the spontaneous joy of “Half-Time Shows” and travelling holiday choral presentations echoing through the halls. Music here is more than performance—it’s a living, breathing culture of creativity and community.
Ashbury News sat down with Mme Gendron to reflect on these
remarkable achievements and explore her philosophy of teaching and learning through music.
WHAT ARE THE CORE VALUES OF THE MUSIC PROGRAM AT ASHBURY?
At Ashbury, our goal is to include every student who is interested in making music. Whether through a music course, one of our large concert bands, Jazz Band, String Ensemble, Choir, or our smaller ensembles, we strive to find a place for everyone. More than 150 students participate in the Senior School music program, with an additional 160 involved in the Junior School.
A central value of our program is teaching music through active
music-making and nurturing literate, independent musicians who embrace lifelong learning. We provide a wide range of performance opportunities that allow students to develop their skills, deepen their musical understanding, and prepare performances they can be proud of.
We also aim to move and inspire our audiences. At events such as Remembrance Day, our role as musicians is to bring meaning and emotional impact to important occasions.
WHAT IS THE PROFILE OF THE MUSIC STUDENTS AT ASHBURY?
We see the full range of musical experience among our students. Many who come to us from the
Junior School are already quite seasoned, thanks to the dedicated work of Junior School music teacher, Mr. Stefan Sikorski. We also bridge the two programs through a combined Grades 8 and 9 band, which the two of us co-direct.
Other students arrive from a variety of schools, both locally and around the world, and bring with them a wide spectrum of musical backgrounds. For those with little to no experience on a wind or percussion instrument, we offer a Grade 9 beginner music class led by Mr. George Nicholson. A highlight for me is seeing students start in that class and eventually grow into leaders in the Senior Band; their motivation and hard work are inspiring!
Many of our international students come from smaller programs focused on individual study, but with our collaborative, ensemble-based approach, we ensure that they, too, find a place and feel supported in their musical journey.
TELL ME ABOUT YOUR AWARD AND OUR PROGRAM’S SUCCESSES LAST YEAR.
I was very surprised to receive the news! This is a National MusicFest Award, selected from among directors who bring their ensembles to Nationals. I was told I had been chosen because, over
several years, my students consistently demonstrated excellence both on stage and in workshops, earning numerous gold awards. I reminded the students that this, like any award we receive, is not about me waving a baton or about the few who take private lessons. It takes everyone: every band member, our music faculty, and the entire community, including families who provide instruments or drive students to early-morning rehearsals. As for the students’ successes, I feel they emerged from the pandemic eager and energized. There was a genuine desire to make music together. There’s also a strong trickle-down effect from our Grade 11 and 12 students; when senior musicians are enthusiastic and positive, they inspire the younger ones, and that energy becomes contagious. Still, I try to reinforce that we don’t make music for accolades—we focus on growing and putting our best work on the stage. My goal is for each student to feel like a stronger musician in June than they were in September.
DO YOU THINK MUSIC IS RECOGNIZED AS PART OF THE SCHOOL’S CULTURE?
I would really like to think so; we definitely receive a lot of positive
feedback from staff members after we perform at an event like an assembly, thanking us for our contribution. When I first started back in 2016, it felt like music was a bit separate, so it was my plan to foster this culture of music appreciation and of us giving the gift of music to the community in different ways, whether through lunchtime concerts, instrument petting zoos, Half-Time Shows, or more formal concerts and performances.
WHAT DO YOU FIND IS THE MOST REWARDING PART OF WORKING WITH YOUNG MUSICIANS?
Just watching them grow! It is so incredible to see where they begin in Grade 9 and then be part of their development through Grade 12. And not necessarily just musically, but also seeing their growth in character and how they are working together as a team. Music is such a collective; through ensemble music, they are learning to be empathetic, collaborative, patient, open, and flexible. It is amazing to see how they embrace and support each other— and it is sincere. These skills, in addition to critical thinking, creativity and discipline, will serve them well in any field.
Ashbury graduates are turning their love of music into extraordinary paths. From concert halls to recording studios, these Ashbury alumni are composing success stories that echo around the world.
Andrew Huang ’02 is a Torontobased musician, producer, and digital creator whose genredefying work has made him a global figure in online music education and innovation. A graduate of York University’s Fine Arts Music program, Andrew has released over 50 albums spanning electronic, ambient, hip hop, and experimental styles. He has composed commissioned works for brands such as Google, Volvo, and Blue Man Group.
Best known for his YouTube channel, which has amassed over 2.3 million subscribers and 350 million views, Andrew blends musical creativity with technical curiosity. His popular series—Song Challenge, Weird Gear,
and 4 Producers 1 Sample—have inspired a generation of musicians to explore sound in unconventional ways. Despite experiencing significant hearing loss at age 20, Andrew has continued to innovate, collaborating with producers and engineers to shape his distinctive sonic approach.
Andrew is also a co-creator of award-winning music production tools, including Ghost, Flip Sampler, and Transit, the latter earning Best Software Plugin from Sound On Sound in 2025. His online music production course has reached tens of thousands of students, and his 2024 USA Today bestseller, Make Your Own Rules (Simon & Schuster), offers creative guidance rooted in his personal journey.
Whether composing, teaching, or developing new tools, Andrew Huang remains a pioneering voice in the intersection of music, technology, and community.
I WAS FORTUNATE AT ASHBURY TO BE ENCOURAGED by teachers who nurtured my curiosities and fledgling skills. Lionel Tanod, an incredible music teacher, introduced me to countless artists and genres and even left his office unlocked so I could experiment with the multitrack recorder he made space for. Eric Hardie spent many after-school hours with us, giving a great start in engineering, recording, and mixing— skills I still use daily. It felt like hanging out, but we learned so much.
Nancy Jowett’s creative writing class was legendary; I anticipated it for two years, and it still exceeded expectations. Her freewheeling nature and support opened doors in our minds and pushed us beyond the ordinary. The time and energy these three invested in me more than twenty years ago still reverberate today, and their dedication is what I think of when I think of Ashbury.”
Brianna Dai ’24 is a rising Canadian composer and pianist whose music blends cinematic orchestration with an unwavering devotion to storytelling. Born and raised in Ottawa, she began piano studies at age five, later earning her Associate Diploma in Piano Performance and Music Theory from the Royal Conservatory of Music at age 15.
Now a Music major and French minor at Princeton University (Class of 2028), Brianna serves as both President and Music Director of the Princeton Pianists Ensemble and the Princeton Composers Collective, where she continues to develop her voice as a composer and advocate for underrepresented artists. Her compositions have earned international recognition, including top prizes at the Marvin Hamlisch International Music Awards and the London International Music Competition. Her work has been premiered by ensembles such as the Grammy-winning Sō Percussion and the Parkdale Symphony Orchestra, moving listeners through their depth and sincerity.
In 2023, Brianna launched Notes of the North, a multimedia platform and podcast spotlighting the stories and music of over 30 Canadian composers. Earning a $5,000 Canada
Service Corps micro-grant, the initiative features podcast episodes, written articles, and multimedia content to elevate Canada’s diverse musical voices. Through her work as creator, host, and producer, Brianna is shaping a new narrative for Canadian composition—one that is inclusive, cinematic, and deeply personal.
ASHBURY WAS WHERE MY PATH BEGAN—NOT JUST AS a musician, but as someone learning to tell stories through sound. I still remember sitting in Mme Gendron’s Grade 9 music class, writing my first composition and realizing music could express what words never could. Her gentle encouragement gave me space to experiment and grow—and became the spark that shaped everything since. Music touched every corner of my life at Ashbury: playing piano at Chapel, accompanying graduations with the Concert Band, leading the Half-Time Show with the Arts Council, and celebrating the arts as a force that brings people together in a way that nothing else can. Ashbury taught me curiosity, courage, and honesty—and gave me the gift of believing creativity could be a way of life. I’m still on that journey, but I know it all began there.”
Donald Steven ’62 is a CanadianAmerican composer whose career bridges folk music, contemporary classical music, academic leadership, and technological innovation. Born in Montreal in 1945, Steven’s early musical life included forming his first musical group, The Retrospects, with fellow Ashburians G.P. Haslam ’62 and E. H. Stewart ’63. In the 1960s, he arranged and performed folk and rock music, most notably with The Raftsmen. This eclectic foundation shaped a compositional voice known for its rich instrumental colour, atmospheric depth, and inventive structure.
Steven studied composition at McGill University and earned graduate degrees at Princeton University, where he worked with Milton Babbitt. His music spans solo, chamber, orchestral, and electronic genres, with signature works such as Illusions for solo cello,
Pages of Solitary Delights for contralto and orchestra, and In the Land of Pure Delight for chamber ensemble. His compositions have been performed internationally and featured at events like the ISCM World Music Days and the World Cello Congress. He has received numerous accolades, including the Juno Award for Classical Composition of the Year and the Jules Léger Prize for New Chamber Music, as well as early recognition from BMI and the Canadian Federation of University Women.
Steven’s academic career includes leadership roles at McGill University, Purchase College, Roosevelt University, The Citadel, and Rider University, where he served as Provost and Vice President for Academic Affairs. He also contributed to the development of electronic and computer music studios and mentored generations of musicians and composers.
Donald Steven’s legacy is one of artistic integrity and intellectual curiosity, with a body of work that continues to inspire performers, educators, and audiences across North America and beyond.
I PARTICULARLY REMEMBER ENGLISH CLASSES WITH Mr. Belcher. His deep love of literature resonated with my love of music. My earliest original work was setting John Donne’s poem “Death, Be Not Proud” to music — a song which The Retrospects regularly performed. Music aside, I also recall Mr. Marland’s algebra class fondly; like Mr. Belcher, he revealed the beauty in his subject. Ashbury gave me the chance to grow and spread my wings at a tender age. We had remarkable freedom on weekends, and I loved walking in Rockcliffe Park and discovering new music at The Treble Clef downtown.”
Jonathan Estabrooks ’02 is a Canadian baritone, producer, and arts advocate whose career bridges classical performance, crossover artistry, and creative entrepreneurship. A native of Ottawa, Jonathan began his musical journey with the Opera Lyra Ottawa Boys’ Choir. He went on to earn degrees from the University of Toronto and The Juilliard School.
As a performer, Jonathan has been hailed by the New York Times as ‘a robust baritone’. He has appeared on prestigious stages including Carnegie Hall, Lincoln Center, The Kennedy Center, and Roy Thomson Hall. His repertoire spans traditional operatic roles such as Silvio (Pagliacci) and Don Giovanni, as well as oratorio and musical theatre. He has collaborated with leading orchestras and ensembles across North America and Europe, earning recognition for his versatility in both classical and crossover genres.
His debut solo album, These Miles (2014), funded through Kickstarter, showcased his ability to blend classical technique with contemporary sensibilities. Since then, Jonathan has produced and mixed over 75 albums across classical, jazz, and pop genres. He conceived of and produced the 2024 Grammynominated album Impossible Dream
for friend Aaron Lazar after Lazar’s diagnosis of ALS to champion his healing journey and raise awareness and funds. That album reached #2 on Billboard’s Classical Crossover chart and earned multiple industry awards.
In November 2025, Jonathan received four 2026 Grammy nominations, three in the category of Classical Solo Vocal Album (In This Short Life, Schubert Beatles, Black Pierrot) and one in Best Classical Compendium for Dunbar/Moore Sessions Vol II
His film work is extensive, including music videos, virtual content, galas, behind-the-scenes content and documentaries. He was the associate concert producer and IMAG live video director for the Leonard Bernstein Centennial concert at Wolf Trap in 2018.
Beyond performance and production, Jonathan is a passionate advocate for the arts. He founded the Artists for the Arts initiative to support arts funding and currently serves as
Vice President of Production at Emitha LLC. His work as a vocal coach, mixing engineer, and film producer reflects a commitment to nurturing talent and expanding the reach of classical music in modern contexts.
I HAVE SO MANY FOND MEMORIES OF MY TIME AT Ashbury. The music scene, led by Lionel Tanod, was vibrant—I remember racing from class to rehearsal and loving every minute. From Chamber Choir to Jazz Band and our vocal quartet, Quarter Past Midnight, there was always something happening in the basement or theatre. When the theatre was completed, moving events there made for some truly memorable performances. Mr. Tanod was central to my musical journey; his dedication and ability to build a thriving vocal and instrumental program were unmatched. I felt incredible support and community, and I always hoped it would lead to a life in music, and it most certainly has.”
Karim Al-Zand ’89 is a CanadianAmerican composer celebrated for music that is “strong and startlingly lovely,” as described by The Boston Globe. Born to an Iraqi father and American mother, he was raised in Ottawa. He began his studies in piano and saxophone before pursuing formal training at McGill University (B.Mus., 1993) and later earning a Ph.D. in composition from Harvard University (2000).
Upon completing his doctorate, Al-Zand joined the faculty at the Shepherd School of Music at Rice University in Houston, where he has served as Professor of Composition and Theory since 2000. There, he co-founded the contemporary music ensemble Musiqa, dedicated to adventurous programming and interdisciplinary collaborations.
Al-Zand’s extensive portfolio spans orchestral, chamber, vocal, operatic, and solo works, many of which draw on his Middle Eastern heritage and global cultural motifs, integrating graphic art, folk music, myth, jazz, dance, and spoken word. Noteworthy compositions include Parizade and the Singing Tree (1999), later adapted for orchestra;
The Prisoner for bass and orchestra (premiered 2017 at Cabrillo Festival); and recent large-scale orchestral works like Al Jazari’s Ingenious Clocks (2025) and Al Hakawati (2024).
Al-Zand’s achievements have been recognized with several prestigious honours: the Sackler Composition Prize (2003), the Arts and Letters Award in Music from the American Academy of Arts and Letters, a Barlow Prize (2024), the Louisville Orchestra Composition Prize, and the ArtSong Prize. His compositions are performed worldwide by leading ensembles and orchestras, including the WDR Sinfonieorchester, the Royal Concertgebouw, the Cleveland Orchestra, the Houston Symphony, and many others.
AT ASHBURY PROVIDED A tremendous foundation for me, especially the teaching of Lionel Tanod, without whose inspiring mentorship and encouragement, I may not have pursued music professionally. His rigour, kindness, and gentle leadership continue to be a model in my own teaching.”
Kerson Leong ’15 is an internationally acclaimed Canadian violinist whose artistry has captivated audiences worldwide. Born and raised in Ottawa, he began studying violin at age four and quickly emerged as one of Canada’s most promising young musicians. His early education included time at Ashbury College, piano lessons with his mother, Tu Mach, and subsequent musical training in various instruments at her music school (Tutti Muzik) in Ottawa, as well as intensive training through the National Arts Centre’s Young Artist Program.
At thirteen, Kerson won First Prize at the 2010 Yehudi Menuhin International Violin Competition, launching his solo career on the international stage. He later studied under Augustin Dumay as Artist-inResidence at the Queen Elisabeth Music Chapel in Belgium. His performance career has since taken him to venues such as Carnegie Hall, Wigmore Hall, the Auditorium du Louvre, and Beijing’s National Centre for the Performing Arts.
Kerson has performed with major orchestras around the world and was featured in the premiere of John Rutter’s Visions , touring with the Aurora Orchestra and appearing at St. Paul’s Cathedral and Carnegie Hall. In 2018, he was appointed Artist-in-Residence with the Orchestre Métropolitain by Yannick Nézet-Séguin and performed at the G7 Summit in Charlevoix.
His discography with Alpha Classics includes works by Britten, Bruch, and Ysaÿe, earning praise from Gramophone, The Strad, Classica, and Diapason. Beyond performance, Kerson is active in education and outreach, leading masterclasses at institutions such as Indiana University and the Sibelius Academy. He also collaborates with his physicist father on research exploring violin acoustics. Kerson performs on the “ex Bohrer, Baumgartner” Guarneri del Gesù violin, generously loaned by Canimex Inc.
GAVE ME NOT JUST AN academic foundation but a genuinely global education that shaped how I see the world. It nurtured my natural curiosity and exposed me to different cultures and ways of thinking. My love of languages, including French, took root there, along with the ability to communicate and value different perspectives—skills that inform my musical life every day. Music is an art of listening and communication, and so much of interpretation comes from life beyond the practice room. Even Ashbury’s emphasis on sport stayed with me, reminding me that a violinist is, in many ways, a precise athlete. All these influences continue to guide me as an artist.”
Philippe Sly ’07 is an award-winning Canadian bass-baritone from Ottawa, celebrated for his “beautiful, blooming tone and magnetic stage presence” (San Francisco Chronicle). A graduate of McGill University, he launched his career by winning the Metropolitan Opera National Council Auditions in 2011 and the Grand Prize at the Concours Musical International de Montréal in 2012. Philippe has since become a fixture on major international stages.
He debuted as Don Giovanni at the Aix-en-Provence Festival and later performed Leporello in the same opera at the Paris Opera. Recent seasons have included appearances at Opernhaus Zürich as Nilakantha in Lakmé, Cadmus in Sémélé at the Bayerische Staatsoper, and roles in Le Nozze di Figaro and Don Giovanni at the Wiener Staatsoper.
On the concert stage, Philippe premiered Harry Stafylakis’s Into Oblivion with the Winnipeg Symphony Orchestra and performed Mozart’s Requiem with the Vancouver Symphony. He has sung Bach’s Christmas Oratorio with the Orchestre symphonique de Montréal and Portugal’s Gulbenkian Orchestra, and regularly collaborates with ensembles such as the Philadelphia Orchestra, Handel & Haydn Society, and Orchestre Métropolitain.
His recital work includes acclaimed performances of Winterreise with pianist Michael McMahon in cities across North America, as well as a Klezmer-influenced interpretation with Le Chimera Project in Ottawa. Philippe remains a frequent guest at the Paris
Opera, Wiener Staatsoper, Bayerische Staatsoper, and Opernhaus Zürich, and continues to perform iconic choral works by Bach, Handel, and Haydn.
I WAS LUCKY TO EXPERIENCE THE FULL range of Ashbury’s offerings. It is an institution with an impressive diversity of activities, yet it manages to stay an intimate, tight-knit system. Embedding oneself in such a system—and understanding it intimately as a whole—affords a young mind the opportunity to grasp what it means to engage with the world.
The quality of the teachers then comes into play; they will demonstrate to students what healthy engagement looks like, feels like. One is lucky to have one such teacher in their high school experience; at Ashbury, I had a mighty handful! Their example has marked my professional and personal life. Thanks to them, I take my discipline seriously, myself not so seriously, and lean into my mistakes, for they are the wounds through which we let life in.”
Ashbury was delighted to join our Rockcliffe Park friends and neighbours on May 30, 2025, to celebrate the designation of the Rockcliffe Park Historic District as a National Historic Site of Canada—the first such honour for Ottawa. This distinction stems from an application submitted by the Rockcliffe Park Residents Association in 2021 and endorsed by Ottawa City Council. While Canada counts more than 1,000 national historic sites, only 33 are recognized as historic districts of national significance, and just three of those are in Ontario.
A
Rockcliffe Park’s origins date back to 1864, when Thomas Keefer, son-in-law of Rideau Canal builder Thomas McKay, envisioned a residential community unlike any other. His plan emphasized harmony with nature: homes set in a park-like landscape, curving roads without sidewalks or curbs, generous lots, and abundant trees. Early property owners were required to plant trees, creating the lush canopy that defines the area today.
Over 160 years later, Rockcliffe Park spans 440 acres and includes about 785 residences. Its distinctive character was safeguarded for decades by its status as an independent municipality, which allowed it to establish its own official plan and bylaws. In 1997, this commitment was
formalized when Rockcliffe became a heritage conservation district under Ontario legislation. It was amalgamated into the City of Ottawa in 2001.
Ottawa’s role as Canada’s capital has also contributed to preserving Rockcliffe’s heritage. A significant number of foreign governments maintain official residences in historic properties, such as Norway’s stewardship of Crichton Lodge—the oldest intact home in Rockcliffe— since 1949. These efforts, combined with generations of residents dedicated to protecting the area’s unique sense of place, have ensured its enduring beauty and tranquillity.
Entirely residential, Rockcliffe Park features a community hall and library funded by residents, schools, parklands, a conservation area, and even a rare 9,000-year-old meromictic lake. Its subdued lighting and natural setting reflect the original vision of a quiet, cohesive community in the heart of Canada’s capital.
Although designation as a National Historical Site carries no legal protection, it is a rare honour that acknowledges Rockcliffe Park’s cultural and historical significance—a testament to the foresight of its founders and the ongoing commitment of its residents. Ashbury College is proud to have been part of this history for more than a century, contributing to the life of this remarkable community and continuing to uphold the values of stewardship and connection that define Rockcliffe Park.
In June, Ashbury celebrated the contributions of a group of five phenomenal educators who have left Ashbury this year after a collective 141 years of service—a span that exceeds Ashbury’s own history. This group of retirees includes Alyssa Novick (35 yrs), Lisa Lewicki (31 yrs), Michelle Holman (30 yrs), Derek Taylor (27 yrs), and Kendal Young (18 yrs). Also bidding us farewell was our Director of Human Resources, Bill Palamar (12 yrs). We are grateful for their leadership, decades of classroom wisdom, and countless moments of mentorship, the impact of which has travelled far beyond our classroom walls. We want to share some words from their peers and students as we reflect on their contributions to Ashbury.
Alyssa will be long remembered for her powerful lessons in Canadian, American, and IB World history, as well as Civics. Over the years, she has co-developed and led the World Affairs Club and International Day, as well as the Girls’ Fitness Club and the Reach for the Top team. She
created and led multiple student trips “to places history is actually made”, notably to the US and Europe. Known equally for her phenomenal knowledge of history and her unique delivery of the lessons history has taught us, she has imparted that love of history to her students. As Kevin Bon ’92 notes: “After two years studying history with her, I went on to study history at university. Thirty-one years later, after two years studying history with her, my son—Alyssa’s first ‘second-generation student’— also went on to study history at university. I would call that ‘maintaining relevance across generations.’”
Over the decades of her teaching, Alyssa has amassed a loyal following of students who remain dedicated to her and like to stay in touch. Reflecting on this and an entertaining collection of Ms. Novick quotes compiled by students past and present, colleague Ian Middleton says, “she is ‘brutally
honest’—maybe the only adult in their lives to be so. And although she was known for being a demanding teacher, her students soon realized it was for their own good. What makes Alyssa a great teacher is that she embodies the three Cs of teaching—caring, commitment and competency. Whether looking at her IB results or what her students have gone on to do, I don’t think I have ever met a more gifted teacher.”
Lavinia Cyrillo ’18, who recently returned to Ashbury as a faculty member, reflects on the profound influence of Ms. Novick: “Ms. Novick taught her students that there is no such thing as ‘what-if history,’ and that in history, nothing is inevitable until it happens. Yet sometimes I wonder: what if she had never taught me? Would I avidly look for facts, question sources, and think critically? Would I want to know more, to be more curious? Ms. Novick has provided Ashbury and her students with a tremendous depth of know-
ledge, an extraordinary work ethic, and an impeccable sense of humour. She has cared for every single one of her students and, in turn, has defined the course of many lives and shaped true global citizens.”
Ali Sutherland-Brown ’04 concurs: “As my history and homeroom teacher, Alyssa Novick changed my life. Her intellectual rigour still influences how I think about past and current events, but it’s her kindness
Bill played a pivotal role in shaping Ashbury College through his leadership in human resources for more than a decade. He joined the school in 2012 in response to a new CAIS requirement for dedicated HR expertise. As Ashbury’s first Director of Human Resources, Bill began in a part-time capacity, but it quickly became clear that the role demanded more. Under his guidance, the department evolved into a cornerstone of school operations and continued to grow with the addition of an Assistant Director in 2023.
Bill says he is proudest of his contribution to enhancing the school’s culture and helping build community.
“When I read a resume, I start at the back page. I’m always curious about someone’s commitment to their community, their volunteerism. There are a lot of talented teachers and staff out there, but the ones that stand out to me are the ones that find the time to give to their community in a variety of ways.”
One of his most significant impacts on the school has been a shift in the hir-
and humour that helped me through high school and remain gifts even into adulthood.”
Beyond her work with students, Alyssa made a very significant contribution to the school through her work on the Faculty Association for many years. She was a tireless advocate, especially for female staff. Ross Holman recounts a common Alyssa phrase in that context that she would use when he found himself backped-
ing process to make it more objective, in which we identify candidates and hire based on core competencies and ask experiential-based questions in our interviews. Under his leadership, we have also moved to a hiring-team model. Bill has been involved with the school’s Pluralism Project since its inception. “By building partnerships with resources and making incremental changes, we can make huge differences. The next stages involve remaining strategic in our connections with communities and broadening how we post positions and look for individuals. Sadly, we continue to have difficulties hiring the incredibly talented international teachers who apply to our positions because they are not legally entitled to work in Canada.”
Ross Holman spoke about his involvement with Bill through the Faculty Association. He commented, “What has remained constant in my interactions with Bill is his genuine care for all the staff and his desire to create the best possible environment for those who work at Ashbury; there
alling on decisions: “Don’t negotiate with yourself.” He also reflected on her ability to leave negotiation issues at the table and not let them carry over into any relationship.
In 2024, Alyssa was awarded the Arie van Mansum award from the Centre for Holocaust Education and Scholarship (CHES) for her exemplary work in Holocaust education. She will continue to work with CHES in her retirement.
is an awareness and concern for the individual that has been consistently apparent. Bill did an excellent job of balancing the needs of individuals and the school’s needs.”
Assistant Director, Tola Adetayo, speaks to what it was like to work alongside Bill: “It has been like working with a mentor, a teammate, and a very calm life coach, all rolled into one. He is the kind of colleague who makes you feel like you are in good, safe hands.”
Lisa has been a passionate educator for more than three decades, inspiring students with her commitment to global awareness, critical thinking, and the value of civic and bilingual education. As a dedicated IB teacher, she brought Peace and Conflict Studies and Global Politics to life, offering a truly international perspective that shaped countless minds—and earned her a place as a deeply treasured teacher in our community.
She served for several years as the Director of Admissions, overseeing recruitment worldwide and staying in touch with alumni from multiple eras. For 12 years, she was the Social Studies Department Head and was instrumental in developing many of our bilingual programs and Ashbury’s Bilingual Certificate.
Lisa served as the staff advisor for the World Affairs Club and the Internationalism Council and led our International Day (known at Ashbury as ‘The Best Day of the Year’) for 31 consecutive years. She also organized trips and international exchanges worldwide, as well as innumerable visits to Parliament, during which students engaged with prominent parliamentarians. Since its inception, Lisa has served as Co-Chair of the Pluralism Project and the Pluralism Circle, bringing focused leadership to both groups.
Lisa Lewicki’s influence is unquestionable and extends far beyond the
walls of her classroom. Sam Taylor ’18 recalls the profound impact she had on his education. “Ms. Lewicki taught me Global Politics in my senior years at Ashbury, and I was also part of the World Affairs Club, which she ran,” he said. “What stands out to me most is the sense of morality, responsibility, and compassion that she imbued in us through her teaching about the world. Ms. Lewicki always connected the abstract and complicated concepts of international relations or development to the lived human experience. She made it easy and engaging for us to understand the world, but also showed us the weight of moral responsibility that comes with that awareness.”
Head of School, Norman Southward, praises Lisa for “advancing pluralism and international engagement at Ashbury. She has embraced so many of our programs with care and vision…she is an educational leader with a unique reach and impact for good with our students, with colleagues, and in the evolution of Ashbury College.”
This is a view shared by Khalil Kasam ’25, who says, “Ms. Lewicki has had a profound impact on what it means to be an Ashburian. She was instrumental in founding and then cochairing Ashbury’s Pluralism Project, which has reshaped the fabric of our school from new staffing policies to inclusive literature choices. In no un-
certain terms, she is the reason that the Ashbury community can call itself international and mean it. For many, traditions such as International Day and intercultural exchanges are highlights of the Ashbury experience. When speaking to our neighbours, friends, and family members, we often rely on the institutions she built to describe Ashbury.”
Beyond Ashbury, Lisa was actively involved with Peace Camp Ottawa, which later evolved into Young Voices CAN, bringing together people from diverse cultural backgrounds to engage in this important dialogue. The Peace Camp has now been recognized at the Museum of Human Rights in Winnipeg.
Kendal served Ashbury’s Junior School for 17 years as Assistant Head and Head of Junior School. The breadth of her contributions is matched only by its depth. She helped introduce co-education to Junior School, championed environmental initiatives, and enhanced academic programming, including many now hallmark features such as Student Super Skills, Circle, and Day X. Her graceful presence, eloquence, and kindness captured the hearts of the Ashbury Junior School community.
Kendal is passionate about all things green. She led the Environmental Club for 15 years and advocated for and worked diligently on the Green Roof, inspiring students to plant, harvest, and donate to local food banks. These lessons touched a young Solange Fleury ’30, who recalls: “In Grade 5, I was part of the Environmental Club directed by Ms. Young. She would bring us up to the school’s Green Roof and show us around the garden. She would always encourage students to help out in the garden—cleaning the lettuce tank, planting seeds, and watering the plants. She is an amazing, kind, and inspiring person I look up to.”
She is also passionate about bilingualism for our students. Under her leadership, the French program thrived—expanding course offerings, incorporating French and French Health classes she personally taught, and enriching learning through cultural field trips. Kendal modelled French in the hallways and at assemblies, giving it daily presence and relevance for the students.
In the words of Stacy Sargeant, Assistant Head of Junior School: “Her list of achievements and successes is extensive, not to mention impressive, but what lies at the heart of her success isn’t just what she did—it’s how she made people feel while doing it. She leads with empathy, integrity, and heart. She makes people feel seen and supported. Kendal has never looked for the easy way out; she leans into hard things with courage and clarity, showing us that doing what’s right is more important than doing what’s easy.”
Kathleen Bai ’22 echoes these sentiments: “From her passion for environmentalism to her dedication to education, Ms. Young has always sought to foster a welcoming learning environment amongst her students. Whether you meet her in the hallway or in the classrooms, she will always greet you with a kind smile and is always happy to lend an ear to students’ ideas and concerns. I am thankful that Ms. Young has always been in my corner, encouraging me to pursue my goals during my time at Ashbury and beyond!”
Like the plants on the Green Roof, Kendal has a gift for helping people grow; she has been a mentor to students and colleagues alike. Over the past few years, that skill has become her role as a Professional Development and Instructional Advisor. Kendal’s legacy will continue through the new Kendal Young Award for Excellence in Public Speaking—an honour that will be presented each year to a Grade 8 student who embodies courage, voice, and presence.
Head of Junior School, Andy Young reflected on Kendal’s legacy as an exemplary educator, noting that while she was widely known as calm, serious, and steady, he was one of the few who saw her softer, sillier side. “We shared many laughs over the years, but her love of sharing about leadership and the lessons she learned is what I am most grateful for. I’m really going to miss her friendship and her handwritten notes,” he said. Sharing similar thoughts, Stephanie Garland, Junior School Administrative Assistant, recalls, “Although Kendal was rightfully well known for her professionalism and buttoned-up persona, I was fortunate to work closely enough with her to see another side. Whether being dressed up by students for Halloween, braving the spring carnival dunk tank, or indulging in different foods (corn dogs were a surprising favourite), she was always game!”
Michelle has been a steady presence at Ashbury, shaping student life both inside and outside the classroom. For a decade, she worked in Boarding, spending eight of those years as a Housemother—a role she approached with a firm yet compassionate hand. During that time, she and her husband, Ross, lived in what is now the Administration Wing at the west end of the main building, creating a home at the heart of campus life.
She also taught physical education at every grade level, introducing and implementing a wide variety of activities that set Ashbury Phys Ed apart from many other programs, including tchoukball, archery, pickleball, and Nordic skiing. She also taught the very popular Grade 12 Kinesiology course. Her knowledge and passion for the
subject have prepared countless students for a variety of health and medical-related fields. She is also a dedicated Red Cross CPR instructor, and it was her vision to ensure that every Grade 11 Phys Ed student receives CPR certification.
She has built an inclusive physical education space. In the words of her colleague Shelley Gomme: “Michelle did not make Phys Ed an extension of athletics where students get to shine after school; she made it an inclusive space where collaboration and leadership are far more important than athleticism or competition.”
Michelle has coached countless students. This example by Tarah Hunter ’03 illustrates her coaching skills: “In one conversation, Ms. Holman coached me (a longer distance runner) on how to run a 400m race. The entire race is a full-on sprint for an entire lap of a track, but Ms. Holman found a way to break it down into 100m sections with varying descriptions for ‘Push as hard as you can, as fast as you can, for as long as you can.’ It ended up being a great race. It was also a good lesson on the psychology of breaking difficult circumstances into manageable pieces and the power of being unrelenting in your effort.”
Sharelle Samuel’s ’18 words reveal that Michelle Holman was never defined by a single role—her guidance shaped character as much as athletic skill. “As a teacher, mentor, coach,
and more to her students, she has always devoted far more than any could imagine. Ms. Holman is someone who continues to inspire those lucky enough to cross paths with her. She taught me the value of always remaining true to oneself and how rewarding it can be to remain humble and kind to all those around you, regardless of the circumstances.”
In 2023, Michelle was awarded the OFSAA Leadership in Sport Award for Track and Field and this year, OFSAA honoured her again with the Pete Beach Award. The inscription on the award reads, “…it is a rare educator indeed who has the capacity to utilize the medium of school sport in such a way as to positively and sufficiently influence students in the remainder of their lives. That educator is one who consistently provides an impression of stability and optimism; one who enjoys the company, and respect, of young people; one who embodies, and inculcates by example, the highest traditions of the sportsperson; one who best typifies the true function of the Teacher-Coach—a source of discipline, a mentor, and a friend.”
Michelle’s involvement in sport extended into the Ottawa community. Her leadership in organizing Team Ashbury’s contribution to Ottawa’s Race Weekend and in fundraising for cancer research at The Ottawa Hospital has been instrumental in raising nearly $500,000 to date.
D-Tay, as Derek’s students affectionately refer to him, taught math at all levels in the Senior School for nearly three decades. In recent years, one of his courses was Grade 12 Higher Level IB Math, a notoriously challenging course. Despite the course’s level of difficulty, his students loved it, and their results were excellent. Students put this down to Derek’s enthusiasm, humour, and commitment to the challenge of problem-solving. No question was too difficult; they would always work together as a group to find the solution.
“One feature that stood out for me about Mr. Taylor’s classes: he was always as excited about learning
as we were,” says Artem Kalinin ’24. “Even though he taught the course many times, he managed to present each HL Math topic as a singular miracle. That is, it was unique, yet understandable. I guess one feeling that he impressed on me is that Math could be imaginative, practical, and accessible at the same time.”
Reflecting on Mr. Taylor, Delilah Hao ’25 remarked: “The most valuable lesson he taught me was how the concepts of math are applicable everywhere in problem-solving. For hard problems, he taught us to use every formula and leverage every resource until the path forward became clear. After our first HL test in grade 12, when many of us felt challenged, he used the class time to talk through our worries. He reminded us that struggle means growth, and he encouraged us to expect challenges and continue anyway.”
After starting at Ashbury as a soccer coach, Derek coached ultimate for the last 11 years, and his service to athletics at Ashbury was recognized this year with the creation of the Derek Taylor Trophy for Contribution to the Ultimate Program. He also served for many years as a Head of House before taking on the role of Senior Housemaster, where he oversaw the day House system and discipline. Todd Lamont, who worked alongside
Derek in his role as Senior Housemaster, says, “I was lucky to be the good cop that got to do all the fun activities while Derek was the bad cop who had to do all the discipline. However, Derek did that in a remarkable way because he was able to listen and also provide sage advice.”
Derek has also lent his leadership to endeavours such as the CAIS Internal Evaluation in (2018-2019), for which he served as co-coordinator, and to the Faculty Association (FAAC) for many years, serving as an executive member. Ross Holman summed up his contribution during FAAC meetings as, “much like in his contribution as a member of the Math department, he would often sit back, listening quietly, and then a pearl of wisdom would come out.”
Both colleagues and students spoke of the strength of Derek’s character. “I appreciated how honest Mr. Taylor was,” says Delilah Hao. “Sometimes we’d ask questions he wasn’t sure about, and we’d take time to search for the answers together. He wasn’t caught up in performing a certain way, but always showed confidence in his teaching and in himself...It really influenced me to value being authentic and help people where I can, with the skills I have, whenever I can.”
As these remarkable educators and leaders turn the page to new chapters, their influence will continue to echo through the lives they’ve touched. Ashbury is stronger, wiser, and more compassionate because of them —and for that, we are deeply grateful.
A P P E N I N G S
C A M P U S H
At Ashbury, we believe that education doesn’t stop at the classroom door. Our Summer Internship Program (SIP) gives students the chance to step into the real world, explore career paths, and discover what truly inspires them. For many, these short-term placements, typically two weeks in June, July, or August, are their first glimpse into professional life. They gain hands-on experience, build networks, and develop confidence in their future direction. What began in 2015 with just 10 students placed in internships has grown into a thriving program, with nearly 50 students participating in the summer of 2025. Demand has skyrocketed because students find the experience life-changing—opening doors to careers they might never have considered and giving them the confidence to pursue their aspirations.
But here’s where you come in. Alumni are uniquely positioned to make these internships impactful. By opening your workplace to an Ashbury student, you’re not just offering a desk and a task list; you’re providing mentorship, insight, and a model of success. Whether your field is law, finance, marketing, health care, sustainability, or the arts, your guidance can help a student see what’s possible and take their first steps toward it.
“
By opening your workplace to an Ashbury student, you’re not just offering a desk and a task list; you’re providing mentorship, insight, and a model of success.
Internships can be in-person or virtual, paid or unpaid, and tailored to fit your organization’s needs. Past hosts have described the experience as rewarding and energizing—a way to give back while investing in the next generation of leaders, says Padme Raina, Director of Programs and Partnerships. And for students, the impact is lasting: these opportunities often shape their academic choices and career aspirations.
“When I helped create the internship program nearly a decade ago, my goal was to ensure Ashbury students were well prepared for the next step after university—to give them a head start in their careers,” says Darcy Walsh. “Over the years, Ashbury students have joined Edelman with poise, professionalism, and a genuine eagerness to learn. We’ve had such success that our staff often request the same students return the following year. These driven young people aren’t just putting in time; they’re putting in effort, and that continues to impress us. We look forward to welcoming another Ashbury student this summer!”
Ashbury is a haven for bright minds who will make a difference. “
Dr. Eve Tsai, a neurosurgeon in the Department of Surgery at The Ottawa Hospital, has been involved with the SIP for several years. She initially worked with one or two students each summer and now hosts five. “The students at Ashbury showed incredible vigour, enthusiasm, determination, and eagerness to participate in the lab. They didn’t just sit around—they came up with ideas and worked on them, participated in patient surveys, helped with articles, observed experiments, and offered real insight and encouragement. Ashbury is a haven for bright minds who will make a difference. I didn’t see students; I saw leaders—intelligent, graceful, ready, energetic, and passionate to take on the world with new ideas.”
Partners in other fields echo stories like Dr. Tsai’s. Dentons Canada notes: “Dentons Canada is always pleased to welcome Ashbury students as part of the two-week sum-
mer law firm immersion program. It’s a pleasure for our firm to offer them a window into our work, our professional environment and the many career opportunities within the legal sector. Ashbury students consistently demonstrate a strong commitment to learning, and their engagement is truly appreciated by our team. We look forward to welcoming more participants next year.”
In the construction sector, Taggart Construction describes the experience of hosting an Ashbury intern as: “Seamless and well-coordinated, making it simple for our HR, IT, and Finance teams to onboard. Working with an Ashbury student was a wonderfully rewarding experience. Our intern brought energy, enthusiasm, and a strong willingness to learn, which had a positive impact on our team.
Her contributions helped accelerate key deliverables and highlighted the value of mentoring future professionals within our organization. We would absolutely recommend this program!”
Our student interns speak to the value of participating in the SIP, and their experiences span a wide range of fields. Oliver Hartung ’26 spent his SIP working with The Growcer, a Canadian innovator in vertical farming. “I had the opportunity to intern at The Growcer, a company specializing in hydroponics to address fresh-food scarcity in underserved or harsh-climate communities,” he explains. “My primary role was researching U.S. government grants and funding options for Indigenous communities to help reduce the cost of purchasing a Growcer unit. Through this work, I learned how the company builds relationships with Indigenous partners and supports them in growing their own fresh food and
becoming more self-sufficient.” Oliver’s experience offered a firsthand look at how a modern, tech-driven business operates, from sales collaboration and research-driven product development to the ways innovation can strengthen food security in meaningful, lasting ways.
For Shrivali Gupta ’27, the SIP opened a different door, the world of academic research. “My research internship with Dr. Tracy Vaillancourt at the University of Ottawa was such a meaningful introduction to how a real research lab works. I learned about many aspects of research, including data processing and grant application, and I even had the opportunity to contribute by creating visuals that supported the team’s presentation of their findings,” says Shrivali. “This experience helped me develop a deeper appreciation for the collaboration and hard work that go into the research that shapes how we understand the world. It allowed me to explore my own research interests, and I know the skills and perspectives I gained will guide me in my future scientific and academic work. I’m very grateful for this opportunity and the impact it has had on my learning about this field outside the classroom.”
Every internship is a partnership—between students eager to learn and alumni willing to guide. By opening your workplace, you’re helping shape futures and strengthening the Ashbury network for generations to come.
Hosting an Ashbury intern is a chance to:
• Share your expertise and inspire the next generation
• Strengthen your organization’s social responsibility profile
• Build connections with talented, motivated students
• Give back to the Ashbury community in a meaningful way
Placements are flexible—two weeks or more, in-person or virtual, paid or unpaid.
Interested?
Contact Padme Raina, Director of Programs & Partnerships at padme.raina@ashbury.ca or 613.749.9630 x 368
The Ashbury Parents’ Guild (APG) was initiated in 1950 at the suggestion of Headmaster Ron Perry. At its inception, it was the “Mothers’ Guild”, a group that assisted with the Chapel and Choir. Over time, the group expanded its in volvement in school affairs, becoming a hands-on fundraising organization that has contributed millions of dollars and countless hours to improving the student experience at the school.
In the early years, each Head’s wife was Honorary President. The members of the Mothers’ Guild, renamed the Ladies’ Guild in 1969, sewed choir robes, cassocks and gowns for use in the Chapel, curtains for boarders’ rooms, and costumes for school plays. Over the years, they have also contributed funds for many other school priorities, including:
• Scholarships and bursaries
• Campus expansions and enhancements
• Musical instruments
• Library books
• Gym equipment
• Bleachers
• Tennis courts
• Tents
From 1974 onward, the primary mechanism for raising funds toward these initiatives and others was a large, annual event organized by the Guild with support from students and school staff. In 1974, the first Ashbury Antiques Fair was held, and it rapidly grew in popularity and size such that by 1977, there was a waiting list for dealers who wanted to participate. Included in the weekend-long event was a café, a sherry table, and a dinner for dealers at the end. The fair was truly impressive, taking over the Joyce Wing classrooms, part of Argyle Hall, and the Anderson Gym. The fair ran for 30 years, the last one in 2003. Directories for most of those 30 years are held in the Ashbury archives.
The Antiques Fair was eventually supplanted by the Ashbury Ball, originally the Board of Governors Ball, as the
• Science lab equipment
• Closing Day prizes
• Chapel window
• Chapel lectern
main fundraising event, the first of which was held in 2001. The Ball has been held most years and continues to raise significant funds for the school.
In addition to these events, the Guild held sports equipment exchanges for parents in the 1950s and has held a used uniform exchange every year since the 1950s. There were tea and bake sales every spring and clothing sales every fall. The Guild hosted bingo and fun nights for prizes, Lobsterfest, cake sales, and a white elephant “Trash Bash” sale. From 1997 to 2001, the Guild managed a tuition raffle.
Before the Ashbury school store opened, the Guild operated the shop where school supplies and school memorabilia could be purchased, with profits going to the school.
The Ladies’ Guild was renamed the Ashbury College Guild in 1985, and the first male member joined in 2011. He was elected President of the Guild in 2013. Today, both mothers and fathers actively participate.
In 2023, the Guild merged with the Parents’ Committee, whose primary function was to welcome new families, organize speaker events, support boarders and their families, and build community. The collective group was once again rebranded, this time as the Ashbury Parents’ Guild (APG). This pivotal merger has brought together two incredibly valuable committees in support of the Ashbury community. Its mandate and rules of operation are set out in Operational Guidelines finalized and approved in 2023.
As the school expanded its facilities over the years, the Guild contributed funds to many building initiatives, including Maclaren Hall, the Benloulou Gym, Heather Gillin Residence, the Creative Learning Centre, the Centre for Science and Innovation, the Green Roof, the Molson Library, the Student Art Gallery, and the Fitness Centre. In 2024, they contributed $40,000 to the renovation of the Memorial Gym and $20,000 to new furniture in the Junior School.
Each year, the APG, fondly referred to as “the heart of Ashbury”, decides as a group which school-based strategic priority they will support. They recently increased their annual contribution to the Dorothy Napier Fund for needbased financial assistance. Dorothy Napier was the wife of
former Headmaster, Roy Napier.
In recent years, they set aside funds to support Ashbury’s ongoing pluralism efforts, including Black History Month, Day of Pink, and Franco-Ontarian Day celebrations. The APG’s Used Uniform Initiative and Used Textbook Exchange are very successful programs that are run yearround by committed volunteers, with twice-yearly large sales serving new and existing parents. These allow for significant fundraising that supports Ashbury’s environmental sustainability goal while providing substantial support to the entire parent community.
The present-day APG also provides invaluable event support for athletics, arts, robotics, Homecoming, Springfest, and other programs. Additionally, they organize social events, information evenings, and wellness walks for parents, facilitate communication among parents, and welcome parents at various Ashbury events, including organizing the annual grade-level parent receptions at the start of the year.
This fall, at the Ottawa Chapter of the Association of Fundraising Professionals’ Philanthropy Awards (endearingly called the Phils), the APG was awarded the 2025 Outstanding Philanthropic Group Award in recognition of its more than 70 years of dedicated volunteer service and fundraising. We extend both our congratulations and thanks to the members of the APG, both past and present.
ASHBURY GIVES
Every donation to Ashbury, no matter the size, helps create opportunities tuition alone cannot cover. Each gift tells a story: of gratitude for experiences that shaped lives, of confidence in the school’s mission, and of a desire to ensure future generations have the same opportunities.
The voices here remind us that giving is deeply personal, rooted in connection and with a shared conviction that investing in Ashbury is investing in something bigger than ourselves.
We are profoundly grateful to all who choose to make a difference. Thank you, Ashbury donors!
Stephanie Young, Director of Development
Contact Stephanie Young at stephanie.young@ashbury.ca for more information.
Did you know?
All donations are eligible for a tax receipt, even for U.S.-based donors.
Supporting Ashbury is simple, no matter where you live.
Tuition only covers day-to-day operations. Every gift fuels enhancements like bursaries for students with demonstrated need, improvements to our campus, and programs that make Ashbury exceptional.
Giving spans generations.
Year after year, our donors range from our youngest Junior School students to alumni nearing three-digit birthdays!
Every gift matters.
Annual donations, big and small, collectively fund opportunities that tuition alone cannot provide.
“Entering Ashbury in ninth grade, I initially found the prospect of high school intimidating. The community, however, through its people and opportunities, eased that transition and opened doors I had not anticipated. In shaping both my confidence and personal growth, Ashbury gave me experiences I now feel compelled to honour by giving back in any way I can.”
Parents of Aidan ’25 and Aisley ’27
“As proud Ashbury College parents, we’ve seen firsthand how the school’s exceptional teachers, supportive atmosphere, and outstanding facilities help students thrive both academically and athletically. Our children and their peers are all growing into confident, compassionate young adults who strive for excellence in all they do. That’s why we’re proud to give back beyond tuition. Investing in Ashbury is investing in the future for all our kids. Creating good humans takes time, effort, and resources, and Ashbury is doing it right.”
Director of Athletics, Coach, and parent of Jackson ’25, Marcus ’27 and Isaac ’29
“Ashbury is more than just a school; it’s a community where people genuinely care and where students are shaped in powerful ways. As a coach, a teacher, a parent, and someone who deeply believes in the school’s mission, I choose to support athletics and need-based financial assistance. These areas are foundational to building character, opening doors, and ensuring that every student has the opportunity to thrive.”
Alan Gill ’62 visited the school on October 23 and, while chatting with Vicky Wilgress and Laura Miles, donated some interesting memorabilia to the Wilgress Archives, including a football warming jacket and his old helmet, which are unique in our collection. Alan’s school sweater, which he also donated, is emblematic of his time at Ashbury as a talented multi-sport athlete. Thank you, Alan, for this very welcome delivery.
Richard Storey ’65 met with retired teacher Lisa Lewicki at our recent Alumni Reception in London, UK, held at the Oxford and Cambridge Club on November 17. This was his first time attending an Ashbury Alumni event. Richard’s donation this fall of artifacts from his time at Ashbury to the school’s archives was gratefully received.
Enid Stiles ’91 was awarded the Humane Award from the Canadian Veterinary Medical Association in June. This award recognizes leadership in animal care and well-being. The award is presented to a CVMA member whose work is judged to have contributed significantly to the welfare and well-being of animals.
Alex Deslauriers ’95 , founder of FireSwarm Solutions Inc., was named one of Canada’s Nation Builders by Maclean’s Magazine in September. FireSwarm Solutions is leading the charge worldwide in wildland firefighting by deploying ultra-heavy-lift, jet-engine-powered drones. This Canadian innovation combines advanced drone technology, swarming algorithms, and a unique business model to empower wildland firefighters, especially during critical nighttime hours, enhancing their ability to suppress fires effectively.
James Kenny ’02 and Shannon Donnelly joyfully announce the arrival of twins, Lydia Lou and Jacob Edward Kenny.
Shamir Daya ’03 married Sara Arias Garcia on August 9, 2025, in Cali, Colombia. The couple celebrated their wedding with family and friends in Sara’s hometown and now live in Ottawa. Sara is a lawyer at Borden Ladner Gervais LLP (BLG), and Shamir is a real estate broker with RE/MAX in Ottawa.
In June, Alex Patrick ’03 was honoured at the Canadian Screen Awards, where his production, Law & Order: Toronto Criminal Intent, won the Best Drama Series award. He is seen here with his wife, Caitlin (Sparks) Patrick ’03 , at the awards ceremony. Caitlin is currently the Head of Health and Physical Education at Ashbury.
Michael Tarnowski ’05 , along with his wife Vanessa and daughter Lea, made a long-awaited trip from Germany to Canada in May, including a stop at Ashbury to reconnect with former teachers and friends.
Brendan Alexander ’07 married Jennifer Torry in July in Vancouver, British Columbia. Brendan joined Henein Hutchison Robitaille LLP as a criminal law associate, following law school at McGill University and a 14-year career in the Canadian Armed Forces. The couple currently resides in Toronto.
Corey Arnold ’07 brought together a range of Ottawa talents and a 38-piece orchestra (including Ashbury’s Simone Gendron playing flute) to perform the Ottawa premiere of his first opera, The Lion Heart. This was the culmination of decades of work and was very well received.
Stephanie Brooks ’07 and her husband, Adam Stanley, welcomed their second daughter, Caroline James, on January 9, 2025, in Ottawa.
Brendan Pidgeon ’08 and his wife, Helena Dolphin Pidgeon, welcomed Leo Francis Dolphin Pidgeon to their family on August 14. Leo is the grandson of Kevin Pidgeon, Past Chair of the Ashbury Board of Governors.
Maggie Cogger-Orr ’09 was the first woman representing NZ Referees to referee 100 first-class fixtures while at the Women’s RWC 2025—these are games at provincial level or above. Maggie has been refereeing first-class rugby in NZ since 2017.
Shaun Altshuller ’10 was named one of Best Lawyers: Ones to Watch for 2026. This award recognizes attorneys early in their careers for outstanding professional excellence in private practice in America. The “Ones to Watch” recipients typically have been in practice for 5–9 years.
Athanasius Lau (Athan) ’11 reconnected with French exchange friend Anaïs Melle Toureille in Geneva and Annemasse. They visited the school where Athan was on exchange in 2010, where they first met.
Juliana Assaly Dillon ’12 and her husband, Greg Dillon, welcomed their first child, Luca James Dillon, on September 17. Luca made a surprise arrival 9 days early but was delivered smoothly at 6 pounds 14 ounces. Luca is the grandson of Sandra and Stephen Assaly ’81 and the nephew of Eric ’10 and Alex Assaly ’08
Justin Novick-Faille ’13 and Amy Lighter welcomed their first child, a son, Arthur Seth Novick, on October 15, 2025. Arthur is the grandson of retired Ashbury teacher Alyssa Novick.
Vaughan Rawes ’13 served as team captain of the McMillan LLP team at the 2025 Walk to Conquer Cancer in support of the Princess Margaret Cancer Foundation. He led a team fundraising effort raising over $80,000. In connection with this charitable fundraising, Vaughan was featured in a Globe & Mail article.
Michael Cullen ’14 had a close encounter of an Ashbury kind while giving tours of the Lightwave Research Laboratory at Columbia University, where he is a 4th year PhD student. One of the incoming MS degree students seemed particularly interested in the work done there in silicon photonics—it was Lucy He ’20 . One quick introduction later, and they learned they were both from Ottawa and both attended Ashbury! Lucy graduated from electrical engineering at Waterloo this past spring after completing a co-op at Lumentum and is making great progress in the MS degree this fall.
Cole Rechan ’15 was named by Billboard as a Hip Hop/R&B Power Player. This honour recognizes the most influential artists, executives, and tastemakers in Hip-Hop and R&B. Cole is currently Vice President at Atlantic Music Group.
Adam Douglas ’18 married Evelyn Mitchell ’18 in a small ceremony overlooking the Ottawa River in Papineauville, QC, with friends and family.
Brad Hunger ’20 , a standout with the McGill Redbirds, was named to the All-Canadian First Team by the Canadian University Men’s Rugby Championship committee. He is pursuing a cybersecurity certificate at McGill’s School of Continuing Studies, following his recent graduation with a Bachelor of Arts in International Development Studies.
Adam Allam ’24 had a surprise meet-up with Ashbury’s own Brian Storosko in July. Mr. Storosko was travelling on Baffin Island and bumped into Adam at the Iqaluit airport. Adam was on a seven-week summer work experience, during which he flew to numerous Arctic communities to deliver hands-on science programs for children.
Erika Avellandeda ’24 is proud to share that she just finished presenting her work for the Fall/Winter 2025 collection at Toronto Fashion Week! Every piece—from concept and pattern drafting to construction and finishing—was created by hand, and seeing it come to life on the runway was an incredible milestone. Erika was recognized by the Canadian Arts and Fashion Awards and is pursuing a degree in Industrial Design at Carleton University. More of her designs can be found on Instagram @erikafrancesdesigns.
Caius O’Sullivan ’24 founded University of Toronto Students’ Cooking for the Homeless (UTSCH), a student-run club dedicated to preparing and serving meals to unhoused and food-insecure community members across Toronto. The group completed its first official partnership with Kindred Kitchen at Roncesvalles United Church, where student volunteers helped prepare and serve warm meals for over 100 people. UTSCH aims to build ongoing relationships with community organizations while fostering compassion, solidarity, and hands-on service among students.
Tracy Vaillancourt (Board Member) was awarded the 2025 Pickering Award for Outstanding Contribution to Developmental Psychology in Canada. Professor Vaillancourt’s research examines the links between bullying and mental health, with a particular focus on social neuroscience. She is the research lead on the Ontario Health and Peer Relations Survey, in which Ashbury participates, providing important insights into our community’s well-being and sense of belonging.
The Ashbury Golf Classic continues to drive support for need-based financial assistance. This year’s Classic, presented by Rideau Wealth Group, raised $36,000 towards the Ashbury College Bursary Fund.
Mark your calendars now and plan to join in the fun this year!
June 1, 2026
Don’t miss these upcoming alumni events:
Alumni Hockey Classic
February 18
Toronto Reception
February 25
Ashbury Alumni Theatre Reception
February 28
Alumni Networking Reception
April 23
IB Art Exhibition Alumni Reception
April 10
Springfest
May 9
Ashbury College Golf Classic
June 1
Ashbury College
Alumni Pinning
June 12
For more information on our events, please email alumni@ashbury.ca or visit ashbury.ca/alumni
Robert Armstrong
John Atack
Pat Barott
Carolyn Margaret Davidson
Reda El-Sawy
Christopher Hampson, CBE
Elisabeth Caroline
(née de Gosztonyi) Kriegler
Michel Landry
Timothy Murray
Ryan Reid
Gordon B. Richardson
Friend of Ashbury
Alumnus ’68
Alumnus ’70
Parent of Sam Ross ’29 and Ryley Ross
Parent of Bassel El-Sawy ’92 and Deena Varzeliotis ’95
Alumnus ’48
Parent of Andrew Kriegler ’82 and Paul Kriegler ’86
Past Staff
Former Board Chair, Parent of Thady ’78 and Sean ’82, and Grandparent of eight Ashbury Murray alumni: Jeffrey ’08, Patrick Omar ’10, Margaret ’11, Rachael ’11, Laila ’12, Liam ’14, Philip ’16, and Timothy ’20.
Alumnus ’10
Alumnus ’56
