Inside Havergal
Message from the Vice Principal of Experiential Education and Innovation
Garth Nichols
Grounded in research from the educational sector and beyond, HC-X is Havergal’s innovation hub. Featuring unique courses and learning experiences, HC-X allows students to practise future-ready skills and faculty to grow from innovative professional development opportunities.
It is essential that HC-X factors in our mission of preparing young women to make a difference because our world is changing in many ways. You may have read about the V.U.C.A. world (Volatility, Uncertainty, Complexity, Ambiguity) and the forces that are accelerating the speed of innovation. Through courses and programming, HC-X is able to respond in ways that allow us to examine what good preparation for the future looks, sounds and feels like. Our HC-X team is able to research and network within and beyond the educational sector and bring that research into practice with our students; in many ways, we bring the future to our students’ doorsteps, providing them with the opportunity to consider the difference they can make in their community and the world around them.
For example, the proprietary course Digital Wisdom allows students to explore their digital world through the lens of anthropology, psychology and sociology. The focus is on identity development in a world shouting at young people about what to be, say and do. Havergal students in Grades 5, 6, 7 conduct case studies, self-reflection and experimentation as they consider digital forces. In Grade 7 and 8, they take part in scenario-based learning with a Generative AI platform, Ametros, to interact directly with, and reflect on, GenAI and its role in their own lives.
Another example is the proprietary course TC-9, students are asked to challenge the UN Sustainable Development Goal (UNSDG) #13: Climate Action. Throughout the course, they explore their relationships with the land through a transdisciplinary approach combining science; data science; Indigenous ways of knowing, being and doing; and more. Students meet and network with community leaders and organizations doing great work to challenge #13 and other UNSDGs. Throughout the process, students activate their own agency and practise what it means to make a difference in the world through their own action project.
Our students in Grades 9 to 12 can pursue cutting edge curriculum and learning they are interested in through our Digital Micro-Credentials program.We offer digital microcredentials in pre-med, architecture, law and contemporary finance—where students explore ESG investments, capital markets and cryptocurrencies.
HC-X is putting our students in the driver’s seat of their learning, supporting them with resources and networking skills and by introducing them to incredible people, partners and places to broaden their perspectives and experiences to understand, engage with and experience the future.
Garth
Message from the Chair of the Board of Governors
Jill Fraser 1987
I am very pleased to announce that five new Governors were elected to the Havergal College Board of Governors at the October 1, 2024, Annual General Meeting of the Members of the College.
Rob Brown was appointed to the Board as an Ex-Officio Governor as the Representative of the Board of Trustees of the Havergal College Foundation. Kate Horton, Sadik Najarali, Brian Polsinello and Hossein Rahnama join the Board as Governors and will sit on various Board Committees.
Each of our new Governors brings a wealth of experience and a deep love of and commitment to Havergal and its community. You can read more about their backgrounds and the entire Havergal Board of Governors on the Havergal website. Please join me in welcoming our new Governors to the Board!
Warmly,
Jill
Message from the Board of Governors
Lexi Ensor 2013, President, HOGA
As the new academic year progresses, I am excited about connecting with our ever enthusiastic community of Old Girls/Alums. This year promises to be filled with opportunities for engagement and connection, reflecting the spirit of Havergal and the strength of our Old Girl/Alum network.
Reunion Weekend brought more than 500 Old Girls/Alums back to campus, providing a meaningful opportunity to celebrate long-standing friendships and shared memories. A highlight of the weekend was honouring our award recipients for the 2024-25 year: Kingi Carpenter ’81 and Dr. Barbara Fallon ’84, who each received the Lifetime Achievement Award for their contributions to various communities, along with Jacqueline Nunes ’02, our Susan Ditchburn Young Alumna Award recipient. These remarkable individuals embody the spirit of our community and their accomplishments remind us of the impact Havergal Old Girls/Alums have. We also took special time to recognize our graduates celebrating significant milestones, particularly the Class of 1974, our Cinquantenaires (those who graduated 50 years ago) and the Class of 1964, our Stoneagers (those who graduated 60 years ago). The bonds forged at Havergal often endure for decades, highlighting the strength and significance of friendships that shape our lives and inspire future generations.
We are always excited to engage every member of our Old Girl/Alum community, from recent graduates to those who graduated decades ago. Our aim is to create events and projects that resonate across generations, fostering a sense of inclusion and connection for everyone. This year, you can expect enhanced communications and a varied offering of events, including regional gatherings in Halifax, New York City, Hong Kong, Jamaica and London, providing opportunities for Old Girls/Alums to connect. Additionally, we look forward to our Annual General Meeting in the spring, where we can gather to discuss our accomplishments and future plans together.
As we move through this year, I encourage you to participate in our events and initiatives, share your ideas and play a role in strengthening the connections within our community.
If you have any questions or would like to get involved, please feel free to reach out to me at [email protected].
Warm regards,
Lexi
This Month
Digital Microcredentials as Experiential Learning Opportunities
Adam Caplan, Director, HC-X
Digital microcredentials are like a good bracelet stack—it’s not about the individual bracelets, but how the collection of them shows up. This is how Modern Mentor Rachel Cooke describes the trend of these bite-sized learning experiences.
Digital microcredentials are bite-sized certifications that offer students new learning pathways to explore their interests and passions. Following a trend emerging in the corporate world of work and learning, microcredentials are increasingly being adopted by educational institutions to prepare students for the future workforce.
Microcredentials offered through the HC-X, Havergal’s Innovation Hub, sit alongside the regular academic curriculum as opt-in experiences. These micro-learning experiences offer a focused approach to skill development in specific areas and provide students with “smaller denominations of learning” than traditional courses or full academic programs.
For HC-X, our digital microcredentials also target fields of study not typically covered in existing academic courses. Students have the opportunity to develop their interests in areas such as PreMedical Studies, Artificial Intelligence, Design Thinking & Entrepreneurship and Contemporary Finance—each taught in partnership with organizations that bring graduate students from acclaimed institutes as instructors to our participants in Grades 9 to 12. This year, we’re excited to expand these offerings with two new microcredentials: Intro to Architecture and Future Lawyers, further broadening the array of opportunities for students curious about these dynamic and growing fields.
Microcredentials empower students to explore their interests in a personalized way. Over time, credentials can be “stacked” to form a unique narrative of a student’s interests and accomplishments. They allow students to craft a story of curiosity, dedication and growth across diverse subject areas. Students receive their digital credentials through a blockchain-based digital wallet and can easily share the evidence of their accomplishments with others throughout their education and career journey.
For more information about HC-X Digital Microcredentials, please contact Adam Caplan or visit microcredentials.havergal.on.ca.
Generative AI Framework 1.1
Garth Nichols, Vice Principal of Experiential Education and Innovation
Havergal’s Generative AI Framework is moving to Version 1.1. We are introducing FlintK12 to our students in Grades 7 to 12. This will be a two-year pilot program designed to explore AI-powered learning in a secure environment. This initiative will provide students access to generative AI tools that support their learning while ensuring data security and privacy.
What Makes FlintK12 Different?
FlintK12 operates entirely within our school’s network. No data generated by students or teachers is used to train the AI model, nor does any data go beyond the school’s secure environment. We are confident this approach prioritizes both safety and effectiveness in learning.
The platform offers two main functions:
- Flint AI Chatbot: A chat-based GPT-4-mini agent to assist students in real-time learning tasks. This tool is designed to offer educational support tailored to the specific needs of each student.
- Teacher-built activities: Teachers can create customized AI activities, aligning support with classroom instruction and enhancing individual learning experiences.
Havergal’s AI Learning Team, composed of educators across grade levels, will be working together to design, test and refine the use of these tools. This collaborative effort helps ensure that the platform will evolve to meet the needs of our students. HC-X Leadership is also working closely with other schools, allowing us to build on the collective experience and ensure best practices.
Students have been oriented to the platform through a presentation at Prayers and Form and TA sessions. Faculty will be working with students in classes as well.
Additionally, we have established an AI framework and guidelines for students and faculty to help everyone navigate this and other AI tools responsibly.
If you have any questions or concerns about FlintK12, please don’t hesitate to contact Seonaid Davis or Garth Nichols.
The Importance of Technology Integration for Young Learners
Paula Carson, JS Technology Coordinator
In the Junior School, we are committed to providing students with opportunities to engage with technology in meaningful ways. Intentional integration of technology supports the development of digital literacy skills, strengthens opportunities for personalized learning experiences, student agency and engagement. It also enhances opportunities for critical thinking, problem-solving, creativity and real-world connections.
Teachers in the Junior School have been developing new programming to support the development of technology skills, digital literacy and digital creation. One example is in Grade 5 Health and Physical Education, where students recorded videos of themselves practising their dribbling and passing skills during their basketball unit. This activity supports students to self-assess their performance and set goals for improvement.
Additionally, students are developing their digital creativity skills through projects that enhance content-specific learning in the classroom. In Grade 1, students are documenting signs of the changing seasons through digital photography and poster creation. Meanwhile, Grade 4 students are exploring habitats around the world by designing digital posters to inform others. Looking ahead in the school year, students from Junior Kindergarten to Grade 6 will have opportunities to participate in digital escape rooms, movie making, podcasting, robotics, coding and more.
Classroom discussions and activities about digital citizenship are a vital part of our curriculum. Students learn to differentiate between how devices are used at school and at home, promoting responsible and purposeful use of technology. Throughout the school year, students will learn about online safety, media balance, digital communication and how artificial intelligence works. Students in Grades 4, 5 and 6 are also learning how to utilize digital resources, such as by using Canvas, our learning management system, to access learning resources and submit assignments.
By integrating technology into our curriculum in intentional and meaningful ways, we aim to create a dynamic and engaging learning environment that prepares our students for the challenges and opportunities in the digital world.
The HCPA’s Ivy Market
Get ready to kick off your holiday shopping in style at the HCPA’s Ivy Market! Join us on Thursday, November 21, from 10 am to 5 pm, where you’ll find a curated selection of local vendors offering unique HC gift items. While you shop, indulge in a complimentary hot beverage at our Holiday Cafe Corner and enjoy festive music performed by our talented student performers. It’s the perfect way to get into the holiday spirit!
In addition to the Ivy Market, the HCPA will be raising funds by selling Robyn’s Frozen Cookie Dough and showcasing exciting new items from the HCPA Marketplace team.
Use this link to learn more and pre-order cookie dough and custom Havergal gifts.
We look forward to seeing you on November 21!
Pre-Loved Uniforms
Now’s a great time to look through your closets for HC uniform items that might be too small, but are still in great shape. The HCPA has installed permanent collection bins across from the Learning Hub at the Junior School and in the alcove by the glass door entrance to the Upper School (across from the Green & Gold shop).
We gratefully accept skirts, tunics, pants, polo shirts, dress shirts, sweaters, 1/4 zip sweatshirts, jogging pants and blazers. Please note that we do not accept socks, green leggings, customized sweatshirts, gym uniforms or white Grad blazers.
Grade 1 and Grade 5 Breakfasts
On October 16 and 17, the HCPA welcomed Grade 1 and Grade 5 families for our annual Grade Breakfast. Everyone came dressed in cozy pyjamas and enjoyed delicious breakfast items while engaging in interactive games and learning some fun dance moves. A heartfelt thank you to all who attended and made the event so special!
Photos of the events can be found here:
Inside Focus
Student Experiences Participating in Havergal’s Digital Microcredential Program
Finding My Path: The Pre-Med Microcredential and My Journey into Medicine
Audrey Gage, Grade 12
Curiosity about medicine has been a constant thread in my life, starting from childhood. When I was eight, my aunt gave me a detailed medical textbook on human anatomy and I was hooked. I spent hours studying it, fascinated by the intricacies of the human body and the science behind diseases. At that point, my interest in becoming a doctor began to feel real, but it wasn’t until I experienced the Pre-Medical Studies digital microcredential that I truly started to see medicine as my future.
The microcredential I completed in Grade 11 was a pivotal experience. I went in looking for clarity—hoping to confirm my long-held interest in medicine and determine if I was ready for a direct-entry program in the UK. A group of interested students met for about 20 hours to learn together from a graduate student at Harvard. The course covered anatomy and physiology in ways that challenged me beyond what the regular high school curriculum could offer.
That summer, I had the opportunity to attend a program at the University of Pennsylvania, where I got to apply everything I had learned. We worked in a simulated hospital, dealing with realistic medical scenarios, from diagnosing conditions to performing CPR on mannequins that responded like real patients. It was intense, but it confirmed my love for the field.
Through this process, I spoke with numerous doctors and realized that there’s no need to rush into medical school. Many of them took non-linear paths, gaining life experience before committing to the profession. That insight changed my perspective. While I still want to pursue medicine, I’ve decided not to apply for direct-entry programs. Instead, I plan to take time to grow, explore other interests and gain experiences that will make me a better, more well-rounded doctor in the future.
For anyone considering a microcredential, my advice is simple: do it. Whether it confirms your passion or redirects you to something else, the clarity and experience you gain are invaluable. The Pre-Medical Studies microcredential helped me realize that my path to medicine is one I want to take thoughtfully, with time and purpose.
My AI Microcredential Experience in Grade 10: How It Sparked My Curiosity
Victoria Lu, Grade 12
In Grade 10, I discovered the world of artificial intelligence by taking a microcredential offered at Havergal. At the time, I had a basic understanding of AI, but I was eager to learn more about AI as a rapidly evolving field. This microcredential became a significant stepping stone in my journey to explore AI and Computer Science.
One of the things that stood out to me during the course was how hands-on and interactive it was. We used Google Colab notebooks to experiment with different AI models and I vividly remember a cool example where we programmed the AI to detect various poses. It was fascinating to see AI in action and I was able to play around with code and see immediate results. Being exposed to the expertise of our instructor from Stanford helped solidify my interest in computer science and engineering.
Even after the microcredential ended, I found myself returning to the skills I learned. I used Google Colab and the notebooks from the course for personal projects outside of school, including one with Amazon Web Services, which allowed me to dig deeper into AI-related programming. Having that early exposure to AI through the microcredential gave me the confidence to tackle more advanced projects on my own.
I’d recommend a microcredential in AI to anyone who’s curious, even if you’re just starting out. AI has such a huge influence on our world today, and it’s only going to become more important in the future. If you’re interested in computer science, or even if you’re just looking for something new to learn, it’s definitely worth exploring.
Meet Our Faculty & Staff
Allison Campbell-Rogers
HC-X Innovation Educator
The HC-X Team at Havergal is thrilled to welcome Ms. Campbell-Rogers to our community! She brings a wealth of knowledge and expertise in education in Grades 7 to 12, with 25 years of experience at Branksome Hall. Ms. Campbell-Rogers has held key roles such as Instructional Lead & Teacher of Design, IB Diploma Geography Teacher and Service Learning Lead.
As a lifelong learner and a people person who believes in the power of relationships to drive positive change, her most recent learning has focused on integrating systems, futures and design thinking into curriculum, which inspired her to pursue a Master of Design in Strategic Foresight and Innovation at OCAD University.
Last spring, she completed a major research project investigating how space design influences pedagogical approaches—an emerging research area involving VR and innovative learning environments.
In addition to her impressive work in teaching and learning, Ms. Campbell-Rogers has a track record of helping faculty navigate change and promoting a culture of growth and collaboration. She is passionate about building strong relationships to launch school-wide initiatives that make a lasting impact.
Outside of the classroom, Ms. Campbell-Rogers loves spending time with her husband and sons, often at the hockey rink, but she also enjoys the great outdoors with activities like biking, cross-country running and skiing. She treasures opportunities for travel, good food, friends and quiet Sunday afternoons with her Siberian forest cat and a newspaper.
Ms. Campbell-Rogers is already jumping into adventures by coaching one of our cross-country teams, sharing her passion with our students.