the rite journey training

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The Rite Journey – School Based Rites of Passage

Adelaide, South Australia, AU

Over the last decade of teaching it became more and more clear to me that I was working with students who were grappling with a world that was significantly different from the one that I had grown up in.

One of the most significant issues was technology: the massive amount of information these young people had exposure to, students spending far more time in front of screens than in front of teachers, the shift from a ‘question rich, answer poor’ society to a ‘question poor, answer rich’ one, the plethora of young men playing video games awash with ‘virtual violence’, their relationships being conducted via a screen rather than in person and the subsequent lack of human connection.

The boys I taught displayed a number of problem areas including bullying, sexism, racism, homophobia and anger management. It also seemed that their lives were becoming ‘bubble-wrapped’ and they were missing out on challenge and risk in preference for safety and predictability. The opportunities for building resilience were passing them by.

Many had family problems and perhaps the most striking of these was under-fathering: many lacked an adult male in their lives whom they trusted and who was able to provide a good, strong, gentle and positive model of manhood. The sports stars and musicians these young men admired exhibited an inappropriate treatment of women, excessive drug use and other socially destructive actions.

The girls were struggling with issues of their own. An increase in the prevalence in eating disorders amongst junior high school students reflected the increased pressure these girls were feeling regarding their appearance. Non-uniform days presented staff with challenges regarding the nature of girls’ skimpy and sexually-oriented attire, and the statistics regarding increased risk behaviours including drug use and sexual activity were alarming.

Steve Biddulph (2007) hit the nail on the head in a Sydney Morning Herald article and whilst speaking about girls his comment rang true for the experience of boys too:

“A successful and happy adolescence entails hundreds of conversations about what matters, who you are and what you stand for. Yet many girls are basically abandoned by distracted parents and the impersonal melee of large secondary schools.”

It became clear to me that I had the opportunity, as a teacher, to create a subject which was all about having these absent conversations with male students, specifically exploring issues around developing into what Steve Biddulph calls a ‘good strong man’, one with both ‘heart and backbone’, topics about being a respectful, responsible and resilient adult male. My aim was to develop a low cost program which would have minimal impact on school curriculum but maximum impact on the students. I targeted Year 9, that traditional year of disengagement.

Initially the program ran for one term but I became aware of the lack of time I had.

“The best (school-wide boys’ development) programs are integrated into the school curriculum and involve substantial and weekly contact over a year or two. Shorter programs than this appear to have little effect.” (Currie, 2008).

I chose to create a curriculum, using three lessons a week, which was a journey for the student representing their unfolding adulthood:

Term 1 – Relationship with self – Who am I, really?

Term 2 – Relationship with others – How do I get along with others?

Term 3 – Relationship with spirit – Is there something more?

Term 4 – Relationship with the world – What do I have to give?

The final step of the process, and potentially the most unique and important, came about with the acknowledgment that there could be a deepening of a student’s experience of this program by incorporating some form of ceremony and celebration around this program and hence The Rite Journey was born.

The importance of providing a form of rite of passage / initiation for young people in our society is being strongly recognised by many experts in education and psychology. Peter Ellyard, Leonard Sax, Ian Grant, Michael Ungar and Steve Biddulph all clearly extol the virtues of rediscovering such a process in contemporary society.

The use of the seven steps of the hero’s journey was initiated as a template for forming the rites of passage. These seven steps (Calling, Departure, Following, Challenges, Getting Lost, Return and Homecoming) include a variety of celebrations some of which involve just students and teachers and others which include parents/ caregivers and mentors. The students are taken on a powerful journey throughout the year which not only nurtures, guides and affirms, but also extends and challenges.

So in its final form The Rite Journey appears in the school setting as a ‘subject’ which typically consists of three lessons per week (approximately 120 – 150 mins) for the duration of the year. Along with this curriculum time there are seven ‘ceremonies’ which occur at various points throughout the year to celebrate the young person’s passage on this journey.

The overwhelming interest in the program has resulted in a training package being created and now schools around Australia and New Zealand have the opportunity to provide the program for their students. In 2015 over 7000 students in 75 schools in Australia and NZ will undergo their own, personal Rite Journey.

The success of The Rite Journey in schools has been overwhelming with students, parents, teachers and principals noting the changes in students. Perhaps the most important learning has come in realising that such a program can lead to cultural change in schools and families. The Rite Journey is used as a punctuation point between childhood and beginning adulthood. Students progress from Year 9 into Year 10 with an expectation from the school and parents that things will change, that the young adult will step up in responsibility.

Another pleasing aspect of the program has been how widely it has been adopted. The Rite Journey is being implemented in public and private schools, urban and rural schools, large and small schools, Catholic, Anglican, Seventh Day Adventist, Jewish, Lutheran, Uniting Church and Non-Denominational Christian Schools.

It has been important to ensure that staff who are passionate about such a process are the ones guiding students through the program and that there is strong support from the leadership of the school.

As the number of Rite Journey schools builds we hope to create a community of teachers who share their ideas and we hope that slowly we can reverse the societal trend of adolescence expanding (some suggest the current range to be from 9 to 30 years of age) and begin to transform young people into a responsible, resilient and respectful beginning adulthood at a much earlier age.

Organizational Information

• Community Based
• Parent and Family Involvement
• School-Based

Areas of Work

• Drugs & Alcohol
• Love and Sexuality/Healthy Relationships
• Service Learning
• Spirituality
• Values Formation/Clarification

Access types

• Low-Cost/Sliding-Scale/Scholarships Available

BOYS ARE VULNERABLE IN TODAY’S SOCIETY.

Girls are vulnerable in today’s society., andrew explains the genesis of the program:.

Over the last two decades of teaching it became more and more clear to me that I was working with students who were grappling with a world that was significantly different from the one that I had grown up in.

The most significant issues included social media and technology: the massive amount of information these young people had exposure to, students spending far more time in front of screens than in front of teachers, the shift from a ‘question rich, answer poor’ society to a ‘question poor, answer rich’ one, the plethora of young men playing video games awash with ‘virtual violence’, the pervasive influence of pornography, their relationships being conducted via a screen rather than in person and the subsequent lack of human connection.

The boys I taught displayed a number of problem areas including bullying, sexism, racism, homophobia and anger management. It also seemed that their lives were becoming ‘bubble-wrapped’ and they were missing out on challenge and risk in preference for safety and predictability. The opportunities for building resilience were passing them by.

Many had family problems and perhaps the most striking of these was under-fathering: many lacked an adult male in their lives whom they trusted and who was able to provide a good, strong, gentle and positive model of manhood. The sports stars and musicians these young men admired exhibited an inappropriate treatment of women, excessive drug use and other socially destructive actions.

The girls were struggling with issues of their own. An increase in the prevalence in eating disorders amongst junior high school students reflected the increased pressure these girls were feeling regarding their appearance. Non-uniform days presented staff with challenges regarding the nature of girls’ skimpy and sexually-oriented attire, and the statistics regarding increased risk behaviours including drug use and sexual activity were alarming.

Steve Biddulph (2007) hit the nail on the head in a Sydney Morning Herald article and whilst speaking about girls his comment rang true for the experience of boys too:

“A successful and happy adolescence entails hundreds of conversations about what matters, who you are and what you stand for. Yet many girls are basically abandoned by distracted parents and the impersonal melee of large secondary schools.”

It became clear to me that I had the opportunity, as a teacher, to create a subject which was all about having these absent conversations with students, specifically exploring issues around developing into a respectful, responsible and resilient adult. My aim was to develop a low cost program which would have minimal impact on school curriculum but maximum impact on the students.

And hence The Rite Journey seed was sown.

The Rite Journey recognises and pays our respects to the First Nations peoples across this country, whose lands were never ceded and remain important to the living First Nations peoples today. In particular we would like to acknowledge Peramangk First Nations Peoples and their ancestral lands on which our office is located.

We respect and acknowledge Elders past, present and emerging along with the living cultures, spirit, and country of all First Peoples.

• [email protected]
• @theritejourney
• Andrew Lines

GET THE RITE JOURNEY PROGRAM IN YOUR SCHOOL

©2020 The Rite Journey | All Rights Reserved

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Faith In Action

• Edmund Rice Identity
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• Narragunnawali Reconciliation Action Plan
• Spirituality
• ERA for Change
• Paddy's Van

The Rite Journey

The Rite Journey serves schools and their communities by empowering them to self-sufficiently and sustainably grow responsible, resilient, resourceful, reflective, and respectful children and adolescents by providing training, workshops, resources, support and inspiration.

The Rite Journey created by founder, Andrew Lines complements your role as parents and carers in guiding your child into young adulthood. Young people yearn to prove that they are adults. Most traditional cultures have a carefully crafted process guided by elders that provides this experience. In the absence of this adolescents often take it upon themselves to create their own rites of passage.

Learning to be an adult in any society typically involves guidance, mentoring and a great many conversations. However, in our society today we very often see young people turning to peers, the media and the internet to source this knowledge and guidance. There has been a loss of human-connection and nurturing as screens dominate adolescents’ lives in our technologically saturated world. 

Recognising the significant period of emotional and physical growth in Year 9, The Rite Journey program is delivered as a curriculum subject to all Year 9 students. 

During The Rite Journey students will have numerous conversations around what it is to be a respectful and responsible man in our society. As your child journeys through the year, we hope that the discussions they are having at school may also stimulate conversation in your own homes.

The Rite Journey at St Patrick's College

Each term our conversations and deliberate actions centre around: Term 1 - Relationship with self Term 2 - Relationship with others Term 3 - Relationship with spirit Term 4 - My impact on the world A unique feature of The Rite Journey are the seven steps that form a contemporary Rite of Passage, broken up throughout the year. Students will be guided through significant rites of passage:

• The Call and Departure
• Father/Guardian/Son Walk
• Mother/Guardian/Son Walk 
• Retreat and TRJ Camp
• Mentor Project and Expo
• The Return and Homecoming

If you would like to continue reading about The Rite Journey, please visit the official website here- https://theritejourney.com

"Great program. Can be life changing." Year 9 Mother at St Patrick's College

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The Rite Journey

A Year 9 rite of passage program.

On this page:

The program, departure ceremony 2023, departure ceremony 2022, year 9 camp and solo night 2022, homecoming 2022, a rite of passage program.

The Rite Journey is a unique educational program designed to support the development of self-aware, vital, responsible and resilient adults.

Given the current lack of Rites of Passage in the western world, young people are left to invent their own, which are often unhealthy and unsafe. The Rite Journey reinvents the traditional process of a Rite of Passage to assist in transforming adolescents from dependency to responsibility. The program is part of the students' lives for an entire year, in which they participate in symbolic ceremonies to mark the start and end of the year, various challenges, and the Year 9 Camp. The program helps to encourage ongoing development of self-awareness and builds strong, honest and respectful relationships with peers, parents and teachers, over time.

The Rite Journey curriculum consists of four parts.

Part 1: Who am I really?

Exploring identity, heritage, personal strengths and weaknesses and share testimonies.

Part 2: How do I get on with others?

Exploring emotions, relationships, self regulation and awareness, friendships, cyber safety and sexuality.

Part 3: Is there something more?

Exploring prayer, spirituality, God’s creation as well as prepare for our Camp.

Part 4: What is my purpose and what do I have to give?

Exploring what it means to take healthy risks, be grateful, learn boundaries, look for purpose and deal with change.

The Departure

The Departure is a ceremony to acknowledge the importance of childhood, the important bond between parents and their child, and allows time for the parent to bless and release their child to continue their journey into adulthood.

The Calling

The Calling is a ceremony in which the students themselves resolve to move forward and turn away from ‘childish things’. They will consider their past and the events which have led them to where they are now and make a commitment to grow, be challenged and take up ‘the calling’ that God has placed before them.

To model healthy risk taking and simulate authentic success and failure experiences, students have a set number of challenges to complete over the year. Some are group challenges, and others are completed individually.

Year 9 Camp and Solo

Is a camp designed to simulate the journey of transition from a child into adulthood. Students are required to be self sufficient, complete necessary challenges to achieve goals, and make it to certain locations.

The Homecoming is a celebration time in which the Year 9s symbolically finish the year and return to their families. This will be a time they will express how they have grown over the year, what they have learned about themselves, and what sort of man/woman they would like to become.

Year 9 Camp and Solo Night 2021

Homecoming 2021

The Rite Journey

Preparing for adolescence, the rite journey (trj) is a unique australian educational programme designed for year 9 and 10 students going through adolescence and supports their development into self-aware, engaged, responsible and resilient young adults. the programme combines the study areas of health and personal development, christian studies and physical challenge..

The Rite Journey lets our emerging young men and women experience important life lessons, created and facilitated by our caring guides (teachers) and significant adult mentors. Conceived by a committed, external educator, our Rite Journey has been customised to reflect the needs of students at Trinity and underpinned by strong Christian values and worldview.

The program provides a safe environment where students, together with their teachers and within their gender groups, examine and discuss the complexities of becoming young adults in a sometimes confusing world. The involvement and input of parents and mentors as positive and proactive role models also play a major role in the success of the journey into adulthood.

A unique feature of The Rite Journey is the seven steps that form a contemporary Rite of Passage. The TRJ team at Trinity has created a special and memorable series of events, aimed at honouring each young person’s transition into adulthood. Parents and carers are encouraged to be involved in some of these celebrations and ceremonies and share this part of their child’s journey.

Visit the official Rite Journey website for more information about the program.

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Read online or order a print version.

You can enrol throughout the year.

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Take a guided virtual tour of our campus to view our facilities and gain a taster of what college life at trinity is all about..

A leading primary and secondary school in Mildura, Trinity Lutheran College is a vibrant, K-10, co-ed Christian school and an International Baccalaureate Candidate School. With committed and passionate staff, we provide a nurturing education, grounded in values, that delivers remarkable opportunities for every child.

(03) 5023 7013

920 Fifteenth Street MILDURA VIC 3500

[email protected]

Office Hours

8.30am – 4.30pm Monday to Friday

Quicklinks:

Trinity Lutheran College are proud to have developed a Reconciliation Action Plan (RAP) to strengthen relationships, respect and opportunities in the classroom, around the school and with the community.

Contact the College:

920 Fifteenth Street, MILDURA VIC 3500

8.30am – 4.30pm, Monday to Friday

Trinity Lutheran College are proud to have developed a Reconciliation Action Plan (RAP ) to strengthen relationships, respect and opportunities in the classroom, around the school and with the community.

© 2020 Trinity Lutheran College | Website by Look Education

• The Rite Journey

The Rite Journey – transitioning today’s teens through unique educational programs

For over 20 years The Rite Journey has been providing unique educational programs in schools and organisations designed to support the development of self-aware, responsible, respectful, resilient, reflective and resourceful adults.

The Rite Journey is a yearlong program for Year 9 students, designed to:

• Acknowledge & celebrate each student’s shift to adulthood
• Offer conversations & experiences to guide this transition
• Foster connections with positive adult role models
• Educate & include parents/carers in the process
• Connect students with their strengths & build self-awareness
• Transform school culture by developing responsibility

The Rite Journey aims to make a positive difference in society through nurturing and supporting children to understand their unique gifts and talents. Through understanding strengths and connecting to a curriculum embedded in lifelong skills and dispositions, we hope to support schools and families to nurture the children in their care, and prepare them for the world of adulthood.

The Rite Journey program is an important part of our student’s development, and their Rite Journey teacher will work closely to support students as they undertake a diverse range of activities, challenges, become involved with mentors, and take part in a series of challenges on camp. Teachers will work to help students develop skills to be confident young citizens with a sense of purpose.  The program is also aimed at assisting parents to support their children during this transition.

The Rite Journey Parent Handbook can be found below, and further resources can we found at www.theritejourney.com to assist parents/caregivers to support their children.

• Beyond Borders
• Reconciliation Action Plan
• School Environment Management Program
• Integrated Learning Technology Program

The Rite Journey program has been developed with the intention of helping children navigate their way through to adulthood. The program will challenge your child to engage in class discussions about their transition to becoming an adult and will help them to become responsible, resilient, resourceful, and respectful young adults. Each term will focus on a different topic including:

Term 1 – Relationship with self

Term 2 – Relationship with others

Term 3 – Relationship with spirit

Term 4 – Relationship with the world

The 7 Cs in The Rite Journey

The Rite Journey program is designed to provide students with the tools to become a responsible adult who displays the traits of courage, collaboration, consideration, compassion, commitment and connection. There are a range of events and activities which will run throughout the year, and a challenge component is included, which involves participation in the Term 3 camp.

• ENROL ONLINE

Blog , Middle Years

The year 9 rite journey 2021.

Sunday the 7 th March was a beautiful morning at the Gold Coast Seaway where over 100 Year 9 students, together with their PC teachers and family members, gathered on the beach for the Rite Journey Calling and Departure Ceremony. This event signifies and celebrates their rite of passage into adulthood.

The Rite Journey is a unique programme designed to support the development of self-aware, responsible and resilient adults. It reinvents the traditional process of a Rite of Passage to assist in transforming adolescents from dependency to responsibility.

The Calling is a ceremony in which the students themselves resolve to move forward and turn away from “childish things”. They will consider their past and the events that have led them to where they are now and make a commitment to grow, be challenged and take up ‘the calling’ that God has placed before them.

The Departure is a ceremony to acknowledge the importance of childhood, the important bond between parents and their child, and allows time for the parent to bless and release their child to continue their journey into adulthood.

“Adulthood is a big thing – as vast as the sea both, in opportunities and challenges. Anyone who has swum in the sea knows that it’s not to be taken lightly or carelessly. We need to learn about its ways; we need to listen to others who have more experience; we need to train to be strong in body and mind to go into the sea. But when you do, when you’ve gained the respect and understanding and know-how, the sea brings great enjoyment and possibilities too.”

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QUICK LINKS

BOOK A CAMPUS TOUR

Please complete the tour booking form below and our registrar will be in contact with you to set up a suitable date and time for your tour.

MS LAURA ROBBINS | BSEd (Hons) (1st Class), MEd Leadership, MACEL

Deputy Principal & Head of Campus - Middle and Senior Years

Laura is the Deputy Principal/Head of Campus (Middle and Senior Years) of our Ashmore Rd Campus.  In this role Laura works to support the Principal and Executive Team in strategic matters as well as oversee the Middle and Senior Years programs of the College.  

She has a deep passion for Lutheran Education - beginning her teaching career at Faith Lutheran College, Redlands and serving on several LEQ committees during her 17 years in Lutheran Education.  Prior to commencing at Trinity, Laura was Head of Secondary School at LORDS Lutheran College.  During her time at both LORDS and Faith, she has held a number of Pastoral Care leadership positions.   

Laura’s academic qualifications include a Bachelor of Secondary Education(Hons) (1 st class) and a Master of Educational Leadership.   

MR JOHN MCDIARMID | BSc(Appl. Econ.), GAICD, MFIA

Chief Operating Officer

John has broad experience, having worked in the private, government and not-for-profit sectors. Specialising in strategic planning, building stakeholder relationships and managing change for business improvement, John is using his 'numbers brain', people skills and technical knowledge at Trinity Lutheran College.

John's early career included working as a financial analyst, economist and programmer for Thompson Reuters before moving into senior management roles with superannuation and financial planning companies. After a period of restructuring an aged care provider and an employment services provider, John then worked in executive positions within customer services, workers compensation and corporate service areas.

Business Registration

The Trinity Lutheran College Community Relations department has developed a Business Directory for the college. This community initiative serves to connect families, staff, alumni, and supporters of our college throughout our community in a practical and mutually beneficial way. The Directory provides a unique opportunity for businesses to promote themselves and offer special discounts direct to our community. Advertising in the Directory shows your support for our college and provides a great way for local businesses to reach a highly targeted audience of motivated buyers. This is offered at NO CHARGE – it is just our way of saying thank-you for supporting Trinity! We would appreciate a link back to our school website from your business website, should you have one.

Directory Advertising

• Business Name and 50-word business description

• Business logo

• Link to Google maps for your business location

• Contact details (name, address, phone, email, website)

• Special discount offer specials direct to our community

Registering your business

Please fill out and submit the online registration form found on the Community page of the Trinity Lutheran College website. Each advertiser will agree to the below terms and conditions before a listing will be accepted. Please note that Trinity Lutheran College reserves the right to reject any business listing request and to remove a business listing at its sole discretion.

Please provide your business logo for your listing. The file should be a 1200 pixel minimum uncompressed JPG or PNG. Your graphic designer will be able to supply you with an appropriate file. If your image does not meet these specifications we cannot guarantee it will be included.

Material deadline

Material for the Business Directory can be submitted annually.

Terms and Conditions of advertising on the Trinity Lutheran College Business Directory

1. Basis of Agreement

1.1 Terms: Directory means the Trinity Business Directory on the college website; and you or your means the advertiser described in the registration form.

1.2 These terms and conditions will apply to you every time you request to advertise in the Directory. Trinity (we, our or us) may vary or replace these terms at any time by giving you written notice of the variation or replacement terms.

1.3 You are taken to accept these terms each time you request to advertise

1.4 We have absolute discretion to refuse or reject any advertisement for any reason.

1.5 We request the opportunity to have a link back to our school website on your business website, should you have one.

2. Advertising Material

2.1 All advertisements must be correct, accurate and appropriate for the intended audience.

2.2 You must take full responsibility for your own content, website and any goods and services you provide.

2.3 Logo files should be a 1200 pixel minimum uncompressed JPG or PNG.

3. Termination

3.1 We may remove an advertisement from the Directory without notice at any time and for any reason.

3.2 You may at any time, in writing, request for your advertisement to be removed from the Directory.

3.3 We will use our best endeavours to remove your advertisement from the Directory within 30 days of receiving your request.

4. Warranties

4.1 You warrant to us that your advertising:

(a) is true and accurate in all respects;

(b) does not infringe any rights of any person, including intellectual property rights;

(c) is not obscene, indecent or defamatory; and

(d) does not contravene any federal, state or territory act, regulation or other law.

4.2 You indemnify us against any loss, damage, demand, cost (including legal cost), expense or other liability arising from or attributable to your advertisement or any other breach by you of these terms.

4.3 To the extent permitted by law, all conditions and warranties implied by law or otherwise not expressly set out in these terms and conditions are excluded.

5. Limitation of Liability

5.1 To the extent permitted by law, under these terms and otherwise in connection with your advertisement, we exclude liability for all indirect, consequential or special losses or damages including loss of profits howsoever arising.

5.2 We will not be liable to you or any other person for any loss of whatever kind suffered as a result of an advertisement, or the removal of an advertisement.

5.3 If a condition or warranty implied by law is prohibited from being excluded, that condition or warranty applies. To the extent permitted by law, our liability for any breach of an implied term is limited to the resupply of the services.

6.1 These terms are governed by the laws of Queensland, Australia.

6.2 These terms constitute the entire agreement between us and you relating to the matters dealt with in these terms and supersedes all previous arrangements, understandings or representations relating to these matters.

6.3 Nothing in this agreement appoints you as our agent or representative and no actions you take bind us.

7. Legal Disclaimer

The information in this Business Directory is intended to provide users with information which they may find useful and of interest.

We take all reasonable steps to keep this information current and accurate, but errors can occur. The information on this site is therefore provided as is with no guarantee of accuracy, completeness or timeliness.

This Business Directory may include hyperlinks to third-party websites and is provided to our community for the sake of convenience.

By using our Business Directory, you acknowledge and agree that Trinity Lutheran College is not responsible for and does not endorse any advertising, products, or resources available from such external websites. Trinity Lutheran College shall not be liable to any party as a result of any information, services, or resources made available through this Business Directory.

PERSONAL DETAILS

Trinity Lutheran College has an outstanding reputation in the Gold Coast community. The College focuses on building effective partnerships with parents to provide a comprehensive education of the highest quality, in an environment where a clear foundation of Christian values and care for each person are strongly emphasised.

Our Playgroup benefits both children and their parents, supporting the children's social development, easing the transition to school, and improving overall health, while also providing social and health support to parents, knowledge sharing, and learning opportunities.

Our facilitated Playgroup will

Offer a safe and friendly environment for children to explore and learn

Build trusting relationships and support parents in their parenting role

Support a smooth transition for children into the early years of school

Offer a planned group time (eg. music, stories, puppets) that may include some religious elements

Provide morning tea for children and parents (no hot drinks for safety reasons)

Allow free play and exploration of the environment

Playgroup helps children:

Participate in new experiences and develop new skills

Develop and increase their social skills

Learn about sharing, co-operation and following simple routines

Have fun in a safe environment, with their parent/carer close by

Build foundations of language

Learn more about their world

Playgroup helps adults:

Meet other families and build new friendships

Share experiences and ideas

Play with children and nurture their development

Have fun and relax

Numbers and Ages:

Our Playgroup will take a maximum of 20 children aged 1 – 5 years.

A Parent / adult carer must accompany and stay with the child.

Every Tuesday during the College Term time.

From 9:00am to 11:00am

In the Outside School Hours Care facility on the Cotlew Street Campus (park in the top carpark off Nerang-Southport Road)

Cost per session will be $5.00, or

Pay in advance per term for $30.00 (8-10 sessions)

What to bring:

A sunsafe hat

A drink bottle filled with water

What is provided

Morning tea (fruit and a snack)

Sunscreen and insect repellent

A facilitator

If you have further questions, please contact us by calling or emailing the Director/Service Leader of the Early Learning Centre on 07 5556 8336 or 0438 171 410 or email [email protected] , or

Complete this Registration Form below

Private and Confidential

This is a Registration Form only and does not guarantee a place for your child in the Playgroup program as numbers are capped at 20 children per session. Vacancies are filled in date order of the receipt of Registration Forms.

Child’s Details

Family structure, medical conditions / requirements, cultural / religious and/or dietary requirements, toileting requirements, parent / guardian details (block letters please):.

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MR IAN PRICE | MEd(Leadership), DipTeach(Prim), GDipArts(Rel.St), MACE, MACEL

Head of Campus - Early and Junior Years

Ian is the Head of our Cotlew Street Campus, which houses the Early and Junior Years of Trinity Lutheran College. He commenced at Trinity in 2021. Prior to this, Ian has held Head of Primary, Head of Middle School and Head of Campus positions in Queensland and New South Wales. Beginning his career as a Primary teacher in Brisbane, Ian has also taught Outdoor Education working with all school levels as well as community and adult groups. He holds degrees in Primary Teaching, Religious Studies and a Master of Arts in Educational Leadership.

Pastor Michael Alfson | Bachelor of Theology, Ordained 1981

Michael has been in full-time ministry since 1982, serving congregations in Chinchilla, Rochedale, Caboolture and is presently serving as the school pastor of Trinity Lutheran College. Michael has been the College Pastor at Trinity Luther- an College since 2003. Michael’s role includes advising college executives and community on spiritual and theological matters. He facilitates staff and students in their spiritual development, growth and formation; and oversees the wor- ship life of the college, whilst building an understanding and appreciation of Christian faith.

DR TSAE WONG | PhD, MEd, BSc, DipEd, MACEL, FAIM, AAICD

Tsae has been the Principal of Trinity Lutheran College since January 2014. She joined Trinity in 2010 as Deputy Head of College after holding several senior leadership positions including Director of Teaching and Learning (Senior School), Director of Teaching and Learning (P to Year 12) and Acting Head of Senior School, at St Hilda’s School (Southport) and John Paul College (Daisy Hill). Tsae has also taught Physics at Raffles Girls’ Secondary School in Singapore and Ipswich Girls’ Grammar School as a mid-career teacher. She completed her PhD in 2018. As Principal, Tsae is the chief executive of the college. She is appointed by the College Board, i.e. College Council, and reports to the Board as regards the proper conduct, management and discipline of the staff and students of the college.

The Rite Journey

The Rite Journey is an innovative program that supports students as they transition into young adulthood and complements the roles of parents and caregivers.

Year 9 is an important year of transition for students. As they are developing into young adults, many often ask themselves, "Who am I really?"

The Rite Journey is an extension of our junior secondary Pastoral Care Program and provides the opportunity for these young people to deeply explore themselves, their peers and how they relate to the wider community around them. It is designed to acknowledge, celebrate and guide the transition into adulthood.

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Miller School of Medicine Celebrates Class of 2024 Commencement

Amidst the jubilant cheers of family members, friends and supporters, the proud members of the University of Miami Miller School of Medicine Class of 2024 donned their caps and gowns and officially received their hard-earned medical degrees.

This year’s commencement ceremony was particularly significant. The class began their medical school journey in 2020 during the pandemic. Fueled by unyielding determination and a steadfast dedication to their calling, these future physicians persevered.

“I am so proud of you. Undaunted by global turmoil, you pursued your dream and today, that precious dream has become a reality,” said Henri R. Ford, M.D., M.H.A., dean and chief academic officer of the Miller School. “You are not only well-trained and well-equipped for residency, but you are also poised to become transformative leaders wherever you go in life.”

Scenes from Commencement 2024

An Accomplished Cohort

As the inaugural cohort of NextGenMD scholars, the Class of 2024 students embraced the new curriculum and an innovative approach to medical education, which focuses on early exposure to the clinical setting, small-group learning and mentorship. All students also choose a scholarly concentration pathway or a secondary degree. Of the 201 Class of 2024 students, 75 are graduating with dual degrees, including 56 M.D./M.P.H. graduates and nine M.D./M.B.A. graduates.

“This moment is a culmination of the support and guidance I have received to get here – from the Miller community and faculty, my family, friends and partner,” said Hannah Ship, M.D./M.P.H. ’24, who will embark on an internal medicine primary care track at University of California, Los Angeles. “I am deeply thankful to the Miller School for entrusting and honoring me with this journey to physicianship.”

Twenty-one students graduated with Research Distinction. Twenty-two students were accepted to the Gold Humanism Society and 40 joined the Alpha Omega Society, a national medical honor society. The class also achieved a 100% final placement rate on Match Day and will be joining top residency programs across the country for the next chapter in their medical training.

“Despite the challenges and uncertainties at the beginning, we stand here today, a testament to our resilience and determination,” said Krisna Maddy, M.D./M.S. ’24, who will be completing her neurosurgery residency at Georgetown University and was selected to speak on behalf of the class. “But the primary reason we are here is our patients. I am deeply grateful to every one of them for sharing their stories, which have seamlessly intertwined with ours, propelling our journeys forward.”

Keynote Speaker Commends Class of 2024

Christopher J.L. Murray, M.D., DPhil, served as the Class of 2024 commencement ceremony keynote speaker and received a Doctor of Science degree, honoris causa.

An influential physician and health economist who focuses on improving population health worldwide, he encouraged the students to embrace the opportunity to play a pivotal role in improving health of the country at the both the clinic and community levels. He also encouraged the students to remain resilient in times of great change.

“There will be points in your life when things don’t go your way. Get back up and keep going,” Dr. Murray said. “You will have many opportunities in your medical career. Use your enthusiasm, energy and skills acquired at the University of Miami to do good work that matters.”

Parting Words of Wisdom

As commencement concluded, Maria Del Pilar Gutierrez, B.S. ’84, M.D. ’90, president of the Medical Alumni Association, welcomed the latest alumni to an organization that has existed since 1956.

“This is a rite of passage you will long treasure, and one you should be proud of,” said Dr. Gutierrez. “Your families, friends and loved ones are unquestionably thrilled with your accomplishments, as is your alma mater. You are continuing evidence that the University of Miami has one of the finest medical programs in the country.”

As they embark on the next phase of their journey, the Class of 2024 graduates embody the resilience, compassion and unwavering commitment to excellence that define the Miller School of Medicine community. They emerge not only as physicians, but also as leaders poised to improve the ever-evolving health care landscape with empathy, integrity and dedication.

“When you look back on your time at the U, remember that what inspires resilience is hope — hope for the future and confidence that you can face anything that lies ahead,” said Julio Frenk, M.D., M.P.H., Ph.D., president of the University of Miami. “I have hope in the future because I place my trust in you.”

Class of 2024 Spotlights

Defying the Odds: From Troubled Youth to Promising Surgical Resident

Christopher Vasquez’s difficult childhood taught him valuable lessons that propelled him to medical school and a Mass General surgical residency. Read more

Law or Medicine? Why Not Both?

Jordan Adonis Brooks will be the sole student in his medical school class to graduate with J.D. and M.D. degrees from the University of Miami. Read more

Caring for the Deaf and Hard of Hearing

Hannah Ship found her career path after seeing the struggles the Deaf and hard-of-hearing people experience in the health care system. Read more

Tags: commencement 2024

A Match Made in Med School

Maya and Becky met in medical school and are now looking forward to Match Day to see where their residencies will take them as a couple.

Matching Internal Interests in Medicine

Esmeralda Segura is following the path carved by her older sister, the first doctor in the family, by pursuing a career in internal medicine.

Never Forget Your Why: Bridging the Worlds of Engineering and Medicine

Medical student Chris Norberg says keeping the reasons he set his sights on being doctor provides motivation as enters residency.

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This article was printed from The Miller School of Medicine Medical News at the following URL: https://news.med.miami.edu/miller-school-celebrates-2024-commencement-ceremony/

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Commencement 2024: Meet some of this spring’s notable graduates 

The University of Wisconsin–Madison has no shortage of amazing students. Some have changed lives with their research or improved communities through their public service. Others have scaled the academic heights, made an impressive mid-life career change, or overcome daunting odds to finish a degree. In advance of spring commencement May 10-11, here’s a look at how just a few of these notable graduates made their mark.  

High school didn’t take; now he’s got a PhD

Tim Fish , a citizen of the Muscogee Nation of Oklahoma, looks back on his higher education journey with both gratitude and disbelief. He grew up in poverty on the Osage reservation in Pawhuska, Oklahoma; education was not emphasized, he says. “I didn’t have a connection to school or any sense of its value.”  He dropped out of high school his junior year and moved to Madison to live with relatives and work factory jobs. “I also knew that wasn’t the life I wanted to live,” Fish says. He got his high school equivalency diploma, earned a two-year degree at Madison College, and transferred to UW–Madison. This May, at age 51, he will become a four-time Badger. He already has a bachelor’s degree and two master’s degrees from UW–Madison. Now, he’s earning a doctorate in civil society and community research through the School of Human Ecology. “Education changed my life,” he says. “Actually, I think it saved my life. It showed me a different way.” This fall, Fish will be teaching at the UW School of Education. “I’ve become really passionate about education,” he says. “It’s been transformative for me, and I want others to experience that.”  

She’s improved campus accessibility, climate

Brelynn Bille

Brelynn Bille describes herself as “a feisty girl who doesn’t back down.” She’s employed that approach on campus as a passionate advocate for disability rights, often tapping personal frustrations to fuel broader change. Bille was among the leaders of the student coalition that successfully advocated for a Disability Cultural Center on campus, and she was the driving force behind Gov. Tony Evers proclaiming July as Disability Pride Month in Wisconsin. Bille, of Waupun, Wisconsin, is earning a bachelor’s degree in community and nonprofit leadership. Read more about her advocacy work on campus.  

They rose to the top nationally as scholars  

Lucy Steffes

Carl Shirley Photo: Taylor Wolfram

Paul Chung Photo: Taylor Wolfram

Lucy Steffes ,  Carl Shirley  and  Yi Won (Paul) Chung  received Goldwater Scholarships , the premier undergraduate award in mathematics, the natural sciences and engineering in the United States. Steffes, of Milwaukee,  won the award in 2022 as a sophomore.  She is earning a bachelor’s degree with a double major in astronomy-physics (with honors) and physics. She will begin pursuing a doctorate in astrophysics this fall at the University of Arizona, supported by a National Science Foundation Graduate Research Fellowship. Shirley and Chung  won the scholarships last year  as juniors. Shirley, of Bristol, New Hampshire, is earning a bachelor’s degree in molecular and cell biology with comprehensive honors. He plans to pursue a doctorate in immunology and undertake research aimed at enhancing the success of immunotherapies for cancer treatment. Chung, a native of South Korea, is earning a bachelor’s degree in computer sciences and data science with comprehensive honors. He will begin pursuing a doctorate in computer science and engineering at UC San Diego this fall.

Their voices reach a national media audience

Anika Horowitz

Jane Houseal

Many UW–Madison students become part of the national conversation through their special skills and their viewpoints. Anika Horowitz , an economics major from Whitefish Bay, Wisconsin, has been published eight times (and counting) by the Wall Street Journal in a weekly feature titled “Future View,” which compiles the perspectives of college students on a variety of social and political issues. Post-graduation, Horowitz will be applying to law school and working as an analyst at Patomak Global Partners, a regulatory consultancy for the financial market in Washington, D.C. Jane Houseal , a journalism major from River Forest, Illinois, serves as the Wisconsin 2024 Election Correspondent for  Teen Vogue  and a podcast editorial partner at Spotify. She covers youth-led movements and captures what students are saying about national issues and elections. Post-commencement, she plans to stay in the Midwest and continue her writing career.  

Her work has mobilized hundreds at the polls  

Chandra Chouhan

Chandra Chouhan , the daughter of immigrants from India, was dismayed several years ago to learn that the South Asian vote in the U.S. is historically lower than many other demographic groups. From that, she developed a vision: a nonpartisan organization dedicated to mobilizing South Asian voters. During the summer of 2022, Chouhan brought together four other UW–Madison students and founded “Chup! Go Vote.” The organization has now mobilized hundreds of South Asian voters on campus and nationally. Chouhan, who serves as executive director, is from Brookfield, Wisconsin, and is earning a bachelor’s degree in global health and international studies. Read more about her work to amplify the voices of South Asians across America.  

And speaking of stellar voting advocates . . .

Laine Bottemiller

Rosalie Powell

Rosalie Powell and Laine Bottemiller have done exceptional work in educating and assisting voters. Powell, a double major in environmental sciences and life sciences communication, began working at the polls at 16 and became a chief election inspector for the city of Madison at age 18 — a rare feat. On campus, she has helped to staff early voting stations, recruited UW students to work at the polls, and served as the chief election inspector at the Lowell Center polling site. A Madison native, she aspires to a career in climate change communication . Bottemiller, a double major in journalism and political science, also has served as an election official on campus. She has been a part of the BadgersVote Coalition since her sophomore year and produced a variety of nonpartisan voter content for the Morgridge Center for Public Service and as an Andrew Goodman Vote Ambassador . In a lengthy piece for Forbes magazine , Bottemiller recapped strategies to engage students on college campuses, including having groups canvass students as they wait in line to enter bars. A native of Prior Lake, Minnesota, Bottemiller plans to stay in Madison and work in political communications.  

Pandemic spurred his college aspirations

Jim Spoden had a good career in U.S. trade compliance but during the pandemic reexamined his future and impact on the world. “I discovered I was doing something I did not want to keep doing for the rest of my life, and I felt that without a college degree, my options were limited,” he says. In 2022, he earned an associate degree from Madison College, then transferred to UW–Madison. Starting over in his late 30s was daunting, he says, but UW proved to be a welcoming place. A Milwaukee native, he is most proud of a final project in a cartography course. He created a map of “book deserts” in his hometown — think “food deserts,” but with libraries. Spoden is earning a bachelor’s degree this spring in environmental science and life science communications. His goal is to work as a geographic information systems analyst in the environmental protection or sustainability field — a career that would align with his interest in addressing climate change.

She’s dedicated to helping military veterans

Madeleine Allen

Madeleine “Maddie” Allen still thinks of herself as a “military kid” — her mom’s career in the Navy meant she moved 10 times before graduating high school. Allen’s desire to help veterans who suffer from psychological disorders has fueled her undergraduate research at UW. Working as an assistant in a research lab at the Madison VA Hospital, Allen has focused on how to effectively include family caregivers of veterans with dementia in a healthcare setting. She has presented her findings at several university and national conferences. A native of Imperial Beach, California, Allen is earning a bachelor’s degree in psychology with a certificate in Asian American Studies. A Posse scholar and a McNair scholar , Allen hopes to pursue a doctorate in clinical psychology and work with veterans and military families.  

She’s a legal scholar, triathlete and Division I athlete

Danielle Orie

Professional triathlete Danielle Orie tackled two demanding activities simultaneously while on campus: attending UW Law School and competing on the women’s cross-country team . How did she juggle a rigorous law school curriculum with Division I athletics? “I had to remind myself to follow the voice that said, ‘Just do it. Stop complicating things,’” Orie says. “In the law, if your line of logical reasoning and analysis are messy, then you have a losing argument. And in athletics, if you’re in your head too much, you’re already putting yourself behind the competition.” Orie was a managing editor for the Wisconsin Law Review, a member of Wisconsin’s Moot Court, and a recipient of the Dean’s Academic Achievement Award. (And she was the top female finisher April 27 in the Crazylegs Classic.) S he plans to work in the public-interest/nonprofit legal sector while pursuing her goal of qualifying for the triathlon at the 2028 Summer Olympics.  

Restaurateur adds ‘Badger alum’ to her resumé

Erin Vranas

For many UW–Madison students, eating at the iconic Parthenon Gyros on State Street is a rite of passage. Now the owner is a Badger, too. Erin Vranas is graduating with a Bachelor of Business Administration degree in management after taking a long break to embark on her entrepreneurial journey. She started various businesses and eventually acquired the Madison restaurant before returning to UW–Madison to complete her degree. While balancing her studies with her responsibilities as a restaurateur, Vranas also launched a startup consumer packaged goods company, served as a director on the Wisconsin Restaurant Association Board, volunteered for multiple organizations, and even completed her yoga teacher training certification. She also has the distinction of being one of the first graduates of UW–Madison Online .  

His family and Tibetan community share in his success  

Tenzin Phuntsok

When the academic grind got especially tough at UW–Madison, Tenzin Phuntsok would call his mother in India for inspiration. As a young girl, his mother fled the Chinese occupation of Tibet with her family, trekking barefoot across the Himalayas. Later, as an eighth grader, she was forced to drop out of school to care for her parents, both bedridden. “She loved to learn, so it was a very, very difficult time for her,” Phuntsok says. “To this day, she is a strong advocate of education. She believes that if you are given the opportunity to study, you should do so without complaint.”  Phuntsok will be earning a master’s degree in biotechnology.  Read more about how his success is a testament to his family’s sacrifices – and to the special efforts of the Master of Science in Biotechnology Program at the UW School of Medicine and Public Health.  

She’s praised for academics, community service  

Naomi Lewis

Naomi Lewis, an industrial engineering major from Racine, Wisconsin, earned a 2023 Alliant Energy Erroll B. Davis, Jr. Achievement Award for outstanding academic achievement, leadership skills and community service. She served for two years as president and one year as co-president of the UW–Madison chapter of the National Society of Black Engineers. She has served on the Inclusion, Equity, and Diversity in Engineering Student Advisory Council and worked with campus leadership to advocate for the needs of engineering students, helping develop outreach and recruitment programs that seek to broaden participation among students historically underrepresented in engineering.  

He’ll study international relations as a Truman Scholar  

Pranav Krishnan Photo: Jeff Miller

Pranav Krishnan has studied and researched some of the weightiest topics facing the world, from the rise of authoritarian regimes to the future of democratic institutions. Krishnan will be able to dig even deeper into these consequential issues as the recipient of a Truman Scholarship , one of higher education’s most prestigious awards. Krishnan, of Redwood City, California, will graduate this spring with a bachelor’s degree in economics and political science. This fall, he will begin a master’s program in international relations at the London School of Economics and Political Science.  

She turned numerous challenges into opportunities  

Pauline Ho had just $3,000 in her bank account when she started her graduate work at UW–Madison. English was her fourth language, and neither of her parents had finished elementary school. “Given my starting point, this journey has been undoubtedly challenging,” says Ho, who was born in Vietnam and settled in Los Angeles at age 12. Though Ho’s path has not been easy, she is earning a PhD in educational psychology. Read more about her journey.  

Financial advocate helps peers navigate money  

Pilot Lee majored in personal finance with the goal of empowering marginalized and underserved communities. On campus, that advocacy has taken many forms, often through Lee’s work as a programming intern at the Gender and Sexuality Campus Center. Lee led workshops on sustainability, food insecurity and financial literacy and spearheaded a community potluck that connected students to food resources near campus. Most recently, Lee hosted a financial literacy workshop called “Finance 4 Broke Gays.” Lee also helped organize a “Queer Archive Drive,” which “encouraged students to donate materials to the UW Archives in an era of queer censorship.”

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The Acolyte: Meet Mae and dive deep into Amandla Stenberg's training journey

A mandla Stenberg is diving lightsaber-first into the galaxy far, far away, and she’s not just dipping her toes in - she’s doing a full-on swan dive.

Meet Mae, your new favorite Jedi (maybe?) In the upcoming Disney+ series The Acolyte , which launches us back into the Star Wars universe on this June 4th , Stenberg plays Mae, a former Jedi Padawan who’s smack in the middle of a galaxy-sized puzzle with dead Jedi popping up more frequently than droids at a tech sale. This all goes down about a century before Qui-Gon Jinn ever sniffed out young Anakin Skywalker in The Phantom Menace .

In an exclusive interview with EW for their Summer TV Preview, Stenberg goes into detail about her training and preparation for her kickass role.

The Acolyte isn’t just about lightsaber duels and dodging blaster fire - it's exploring a time when the Sith were more myth than menace, and the galaxy was a tad less chaotic. Stenberg explains she totally drawn to the idea of seeing the Star Wars universe in a period of eerie calm before the inevitable storm of the Empire.

Before stepping on set, Stenberg turned herself into a martial arts machine. She started from scratch with Wing Chun (that’s some serious old-school kung fu), moved on to punching and kicking, and ended up mastering epic fight sequences that would make even Obi-Wan Kenobi nod in approval. She trained with stunt legends like Cassie Jo Craig and Kellina Rutherford, and apparently, she was so pumped to get everything right that she became a lovable nightmare for the producers. In her grueling training days,

Amandla was under the wing of assistant fight coordinator Lu Junchang, her own real-life Yoda (minus the green skin and backward talk). She got so good at the combat sequences that by the end of the shoot, she was picking up new moves on the fly like some sort of Force prodigy.

“I was such a pain in the ass for producers when I got there (...) I’m just a really analytical person, and I have to dive deep into everything and gather as many pieces of information as possible in order to not freak out, especially when it comes to taking on something like Star Wars. I remember saying something along the lines of: ‘Well, Hayden Christensen trained for this amount of weeks, and I’m only training for this amount of weeks!’ And they were like, ‘It’s going to be fine. You’re going to work with your master, and it’s going to be okay.’” Amandla Stenberg

She and I would definitely be best friends - lightsabers, the Force, and martial arts experience.

Side note: imagine walking into the Jedi Temple, where legends like Yoda and Mace Windu have strategized over countless threats to the galaxy. Unreal, right? Well, Amandla didn’t just walk in - she actually took a nap there. Talk about living the dream (literally) .

As the premiere date zooms closer, even Amandla couldn’t help but geek out over the sets and the scope of what they’re creating. It's not just a new show - we're being blessed with a new slice of the Star Wars saga.

This article was originally published on dorksideoftheforce.com as The Acolyte: Meet Mae and dive deep into Amandla Stenberg's training journey .

M.S. Athletic Training Year in Review

Posted: May. 15, 2024

Follow the CU-Lock Haven M.S. Athletic Training students journey through the 2023-2024 academic year!

→ July 2023 : We welcomed our MS-AT Class of 2025 cohort to Commonwealth University - Lock Haven in July. To take their first class: Fundamentals in Athletic Training. They had the opportunity to participate in ice breakers, concussion evaluations, and some down time relaxing at a pool.

→ August 2023: Due to the generous donations from our alumni, friends, and families to the Porter Student Success Fund, all students received a stocked medical bag that they could use on clinicals.

→ September 2023: Our students were busy at clinicals in the fall. Here is a group of them gearing up for a football game.

→ October 2023: Two of our faculty entered into the Health and Exercise Science Department's faculty Halloween costume contest and were this year's winners!

 → November 2023: Our 1st and 2nd year students gained experience covering the NCAA Division II Regional Cross Country Championships.

 → November 2023: The 1st year cohort had the opportunity of being an active participant for our guest speaker, Dr. Jason Madigan who spoke on Functional Movement Screenings and Injury Prevention. The students also had the opportunity to practice their casting skills.

 → December 2023: The Athletic Training club held their annual holiday party. Lots of food, gift exchanges, and semester stories were shared prior to going home for the winter break.

 → February 2024: Our MS-AT students participated in the DEI Winter Carnival Networking Social at the University. After learning about the DEI Commissions and resources, many of the students gravitated to watching a magician present and/or getting a personal caricature drawing.

 → April 2024: Mr. Scott Devore, Athletic Trainer/Preceptor at Bald Eagle Area High School and one of the most recent EATA Athletic Trainers of the Year recipient, engaged the class in upper extremity mobilizations, manual therapy techniques, and tapings.

 → April 2024: Every year the 1st year students take an annual field trip to the University's pool for Aquatic Therapy lab. This lab is always a favorite lab in Therapeutic Interventions II. The students go through a warm-up with their professor and then are tasked with teaching each other exercises for different pathologies.

 → April 2024: Our 1st and 2nd year students participated in Commonwealth University's College of Health Professions Interprofessional Education Day. This was a day filled with interaction amongst our AT students, nursing students, Pre-PT students, Pre-OT students, and Social Work students. They had opportunities to participate in case studies together, listen to a few faculty presentations, an alumni panel, a LGBTQ+ panel, and present their own research via poster presentations.

 → April 2024: The 1st year students all became trained in Youth Mental Health First Aid through the National Council for Mental Wellbeing. The training the students went through will help them develop a plan for adolescents in both crisis and non-crisis situations.

 → May 2024: Our 2nd years came back from their immersive clinicals to participate in our annual Colloquium, where they present their capstone project and give an overview of their experiences at their immersive clinical site. That evening is our annual AT Banquet where scholarships, awards, and completion certificates are presented to the AT students.

 → May 2024: Prior to graduation, it is tradition to gather for lunch at one of the AT faculty's river lot. Although it was a bit chilly this year, it was nice to remanence on their journey and wish them well in their future endeavors.

 → May 2024: The last group picture of the Class of 2024 before they set off on their new path!

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