In just a few weeks, Wall Street will be the new home to Collin Hartland, a recent Colorado College grad and Dublin High School alumnus. In his interview with One.Dublin.org, Hartland provided excellent insights into how he was able to successfully navigate his years as a college student and his transition to a full-time career. To begin, Hartland spoke about his search for a college to attend as a high school senior. Although many of his peers looked for schools within California at the time, Hartland explained that he wanted to leave California in search for new people and a different perspective. With the help of soccer, Hartland was introduced to Colorado College, a university that provided him with just what he was searching for.
At Colorado College, Hartland majored in mathematical economics along with multiple computer science courses. One of the most unique aspects of his school, and a factor that drew Hartland into attending, was Colorado College’s block semester plan. Instead of taking all of his classes at once during a semester, the block plan allows students to take one class at a time, from 9 am to noon, for 18 days. Hartland explained that he really enjoyed the block system because it allowed him to focus on one subject at a time, and if he didn’t particularly enjoy a class he did not have to experience it for long. In addition, because Colorado College’s student body is only 2,000, Hartland never had trouble getting into classes he wanted and was able to graduate in the time that he wanted to.
This past school year, Dublin High School implemented the Freshman Seminar program: a semester-long course meant to “prepare students for life after high school and to provide a view of their future and a plan on how to get there.” This program is unique to Dublin High School, with the Class of 2019 being the first to experience it.
The curriculum was taught on Mondays, Wednesdays, and Fridays, with Tuesdays and Thursdays allotted to a Guided GAEL study hall period.
The course began with students creating a personal profile and identifying their strengths, skills, passions, and aptitudes; they proceeded to learn about financial planning, from the basic needs of food, clothing, and housing, to healthcare and savings.
Based on their personal profile and desired lifestyle, students researched possible careers, and went on to develop their 10-Year Plan. The course concluded with students creating a resume and a letter of introduction that “accurately identifies the individual values, strengths, and skills”, as well as participating in a group interview conducted by an outside working professional.
DUBLIN, CA–Our Life After College Series continues with Dublin High School Class of 2012 and Georgetown University Class of 2016 alum Ina Deljkic. Ina first wrote about her first two years in college back in June 2014 (read more…). Fast forward nearly two years to the day and Ina has graduated from Georgetown, majoring in finance and international business, with a full-time investment banking job waiting for her in San Francisco. We recently spoke with the trilingual (Serbo-Croatian, German and English) Gael to close the loop on her college experience.
OneDublin.org: What was your strategy to staying on track and graduating from Georgetown University in four years?
Ina Deljkic: “Graduating in four years at Georgetown, or less, is the norm. I could have graduated in three but decided to take on an additional major which added a year. It was possible because I took about 15 AP classes while at Dublin High School, and Georgetown was really good about approving college credit for AP classes. For example, I completed all my math credits before arriving. Even if you can only take a few AP classes it really helps when you get to college, whether that’s graduating early or taking classes you wouldn’t have been able to take otherwise. I was able to take additional classes in the Entrepreneurship Fellowship Program and in linguistics as a result. AP class credits clear general ed college courses gives you more freedom to take classes you are really interested in.”
OneDublin.org: How did you manage the balance the academic load in high school you just referred to, a life outside of school and (hopefully) a full night’s sleep?
Our Life After College Series continues with Dublin High Class Class of 2012 and now Chapman University Class of 2016 alum Katelyn Haubert. We originally profiled Katelyn back in 2013 as part of our Life in College Series (read more…). We now close the loop and learn how Katelyn stayed on track to graduate in four years, despite (like many students) changing her major a few times, and what she learned about herself along the way.
OneDublin.org: Before covering any serious issues, what was it like going to college ten minutes from Disneyland? And what’s your sales pitch for Chapman University?
Katelyn Haubert: “It’s awesome! A lot of Chapman students have annual passes, I had one for my freshman year. There’s a Disney Club – Club 55 and I even took an elective class, Disney and Darwin, which covers the history of Disneyland and Walt Disney, it was a really cool class. Students will go over to Disneyland to drop in for a couple of hours and study.
“The Chapman campus is beautiful – take a tour! Chapman is a small private school so the experience is very personal and the professors really care about their students. Despite being smaller there are many opportunities to have a well-rounded experience. Chapman is known in particular for its film school. And Orange County is a terrific location to go to school and to live!”
OneDublin.org: How did your sorority experience at Gamma Phi Beta, which you spoke about in your Life in College interview, change as you became an upperclassman?
DUBLIN, CA–The graduating Dublin High School Class of 2016 is as diverse as any in recent years. Some seniors relocated to Dublin at some point during their primary or secondary careers. And others stepped foot into a DUSD elementary site as kindergarteners and exited Gaels Stadium 13 years later with a high school diploma. Along the way, virtually each and every student has a different experience relative to academics and activities. And, there are those who elect to seize every opportunity – with the full knowledge that they are simply on another step on a very long journey in their own development. OneDublin.org recently had the opportunity to sit down with such an exemplary student, Ms. Clarisse Barbier and we are pleased to share her journey.
Rather than to chronicle her entire K-12 history, we chose to focus in on her years at Dublin High School. Ms. Barbier has enjoyed a rich experience as a young person. She fulfilled multiple years as a Girl Scout in Troop 30855 – concluding in the rank of Ambassador. Clarisse also excelled in both sports and music. And as many other students have experienced, it requires great discipline and often making sacrifices to achieve balance between academic achievement and outside activities. While her odyssey may not be completely unique, the results truly are. While possessing a great passion for music and a desire for this to become a career, Ms. Barbier earned the distinction of being capable of selecting the institution of her choice post high school. This is her story.
OneDublin.org: As you look back upon your career at Dublin High School, what were some of your most memorable activities/moments? Read more…
DUBLIN, CA–I’m relatively new to being the parent of a high school athlete and have watched with awe as my younger daughter trains for hours and competes in sun, rain and everything in-between. Ask a runner about practice and they’ll inevitably reply “it was awful – hill repeats, circuit training… can’t wait until tomorrow!” Why do runners subject themselves to such misery with such passion? I reached out to Dublin High School‘s Track and Cross Country Coach Chris Williams to learn more.
James Morehead: For non-runners, or those who only ran in high school because of PE class, running can seem like a crazy and painful activity! What makes runners so passionate about the sport?
Coach Chris Williams: “This is often referred to as the ‘runner’s high’. Running is one of the rarest of sports where you only need yourself to participate – you just strap on a pair of (good) running shoes and go for a run. The self discipline and motivation is very rewarding and the improvement one can see day-in-and-day-out, week-in-and-week-out is also very gratifying, especially since you are essentially going against yourself, not against another person or team.”
Morehead: What triggered your passion for running?
Williams: “I loved competition and running was a place where I not only could compete against other people, I could compete against myself. Being able to push myself without a coach or teammate or even a race was always very satisfying because there was no limit in how hard I could push myself.”
Morehead: What role does athletics play in the development of a student?
Williams: “Athletics plays a huge role in the development of student. It helps develop responsibility, accountability, time management skills, leadership, teamwork, dealing with stress, maintaining focus, self discipline, I can go on and on.”
Morehead: What transformation do you see in students that start with your running program in 9th grade and continue all the way through to 12th?
The Dublin Unified School District’s mission is to foster “lifelong learners” by maximizing student learning and achievement, and “providing a rigorous and relevant 21st century education that builds resilience.” While this has led to tremendous academic achievement in the district, with more and more students taking AP and Honors courses each year, the obsessive achievement culture being generated has led student wellness to deteriorate.
As said by Vicki Abeles, director of Race to Nowhere and Beyond Measure, students “race against each other to have constantly higher grades, better test scores, and more AP courses than their classmates” and are “irreparably damaging their mental and physical health.” Unfortunately, this statement now applies to Dublin High School, partially facilitated by the accelerated courses offered over the summer by DPIE.
The purpose of DPIE is to “assist students with their academic goals and needs through accelerated courses for high school credit and enrichment courses for middle school.” These summer courses provide an excellent opportunity for students working towards credit recovery and fulfilling a-g requirements. However, the focus seems to have shifted to getting ahead and making room for extra AP courses during the school year.