Six new members inducted into Shelby High School Hall of Distinction – Richland Source

Report on Shelby High School 2025 Hall of Distinction Inductees and Alignment with Sustainable Development Goals

Introduction

On October 11, the Shelby High School Hall of Distinction inducted six new members for the Class of 2025. This report analyzes the professional achievements and community contributions of each inductee, highlighting their alignment with the United Nations Sustainable Development Goals (SDGs). The inductees include five alumni and one retired superintendent, each demonstrating a commitment to principles that underpin global progress.

Inductee Profiles and SDG Contributions

John Rietveld, Class of 1964

John Rietveld’s career in computer science and military service demonstrates significant contributions to innovation, education, and health.

• SDG 9: Industry, Innovation, and Infrastructure: As a pioneer in computer science, Rietveld’s work installing and upgrading computer systems for the Department of Defense and Electronic Data Systems in the U.S. and Europe was foundational to building resilient infrastructure and fostering innovation.
• SDG 4: Quality Education: He directly advanced educational technology by writing the first computer-assisted instruction course at the Army’s Computer Science School, promoting inclusive and equitable quality education through interactive learning platforms.
• SDG 3: Good Health and Well-being: In retirement, Rietveld contributes to promoting well-being by participating in a University of North Florida study aimed at reducing the risk of dementia, supporting research for healthy aging.

Debora Broka d’Aquin, Class of 1976

Debora Broka d’Aquin’s 40-year career in global business exemplifies leadership in gender equality, economic growth, and the promotion of sustainable communities.

• SDG 5: Gender Equality: As a pioneering woman in global business, her career serves as an inspiration, empowering other women and demonstrating female leadership in a competitive international environment.
• SDG 8: Decent Work and Economic Growth: Through her work in Asia and Europe and as a founding partner of TAG Media Network, she has fostered global economic growth and created employment opportunities. Her current role as a senior vice president continues to drive economic productivity.
• SDG 11: Sustainable Cities and Communities: By co-founding the d’Aquin Gallery, she has worked to make her community more inclusive and sustainable by protecting and safeguarding cultural heritage.

John Gies, Class of 1984

John Gies has dedicated his career to public service in education, directly impacting the development of strong institutions and quality learning environments.

1. SDG 4: Quality Education: With nearly 25 years as a teacher, coach, and principal at Shelby High School, Gies has been a central figure in ensuring inclusive and equitable quality education for thousands of students.
2. SDG 16: Peace, Justice and Strong Institutions: His leadership roles, including his current position as state coordinator for the Ohio Association of Secondary School Administrators, contribute to building effective, accountable, and inclusive institutions at all levels of the educational system.
3. SDG 11: Sustainable Cities and Communities: His service on the Board of Trustees for Marvin Memorial Library supports vital community institutions that provide access to information and culture.

Laura Kim, Class of 1985

Laura Kim’s influential career in the film industry has been dedicated to marketing films that raise awareness of critical global issues, aligning with numerous SDGs.

• SDG 13, 14, & 15: Climate Action & Life on Land/Below Water: Her marketing oversight for the documentary “March of the Penguins” brought global attention to wildlife and fragile ecosystems, promoting awareness crucial for conservation efforts.
• SDG 10: Reduced Inequalities: By working to elevate diverse stories and championing independent filmmakers, Kim has helped ensure that underrepresented voices are heard, contributing to the reduction of inequalities.
• SDG 4: Quality Education: She has advanced professional education by teaching marketing at the American Film Institute and guest lecturing at several universities, sharing her expertise to foster the next generation of filmmakers. Her co-authored book, “I Wake Up Screening,” serves as an educational guide.

Todd Riehl, Class of 1992

Todd Riehl’s career in pharmaceutical sciences was focused on advancing cancer treatment, making a profound impact on global health and well-being.

1. SDG 3: Good Health and Well-being: Riehl dedicated his professional life to helping cancer patients. His post-doctoral work at MD Anderson Cancer Center and subsequent industry role at Genentech focused on developing better treatments, including personalized medicines for rare cancers.
2. SDG 9: Industry, Innovation, and Infrastructure: He pioneered new methods for studying personalized cancer medicines and worked with global health authorities like the U.S. FDA to secure approvals, driving scientific research and innovation in the pharmaceutical industry.

Kent Eyler

Kent Eyler’s 15-year tenure as an administrator in Shelby City Schools was marked by strong leadership that fostered educational excellence and community partnership.

• SDG 4: Quality Education: As a principal, assistant superintendent, and superintendent, Eyler’s leadership was instrumental in guiding the school system through a period of growth, ensuring a continued commitment to educational excellence for all students.
• SDG 16: Peace, Justice and Strong Institutions: His effective administration demonstrated a commitment to building strong, effective, and accountable educational institutions within the community.
• SDG 17: Partnerships for the Goals: His active involvement in civic organizations such as the Shelby Rotary Club, where he served as president, exemplifies a commitment to building community partnerships to achieve sustainable goals.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article, which profiles the achievements of Shelby High School Hall of Distinction inductees, connects to several Sustainable Development Goals (SDGs) through the diverse careers and contributions of the individuals mentioned. The following SDGs are addressed:

• SDG 3: Good Health and Well-being: This goal is highlighted through the careers of alumni dedicated to medical science and health research.
• SDG 4: Quality Education: The entire article is fundamentally about the value and outcome of quality education, celebrating both the institution (Shelby High School) and the individuals who have excelled after receiving their education there, as well as those who dedicated their careers to the education system.
• SDG 5: Gender Equality: The achievements of female inductees who have broken barriers and become leaders in their respective fields directly relate to this goal.
• SDG 9: Industry, Innovation, and Infrastructure: This goal is reflected in the careers of inductees who have worked at the forefront of technological advancement and scientific research.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the professional achievements and life stories of the inductees, the following specific SDG targets can be identified:

1. Under SDG 3 (Good Health and Well-being):
   • Target 3.4: By 2030, reduce by one-third premature mortality from non-communicable diseases through prevention and treatment. This is addressed by Todd Riehl’s career, which was dedicated to helping cancer patients by working on “advances in science and genetics, and personalized medicine” to provide better treatments than chemotherapy.
   • Target 3.b: Support the research and development of vaccines and medicines for communicable and non-communicable diseases. Todd Riehl’s work at Genentech, “focusing on rare cancers” and working with the “U.S. FDA and other global health authorities to obtain approvals” for new medicines, directly supports this target. Additionally, John Rietveld’s participation in a university study “to learn if computerized training exercises can reduce risk of cognitive impairment or dementia” contributes to research in this area.
2. Under SDG 4 (Quality Education):
   • Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university. The article demonstrates the fulfillment of this target as every alumnus profiled—John Rietveld, Debora Broka d’Aquin, John Gies, Laura Kim, and Todd Riehl—pursued and earned bachelor’s degrees, with several going on to obtain master’s or doctoral degrees.
   • Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship. John Rietveld’s career in computer science, which began in the Army and led to a role as a “senior systems software engineer,” exemplifies the acquisition and application of highly relevant technical skills.
3. Under SDG 5 (Gender Equality):
   • Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life. The article highlights Debora Broka d’Aquin as a “pioneering woman in global business” who is currently a “senior vice president of marketing.” It also notes Laura Kim’s leadership roles, including being “elected to the Board of Governors of the Academy of Motion Pictures Arts & Sciences” and serving on the “board of Film Independent.”
4. Under SDG 9 (Industry, Innovation, and Infrastructure):
   • Target 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries… encouraging innovation. This is exemplified by John Rietveld’s career in the “age of computer science,” where he taught programming, installed new IBM computers, and upgraded “14 military computer centers.” Todd Riehl’s career in the pharmaceutical industry, where he “pioneered ways to study personalized cancer medicines,” also directly contributes to enhancing scientific research and innovation.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article provides several qualitative indicators that imply progress towards the identified targets, based on the accomplishments of the inductees:

• For SDG 3:
  • The development and approval of “personalized cancer medicines” that offer alternatives to chemotherapy, as pursued by Todd Riehl.
  • The existence of and participation in university-led studies on preventing cognitive decline and dementia, as shown by John Rietveld’s involvement.
• For SDG 4:
  • The rate of high school graduates successfully completing tertiary education, including bachelor’s, master’s, and doctoral degrees, as demonstrated by all the alumni profiled.
  • The number of qualified professionals serving in educational leadership roles, such as John Gies as SHS Principal and Kent Eyler as Superintendent, who contribute to maintaining educational excellence.
• For SDG 5:
  • The presence of women in high-level corporate positions, such as Debora Broka d’Aquin’s role as Senior Vice President.
  • The election of women to leadership positions on influential boards in major industries, such as Laura Kim’s position on the Board of Governors for the Academy of Motion Pictures Arts & Sciences.
• For SDG 9:
  • The implementation of advanced technological infrastructure, such as John Rietveld’s work upgrading military computer centers across Europe.
  • Contributions to scientific and medical innovation, measured by pioneering new research methods and securing regulatory approvals for new treatments, as seen in Todd Riehl’s work with the FDA.

4. Table of SDGs, Targets, and Indicators

Source: richlandsource.com