Mounds Park Academy

March 2, 2017

by Dr. Bill Hudson, Head of School

One of my favorite things to do is ask students, especially seniors, about their favorite “MPA moment.” What is your best memory that expresses what is uniquely MPA? Over lunch with a group of seniors, one replied, without hesitation, “Serving as a buddy to a Lower School student.” He went on to recount that ever since he was in kindergarten, he looked forward to making a difference in the life of a kindergartener in the same way that a senior touched his life so many years before.

Having grades PreK through 12 under one roof at MPA is not an accident—it is deliberate. Furthermore, role-modeling and mentoring are intentionally nurtured as a means to foster a safe, nurturing school culture. In a time that large public schools lead often to anonymity, MPA offers a warm, personal school culture wherein students truly know, respect, and value one another.

The events of a recent Friday drove home the very natural and organic way that relationships are nurtured across grade levels. My day began by attending the annual third grade event, Poetry and Pastries. As part of the third grade language arts curriculum, students study various forms of poetry and then recite a poem of their choosing in front of their peers and parents. As I scanned the faces of those assembled, I noted an older sibling of one of the third graders in attendance. That is not uncommon at such presentations. Having PreK–12 under one roof makes that possible.

Later in the day, I stopped by the classroom of Upper School physics teacher Marc Shapiro for the annual testing of bridges. This problem-based learning project challenges students to construct models of bridges using principles of physics and then tests each one’s strength by suspending weight. Throughout the day, PreK, kindergarten, fourth grade, and Upper School students attended to witness the successes and failures of each iteration. In fact, kindergarten and fourth grade students paired earlier that morning to build their own bridges in a growth mindset activity so they were able to compare and contrast the work. The look of awe, curiosity, and wonder on the faces of the younger students was priceless—especially when they witnessed Ben and Andrew George ’17 set a new school record (see video and photos here on Facebook). Read More

Head’s Message: Our Community has Momentum

February 9, 2017

by Dr. Bill Hudson, Head of School

I am incredibly fortunate to be a member of the Mounds Park Academy community, both as a leader and as a parent. Each day, I have the privilege of working with an exceptional group of teachers and staff who care deeply about MPA’s students. Each day, I interact with hundreds of incredible young people who give me so much hope for the future of our country and world. I am fueled by that hope, even in the midst of uncertainty, and sometimes, despair.

This morning, hope came in the form of seven of our students. As they delivered their senior speeches, I was moved to tears on more than one occasion. Their reflections on their growth as individuals and the impact that MPA has had on their lives was inspiring. One student spoke of her love for science that resulted in her being teased and isolated at another school. At MPA, she discovered she could embrace her passion and find respect from her peers. I am confident the world will be a better place by what she will do with her life.

The Importance of Creativity in the Technological Age

February 7, 2017

Middle School student playing violin On January 11 at MPA Talks, MPA parent and Director and Professor of the University of Minnesota School of Music, Dr. Michael Kim, presented “Creativity and the Fine and Liberal Arts in the 21st Century” to the Mounds Park Academy community. See below for a thoughtful Q&A with him, based on the same topic.

In schools today, there is a strong emphasis on STEM education. Why is it important to focus on STEAM instead, as Mounds Park Academy does?

Today in our schools and in our public discourse, we are increasingly focused on the importance of students developing skills in and experience with science, technology, engineering, and mathematics or STEM. Indeed, technology is now a major part of our society, and technological advancements have progressed rapidly.

Given the pace and pervasiveness of technology-driven changes, however, some of the most important skills for students to acquire are flexibility and adaptability. Our children will need to adjust to ever-changing times and possess qualities and skills that are the focus of a strong liberal arts education. So we really need to focus on STEAM (science, technology, engineering, arts, mathematics), not just STEM, as is the case at MPA.

My family and I love the focus on creativity at MPA and that the school engages students in the visual and performing arts at every academic level. As an educator myself, I believe it’s not enough to just foster an appreciation for the arts. But rather to guide students in developing their own artistic skills and to provide opportunities for them to explore, create, and express their ideas through art, performance, and music.

Why is a liberal arts education so important in our technology-driven world?

We live in an age where computers and technology can complete critical functions better, faster, and cheaper in all areas of life. We even have robotic nurses that can help diagnose and treat patients. So how do we stay relevant in a world where even business magnate, engineer, and inventor Elon Musk calls artificial intelligence our biggest existential threat? I believe that is by focusing on creativity, empathy, and the qualities that define our humanity; qualities, skills, and insights developed through the liberal arts and integrating the arts wherever possible in a cross-disciplinary way, as they do at MPA.

Head’s Message: Look to the Future

February 2, 2017

by Dr. Bill Hudson, Head of School

As I stand at the front door in the morning, I often think to myself how happy I will be to see each student graduate. When I see the joy in a kindergartener’s eyes, or the eagerness of a second grader, the excitement of a seventh grader, or the accomplishments of a tenth grader, I often wonder what they will be like as graduating seniors. Perhaps I will be the one who hands them their diplomas. Maybe not. None of us knows what life will bring. However, one thing I know for certain is that my support and investment in MPA will continue long into the future.

In addition to our annual gift to the MPA Fund, Ross and I have named MPA as a beneficiary in our estate planning. Our annual gift benefits today’s students and our planned gift will benefit students in years yet to come. Quite simply, planned gifts ensure the financial health and longevity of the school. MPA is a relatively young school. Older schools tend to have large endowments, built by the planned gifts of countless alumni, parents, and grandparents that came before them.

Head’s Message: MPA’s Strengths Reconfirmed by Data

February 2, 2017

by Dr. Bill Hudson, Head of School

I asked a certain fifth grader what she liked best about MPA. Without missing a beat, she said, “The Head of School.” (I think she’s angling for an iPhone.) When I asked my daughter Ari again, she had a hard time deciding between her “caring teachers, the interesting classes she is taking, and her kind and curious classmates.”

With the exception of the Head of School comment, her responses are very similar to what I hear from parents, other students, and alumni every day. What I have come to know about MPA anecdotally, data has now reconfirmed. You may remember taking a survey before Winter Break administered by the Independent Schools Association of the Central States (ISACS), our accreditation association. We received the results this month and they are outstanding. I’d like to share some of the data and a few of my observations. Know that you will hear more over the next 12 months as the data shapes and informs the self-study report we will write for re-accreditation. Read More

Equity and Inclusion at MPA

January 31, 2017

A statement from Dr. Bill Hudson, Head of School

Mounds Park Academy is enriched every single day by students and their families from around the world, some of them fleeing from violence and war. The recent executive order temporarily preventing citizens from certain countries to enter the United States represents a dramatic change in the way our nation interacts with many groups of people, both here and abroad, and has caused stress and feelings of uncertainty for these students, their families, the larger MPA community, and our world.

If you or a student you know is affected directly or indirectly by these changes, please let a division director or me know immediately so that we may extend additional support. We have implemented additional age-appropriate support already.

I would like to reiterate that our school’s mission and values place the utmost importance on equity and inclusion—it is central to who we are as a community. MPA stands together with other schools as we reaffirm the right to a physically and emotionally safe learning environment for all students, regardless of race, color, national origin, immigration status, sex, sexual orientation, gender identity, disability, or religion. This is not a matter of politics. It is a fundamental issue of equity and inclusion.

As we have since 1982, MPA faculty and staff will continue to work exceptionally hard to ensure that every child here knows he or she is loved, valued, and respected and that this environment is free from fear, violence, and intimidation.

Please contact me with any questions or concerns.

Head’s Message: Dream Big. Do Right. The Value and Essence of an MPA Education

January 26, 2017

By Dr. Bill Hudson, Head of School

The days prior to Winter Break are marked by recent graduates returning to MPA to reconnect with teachers and friends. While I certainly enjoy their stories, I also have an ulterior motive—I want to know how well they believe MPA has prepared them. Over the years, I frequently hear that they feel well prepared to take on the challenges of higher education. In particular, their writing skills far exceed their peers. Another very common observation is that they feel comfortable approaching their professors after class. An alum attending Harvard University reported that his classmates were in awe of his courage to show up during office hours. I’ve also heard from alums that they notice the advantage they have over their peers in their ability to think critically and present their ideas effectively and thoughtfully.

These anecdotal stories are now supported by research. Every year, the Higher Education Research Institute (HERI) at UCLA conducts a national longitudinal study of all college freshmen in the United States that covers a wide range of student characteristics. The National Association of Independent Schools asked HERI to create a special report.

Compared with all college freshmen, independent school graduates reported entering postsecondary studies with more skills and experiences that help them succeed in their new educational setting. For instance, when all students were asked about activities they performed frequently in their last year of high school, a higher percentage of independent school graduates noted:

Being asked to support their opinions with logical arguments;
Asking questions in class;
Integrating skills and knowledge from different sources and experiences;
Seeking solutions to problems and explaining them to others; and
Seeking alternative solutions to a problem.

Reflections From the Inauguration

January 20, 2017

Day One: January 19, 2017
by Dr. Bill Hudson, Head of School

The Upper School trip to the presidential inauguration began at 4:15 AM on Thursday morning as 43 students arrived at Minneapolis-St. Paul Airport. There was great excitement and energy despite the early hour. KARE 11 was there to greet us: https://kare11.tv/2jdPXpF.

We arrived safely and were quickly on our way for a brief meeting with Minnesota United States Senator Al Franken. We were honored that Senator Franken left the confirmation hearing of Governor Rick Perry’s nomination as Secretary of Energy to meet with us. Senator Franken couldn’t have been more gracious greeting students, posing for a picture, and answering some tough questions put forward by MPA students.

There was certainly a buzz in the District, felt by students as we traversed the National Mall for a visit to the United States Holocaust Memorial Museum. After a brief boxed lunch on the grounds of the Museum in the warm, D.C., students spent several hours moving through the powerful and sobering depiction of the Holocaust. Our visit ended with a chance to debrief the experience and ask questions with Warren Marcus, an official of the Museum and friend and former colleague of Upper School Director Mark Segal. Once again, students asked thoughtful questions as they wrestled with making sense of the incomprehensible.

Our day ended with a bang, literally, in Foggy Bottom. As we exited our restaurant, we were treated with a fireworks display just blocks away that marked the ended of the special concert for President-elect Trump on the steps of the Lincoln Memorial.

Tired, but ebullient students and adults found their way to our hotel for another short night before making our way to the steps of the United States Capital to witness the inauguration of Donald J. Trump as the 45th President of the Unites States.

Photos above courtesy of Jarvis Zhang, MPA Class of 2017.

Day Two: January 20, 2017
by Dr. Bill Hudson, Head of School

After a short night, students and chaperones answered an early wake-up call at 4:15 AM for a hearty breakfast before embarking on a busy day. We were honored to see MPA and one of our chaperones, Jennifer Lindrud, in the New York Times: https://nyti.ms/2j1joh0.

Our bus parked near Washington Nationals Baseball Stadium and walked three miles only to wait nearly four hours to enter the National Mall to view the inauguration. Inching forward slower than a snail’s pace, we were unaware that protesters were blocking several entrances to the Mall. We were never in any danger, but there were reminders all around us that not everyone arrived with the intent of celebrating.

We finally entered near the Washington Memorial and viewed the inauguration from a distance, but with a beautiful vista of the Capitol and the White House. A jumbo-tron brought the events within view. The mood on the Mall was generally joyful but often solemn. There were both cheers and tears. As the weather wavered between rain and brief bursts of sun, power peacefully transferred from one president to another.

After the conclusion of the inaugural address, we toured the World War II, Korean, and Vietnam War Memorials. I thought it was particularly meaningful, paying reverence to those who gave their lives for freedom and democracy. As we left the District, we made a brief visit to the 9/11 Pentagon Memorial where 184 individuals lost their lives on September 11, 2001.

Our day ended with dinner in Alexandria, Virginia where were joined by six alumni who live and work in the area. We all enjoyed hearing about their work and their appreciation for how MPA prepared them for college and career.

The students were fantastic today. They walked more than 10 miles today and stood patiently, and respectfully, in line for many hours. They are a wonderful group of young people and I was glad to witness history with them. It was a good day—one we will certainly remember.

Day Three: January 21, 2017
by Peter Millerhagen ’17 and Katie Murr, Lead Teacher

On Saturday morning, the group was pleasantly surprised with a 6:15 call to rise and shine (much better than our previous 4 AM wake-up calls). After breakfast, we boarded the bus and drove to Manassas National Battlefield Park. The first and second battles of Bull Run were fought on these rolling hills, and a guide gave us insight into the struggles of individual soldiers and the strategies used by the generals. After the tour, we headed for Charlottesville, Virginia. At the historic Michie Tavern, we were treated to a traditional southern buffet of fried chicken, beets, coleslaw, and cobbler. Following a quick trip to the gift shop, we departed for Monticello, Thomas Jefferson’s plantation.

Monticello sits atop a large hill, surrounded by sprawling forests and pastures. It is a place for contemplation. We learned that Jefferson wrote the words “all men are created equal” while owning more than 600 slaves over the course of his life. We also learned about a man who read for 15 hours a day, tried architectural ideas deemed crazy by others, and wrestled with some of the most significant concerns of his day. In many ways, Monticello spurs more questions than answers. How can the man who wrote the most ringing endorsement of equality simultaneously own other human beings? How can a man so willing to experiment in some areas of his life be so unable to consider change in others? How can the United States address the hypocrisy in its own history while still uplifting the values it holds dear? This sense of uncertainty hung in the fog that shrouded Monticello that day, and it is a reality that permeated much of the inauguration trip.

Day Four: January 22, 2017
by Pranay Somayajula ‘18

We began Sunday at the Martin Luther King, Jr. Memorial. Strategically situated just across the water from the Jefferson Memorial, the MLK Memorial reminded us of our nation’s long and arduous struggle to pursue the truth that “all men are created equal.” We then walked to the Lincoln Memorial, where we looked out over the same view that Dr. King beheld when he delivered his famous “I Have a Dream” speech. Standing on the spot where this speech was delivered proved to be a moment of profound reflection for many of us.

We then made our way to one of Washington’s newest and most significant museums: The National Museum of African American History and Culture. We branched off and spent the next few hours roaming the museum, exploring its vast and diverse collection. Some items, such as Emmett Till’s casket or a segregated water fountain with a sign reading “Colored,” served as solemn reminders of our nation’s dark past regarding issues of race. Others, such as Chuck Berry’s cherry-red Cadillac or George Clinton’s P-Funk Mothership, were more lighthearted examples of the massive influence that the African American community has had on American culture. The National Museum of African American History and Culture has been lauded by many as providing one of the most thought-provoking and insightful portrayals of the African American community that the country has ever seen. When we left, there wasn’t a single member of our group who didn’t feel the same way.

Head’s Message: Witnessing History With Our Freethinkers and Right Makers

January 19, 2017

By Dr. Bill Hudson, Head of School

It is rare that we have an opportunity to be a part of history. On Friday, I will be with 43 Upper School students witnessing the inauguration of Donald Trump as President of the United States. Our road to Washington D.C. had its genesis in the Upper School Election Club and has been in the works for nearly a year. No one could have predicted the outcome then, but along the journey, MPA students have learned a great deal about themselves and their place in the world. While it hasn’t been an easy road, they have debated ideas, sought understanding, grappled with difficult issues, and explored the privilege and responsibility that comes with citizenship. Students have wrestled with the balance between respectful discourse and passionate advocacy for social justice and the common good.

Head’s Message: Creating the MPA Makerspace

January 12, 2017

by Dr. Bill Hudson, Head of School

When I was a child, I spent countless hours playing with LEGOs. Mind you, it wasn’t the LEGOs popular now that come with instructions and a pre-defined outcome. In the days before Minecraft, you would have found me building cities out of blocks, Lincoln Logs, and even leaves in the fall. I liked to take things apart, to understand how they worked. I didn’t take time to read the directions (I still don’t) but rather jumped right into putting a new toy together.

Looking back, I can clearly see that I was, in today’s language, a maker. In a time (way) before 3-D printers, CNC routers, and laser cutters, I learned how to create, solve problems, and learn from failure. I learned how to look at a challenge from various perspectives and with persistence—attributes of a growth mindset, a concept coined by educational researcher, Carol Dweck. I didn’t have anyone to teach me woodworking or metallurgy and didn’t pursue a career in design or engineering, but still rely upon that mindset. How I approach not only my career, but life itself, flows from those formative experiences. Creativity, problem-solving, confidence, and critical thinking are skills and competencies that emerge from making and that I draw upon each day in my work.