Blog Archives

Nick Gardner ’15 Debuts Kernza® Perennial Grain

May 11, 2020

Nick Gardner ’15 is one of just three employees at Perennial Pantry, a small startup, but he is helping to bring about big changes to the world of sustainable agriculture.

On May 4, Perennial Pantry debuted Kernza® Perennial Grain, a grain in the wheat family. Kernza is a perennial, which means it can be left in the field for several years without needing the annual tilling that damages topsoil and leads to erosion and nutrient losses. Kernza develops deep root systems that help sequester carbon, filter water, and keep continuous living cover on the land, creating a habitat for pollinators, song-birds, and wildlife. Kernza is designed to be climate positive, meaning that growing it doesn’t just have a net zero carbon footprint, but actually fights climate change by removing additional carbon dioxide from the atmosphere.

Nick has been heavily involved in the Kernza project. He has conducted product research, done mathematical modeling, written web content, and edited promotional videos. He also built a grain separator and dehuller himself (with the help of his dad’s shop) using open source plans and his own design work, saving the startup tens of thousands of dollars.

“I’ve been doing a lot of dehulling, cleaning, and milling tests,” he says, noting that grain distributors like Perennial Pantry can be a forgotten part of the supply chain. “Processing grain and flour takes a lot of work! It’s hard enough with something like barley or wheat, but Kernza is so new, and it’s been bred with ecosystem services and taste in mind, not uniformity.”

Nick is also involved in baking research and familiarizing himself with Kernza in order to communicate most effectively with chefs, bakers and brewers. “I love working at Perennial Pantry–every day is something new. One day I’m fine-tuning settings on our processing equipment or doing research to develop best practices. The next day, I’m communicating the amazing potential of perennial agriculture to journalists, consumers, friends, or just about anyone I can reach. I have a lot fun.”

Perennial Pantry has partnered with nationally known organizations including the Land Institute in Kansas and the University of Minnesota’s Forever Green Initiative to launch Kernza. They are bringing necessary agricultural products to consumers in a just manner while also communicating the impact that perennials can have on sustainable and climate positive supply chains in agriculture.

Nick earned a double major in Environmental Justice and Mathematics at Williams College and is thankful that much of what he’s doing has roots in what he learned at MPA, and in college. His work with Perennial Pantry combines his lifelong interest in environmental sciences with a passion for doing right. “MPA encouraged excellence in a lot of things. Of course I loved math and science, but what I learned in social studies and fine arts comes into play on a daily basis too.”

“One day I’m choosing a color palette for a new advertisement, and the next I’m using mathematical modeling to predict the carbon impact that 1 million acres of Kernza could have over time,” Nick says. “I’ve felt very thankful for my work ethic and the diversity of my education. And it began at MPA.”

Learn more Nick’s work with Kernza at the Perennial Pantry website and on YouTube!

Together We Will Make It To The Finish Line

May 7, 2020

by Dr. Bill Hudson, Head of School

One of the ways I am navigating this challenging crisis has been to start running again. Some of you may know that I took a bad fall while on a run two and a half years ago and broke bones in both my ankle and my foot. It’s been a long road to recovery as I’ve dealt with both physical and mental trauma. For some time, I have been mentally preparing myself to start running again but until recently, I lacked the resolve. Several weeks ago, after a particularly long day, I reached a breaking point. So I ran. I needed to reassure myself that I can overcome anything, that pain does indeed result in gain, that this is hard but I can push myself through it by the strength of my resolve, and that it’s all worth it on the other side.

You have most likely heard me say that we are in marathon, not a sprint. The irony of my fall was that I had just recently achieved a personal milestone, completing the ten-mile run of the Twin Cities Marathon. Never having been a runner before, I slowly worked my way toward that ultimate goal. In a marathon, there are mile markers and in my training runs, there are landmarks to measure progress. A friend reminded me recently that we have no such guideposts at the moment; we are engaged in an endurance event without mile markers, working toward a finish line that may not even be visible. Read More

Innovation & Student-led Learning Enhance Online Science At MPA

May 7, 2020

A spirit of innovation flows through all that we do at Mounds Park Academy; now it’s just through high-speed Internet instead of hallways and classrooms. Innovation fuels creative thinking and allows students to experience the joy of learning—and thanks to John Milam’s seventh- and eighth-grade science courses—the joy of teaching.

At the start of distance learning, Milam and his students brainstormed ideas on how best to approach the coming weeks. The students told him that they wanted to become an expert on a science topic—and then teach it. MPA encourages this level of student engagement in their learning, as demonstrated in the blog article “Letting the Students Lead.”

Still, Milam, who joined the faculty in 2019, was apprehensive. While students often present in class given MPA’s commitment to public speaking, they had never before taught a class.

“At MPA, there is a lot of emphasis on student voice,” says Milam. “But I was initially leery of turning over the class to the students.”

Now, Milam is learning new ideas from his students regarding how to make his own teaching better.

“Students at this age know how to talk to Middle School students – their peers – in a different way than I do as a teacher—they know what they don’t know,” says Milam. “As a teacher, watching them teach, I am learning new ways to use innovative technologies that I might not have considered before, including everything from Quizlet Live, Kahoot, and Mapfling to Brain Pop and Survey Monkey.” Read More

Navigating MPA’s Middle School Schedule

May 6, 2020

It’s a bright September day and students are streaming energetically into Anne Atchison’s eighth grade English class. On this day, the class has a guest speaker, Carlos Espinosa, who fled Cuba as a child in the 1960s. Carlos is here as part of the class’ discussion on Refugee, a novel recounting children fleeing their homeland in pursuit of a better life. For nearly the entire 75 minute block, Carlos captivates the class with the story of his escape to the United States. There’s even time for questions at the end, and the eighth graders ask away.

Students and teachers alike appreciate the 75 minute class periods that make up the Middle School’s block schedule. Whether it’s welcoming a guest speaker like Carlos to an English class, completing a full Geology lab in a science class, or undertaking a model United Nations conference in social studies, 75 minute blocks allow for the type of hands on, experiential education that makes learning joyful and meaningful.

“Seventy five minute blocks allow for increased levels of engagement in multiple ways that meet the needs of a diverse classroom of learners,” says Dr. Jenn Milam, Middle School Director.

The block schedule in the Middle School consists of an “A” and “B” days, and students have three of 75 minute core classes on each day. These classes include math, science, social studies, English, physical education, and French or Spanish. Interspersed amongst these core classes are three 40 minute periods for elective and specialist classes like choir, visual arts, theatre, instrumental music, technology, Makerspace seminar, health or advisory, plus 55 minutes for the lunch and recess period. Over the course of two days, the Middle School block schedule allows students to visit all 12 instructional blocks.

The alternating A and B day schedule means students have a full day between classes to process what they learned, leading to deeper understanding and higher content knowledge. It also means there’s a more manageable homework load each day, which helps busy students have family time and free time to pursue other passions without sacrificing academic rigor. Students use their extra day between classes to get their questions on the material answered take advantage of this time to get 1:1 assistance with their homework.

Dr. Milam prefers this type of schedule because of the opportunities it offers as well. “Middle School is the perfect time for students to try everything that MPA offers so that they can make informed choices that align with their passions as they move into Upper School.”

Eighth grader Evan W. agrees. “I like it because it means that the more challenging classes are spread out, which also means that the homework is more spread out and I can go to soccer or basketball after school. It’s also nice too because you get a larger variety of classes each day.”

MPA’s Middle School is specifically designed to serve students at an important time in their development. The Middle School’s block schedule, completely unique to MPA, does just that, providing an opportunity for students to dive deeply into their core subjects without sacrificing valuable elective and specialist classes. View a sample Middle School schedule here.

Tips To Help Lower School Families Thrive During Distance Learning

April 30, 2020

With virtual school now in place for the remainder of the school year, Mounds Park Academy wants to share some tips to help Lower School families thrive. These times are not easy for parents of younger students especially and MPA is committed to helping them navigate life through the end of the school year and perhaps even emerge stronger.

Build independence whenever you can
Our children have important work to do with virtual school and dealing with the current reality. We need them to persevere and be independent, much more than ever. Our Lower School students are incredibly tech savvy and in grades second through fourth, are likely able to navigate Schoology to access their lessons. Encouraging independence helps your child feel more empowered to complete tasks on their own, which means you can better attend to your own work, projects, or other children.

Give children of all ages input into their daily schedule
When children have some control of their day, they are invested in the activities and more inclined to cooperate. Ask for their input and implement what you can of their desired schedule for the day. Debbie LaChapelle, MPA PreK teacher, recommends using a whiteboard and having your child write the date, weather, and activities they would like to do during the day. This mirrors what students typically do in Lower School classrooms and keeps learning student-centered.

Institute a brief “morning meeting” to review daily tasks
Each morning, sit down with your child (or children) to review all of the assignments they need to complete that day and the activities they would like to do. Renee Wright, MPA Lower School director, shares, “A morning meeting will help your child prepare for the day, as it creates some structure for your child and you. Use this time to check their resources and determine if there is a Zoom meeting the day. If a ‘morning meeting’ does not fit within your family’s style, just be sure to start your child’s day with a moment of your undivided attention to set their focus and your expectations for the day.” Read More

Now, Next, And Beyond At MPA

April 30, 2020

by Dr. Bill Hudson, Head of School

My thinking these days on navigating this crisis has been informed by one of my favorite bloggers, Pascal Finette. In his recent post, he wrote about a global consulting firm that looks at the world in three time dimensions: Now, Next and Beyond. The world, observes Finette, has changed dramatically. “In the world BC (Before COVID-19) Next was one to two years out, and the Beyond was somewhere past the five-year mark. Today, Now and Next are happening in parallel and at the same time, while Beyond is AC (After COVID-19).” AC, wrote Pascal, “requires a very different view of the world and leaders to show up in very different ways.” I would like to use this framework to share with you how MPA is successfully navigating this crisis and planning for the future.

Now
During the last six weeks, we’ve made an incredible shift to online learning, ensuring the continuity of learning for our children. We have done so while holding fast to our whole child philosophy and our commitment to rigor with purpose. As I said in the beginning, “first different, then better.” Modeling the resiliency we inspire in our students, we have been engaged in an ongoing process of designing, implementing, assessing, and adapting teaching and learning to meet the needs of our students in our new reality, even as the crisis itself evolves.

Plans are in place and unfolding to ensure success in the continuity of operations, admission and enrollment, and the fiscal health of the school. I am confident that we will weather the storm.

Continuity of Operations: In order to sustain the quality of the education you’ve come to expect, we must continue to support our teachers, cover all of our non-teaching expenses, and invest in innovative ways to deliver our curriculum for our students. In fact, the school has invested in additional operating expenses associated with adopting and implementing online learning tools. In addition, we have a number fixed costs. For instance, even though we are not at school, we still have costs to maintain the building, pay utilities, mow the grass, etc.
Enrollment: BC (Before COVID-19) recruitment and admissions were strong and exceeding expectations. I am very happy to share that both new enrollments and re-enrollments continue to be strong today. New enrollments are trending significantly higher than at the same time last year, and re-enrollment is on pace. Even in the face of uncertainty, families are seeing clearly the value of MPA—perhaps in contrast to how other schools are managing remote learning. Please continue to share MPA in your networks.
Financial Health: Through managing expenses and carefully monitoring cash flow, we are positioned well to end the fiscal year. Philanthropic giving has been very strong BC and our reimagined Spring Auction was a phenomenal success. To assist families and employees who are experiencing financial difficulties, a Community Care Fund has been created.
Employees: We will continue to compensate all of our dedicated and hard-working faculty and staff through the end of the school year. Wherever possible, staff have been reassigned to support the overall operations of the school. We are making every effort to honor the everyday commitment they make and to ensure their continued employment during these uncertain economic times. We must retain our highly qualified and dedicated teachers and staff as we look forward to next year.
Lunch and Busing: One of the things we keep hearing from MPA families is their gratitude and appreciation for how MPA teachers and staff have responded to the COVID-19 pandemic. Many have asked how they can give back and support the school during this difficult time. We will have more ideas for you soon, but one easy way for your family to consider is donating back your hot lunch and transportation costs. Click here to express your desire to this or to receive a refund.

Preparing Children For A New World Amidst COVID-19

April 29, 2020

How we work, and therefore, how we prepare students for their future careers, is changing rapidly in the time of COVID-19. A meteoric rise in telecommuting, virtual learning, and video conferencing has reinforced the tremendous speed at which the work world changes in the 21st century. In fact, the nature of jobs themselves are transforming as antiquated job models are being phased out and new approaches are taking center stage. The fundamental change in career paths and professional expectations, brought on by globalism and technology, and accelerated by COVID-19, is shaping and illustrating how progressive independent schools like Mounds Park Academy prepare students for life beyond the four walls of a classroom.

Alison Kay, global accounts committee chair at Ernst and Young, outlines the key skills that will help students prepare for jobs in this new marketplace that does not yet exist:

Embracing risk. Kay encourages parents to “…fight against (children’s) fear of failure and embarrassment—and stop ourselves from overprotecting them. It’s important for them to ask, ‘What’s the worst that could happen?’, because that process of identifying risks and thinking through consequences will be useful throughout their lives and careers.”
Nurturing resilience. “We all make mistakes,” says Kay. “We all make bad decisions. But if you have resilience, you don’t give up. You learn from your mistakes. And you do it better the next time. Those are the kinds of people that we need in an age of disruption, where established rules are overturned. We need creative thinkers who know how to dig deep and keep trying.”
Instilling self-belief. Explains Kay, “Possibly the most fundamental of all is self-belief. I really believe self-belief is one of the most important qualities we need to foster in the next generation. There’s something incredibly powerful that happens when the people who you look up to tell you, ‘Of course you can do it.’”

MPA is preparing students for the new marketplace by modeling and facilitating innovation, adaptability, and resilience, especially during this complicated era of quarantine and social distancing. It starts with great teachers, says head of School, Dr. Bill Hudson. “Teachers are like conductors of an orchestra. They are attentive to the needs of and draw the best from each individual, but also blend together the various sounds into a magnificent whole.”

Innovative educators employ a variety of methods and pedagogical techniques, intermingling different activities to complement the lesson and the situation. Hudson adds, “I’ve said it many times over the last several weeks that great teachers make great online teachers because the core elements of virtual learning happen all the time in MPA classrooms.”

Kindergarten teacher Kristine Peterson saw an opportunity to incorporate a digital component to her lesson on weather. She created an activity in which kindergarteners recorded a clip of themselves doing the weather, just like a like on the local news, and then as a class, they had the opportunity to watch each child’s performance.

Virtual Learning Extended And Refined

April 23, 2020

by Dr. Bill Hudson, Head of School

With the health and safety of all members of our community in mind, and in keeping with our commitment to follow the recommendation of the Governor and public health officials, I can now confirm that MPA will remain in virtual school through the end of the school year. This wasn’t an easy decision, as you might imagine. However, it is clear that it is not possible to return to on-campus school while maintaining the necessary social distancing and safety standards. I believe MPA is positioned to successfully navigate this crisis and emerge better and stronger than before. The strength of our community, the durable relationships we enjoy, our dedicated and exceptional faculty and staff, and our history, mission, and values will power us through what lies ahead.

Virtual School
As I said in the beginning, “first different, then better.” Modeling the resiliency we inspire in our students, we have been engaged in an ongoing process of designing, implementing, assessing, and adapting teaching and learning to meet the needs of our students. As we look ahead at the next eight weeks, modifications and refinements are necessary. The administration and faculty have taken to heart the advice of a seasoned head of school from New York City who successfully led his school in the aftermath of 9/11. He said that the ability to adapt is more important than the plan itself. I am so proud of our teachers for continuing to grow and evolve in this new environment. Read More

MPA Goes Virtual: Dhruv Muppidi

April 22, 2020

This story series illustrates how our community is embracing, growing, and connecting through virtual learning together. Read on to hear MPA junior Dhruv Muppidi’s experience as #MPAgoesvirtual!

Upon beginning virtual learning, Dhruv said he was feeling a little bit of anxiousness, but a lot of excitement. To establish a sense of normalcy, he’s been sticking to a familiar routine and curating a classroom space at home.

“It’s important to get into a regular schedule and stick to it. As much as this feels like a break, I believe it’s critical to treat this process as similarly as possible to a normal week at school,” Dhruv said. For him, that means setting an alarm to continue waking up at 6:30 AM and being ready promptly at 8 AM to tune into his Global Voices class. Read More

Hate Is A Virus

April 16, 2020

The MPA Upper School Asian Culture Club, Social Consciousness Club, and Racial Justice and Equity Club met on Zoom to discuss how the language around COVID-19 can produce hate and racism. Students had the opportunity to share personal reflections anonymously, and the conversation will be a part of a continuing ‘series’ on the social and political impacts of this health crisis and a broader effort to document their responses. In this blog post, MPA senior Amanda Khouw shares how she is working and speaking out to eliminate stereotypes and misinformation.

Hate is a Virus.

COVID-19. The most recent pandemic of the 21st century. Who knew we would be living in a time of crisis? Not only does the virus spread fear and anxiety, but it also spreads racism. Lots and lots of racism. I would have never thought there would be a time that I would be scared to let my parents go out for daily groceries or even just outside to take the garbage out.

I grew up Asian-American. Normally, we do not discuss about our Asian race issues. Perhaps this may have stemmed from our cultural perspective of “keep moving forward” and “work hard for our elders”. There was not that much time for us to really talk about the racism that we have faced. I grew up with friends thinking that I eat cats and dogs. I grew up believing that I HAVE to be good at math. I grew up with the shame of being who I am–a Chinese-American. Read More