Head's Message Archives

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.

Head’s Message: With the Right Fit in Mind

December 1, 2016

by Dr. Bill Hudson, Head of School

With my son Mateo, it’s all about the right fit. There is nothing more challenging than taking him clothes shopping. Clothes cannot be too tight or too scratchy, and must feel good. I’ve given up trying to get him to wear anything other than Under Armour shirts and pants. You won’t find any nice family portraits in our home with color coordinated, matching outfits!

Selecting a college is similar to clothes shopping with Mateo. The approach of MPA’s college planning process is to find the right fit for each student, which reflects our commitment to provide a highly personalized approach and individualized attention. The right fit comes also as a result of research and self-reflection, the intellectual ambition of students with what the college or university offers.

We take pride in our approach to finding schools that align with the interests, priorities, passions, and aspirations of our students. Some MPA students choose Ivy League or comparably selective schools. But this is because of their own search process and initiative, not as a result of MPA pushing students so that the list “looks good” in marketing materials. It is not uncommon for some independent schools to measure their success by the number of students attending high-profile schools, but not MPA. Read More

Head’s Message: Gratitude and Joy

November 17, 2016

by Dr. Bill Hudson, Head of School

Like many of you, I’ve spent a good amount of time lately thinking about gratitude. As Thanksgiving approaches, we naturally contemplate the goodness in our lives. Such reflection takes us outside of ourselves to acknowledge the experiences, events, and people in our lives that bring us joy.

There is a large, and rapidly growing, body of research demonstrating that gratitude is strongly and consistently associated with greater happiness. Gratitude helps people feel more positive emotions, relish good experiences, improve their health, deal with adversity, and build strong relationships. In the “How of Happiness,” researcher Sonja Lyubomirsky defines happiness as “the experience of joy, contentment, or positive well-being, combined with a sense that one’s life is good, meaningful, and worthwhile.”

Head’s Message: Let’s Double Down on our Mission

November 10, 2016

by Dr. Bill Hudson, Head of School

Regardless of one’s political affiliation, this has been a tumultuous campaign and the outcome of the election brings a measure of closure. However, it also leaves some with more questions than answers and there are individuals and groups of people feeling unsafe. In times like this, when we are being tested, we are called upon to double down on our values to guide our actions. As a school community, we must double down on our mission: “We teach students to think independently, communicate effectively, and act with respect and integrity in a diverse community that models intellectual ambition, global responsibility, and the joy of learning.”

I have been exceptionally proud of the Mounds Park Academy community in the months leading up to Tuesday’s election. Honest and respectful conversations took place across divisions, in and out of the classrooms. Ideas were debated, issues were deliberated, and positions analyzed. These discussions were undergirded by principles of respectful discourse that cut across party affiliation. Though naturally strained at times, they became teachable moments.

From Dr. Hudson: Equity and Multiculturalism

November 3, 2016

I was very impressed with the turnout at our recent cultural celebration of Diwali last week. It was great visiting with so many of you and seeing the joy in the eyes of our students as they sampled the food, traditions, and activities of the Indian culture. More heartwarming was the pride our Indian-American students took in sharing their culture with others. It is a testimony to the diversity and multiculturalism of the MPA community. I am grateful for the work of our Parents Association and volunteers to make the celebration so meaningful.

From Dr. Hudson: Show Me Your Budget and I’ll Tell You About Your Mission

October 27, 2016

Growing up, we had next door neighbors with two boys who were the same age as my brother and me. As you might imagine, there was a lot of back and forth between the two houses and our families were very close. During our middle school years, our neighbors finished their basement, installing a TV room, a game room with a pool table, and a workout room. I remember asking my parents, “When are we going to finish our basement?!” “We have no plans to do so,” replied my father. When I pressed him further, he simply said that we have different priorities. We never did renovate the basement and we didn’t always have the newest cars or the latest gadgets. We did, however, receive a gift that has paid dividends for a lifetime—an independent school education.

From Dr. Hudson: My Time Away

October 13, 2016

You may have noticed my absence from my post at the South Entrance during drop-off this week. As I’ve often shared before, this time is probably the best part of my day and I love connecting with students and parents each morning. I work hard to reserve that time in my calendar and there isn’t much that keeps me away. This week, however, I had to miss my morning visits with the MPA community in order to spend four days serving on a visiting team for accreditation at the Marshall School in Duluth.

Like Marshall, Mounds Park Academy is a member of the Independent Schools Association of Central States (ISACS). The purpose of ISACS is to promote the development of strong learning communities characterized by high achievements, social responsibility, and independence of governance, programs and policies. This goal is achieved through a rigorous accreditation process, targeted professional development programs, and focused support services.

From Dr. Hudson: What Problem Do You Want To Solve?

October 5, 2016

“Instead of asking children what they want to be when they grow up, we should instead ask them what problem do they want to solve,” said Jaime Casap, chief educational evangelist at Google. According to Casap, most jobs of the future haven’t been defined yet. Instead of preparing students to enter today’s workforce, we should foster a mindset that empowers students for success in a rapidly dynamic, global society.

Author Ken Bain, in his book, “What the Best College Students Do” draws a distinction between “strategic” learners and “deep” learners. Strategic learners are driven by external rewards, such as grades and honors. They often have superficial understanding of their disciplines and are rarely able to transfer that learning. Conversely, according to Bain, deep learners are driven by their own curiosity and sense of wonder. They conceive of their own education as a great adventure. They are reflective, self-directed, and autonomous. They are resilient and embrace failure. They see themselves as part of a broader learning community, and they find perspective, support, and inspiration from that community. In the long term, they are more successful—and happier.