On Monday October 10, Gould history teacher Savannah Sessions gave a talk to the school on Columbus Day. Savannah artfully tied together the history of the Columbian exchange and a Dr. Seuss story “The Sneetches” to explore issues of bias and discrimination in American history. So I think it’s fitting to close with another thought from Bill Bigelow. She closed her talk with these thoughts:

Ms. Sessions challenging a group of Gould ninth graders to identify their biases.

“Rethinking Columbus was never just about Columbus. It was part of a broader movement to surface other stories that have been silenced or distorted in the mainstream curriculum… Let’s continue to use this and every so-called Columbus Day to tell a fuller story of what Columbus’s voyage meant for the world, and especially for the lives of the people who’d been living here for generations. And let’s push beyond ‘Columbus’ to nurture a ‘people’s history’ —searching out those stories that help explain how this has become such a profoundly unequal world, but also how people have constantly sought greater justice.”

Check out Episode 1 of the Gould Idea Cast and hear Ms. Sessions discuss her thought provoking presentation to the Gould community on Columbus Day.

In Gould’s US History classrooms, students are also exploring similar questions. The Gould 11th grade US History courses is using Howard Zinn’s A People’s History of the United States in conjunction with the US State Department’s US History text. From Zinn’s book, students were exposed to the perspective of the Colombian invasion on the Bahamas and South America. The US History students had a rich discussion about the differences between the romanticized versions of Christopher Columbus we all learned in elementary school to what Zinn describes as a genocide of the Arawak people.

Gould history teacher Katie Stack noted that despite their understanding of romanticism of Columbus it was hard for them to change their initial perceptions of the history. Her students reflected on what they learned from their reading and discussion:

“It is interesting that the story of Columbus is told similarly around the world. It makes me wonder what other stories of history are romanticized around the world that aren’t the whole truth, or the detailed truth…the side-by-side comparison gives a much deeper lesson of history because we can see it from multiple perspectives” – Matthew Bennett ’17

---

“What is often depicted as a ‘melting pot’, was really people being removed from their homes and being forcefully relocated. My perspective of the big melting pot has changed to one of question as to where the values of America really came from. ” – Noah Grammas ’18

---

“Zinn does not sugar coat any of the horrific details or terrible events these people withstood. He describes the lives of the black slaves and indentured laborers, along with an explanation of their horrendous travels to America. ”
– Nicole Kutenplon ’18

---

“Typically Columbus and America’s discovery are grossly over glorified. In elementary school we were taught that in 1492 Columbus sailed the ocean blue, landed in America started the colonies, and shared Thanksgiving with the Native Americans. Reading Zinn’s book paints a completely different picture, in which Columbus is not a hero but an anti-hero who unnecessarily kills and plunders in the name of God and his country.” – Ellie Bailey ’18

The post Why You Need to Rethink Columbus Day Right Now appeared first on Gould Academy.

Faculty Spotlight: Martha Whittington

Martha Whittington works one on one with a student in her Algebra 2 class.

“The great thing about sports is that focus and determination can take you pretty far.” says Martha Whittington. “There is much to be learned about perseverance and working as a team. I’ve always loved being a part of a team.”

Martha has been part of the Gould team for 18 years. She has done almost every job here at Gould, and is currently in the Mathematics Department, and the Director of International Students Programs.

One team that many Gouldies might not know Martha was a part of was the United States National Field Hockey Team. She only played two years in high school, but tried out for the team at Colgate University (where she also played lacrosse) and ended up playing four years as a goalkeeper. “After my sophomore year I made the US Squad and was part of that team until I retired from play in 1982,” Martha recalls. She still holds the Colgate record for shutouts.

Martha during her time in the net for Team USA.

It was a passion for field hockey that led Martha to a career in teaching. After college she was looking for a job where she could have summers to compete and have time to train. Teaching fit the bill. Even after injuries cut her career short, she channeled her energy into coaching and the classroom. After teaching and coaching at Nichols School, Yale University, Westminster School, Vermont Academy, and the Castilleja School, and getting her Master’s Degree at Harvard University, Martha settled at Gould with her husband, current Dean of Academics, Thomas Whittington.

“Gould has everything we were looking for in a school,” remembers Martha. “A true community surrounded by mountains and boundless energy!”

We are lucky to have Martha as part of this community and hope you enjoy getting to know a little more about her.

Faculty Spotlight Q & A

Name: Martha Whittington

High School: Burnt Hills-Ballston Lake HS (New York)

College/Grad School: B.A. Colgate University | M.Ed. Harvard University

Proudest Achievement: Playing field hockey for USA; watching my international students graduate (and then come back to visit!)

Last book I read: The Last Painting of Sarah De Vos by Dominic Smith

Movie I would recommend: American President (1995)

Favorite food: My strawberry pecan bread

One word that describes me: Helper

Best advice I ever received: Live into it

Why Gould?
It’s a place with great opportunity for everyone.

What’s the last thing you crossed off your bucket list?
Great Wall of China, Croatia (Dubrovnik)

Vintage Colgate Field Hockey. Note the bamboo leg guards and lack of helmet!

The post Martha Whittington: Focus, Determination, & Strawberry Pecan Bread appeared first on Gould Academy.

Dear Ninth Grade Parents,

In March our ninth graders will be traveling across the globe once again to China, Tanzania, and Ecuador!

Preparations are in full swing to ensure an outstanding journey and an absolute highlight of your son or daughter’s Gould experience. This is the first of many communications leading up to and through the Ninth Grade Four Point program.

As the Director of Experiential Learning I will be facilitating the Ninth Grade Four Point trips and I am writing to you today to share important information and dates. Please read carefully and be sure to contact me if you have any questions. We rely heavily on your partnership to help execute a tremendous and safe opportunity for your child and his/her class. Your cooperation is imperative and most appreciated. I have included a preliminary check list for your convenience.

Communication:

The Ninth Grade Four Point Blog is the primary venue for information and communication regarding this program.  Prior to the trip, emails from the group leaders will be sent containing information specific to that destination.  The blog has been updated with contents of this letter.

Destination:

On November 16th, you will receive an email from your child’s trip leaders with specific information about the particular trip your son or daughter is assigned to.

Travel Dates:

We expect departure for Ecuador to be from Boston on February 25, Tanzania from Boston on March 13, and China to be from Boston on March 16.  Return dates will be March 9th for the Ecuador trip, March 26th for the Tanzania trip, and March 28th for the China trip.

Passports:

A copy of your student’s passport should be forwarded to me as soon as possible. Their actual passports MUST be delivered to me upon the student’s return from the December break.  Please note that the passport expiration date must be later than October 1, 2017.

Visas:

Visas are required along with passports for these trips for most students.  Visa photographs and paperwork will be taken care of on campus but we will need your help in collecting necessary documentation to complete the VISA process. More details will be coming about the visa process soon.

Immunizations:

Travelers to Ecuador, Tanzania and China are required to have Hepatitis A and Typhoid, in addition to being up to date with routine Gould immunization requirements.  If you have not done this already, please use Thanksgiving or Winter Term break to acquire these immunizations while home and send documentation to the Gould Health Center. More trip specific information regarding medical requirements will be coming soon as well. Please secure an appointment with your doctor to discuss travel immunizations. We will announce where each student is going on November 16th so that you and your doctor have the destination information available.

The Ninth Grade Four Point is truly a trip of a lifetime that connects much of the work they are doing here in the classroom through a “real world” experience.  It’s a privilege to offer such a memorable and transformative experience.

Again, please feel free to contact me with any questions you might have at, haywardc@gouldacademy.org or call 207-824-7786.

Sincerely,
Chris Hayward
Director of Experiential Learning

Here are a few pictures from each destination.

Tanzania: a tribal ceremony song and dance.

The Great Wall in China.

Along the ridge of an old volcano in Ecuador.

The post Ninth Grade Four Point 2017! appeared first on Gould Academy.

An Alpine Race Training Trip for the Ages

On Wednesday, October 12, the alpine team and coaching staff traveled to the Stubai Glacier in Austria for a two-week pre-season alpine race training camp.

Day 1 team photo at Stubaier Gletscher

We chose Stubai because the glacier offers a firm, quality surface for early season training unlike anything we can find in the U.S. at this time of year. Access to training spaces of varying degrees of difficulty make it a perfect place for our athletes to get used to being back on snow and begin to ramp up their gate training. Surface lifts provide quick turn-arounds during slalom and giant slalom training sessions, so our athletes complete a lot of runs in a short period of time.

The bottom line is this: the amount of time on snow before races begin is directly correlated to early season results; and we expect to see proof of this after witnessing the strides made by the athletes at this camp.

Our training also overlapped with the Sölden World Cup and the kids were able to watch the men’s race live on their off day–a rare experience for ski racers growing up in the U.S..

That’s the trip from a coaches perspective, but keep reading to get the inside scoop through the eyes of a competitive alpine racer. Olivia Erwich ’18 is a Gould 11th grader and veteran of the Gould Winter Term Program.

From Olivia ’18:

Coach Cathy Fisher (left) and Olivia Erwich ’18 (right) stoked on their way to train.

As I opened my eyes, weighted by the lack of sleep, I found myself surrounded by the majesty of mountains. We are in Austria. Everyday is an adventure. Filled with skiing, soup, study hall, sauna and a grand dinner. Each morning started off with a deluxe breakfast, and honestly there is no better way to start the day. We would load up the gondolas and ski. Double sessions split by lunch at the mountain meant that training was maximized.

After skiing under blue bird skies and training in courses we would download and head back to the hotel for “soup hour,” accompanied by coffee, and an assortment of bread and strudel. A great way to relax after working hard. Then we would move on to homework; two hours of studying each day of the camp was enough to get the work done.

After study hall, we would either go to the sauna or hangout as a group, always cracking a few jokes or sharing some moments of relaxation. However, we had two days that did not follow the schedule stated above. The day we went to Innsbruck and the day we went to Sölden.

Innsbruck was fun, but Sölden was an experience unlike any before. As we arrived on the scene there was an instant realization that everyone attending this race:

1. Was dedicated and connected to this sport,

2. Had reached the highest level of excitement and was not afraid to show it, and

3. Knew how to party like there was no tomorrow.

After watching some of the biggest names in ski racing carve down the steepest giant slalom trail (that I’ve ever seen) our group headed for lunch. The lines took long but it was worth it for the food: good Wiener Schnitzel and fries with Ketchup/mayo. Lunch chat was filled with awe of watching world the cup skiers take on Sölden.

Afterwards with time for the racers to have lunch, coaches to reset for second run and for racers to inspect, the dance was calling our names. We were thrown into the group of thousands of people on the dance floor. We were outside on snow, with a DJ surrounded by people that loved ski racing and had a bit of party in them. The only thing that was on everyone’s’ minds was having fun. Austria was a blast and there are no words that can describe the thrill that filled all of us that went.

Learn more about the competitive Alpine Program

Click on the image below to see more moments from Austria.

The post A Student’s Take on Alpine Race Training in Austria appeared first on Gould Academy.

Rachael Goldberg ’15 to Attend the Annual United Nations International Climate Change Talks in Marrakech, Morocco

Rachael Goldberg ’15 will be attending the annual United Nations Climate Change Conference this November 7-18 in Marrakech, Morocco as a member of the College of the Atlantic (COA) delegation, which includes both students and faculty.

At the talks, Rachel will have the opportunity to network with other delegates and members of international, non-governmental organization and to play a role in shaping the course of the agreements that result from the conference. COA students will also help organize and take part in actions within the conference space along with other youth participants.

The U.N.’s 22nd Conference of the Parties will marks the first gathering of the 191 countries that signed on to last year’s historic Paris climate agreement, and decisions made in Marrakech will guide the implementation and enforcement of the accord.

As a second year at College of the Atlantic her academics studies have looked at climate change by studying food, social justice, energy and earth system science.  Rachael looks forward to deepening her understanding of the roles that different international players and civil society have in the climate crisis. She will be following mitigation in terms of land use, agriculture and climate technology through a lens of justice.

At Gould

Rachel spent her early days running around the forests and mountains of western Maine, developing a deep appreciation and commitment to the earth. At Gould, Rachael was a proctor, nordic skier, and member of the Cum Laude Society. She also was recognized for consistent and empassioned interest in environmental science and sustainability. She was a participant in the Farm and Forest program, an active member of Gould Goes Green and a recepient of the Bonnie Pooley Earth Day Award.

The post Rachael Goldberg ’15 to Attend UN Climate Change Talks appeared first on Gould Academy.

US Ski Team Coaches Sasha Rearick ’95 & World Cup Technical Assistant Parker Gray ’97 are two Gould alumni at the top of their profession.

Sasha Rearick ’95

Sasha Rearick ’95 is in his fifteenth year working with the US Ski Team and in his ninth year as the Men’s Head Coach. Sasha oversees the direction of the men’s program including the Development Team, Euro Cup and World Cups. He is responsible for the hiring of coaches, evaluation of the programs, coaching and making decisions on who races and who doesn’t, raising funds through sponsors and private donations, lobbying for drafts, and making the budget. Whoa, that’s a big job!

Although Sasha did a little bit of ski racing prior to coming to Gould, it was in his junior year that he got his hat into coaching and fell in love with everything about ski racing. He credits Tim Lavalle, George Lavalle, and Bill Clough as having a major influence in identifying his passion for coaching, and developing the character necessary to pursue his goals. While still a student at Gould, he organized a camp for fellow students in France. After graduation, he continued running camps for Gould. Though Sasha didn’t believe that being a professional ski racer was in the cards, he still had a passion for the outdoors, international travel, and sports science that’s associated with skiing from the physical and mental side. This is what attracted him to work, teach, and coach in the sport.

---

“Focus on the process has been the foundation of my coaching philosophy from day one at Gould including today. Without a doubt, Gould prepared me for a future as a coach and was a major important stepping stone for me in my career.”

---

Sasha explained how Gould instilled a deep love of the outdoors and how that appreciation is now shared with his wife and two young children by traveling on the tour with him, going camping, enjoying nature and loving it out there together. We’ll be sure to keep an eye on Sasha and US Ski Team Results this winter!

Parker Gray ’97

Parker Gray ’97 is the Men’s World Cup Technical Assistant Coach for the US Ski Team. Parker began skiing with Gould as a member of the eighth grade Winter Term Program and by his ninth grade year was competing in all four events: Slalom, Giant Slalom, Super G, and Downhill. He had quick success and progressed to compete at the USSA level, FIS level, NorAm and the US Nationals and Junior Olympics by the time he was a junior.

Parker crossed paths with Sasha Rearick during his sophomore year. Sasha was a senior at the time and organized a summer camp in France that Parker attended. Though they went in different directions after graduation, they stayed in touch. Sasha was clearly keeping an eye on Parker’s career as he moved up the ladder, and Parker will admit “he knew what he was getting into when he hired me!”

Parker also credits Gould for preparing him for both his career as a ski racer and as a coach. The relationships he formed with classmates and faculty, the amount of time he was able to be on snow, and the specialized training abroad all prepared him or the next level.

---

“Gould prepared me for both my ski racing career and as a coach.”

---

Parker typically travels ahead of the team to make sure all the pieces are ready when the racers arrive. He is the coach standing on the hill late at night hosing down the trail in order to get the training conditions perfect. He implements and tweaks the athletes strength and conditioning programs and helps to identify areas of their racing technique that could be improved by using Dartfish, a video analysis tool that Gould athletes also utilize. Coaches and athletes are generally on the hill daily from 6:00 AM – 1:00 PM then in dryland training until dinner. Parker can remember spending six weeks straight with only one day without ski boots on. Given that, it is more of a lifestyle than a job.

“You have to make sure these guys are putting their hearts into it and I think it’s important that the coach is committed to foster that.”

Learn more about ski racing at Gould

The post Gaining Focus with US Ski Team Coaches Sasha Rearick ’95 & Parker Gray ’97 appeared first on Gould Academy.

Faculty Spotlight: Chris Hayward P ’16, ’19

At Gould, we define experiential learning as learning by doing. Instead of simply reading about a topic or listening to a lecture, students are actively engaged, often outside the traditional classroom. Studying river ecology on the Androscoggin, learning winter expedition skills on Junior Four Point, tutoring Somali refugees in Lewiston, traveling to Tanzania as part of Freshman Four Point, learning how to splint a broken arm with Sunday River ski patrol – all of this is vital to the life and learning of the Gould student and an essential aspect of who we are as a school. Director of Experiential Learning, Chris Hayward, cares deeply about teaching students hard and soft skills through experiences.

“I grew up off the grid – no power, no running water until I was 12 years old,” remembers Chris. “In that situation there are immediate consequences. If we wanted a warm house, we had to bring the wood in. If we wanted light we had to make sure the kerosene was in the lantern.”

Chris Hayward teaching Wilderness First Aid class in the Yurt at Pine Hill.

In so many ways, experiential learning requires a student to apply lessons directly to real-life situations, to push themselves beyond their comfort zones, and to acknowledge that all tests don’t include bubbles to fill in. Students at Gould have extraordinary opportunities to see how they can make an impact locally and globally.

“That hands-on learning, those outdoor experiences, working with people from around the world or locally at the Bethel food pantry, there is a direct and immediate connection for the student. Sometimes, that direct connection is tough to see in a classroom…[With experiential learning] students understand that their potential is much greater than they thought…their eyes are wide open.”

---

Chris also practices what he preaches. He is a passionate outdoorsman who once ran Maine’s “100 mile wilderness” section of the Appalachian Trail in under 39 hours (it takes most mortals 9-12 days); he is a veteran ski patroller at Sunday River and often spends winter mornings heading UP the mountain with Gould students as part of the Earn Your Turns club; he has traveled with students to Tanzania and Guatemala; and he is a certified Wilderness First Aid instructor, sharing that skill with Gould faculty and students. Chris also gives back by serving as Director of the Mahoosuc Mountain Search and Rescue Team, an all volunteer search and rescue team that serves Western Maine.

“It involves organizing a group of volunteers who have the skills and experience to go into the mountains when a call is there,” Chris says. “If someone is in trouble on Old Speck or other places in the Maine woods, we get the call from the Maine Warden Service to assist and it feels good to put our skills to good use. We are happy to help when the need is there, and we would want the same thing if we were in trouble.”

---

We are proud to have Chris and his family as part of the Gould community and lucky to have him guiding our students.

Chris with a group of students from the Tumaini School in Tanzania.

Faculty Spotlight Q & A

Name: Chris Hayward

High School: Wiscasset, Maine

College: Saint Joseph’s College, Windham, Maine

Proudest Achievement: Following through with goals I set for myself.

Last book I read: Creative Schools by Ken Robinson

My soundtrack is: Xavier Rudd’s Music

Movie I would recommend: Lord of the Rings (2001)

Favorite food: Anything cooked on a wilderness expedition

One word that describes me: Active

Best advice I ever received:
Success is when you can’t tell the difference between working and playing.

What’s the last thing you crossed off your bucket list? Drive across the country.

Why Gould?
It has it all! Great teachers, great programs, great location!

Weekend surfing trip

The post Out of the Classroom and Off the Grid with Chris Hayward appeared first on Gould Academy.

Gould alumnus Matt Wolf ’16 was named to the United States Snowboard Racing Team’s (USSRT) 2017 Junior Team. Wolf and eight other elite alpine snowboard athletes under 20 years old will spend the next season training together at special USSRT race camps coached by the best coaches in the nation and racing alongside one other at various FIS North American Cup (NorAM) events in the upcoming 2016-2017 season.

Wolf earned his spot on the team through his FIS results in Giant Slalom (GS) and Slalom (SL) during the 2015-2016 season, his senior year at Gould Academy. Wolf’s season highlight was a 9th Place SL finish at the Race to the Cup (NorAM) SL in April at Copper, CO.

Matt Wolf ’16 on his way to the top of the podium at the USASA National Championship in Banked Slalom in 2015

---

“Matt took his training and racing to the next level in 2016″, said Gould Academy Snowboard Program Director KC Gandee. “He put in extra time on the hill and applied feedback diligently so that he could break into the top 10 on the NorAM tour.”

What’s next for Matt?

Wolf will continue to train and race competitively as he studies during his first year at Bishop’s University in Quebec Canada. Matt will also continue to train with Gould Academy athletes while at home on school breaks. A two-sport athlete, Wolf also just finished an incredible fall lacrosse season. He started every game as a freshman goalkeeper at Bishop’s and led the Gaiters to an 8-6 record overall.  That included a playoff win against Queen’s University in the Canadian University Field Lacrosse Championships.  Additionally, Wolf will be giving back to the sport and his snowboard community as an assistant coach for Gould Academy Competition Program’s weekend development program at Sunday River, ME.

Matt Wolf ’16 arcs a toeside turn on the 2015 USASA National Championship GS course at Copper, CO

Learn more about the
Competitive Snowboard Program at Gould

The post Matt Wolf ’16 named to U.S. Snowboard Racing’s Junior Team appeared first on Gould Academy.

Cassie ’18 & Johnny ’17 stand proudly in front of the Bingham Husky

Our Athletes of the Month for October are Girls Varsity Soccer midfielder Cassie Lieblein ’18 of Harrisburg, PA, and Boys Varsity Soccer goalie John Mo ’17 of Seoul, South Korea. We’re exceptionally proud of both of their hard work and the commitment they’ve shown to their teams and the sport of soccer. Here’s more from their coaches.

Cassie Lieblein – Girls Varsity Soccer

“Cassie has ‘bossed’ the midfield, especially in our last four games. She is a shutdown defender who battles with the best we have faced, and she is a take charge attacking player. She leads the team in scoring, with 11 goals in 9 games, including 7 goals in the last four (3 against Hebron in our two games with them.) She has been our ‘go to’ player for scoring. She is tireless in her play and sets an example of effort and desire for all to emulate.”  – Tom Whittington, Head Girls Soccer Coach

Johnny Mo ’17 – Boys Varsity Soccer

“Johnny is a leader for us on and off the field. His work ethic in the weight room, his positive energy on the practice field has set the tone for what we want in our program. He makes his coaches want to be better and push themselves. This month he is averaging 14.5 saves per game and playing consistently for us. He has kept us in games.” – Bruce Johnston, Head Boys Soccer Coach

Congrats Cassie and Johnny,
our Athletes of the Month for October!

Learn more about Athletics at Gould!

The post Athletes of the Month – October 2016 appeared first on Gould Academy.

Today, my daughter, Carter turns three. Cliches are truisms, and Carter turning three is an essential reminder that time does go by too fast, having children grows your heart ten fold, and the more things change the more they stay the same.

It’s been a year and a half since I wrote this and a lot has changed personally: Beckett has joined us, we have renovated a house, moved out of that house, sold a house, we have added family members and lost beloved family members, and after 10 plus years at Berwick Academy we now call Gould Academy home.

And, a lot has stayed the same globally: race, gender, and sexuality remain issues that are debated and divide us, instead of topics discussed in order to unite as human beings; the Supreme Court will hear cases that have monumental impacts, health care remains inaccessible for far too many, terrorists groups continue to make headlines for unimaginable acts of violence.  However, what also remains the same is my insatiable belief that education can transform the world–and now that Carter is one year older, I am more committed than ever before to making my hopes about education become Carter’s reality.

Carter Bishop at Elk Creek Ranch

A Letter to My One Year Old Daughter About the Purpose of Education

June 15, 2015

Dearest Carter—

It’s a little before 7:00 in the morning. We are all together at Elk Creek Ranch: Mom is sleeping, you are just waking up, and I am trying to finalize an assignment, I assigned to my graduate school students at Lesley University, and who I told that I would do the assignment alongside and let them grade.

I walk to your room, pull you from the crib, and in the cool of a quiet Wyoming morning with you perched on my lap I read through what I have written. Holding you I realize what I crafted sounds nice, touches upon all the right themes, and adheres to the rules of the assignment–but I hate it.

I hate it because it sounds like Something a teacher wants to hear rather than what I feel. I hate it because it feels artificial instead of authentic, and I know I am probably too afraid of being wrong and thus say nothing that is right and what I truly believe. So, I erase every word and begin again under a new premise: what I believe education should be, is what I hope you experience in school; what I believe schools should do is what I hope your education provides.

So, Carter—this is for you, this is what I believe the purpose of your education should be. As your father, and as a teacher and school administrator,…I commit myself to you and these beliefs.

Last November, on the week you turned one, the headlines read:

• Sunday: 300 members of the Sunni Al Bu Nimr Tribe are executed by ISIS
• Monday: One World Trade Center opens, replacing its predecessor destroyed on 9/11/2001
• Tuesday: United States Elections; Mia Love becomes the first African-American female Republican to serve in Congress
• Wednesday: Ebola death toll in West Africa surpasses 5,000
• Thursday: The US Supreme Court agrees to hear cases about the Affordable Care Act
• Friday: Marysville Pilchuck School shooting; a student kills four friends before taking his own life

These headlines contain triumph and tragedy and their dichotomy makes me anxious and confused about the world you will live in and the direction it could head. However, I am an eternal optimist that will always believe education can change the world and schools can transform lives. So what should your school do, stand for, and teach you?

Your school must be a place where you are comfortable being uncomfortable—an environment where you learn how to do hard things well. Your school and teachers should focus their energy on creating learning environments that balance individual readiness, interest, and ability with an academic foundation that challenges you in your individual journey of becoming a self-monitoring, self-motivating, self-adjusting, and self-assessing learner. Your school should be a community where it is cool to be smart, cool to try new things, and cool to be your authentic self.

Your school should promote academic excellence, implicitly and explicitly emphasize character, and provide expansive extra-curricular offerings. Your school must create avenues for artistic expression, athletic competition, student-directed initiatives, and academic exploration. Your school and teachers must nurture the passions you have already unearthed while also providing a myriad of new opportunities for you to explore. Your school must be a place that finds the promise in you and in each and every one of your classmates.

Your school needs to be a community united by shared values, aware of larger global issues, and mindful of divergent opinions; your school must be a learning environment that supports students and encourages them to spend their years struggling with purpose and passion towards a personal aim that serves a common good. Your school must be a community committed to equipping you with intellectual acumen, real world skills, an ethical compass, and the ability to make hard decisions about personal priorities, global issues, and leadership.

Your school must offer you a world-class education yet also provide you with a world of possibilities. Your school must realize that the world is changing at a rapid rate and you will need skills that are both timeless and timely. Thus, your school community and its curriculum needs to focus their attention on creating a culture of excellence, collaboration, trust, resiliency, and problem solving.  You need to be inspired by caring teachers who will allow you to learn by doing and will help you become an innovative producer rather than passive consumer of data and resources. Your teachers should challenge and support you; above all else they should develop your capacity to think constructively and participate richly in the world. The education your school delivers must instill creativity, engagement, and entrepreneurship while also promoting the timeless ideals of virtue, service, and citizenship.

In thirteen years you will finish middle school. Seventeen years from now you will be a high school graduate. And in 2038 you will most likely walk across the stage and be handed your college diploma. I do not know what the headlines will read, nor the mode in which they will be delivered. I do not know where you will go to middle or high school, and I do not know what your degree from college will be in, probably because that major doesn’t exist in 2015.

However, I do know that I will not care about what you do, how much money you make, what your politics are, or where you decide to live. Above all else, I know that the education you receive from the schools you attend and the teachers you have will be the reason why you have become the human being our world needs you to be.

School life is real life, so you must always remember not to hold narrow definitions of what school, teachers, and tests are, or can be. The goal of your school is the same as your goal in life: “to make your heartbeat match the beat of the universe, to match your nature with Nature” (Campbell).

The best school is the natural world–it is a classroom with finite resources yet infinite possibilities. There is no better teacher than nature to learn about yourself and to acquire the skills that will be enduring and serve a common good. Your great-grandfather knew these ideas to be true when he left his position at the Lawrenceville School in 1952 to move west and start Elk Creek Ranch. Every summer since then, your family has been sharing Elk Creek Ranch and the simple complexities of the Wyoming wilderness with teenagers from across the country.

Wyoming will be one of your classrooms and Elk Creek Ranch one of your teachers. Together they will test your mind and body, grit and grace, intellectual merits and moral might; together they will teach you to honor the land, know a place that takes care of you and you take care of, and respect yourself as well as all the people and animals that fall under your care. Your school might look different from Elk Creek Ranch—and most likely it will not be located in Wyoming—but the lessons and values it instills should be the same: stewardship of the earth, understanding the difference between needs and wants, knowing the importance of commitment to and sacrifice for community, and how to honor the history you inherit by becoming a leader and leaving a legacy.

Carter–Let your educational journey not be defined by classroom walls or standard assessments. Let your education be endless and your assessments ongoing. Like your heart, wear your learning on your sleeve. Always be comfortable with the messiness associated with not knowing, toiling with great resolve and still failing, and learning that failing when you do what you love is–not failure at all but rather an opportunity—an opportunity to roll up your sleeves in order to till the experience for greater meaning and enduring understanding.

The best things we do, at school and in life, are done together; they are purposeful tasks that enable us to grow individually and as a community. Any job worth doing is worth doing well, and it must been seen through to completion. Carter, your job is to live one lesson well: what you know today is the foundation for what you will learn tomorrow. Let your schooling teach you to become passionate and self-reliant; let your education shape you into a selfless individual committed to universal truths and living a life in the service of others.

---

Thoreau asked, “What does education do? It makes a straight-cut ditch out of a free meandering brook.” So like the Buddha says, “learn like you are mighty river.”

Dearest Carter– “I am speaking to you from the bottom of my heart. Receive these words into the bottom of yours, and weigh them well” (Tolstoy). As a father, I commit myself to you; as a teacher and administrator, I commit myself to the ideal that the education I desire for you is the experience I want for every student I share a classroom with and every school I work for.

With way more than hope and all my love and support,

Dad

Andrew, Kyle, and Carter before the days of Beckett

The post A Letter to My One Year Old Daughter About the Purpose of Education appeared first on Gould Academy.

Our first dispatch from Sara Shifrin and our students in Tanzania! 

Uweza: Swahili word for skills, abilities and powers. 

Yesterday was our first day of class. Heading out for a 20 minute walk to school—usually alongside a herd of goats, many people on bikes, and some big trucks that spill up lots of dust—we were grateful for Mr. Shifrin’s breakfast of eggs made to order with home fries and the help of sous chef Lucas ’17 who made a  beautiful plate of fruit and made sure we had what we needed  before he ate.

We met our Tumaini Junior School (TJS) story guides to preview the first assignment before field work. The assignment was to capture five sounds produced from nature, five from humans —but not directly humans talking—and five sounds of learning. It is a deceptively hard assignment. When you walk around with headphones that are enhanced by stereo mics, suddenly your environment is alive.

The students worked well together—navigating all sorts of cultural barriers to get the work done. We are lucky to have the TJS students as our sound safari guides. Madsie ’18 found herself in a barber shop capturing the sounds of a facial shave; Noah ’18 and Lucas walked on a road filled with bird noises, cows, and brick makers; Mia ’19 was close to the ground capturing the swish-swish of a straw broom sweeping the rusty red Karatu soil; Zac ’19 experienced the overwhelming market sounds; Sophia ’18 explored a wood carpenters shop and Cindy ’19 small street side grocery stores.

Before we headed home, we visited the market for dinner supplies, a fabric shop, and a tailor. Over dinner—curry and fried rice cooked by Sophia and Cindy— we debriefed learning by experience and worked late into the night getting our rough cut of a Karatu soundscape done. And in the in between moments of evenings shared, we are getting to know each other, trying to finish a bit of Gould course work, and endlessly searching for a strong wi-fi signal to upload work.

Thursday morning was a chocolate chip and banana pancake feast, and we were out the doors about 30 minutes earlier and with more walk-to-school confidence. Students are pinpointing landmarks to navigate to school, and Madsie is always hoping to see kittens, but we usually see chickens.

Today we held class in the TJS library while the students were taking national exams. We are working on a piece called a vox pop—or voice of the people. As a group, we generated two questions to ask 25 teachers. One group interviewed teachers with the question, “How does teaching make you feel?” while the other group asked, “What is your dream for the world?” These questions invite trust, and our students held that trust seriously. With each interview, they gained confidence in meeting a new teacher and engaging in a conversation that led to an interview. For over two hours, they listened, listened, and listened. As a group, we debriefed the process and talked about how our uweza—skills, abilities and powers — were growing.

In the afternoon, Zac took to basketball while Eli and Lucas played soccer. The girls spent more time with their TJS guides sharing pictures, music, and stories. We headed home around five, grateful that Brett had been making a homemade spaghetti feast. We hosted four guests for dinner: Adrienne and Meghan, the volunteers for the Tanzania Education Corp (TEC) and our great helpers in Karatu, and Frank Lee P’10, a Gould trustee and co-founder of TEC, and Judy Lane, founder of a non-profit that supports the education and health services of a Massi village in the Ngorogoro Crater area. Frank and Judy shared their stories of how they first came to East Africa and overtime become agencies of change in the Karatu community. Their talk tonight provided a strong connection to the interviews the students held in the morning.

Tomorrow we will have a working morning at TECs volunteer house and begin our third project—an audio postcard.

(Editor’s note: We apologize for the lack of photographs. Internet access is spotty in parts of Tanzania.) 

The post Finding Uweza in Karatu, Tanzania appeared first on Gould Academy.

Hola!

I am pleased and excited to announce that you are traveling to Ecuador for the Four Point program. Mrs Barstow and Mr and Mrs Quinatoa are your teacher leaders, and you are in for an amazing experience.

You will meet this girl in La Libertad village. Maybe she’ll help you find a cacao treat!

Please take some time to open the link below and read it through carefully as a family. There are some important tasks that you need to tend to and answers to many questions that must be racing through your mind. I am happy to answer any questions, and you will meet as a group over the Winter Family Weekend with the teacher leaders to cover more of the details.

ecuador-four-point-welcome

Have a great day!

The post Hola! You are going to Ecuador! appeared first on Gould Academy.

Ha Jambo!
(Hello, how are you?)

Habari gani?
(What is the news with you?)

2016 Four Point Group at TSSS

With these phrases of Swahili, I am pleased and excited to announce that you are traveling to Tanzania for the Four Point program. Mrs Donovan and Mr Newell are your teacher leaders, and you are in for an amazing experience.

A journey in Tanzania.

Please take some time to open the the link below and read it through carefully as a family. There are some important tasks that you need to tend to and answers to many questions that must be racing through your mind. Mrs Donovan, Mr Newell, and I are happy to answer any questions.  We will all meet as a group over the Winter Family Weekend as well to cover more of the details.

tanzania-four-point-welcome

Have a great day!

The post Jambo! You are going to Tanzania! appeared first on Gould Academy.

你好！Ni Hao! Hello!

I am pleased and excited to announce that you are traveling to China for the Four Point program. Mr. and Mrs. Whittington, Ms. Schreffler and myself are your teacher leaders, and you are in for an amazing experience.

Smiles on the Great Wall.

Please take some time to open the attachment to this message and read it through carefully as a family. There are some important tasks that you need to tend to and answers to many questions that must be racing through your mind. I am happy to answer any questions, and you will meet as a group over the Winter Family Weekend with the teacher leaders to cover more of the details.

The Gould Academy blog will also have this information shortly.

china-four-point-welcome-2016-2017

Have a great day!

The post Ni Hao! You are off to China in March! appeared first on Gould Academy.

Sunday in Karatu felt like a Sunday at Gould. People slept in late, we had brunch—crepes made by Mia and Madsie—and students organized their day around the time they signed up for an individual conference.  All rough cuts were due for an official listen and each student was beginning to form an idea for a final project.  As Sophia and Cindy cooked us a traditional Chinese dinner of meat, cabbage, and rice with a side dish of potatoes, we were ready to listen to the story of a TEC teacher, Matt.  Through dinner conversation, he shared his story of high school, college, and post-college adventures. Each part of Matt’s story had an element of adventure and  grit.  As the Gould students imagine college and beyond, hearing his story helps them to understand how school sets a foundation for future adventures.

The next day at TJS learning and adventure were integrated. Our morning class was a pitch session  that lasted for two hours. Each Gould student pitched a final story idea and received feedback.  For the Gould students, it felt like a typical class. For the TJS students, this was a new experience. Personal voice, questioning ideas, challenging assumptions is not prioritized in mandated curriculum, but TJS welcomes the experience to learn.  It is hard to capture how powerful this cross-cultural learning experience was to witness—Gould students were modeling for the TJS students a new way of learning and because of the trust built up over the last week, the TJS students were  willing to try—and then they took off. One particular powerful moment was with Zac’s story pitch. His essential question was, what is hope? The meaning of these words for an American, an East African, and a Chinese are very different.  It was clear, as Zac explained his idea, that he assumed everyone had hope and that one’s hopes were usually attainable. Suddenly, Grant from TJS raised his hand and offered this: “You are assuming everyone has a hope and that everyone’s hope will be able to happen.”  This statement began to pull apart the word hope—from 3 global perspectives. Mr. Kwulwa, the librarian gave us a dictionary, and Noah chimed in that Zac’s idea was forming as an argument of definition.  In the end, Zac is working to produce a story on the definition of hope and dream through the voice of Tumaini.  

In the afternoon, it was clear that the classroom learning—the 2 hours of the pitch session—provided the correct foundation for the next step in learning—the experiential or adventure. The Gould students are so privileged to have the TJS students as story guides. The story guides helped arrange interviews and bring students to places in Karatu that supported their story. Mia found herself in her guide’s aunt’s house talking about how education changes the expectations for women, while Noah walked 3 km each way to visit a health clinic to see how water was used there and to better understand how water is used in communities. Sophia is exploring why non-Tanzanians volunteer at places like TJS and what is that experience like for a TJS student or teacher. Cindy is captivating many with her drawing skills and investigating appreciation. Maddie is building trust by developing a three sided story on being a teenager in East Africa, China, and the USA. Lucas is focusing on determination and how people keep looking ‘on the bright side’ in the face of adversity. 

Other pictures are of our Saturday hike to an elephant cave. Today we head to the secondary school to witness their project based learning class focused on Millennium Development Goals, and we safari early tomorrow morning. 

The post School is school. Learning is the adventure.  appeared first on Gould Academy.

Faculty Spotlight:
Performing Arts Teacher, Edison Quinatoa

There are countless colleges that would be jealous of the tools and facilities available to Gould performing arts students. Our 11 Steinway pianos has lead to Gould being named an All-Steinway School, a designation it shares with a select few, including the leading music conservatories in the world. But nothing is as important to a young musician as their teacher, and Edison Quinatoa brings a level of professionalism, care, and passion that few can match.

The string quartet takes advantage of a nice day to practice around the bell tower.

Edison knew that music was going to be his calling early in his life while growing up in his native Ecuador. “I was that little kid with lots of energy who couldn’t stay quiet for a second, so my mother’s friend gave me a recorder,” Edison remembers. “I started playing it and I just couldn’t stop. A lot of things happened after that but I have to say that I am grateful and happy that the music found me.”

Edison, and his wife Elissa, joined Gould in 2013 and immediately started making an impact on the music program alongside longtime faculty member James McLaughlin. Along with leading the band, Edison also works with the Chamber Ensemble. The ensemble has also started training with Thomas Mesa through Gould’s distance learning partnership with the Manhattan School of Music (MSM). The partnership allows the group to receive coaching from Mesa, a faculty members at the (MSM) while still working with Edison. Now performing around New England, the ensemble has been a huge success.

---

“This group of young musicians is taking the music, for high school students, to a different level,” says Edison. “They are playing music that is only possible to perform at a professional level. Also, the friendship they have created in the chamber ensemble is something you don’t see very often.”  

---

Edison has also had the opportunity to bring Gould students to work with the Portland Symphony Orchestra and back to his home country to learn from and play with professional musicians.

---

“Gould has become a special place for me,” Edison says. “I have had so many amazing experiences while teaching here. If you are passionate about music…we will help you achieve your goals. We, as teachers, care so much about our students and support them. No matter what your passion or goal is at Gould, we will be there for you.”

---

Thank you, Edison, for always being there for our students, and thank you for making such beautiful music!

The Chamber Ensemble poses for a photo to promote an upcoming classical performance in the community.

Q&A with Edison

Name: Edison Quinatoa

High School: Quito – Ecuador

College: Bridgwater State University

Proudest Achievement: International performance with Gould students

Last book I read: A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah

My soundtrack is: Imperial March “John Williams”

Movie I would recommend: The Imitation Game (2014)

Favorite food: Encocado – Ecuadorian food

One word that describes me: Hardworking

Best advice I ever received: Never give up on your dreams.

Why Gould?
The environment at Gould is unique. I love working with the students and faculty. Gould encourages students to follow their dreams and supports them all the way to the end.

What’s the last thing you crossed off your bucket list?
A concert with the chamber ensemble for the Bethel community.

The post Edison Quinatoa: Passion for the Performing Arts appeared first on Gould Academy.

The Owen Art Gallery at Gould is currently showing “Here and There” featuring the work of the artists Kathryn Lynch and Eileen Gillespie. The show opened on October 21 and is running until January 24. The roots of the show go back a long way. Gould faculty member Lauren Head and artist Kathryn Lynch went to Hobart and William Smith together. The idea for the show came to Head when she started seeing Lynch’s work in Art News magazine. Lynch herself suggested that a show pairing with Maine artist Eileen Gillespie would be fitting.

The artists are friends and studied in graduate school with Neil Welliver at the University of Pennsylvania. Eileen Gillespie lives in Portland, went to Hebron Academy, and was represented in some Maine galleries. According to Head, common themes in both artists work are “the interplay of form and light, and a loose, expressionist style.”

Kathryn’s booklet for the show opens with her statement: “I paint the experience of passing by something, rather than the thing itself.” The show has added tremendous perspective to Gould art classes this year, according to Head. Gould art classes have viewed the work as a class, discussed the work, and picked out favorite paintings. “We talked about how visual imagery is an important part of any culture,” said Head. “No two students picked out the same painting.”

The Owen Art Gallery 

The Owen Art Gallery typically features five shows a year. An alumni show kicks the year off in September. The fall’s show featured the work of the potters Angus Graham and Woody Hughes, along with the glassblower Fritz Lauenstein. Following the Visiting Artists show, the Visual Art Department show will go up in late January. Student work is featured in the spring show. According to Head, “we try to get a broad range of work to show the students.”

Inside Owen Art Gallery

Past artists featured in the Owen Art Gallery include Jamie Wyeth, Raoul Dufy, Elliot Porter, Robert Shetterly, and a Leonardo da Vinci traveling exhibit. Longtime Gould faculty member Jim Owen started the Owen Art Gallery in the early 1980’s. It has become a “teaching gallery” ever since, where Gould students are invited to come in and view artwork, often meet the artists and talk about their work.

Recent Gould alums who started their careers in the Art Cottage and are currently pursuing the arts in college include

• Abraham Kung ’13 (Southern California Institute of Architecture)
• Lynette Bian ’13 (Tufts)
• Jasmine Wu ’16 (Fashion Institute of Technology)

Learn More about the Visual Arts at Gould

The post The Art World Comes to Gould: Inside the Owen Art Gallery appeared first on Gould Academy.

A thoughtful and touching reflection of Gould life and gratitude from current parent and Gould alumnus Sam Adams ’77, P’18.

Someone once wrote that “time is nature’s way of keeping everything from happening all at once.” Whoever wrote that never experienced the final days of a Gould fall trimester. Everything does happen at once, and at high speed. Classes conclude, final games are played, exams are studied for and taken, papers are handed in, sleep is deprived, and dorm rooms descend into chaotic scenes of books, paper, spilled snacks, and laundry. These are stressful times, but they are also some of the best: roommates reveal quirks, teachers get a little punchy, friends say and do hilarious things to blow off steam, and trips to IGA become a ritual. I know. I’ve lived it. 

As a parent, I get to live it again each year. I know that everything finally reaches a crescendo with the last hour of work and then, suddenly, it’s vacation. All the tired Huskies go home, perhaps laden with laundry but certainly laden with stories and memories of their other home in the mountains. They are thankful for the break, and their parents are thankful to have them home. At long last, it’s Thanksgiving.

The first days of break are sacred to sleep, food, and hanging out—in that order. The parent who hopes to debrief a returning Gould student will usually be met with a polite mumble and an inquiry about food or seeing a movie. It takes time for them to recover sleep and decompress. But slowly, over chores or errands or at Thanksgiving itself, the Gould stories will come out. Stories about a class, or mountain day, or a friend, or a game, or a performance. Stories that are really about learning, challenge, laughter, character, and community. 

But slowly, over chores or errands or at Thanksgiving itself, the Gould stories will come out. Stories about a class, or mountain day, or a friend, or a game, or a performance. Stories that are really about learning, challenge, laughter, character, and community. 

While my son talks about his Gould, I listen and reflect on my own Gould stories. I’m reminded of how much the school continues to give – to students, parents, alumni, and to Gould’s wider community. I’m also reminded how thankful I am to my own parents for making Gould possible for me, and of my gratitude to all who have made Gould what it is today and what it promises for the future. It’s a Gould Thanksgiving.

Sam Adams ’77, P’18

Sam Adams ’77 with his son Nick ’18, and wife Kelly on Fall Parents and Family Weekend.

The post A Gould Thanksgiving – Reflections of a Parent-Alumnus appeared first on Gould Academy.

Both featured athletes for November are members of the Cross Country Running program and 2016 New England Champions. Go Huskies!

Steph & Marcus with their advisor, coach, and all around rock star, Dr. Clarke.

From Cross Country Running Coach and World Language Department Chair Adam Leff:

Marcus Wentworth ’17

Marcus Wentworth
Cross Country Running

Stephanie Nicols ’18

Stephanie Nicols
Cross Country Running

This is the first time in recent history that Gould has ever had a girl run under 24 minutes and this year we had three runners do it, Izzy Chase, Laura Wilson, and Stephanie Nicols who each raced MAISADs and New Englands in the 21 minute range. That said, Athlete of the Month goes to someone who is a great example to all – she works hard every day and is the ultimate example of someone who has no QUIT in her!  She set a personal records at MAISAD’s, just a few seconds back of the lead and then went out at New England’s and showed her metal, running and racing for the win! This runner went for it… big… she risked it all by maintaining contact with the leaders right through to the end and then held on for an 11th place finish overall.  She pushed her limits to the maximum and has become a better competitor because of this. Sometimes you have to go big and take a risk, all the while keeping her team scoring in mind!  For consistently giving her best, for leading by example and for constantly pushing herself, this award goes to Stephanie Nicols!

The post Athletes of the Month – November 2016 appeared first on Gould Academy.

Faculty Spotlight: Science Teacher Todd Siekman

It’s not confirmed, but we’re pretty sure Todd Siekman is half fish. He’s spent most of his life in and on the water and, as a 19 year faculty member, he shares that passion with everyone in the Gould community. From teaching Marine Science, to running the Polar Bear club on icy spring mornings, to fundraising for LifeFlight of Maine, aquatics are ever-present in Todd’s life.

Mr. Siekman’s Marine Science class researching tidal organisms in Islesboro.

Todd grew up summering on Islesboro, Maine where he had the opportunity to swim and be outdoors daily.

“I swam competitively throughout my life and through college. After that it became more of a hobby. But I used to spend winters working on schooners in the Caribbean. Every day I would swim or scuba dive. I’ve been scuba diving since I was 17.”

The Siekmans still summer on Islesboro, or ‘The Island’, and Todd has continued to swim recreationally.

When he first began searching for teaching jobs, Maine was his first choice. At the time, however, there were no openings in the state, so he ended up working at Cushing Academy. It was during his time at Cushing that Todd met Brad Clarke who told him about a small school in the mountains of Maine. Brad came in 1997, and Todd, his wife Kara, and children Ian ’07 and Seana ’09 followed in 1998. An opportunity in Maine, in the mountains, with ample outdoor activities, and a family friendly community? It was exactly what they were looking for. A few years later, their daughter Caroline ’22 came along and their roots were firmly established here in Bethel.

Mr. Siekman & Mr. Parker serve up breakfast to a hungry group of post-plunge polar bears.

Western Maine doesn’t offer the endless expanse of water afforded by coastal living, but Todd has made it work. He took over the Polar Bear Club, which meets twice a week in the spring, as soon as the ice is out, for early morning swims in frigid waters. It’s a big commitment and only the strong survive. The prize for not missing a single session? A block of ice.

Not only is he an experienced science educator, but Todd also manages to find time to keep up his Sea Captain’s license. In the fall of 2015, Todd combined these two passions and introduced a very popular Marine Science course at Gould. The course is focused on experiential learning and culminates in an overnight research trip on a 70 ft sailboat in Penobscot Bay. On the coast the students collect samples of water and plankton, perform tests for temperature and salinity, and then bring back samples to the lab in McLaughlin Science Center for analysis. Todd also always makes sure there is time for a swim.

Marine Science class on board the Schooner Bonnie Lynn off the coast of Belfast in late September.

In January of 2014, Todd was diagnosed with a clementine sized brain tumor. Swimming then became his focus for rehabilitation. Being competitive and goal-oriented as he is, Todd was motivated to participate in a 5k (3.1 MILES!) swim from the mainland to Islesboro that same summer. His speed of recovery was nothing short of remarkable and he has maintained his commitment by participating in this open ocean swim, that raises money to help support LifeFlight, for the past three summers and has no plans to quit.

That time Mr. Siekman arranged for LifeFlight of Maine to land a helicopter on the upper field.

Todd Siekman Q&A

High School: Worcester Academy

College/Grad School:
B.A. Bowdoin College
M.S. Rensselaer Polytechnic Institute (RPI)

Proudest Achievement: Helping to raise 3 wonderful children

Last book I read: David Baldacci’s “Last Mile”

My soundtrack is: Jimmy Buffett “Son of a Sailor”

Movie I would recommend: Gladiator (2000)

Favorite food: Sashimi

One word that describes me: Passionate

Best advice I ever received:
If you are going take the time to do something, do it as best you can

Why Gould?
I love the outdoors and experiential learning

What’s the last thing you crossed off your bucket list?
Katahdin

The post Todd Siekman – A Life Aquatic appeared first on Gould Academy.