A private school education for free!?!

16 05 2017

IMG_3106schoolA

Seems a bit too good to be true, right? Small classes, interdisciplinary projects, experiential learning, supportive individualized mentoring, community engagement, and social and environmental consciousness. Free? Yes, it’s true, and available right here on the peninsula! Our community is fortunate enough to be the home to BPDS, an incredible K-12 UNESCO school that offers many of the features of a private school, for free, and it’s the default option if you live in Northern Bruce. Yes, it’s not perfectly free, because we pay taxes, but at least it won’t set you back $15,000 a year, as some private school parents pay. Yet it remains a mystery why parents and students are opting out.

I have been involved at BPDS in various capacities – as a volunteer, supply teacher, supply educational assistant, school bus driver, and perhaps most importantly, a student. I was also on the steering committee for the Peninsula Action Committee for Education (PACE) and was involved in a research project that surveyed about 300 community members and 80 former students on their local school experiences. Through these roles, I feel qualified to attest to the high quality of programming at BPDS.

I was fortunate enough to attend a private, nonprofit university after graduating from BPDS. Many of my peers attended private high schools and prestigious international schools, so naturally, I worried that my small-town education might come up short. However, I was relieved to find out that I was sufficiently prepared and even excelled in many of my classes. Small classes, interdisciplinary and experiential learning opportunities, supportive teacher mentors and the wide range of volunteer opportunities equipped me with the work ethic and skills to succeed at university. And thanks to Mr. Rodgers, I was more comfortable using Excel than many of my peers!

So of course, no school is perfect and certainly no high school experience is clear sailing, however continue to support our local school, not only because the school plays an important role in the vitality of the community, but also because it is a good school that offers unparalleled opportunities. The grass will always seem greener elsewhere, but I would encourage students and parents on the peninsula to take a moment to recognize just how green the grass is here.

This letter was published in Issue #6 (May 16 – May 30, 2017) of the Bruce Peninsula Press

Advertisements




Welcome to the Rock

6 05 2012

I’ve landed on the Rock, otherwise known as Salt Spring Island, and am quickly settling into island life. I arrived on Tuesday and have worked 3 days here at Foxglove Farm, run by Michael and Jeanne Marie Ableman. So far, I’m enjoying myself and learning a lot. I have been itching to get my hands into the dirt for quite some time now, so I’m glad to finally get to do so. I’ll be a farm apprentice here for the month of May.

At Quest, we complete at least one, but up to four, experiential learning blocks. This means learning outside the classroom. My farm apprenticeship will count as my first

experiential learning block. Back in April, I had to find a site supervisor (which is Michael in this case) and a faculty supervisor, and complete an experiential learning plan, identifying the context, activities, objectives, assessment and application. My learning objectives for my apprenticeship are:

  • To learn to grow food more successfully
  • To develop research methods to apply to my Question (particularly a process for measuring collaboration and social capital in a particular context)
  • To begin considering possible Keystone projects (like a thesis, which I will be completing next year, in my final year at Quest)
  • To gain a greater appreciation for the food I consume

In addition to my day-to-day farm duties, I will also conduct some interviews, maintain a journal, and continue to read one of my seminal works, E. F. Schumacher’s Small is Beautiful, as well as a collection of

research papers.

As you may recall, my Question is “What is the role of collaboration in developing effective institutions?” I hope this experience informs answers to some of my sub-questions, such as: Why should we

collaborate? What circumstances do and do not benefit from collaboration? How can we facilitate collaboration? How can we measure collaboration? What does it mean to be “effective”? More specifically, in the context of the farm, I am thinking about:

What form(s) does collaboration take on the farm (both internally and with the local community)? What role does social capital play in facilitating these collaborations? Is the farm an effective institution? If so, what makes it effective? Do farmers’ markets serve as a social hub that facilitates collaboration and generates social capital? Obviously, I’d like to focus a bit more, but for now, this is the scope of my studies.

Now on to what I’ve actually learned! Although I cannot chronicle everything, here are some of the main things (most of these can be accredited to Michael):

  1. Observation is the most importantagricultural skill. Michael claims he doesn’t know anything about agriculture. He just knows what he sees, and tries to make connections and understand why certain things are happening. To hone our observation skills, we are supposed to walk around the farm twice a week (following the same route each time), recording our observations. I did my first observational farm tour on Thursday. (This kind of reminds me of an activity we did in ERM in high school where we visited our spot every week and and made observations.) Observation, along with a bit of common sense, is all you need.
  2. Cultivating (with a collinear hoe, the best tool ever!) beats hand weeding any day. Ideally, you never have to weed if you do this often.
  3. “It’s often not about the big ideas, but the millions of little details that make the difference.”
  4. Human waste is not managed effectively (Thanks to Chris for this insight). For example, why do we shit into good drinking water? Further, urine is nitrogen-rich and totally being under-utilized.
  5. It is difficult to do everything well, so grow what you like to eat. If you love it, it will usually work out for you.
  6. You need to know the context of the land. We are merely passing through. Ownership is overrated.
  7. Don’t be afraid to break all the rules and experiment. Find out what works for you. Give up everything you’ve been told. Don’t hold on to dogmas too tightly. We really have more ignorance than knowledge, so approach farming with a beginner’s mind. Take risks and innovate. (Planting spinach and eggplant together is our own example of this) A farm should be a manifestation of your own needs and personality.
  8. Don’t underestimate the aesthetic. Take a peak at our patchwork of kale for proof!
  9. Diversify your palate. It seems to be narrowing, so we can only really distinguish between salty and sweet. There are so many other flavours we are missing out on!
  10. It’s not about products, but systems.
  11. More people need to be farming. A few percent of the population is not enough!People write about food, work in food policy, etc. without actually doing it. It is hard, but gratifying work. Put the farmer out of business by growing your own food. It is more fun at a smaller scale anyway.
  12. Pleasure is a more effective motivator than doom and gloom. If for no other reason, grow food because it tastes good!
  13. A bit of a paradox emerges when you look at collaboration in small towns, generally speaking. On one hand, a small town is a very conducive climate because the sense of intimacy and community provides a common vision and facilitates networking. On the other hand, there is a deepsense of ownership and often stagnation that can prevent something from evolving and emerging.

Okay, so maybe that was more than a few, but learning is good, right?

Photo of trailer that I am living in at Foxglove Farm

My Little Abode, Foxglove Farm, Salt Spring Island





Wisdom from Quest faculty and staff

16 03 2011

Thus far, I have met with many faculty and staff members to discuss and organize my ideas. In the two months prior to Question block, I spoke to many faculty members to varying degrees to organize my ideas as well as brainstorm potential directions. (Check out our faculty bios here..they are pretty spectacular!) In addition, I have also shared some of my preliminary ideas with a few former colleagues and personal contacts. I have deliberately cast this wide net in order to make sure I am gaining diverse perspectives from a range of academic fields as well as personal backgrounds. I feel very fortunate that the faculty is so accessible to students as these meetings (both formal and informal) have been incredibly helpful as I try to find an academic focus of my own.

Most recently, I scheduled meetings with Andre, Jim, Court, Steve as well as a second meeting with Eric. I went into this second round of meetings with much more focus than my preliminary sessions, and was even able to propose possible Questions, such as “How can we facilitate collaboration effectively?”

  1. Focus – What is an appropriate balance between breadth and depth? How can my Question be broad enough to encompass a wide range of curricular and co-curricular interests and to provide adequate flexibility and freedom during my Concentration years? However, my Question needs to be narrow enough to offer sufficient academic focus and direction?
  2. Integration – How can I acquire a well-rounded education that integrates concepts from different disciplines in a meaningful, multidisciplinary way? To what extent is it possible or even desirable to pursue both arts and sciences with equal rigour?

My goals for these meetings were to:

  • Gain perspective on the importance of focus and integration when forming a Question.
  • Receive constructive feedback on the wording of my Question
  • Identify some relevant sources of information that would aid further independent research, such as search words, topics, disciplines and possible readings

During these meetings, I gained a lot of insight about some possible areas that I would like to further explore as well as some specific courses that might be relevant to my anticipated academic journey. I was pleasantly surprised by the meaningful links I was able to identify between seemingly different fields, all occurring within the scope of my Question. For example, Court identified parallels between natural resource management and human resource management. Furthermore, population models used in the life sciences could inform human population models. On the other hand, Andre and Jim highlighted the importance of first defining the terms that I am using, such as management and collaboration, to make sure I mean what I am saying, after all definitions can be subjective. In addition, Andre suggested that I also define the anti-theses of these terms. Rather than strictly thinking about the motivations for collective action, he suggested it might also be useful to look at individualism.

Also, out of pure coincidence, I also began talking to Steve, our new international admission counselor. I described the nature of my Question, and then asked about his academic background. As it turns out, he has an Honours degree in Sociology, a discipline that Eric had directed me to during our meeting a day earlier. Sociology is defined as “the study of the development, structure, and functioning of human society.” Steven has also worked in varying capacities within the field of institutional organization. According to Steven, I am destined for a career in human resources. I have fully processed that notion quite yet, but I’ve accepted it for now. Similarly, I learned that Vanessa, our university librarian, is currently undertaking graduate studies in leadership. She is currently writing a strategic plan for the library, which serves both her responsibilities for work as well as one of her courses. Coincidentally, I plan on writing a strategic plan for the Quest Students’ Representative Council (SRC) as experiential learning over the summer, so she will be an incredible resource. Melanie has also been extremely helpful in the past couple months as I attempt to integrate both my curricular and co-curricular activities. Once again, I am completely intrigued by the professional and personal backgrounds of the staff and faculty at Quest, and their willingness to take time out of their daily work to exchange ideas with students.

Also, Eric proposed a few more possible Questions: i) “What is the role of collaboration in political and social organization?”, or more broadly, ii) “How do institutions transform themselves?” Alternatively, in consideration of David’s suggestion, I could merge the two to read, “What is the role of collaboration in institutional transformation?” As you can tell, each of these versions has a slightly different focus. I’ll keep all three for now.

My next step is to start the next round of research, based on the keywords that I received. A long day in the library for me, but luckily, I am so interested and excited about my Question that it won’t even really feel like work. I was hesitant and overwhelmed at first, but I think I’m going to like this whole Question thing after all.