DOCSLIB.ORG

School Profile

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
School Profile School Profile 2020–2021 Concord Academy is an independent, OUR MISSION coeducational boarding and day school known for innovative and personalized We are a community animated by love of learning, teaching that supports a wide-as-you- diverse and striving for equity, can-dream curriculum. Our rigorous with common trust as our foundation. approach to the sciences, arts, and humanities is infused with opportunities Honoring each individual, we challenge and expand for intellectual growth, experimentation, our understanding of ourselves and the world and hands-on learning. through purposeful collaboration and creative engagement. Academics are at the core of the We cultivate empathy, integrity, and responsibility Concord Academy experience, as is to build a more just and sustainable future. a genuine love of learning. Through club meetings held over dinner, athletic competitions, global field trips, and collaborative projects, we Founded 1922 The chameleon first appeared in see, challenge, and encourage each Location Concord, Mass. a 1920’s Concord Academy art and student for who they are and who literary magazine. Since then, the Campus Size 39 acres they can become. In partnership with chameleon has become a powerful Grades 9–12 accomplished faculty, CA graduates symbol of adaptability — a value that passionate students with the skills Students 395 our alumnae/i carry with them into and values to make a meaningful Faculty 71 our rapidly changing world. difference in our world. Since our founding in 1922, the world has changed dramatically, yet our values have endured. Student Life Whether dancers or doctors, BOARDING ambassadors or athletes, CA 40% STUDENTS graduates go on to join a vibrant alumnae/i community that is shaping today’s conversations. DAY 60% STUDENTS 395 36% 10% NUMBER OF STUDENTS U.S. STUDENTS INTERNATIONAL GRADES 9–12 OF COLOR STUDENTS THE ARTS DIVERSITY + Our arts program is fully integrated into We believe the most authentic 70 the CA experience. As with science, math, learning occurs when you humanities and languages, the study of assemble and appreciate voices CLUBS AND ORGANIZATIONS the arts requires us to ask questions, solve and viewpoints from various problems, and explore the world around us. origins, cultures and backgrounds. FROM PUBLIC 35% OR CHARTER SCHOOL FROM INDEPENDENT, PAROCHIAL, OR 65% INTERNATIONAL SCHOOLS RECEIVE 26% FINANCIAL AID WE WOULDN’T BE WHO WE “CA prepared me both academically ARE WITHOUT COMMON TRUST. Students call faculty and emotionally. I entered college It’s the glue that bonds all of us — and staff by their students, teachers, coaches, and house first names; it’s a feeling comfortable with myself faculty — into a caring community that sign of common trust and confident in my abilities.” respects each other’s ideas, beliefs, and respect we have identities, and possessions. for each other. Meredith Perez Putnam ’12 DUE TO COVID-19 International Academics Concord Academy closed its Students campus during March break 2020, We are particularly mindful that and moved the remainder of the With over 200 classes Concord Academy’s seniors living year to courses online with a abroad altered their schedules offered and a low student-to- Pass/No Credit grading system. significantly, taking advantage of teacher ratio, each student s Global Online Academy courses, senior ’ GRADING SYSTEM projects, and curriculum that fit within the constraints of their school day. experience is unique. Our With students in students are challenged to our community from across the country CAMPUS STATUS AS OF think creatively and supported and the world, our OCTOBER 2020 new grading system Concord Academy’s boarding as they explore their passions acknowledged the program is closed. Our campus has different environments our and develop new ones. slowly re-opened for athletics and students found themselves in student activities, but all academic as they pursued their education. instruction continues to take place Committed to equity and access, online. While Concord Academy Concord Academy wanted to transcripts will appear identical to ensure that no students were pre-COVID transcripts, each semester unduly penalized. The switch is comprised of three distinct academic 200+ to Pass/No Credit means that modules. Such scheduling was students’ GPAs were not impacted; designed to ensure students more COURSES IN THE typical rigor was maintained. frequent contact with course material, COURSE CATALOG faculty, and other students. GPA + SAT STATISTICS Average Evidence-Based 71 Class Year GPA Reading + Writing Mathematics Averages unavailable due to test center NUMBER OF January of Junior Year 3.57 closures because of Covid-19. FACULTY MEMBERS 2021 End of Junior Year 3.60 690 692 2020 End of Senior Year 3.61 700 701 6 1 Courses taken in the ninth grade and at schools other than CA are excluded from the calculated GPA. EACH CA EDUCATION IS STUDENT–TO–TEACHER RATIO TAILORED TO THE INDIVIDUAL. “I learned how to manage my time An average class size is We encourage students to and prioritize responsibilities at 12 students; CA students and take risks and discover new faculty learn with and from interests—no two student Concord Academy.” one another. schedules are the same. Saul Verdi ’21 Each CA student meets weekly, one-on-one, with an advisor. College Matriculation This list indicates first-year matriculation from 2016–2020 Colgate University 1 College of Charleston 1 and does not reflect college transfers. 100% of graduates Drexel University 1 attend four-year institutions either directly or after an Elon University 1 Eugene Lang College, interim-year experience. The New School for Liberal Arts 1 Florida Institute of Technology 1 Tufts University 26 Williams College 5 Franklin & Marshall College 1 Wesleyan University 19 Worcester Polytechnic Institute 5 Guilford College 1 New York University 18 Brandeis University 4 Hampshire College 1 Northeastern University 16 Duke University 4 Hillsdale College 1 Barnard College 12 Hamilton College 4 Hobart and William Smith Colleges 1 Smith College 12 Kenyon College 4 King’s College London (UK) 1 Washington University in St. Louis 12 Massachusetts Institute of Technology 4 Lafayette College 1 Brown University 11 Mount Holyoke College 4 Lake Forest College 1 Columbia University 11 Swarthmore College 4 Loughborough University (UK) 1 Middlebury College 10 University of Pennsylvania 4 McGill University (Canada) 1 Northwestern University 10 University of Vermont 4 Occidental College 1 Skidmore College 10 Vanderbilt University 4 Ohio Wesleyan University 1 Carnegie Mellon University 9 Yale University 4 Pratt Institute 1 Cornell University 8 Bryn Mawr College 3 Rice University 1 Bates College 7 Emerson College 3 Santa Clara University 1 Bowdoin College 7 Georgetown University 3 Savannah College of Art and Design 1 Colorado College 7 Grinnell College 3 St. Lawrence University 1 Connecticut College 7 Pomona College 3 St. Olaf College 1 Dartmouth College 7 Rhode Island School of Design 3 Trinity College 1 Harvard University 7 Stanford University 3 Trinity College Dublin (Ireland) 1 Oberlin College 7 Syracuse University 3 University of California, Santa Barbara 1 Boston University 6 Tulane University 3 United States Military Academy, Colby College 6 Wellesley College 3 West Point 1 College of the Holy Cross 6 Berklee College of Music 2 University of Colorado, Boulder 1 Davidson College 6 Bucknell University 2 University of London (UK) 1 Johns Hopkins University 6 Emory University 2 University of Miami 1 Amherst College 5 Institut d’études politiques de Paris University of Michigan 1 Babson College 5 (Sciences Po) 2 University of Puget Sound 1 Carleton College 5 Macalester College 2 University of Richmond 1 George Washington University 5 Reed College 2 University of Rochester 1 Harvey Mudd College 5 Rensselaer Polytechnic Institute 2 University of St. Andrews (UK) 1 Haverford College 5 Rochester Institute of Technology 2 University of Texas, Austin 1 Pitzer College 5 Sarah Lawrence College 2 University of Virginia 1 Princeton University 5 Union College 2 University of Wisconsin 1 Scripps College 5 University of California, Los Angeles 2 Vassar College 1 University of Chicago 5 University of California, San Diego 2 Wake Forest University 1 University of Southern California 5 University of California, Santa Cruz 2 Washington and Lee University 1 University of Edinburgh (UK) 2 Wheaton College 1 “We help students realize University of Massachusetts, Amherst 2 Whitman College 1 William & Mary 2 what they’re capable of. Art Institute of Chicago 1 We help them represent Baruch College 1 Binghamton University 1 Average Size of their authentic selves. Boston College 1 ” Graduating Class Champlain College 1 98 Rick Hardy, Head of School Chapman University 1 CCO Team College Counseling Peter Boskey ’08 College Counselor At CA, we believe an ideal college application process Peter Jennings Director of College is marked by balance, careful planning, and reduced Counseling stress, as well as satisfying results. Jillian O’Connell Administrative Assistant Kate Peltz Director of College GRADUATION REQUIREMENTS Counseling Alison Tomlin All students are expected to take a minimum of 14 credits per semester College Counselor with four major courses earning three credits each. The maximum credit load is 20 credits per semester. In some cases, a student has historically been allowed to audit courses beyond the 20 credit limit. This year, due to our COVID-19 modular Richard Hardy schedule, students have less curricular flexibility. Head of School Sarah Yeh ENGLISH SCIENCE PERFORMING + Assistant Head and VISUAL ARTS 4 years 2.5 years Academic Dean (specific subdisciplines) 10 credits, HISTORY including 2 credits 2.5 years, MATHEMATICS in each department specific levels Geometry 2 and one course beyond Algebra 2 ATHLETICS MODERN + Grades 9–10: CLASSICAL COMPUTER SCIENCE 3 seasons each year “no prize” school LANGUAGES Demonstrated At Concord Academy, Grades 11–12: Completion of a proficiency we have no class rank or 2 seasons each year third-level course in academic prizes. In that French, German, Latin, HEALTH + WELLNESS spirit, our diplomas are Mandarin, or Spanish Health and Wellness awarded in random order.
Load more

Recommended publications
  • Below Is a Sampling of the Nearly 500 Colleges, Universities, and Service Academies to Which Our Students Have Been Accepted Over the Past Four Years
    Below is a sampling of the nearly 500 colleges, universities, and service academies to which our students have been accepted over the past four years. Allegheny College Connecticut College King’s College London American University Cornell University Lafayette College American University of Paris Dartmouth College Lehigh University Amherst College Davidson College Loyola Marymount University Arizona State University Denison University Loyola University Maryland Auburn University DePaul University Macalester College Babson College Dickinson College Marist College Bard College Drew University Marquette University Barnard College Drexel University Maryland Institute College of Art Bates College Duke University McDaniel College Baylor University Eckerd College McGill University Bentley University Elon University Miami University, Oxford Binghamton University Emerson College Michigan State University Boston College Emory University Middlebury College Boston University Fairfield University Morehouse College Bowdoin College Florida State University Mount Holyoke College Brandeis University Fordham University Mount St. Mary’s University Brown University Franklin & Marshall College Muhlenberg College Bucknell University Furman University New School, The California Institute of Technology George Mason University New York University California Polytechnic State University George Washington University North Carolina State University Carleton College Georgetown University Northeastern University Carnegie Mellon University Georgia Institute of Technology
    [Show full text]
  • Class of 2018 Successes
    High School Success 2017-18 A U S T I N W A L D O R F S C H O O L C L A S S O F 2 0 1 8 C O L L E G E S O F A C C E P T A N C E A N D M A T R I C U L A T I O N Agnes Scott College Eckerd College Oklahoma State University University of Arizona American University Fordham University Okl ahoma University University of Denver Austin Community College Goucher College Rider University University of Georgia Barnard College Hendrix College Sarah Lawrence College University of North Texas Bates College High Point University Seattle University University of Portland Baylor University Hobart & William Smith College Smith College University of Redlands Centre College Illinois Wesleyan University Southwestern University University of San Fransisco Colorado State University Kansas State University St. Edward's University University of Texas at Austin Connecticut College Lewis and Clark College Stephen F. Austin University University of Texas at Dallas Denison University Loyola University Chicago Texas A&M University University of Texas at San Antonio Depaul University Marymount Manhattan College Texas State University University of Wyoming Drew University Middlebury College Texas Tech University Washington University in St. Louis Drexel University Mount Holyoke College Trinity University Wesleyan College Earlham College Nova Southeastern Univeristy University of Alabama Whitman College Whittier College The Class of 2018 In tota l , e l e v e n g raduates All 1 6 graduates of the class of 2018 applied of the Class of 2018 earned to 7 4 , were accepted to 5 7 , and will $ 2 .
    [Show full text]
  • WHITMAN GEOLOGY Vol
    WHITMAN GEOLOGY Vol. 1, 2006 Dear Geology Alumni; Hi! I am initiating this newsletter with the hope that it will establish a stronger connection between alumni and current students. This newsletter will not only keep you in touch with the events here at Whitman, but your responses will be a valuable resource to students as they make their choices for life outside of Whitman. I’d like to encourage you to become part of Whitman’s career consultant network. This is a network of alumni and parents who have agreed to make themselves available to talk to students about their careers and jobs. For more information or to sign up please visit this website: http://www.whitman.edu/content/career_center/parents/networking-at-whitman If you have any other words of advice for students or would like to write something to published in a subsequent newsletter we would be happy to hear from you! This newsletter will be sent out annually in November in conjunction with Whittie News. You can email me at [email protected] Best Wishes, Tara Gregg ‘05 Where in the world is Whitman Geology? This past summer Professor Bob Carson took a group of students to Tibet. For pictures and details on his trip visit this website: http://people.whitman.edu/~carsonrj/trips/Tibet/Tibetrocks2005.htm Last fall’s regional trip visited central Idaho. The trip was lead by Visiting Professor Brennan Jordan. Also attending were Professor Bob Carson and 34 students. Cooper Brossy (’03) joined the trip for a few days and led the group through Craters of the Moon National Monument.
    [Show full text]
  • Fall 2020 Report on Assessment September 2020
    Fall 2020 Report on Assessment September 2020 Full Report The report that follows represents a departure from the standard format of the Fall assessment report to the Board of Regents. Typically, the Assessment Committee uses the Fall report to communicate results from institution-wide assessment surveys or instruments administered to students during the prior academic year. These instruments follow a three-year rotation. For 2019-20, the scheduled instrument was the HEDS (Higher Education Data Sharing) Consortium Research Practices Survey (RPS). However, in consulting with library staff, who were originally involved in the creation of the HEDS RPS and are the primary users of the data, we made the decision to discontinue this survey instrument. The consensus was that the survey is somewhat outdated and no longer directly relevant for understanding students’ informational literacy skills. There is interest among college librarians in identifying a replacement instrument that will be consistent with the newly developed ILOs specifically tailored to the library's engagement with first-year courses. However, the excess demands placed on library staff due to COVID-19 and the resulting shift away from regular in-person teaching has delayed these conversations. Although there were not any scheduled institutional instruments administered last year, the Assessment Committee presents this report to update the Board on the wealth of other assessment-related activities that took place in 2019-20 and the many changes to assessment occurring at St. Olaf in the coming year. HEDS COVID-19 Institutional Response Student Survey In response to the COVID-19 pandemic and the abrupt shift to remote teaching made by many institutions, the Higher Education Data Sharing (HEDS) Consortium developed a COVID-19 Institutional Response Student Survey that institutions could use to gain feedback from students on the institution’s response to the pandemic, students’ worries and concerns, and their experiences with remote learning.
    [Show full text]
  • Features Available
    Whitman’s new Science Center, which opened for classes in September, is the focus of research, discussion, and study for chemistry students and faculty as well as those in other sciences. Adam Hardtke, ’03 2 Whitman Magazine Teaching and Learning c h e m i s t r y The Stevens Atrium is airy and filled with space and light. Rising high on one side is a wall of Texas limestone embedded with thousands of small-animal fossils. A stairway of wood treads in an open framework of steel and glass sweeps up three floors in a shower of natural light from above. Through glass walls two chemistry laboratories are open to view, including one where large exhaust snorkels hang above student work- stations equipped with state-of-the-art scientific instruments. In these labs and three others in this new Science Center, lots of chemistry is going on. If you’re a chemistry student at Whitman College you will spend whole afternoons in a laboratory that has the latest and best instru- ments and equipment, a stockroom with all your supplies and solutions As classes begin in the close at hand, and the most advanced safety features available. Best of new Science Center, three students meet in the all there will be just you, your professor, and fewer than two dozen of Stevens Atrium. This your fellow students. brightly lit display case If you are a senior chemistry major, you will be working beside and others now contain various scientific instru- your professor in a lab with as few as five or six other students.
    [Show full text]
  • GEOLOGY of the HÖH SERH RANGE, MONGOLIAN ALTAI Faculty: NICHOLAS E
    KECK GEOLOGY CONSORTIUM PROCEEDINGS OF THE TWENTY-SECOND ANNUAL KECK RESEARCH SYMPOSIUM IN GEOLOGY April 2009 Franklin & Marshall College, Lancaster PA. Dr. Andrew P. de Wet, Editor Keck Geology Consortium Director Franklin & Marshall College Dr. Stan Mertzman Symposium Convenor Franklin & Marshall College Kelly Erb Keck Consortium Administrative Assistant Diane Kadyk Academic Department Coordinator Department of Earth & Environment Franklin & Marshall College Keck Geology Consortium Franklin & Marshall College PO Box 3003, Lancaster PA 17604-3003 717 291-4132 keckgeology.org ISSN # 1528-7491 The Consortium Colleges National Science Foundation KECK GEOLOGY CONSORTIUM PROCEEDINGS OF THE TWENTY-SECOND ANNUAL KECK RESEARCH SYMPOSIUM IN GEOLOGY ISSN# 1528-7491 April 2009 Andrew P. de Wet Keck Geology Consortium Stan Mertzman Editor & Keck Director Franklin & Marshall College Symposium Convenor Franklin & Marshall College PO Box 3003, Lanc. Pa, 17604 Franklin & Marshall C. Keck Geology Consortium Member Institutions: Amherst College, Beloit College, Carleton College, Colgate University, The College of Wooster, The Colorado College Franklin & Marshall College, Macalester College, Mt Holyoke College, Oberlin College, Pomona College, Smith College, Trinity University Union College, Washington & Lee University, Wesleyan University, Whitman College, Williams College 2008-2009 PROJECTS THE BLACK LAKE SHEAR ZONE: A POSSIBLE TERRANE BOUNDARY IN THE ADIRONDACK LOWLANDS (GRENVILLE PROVINCE, NEW YORK) Faculty: WILLIAM H. PECK, BRUCE W. SELLECK and MARTIN S. WONG: Colgate University Students: JOE CATALANO: Union College; ISIS FUKAI: Oberlin College; STEVEN HOCHMAN: Pomona College; JOSHUA T. MAURER: Mt Union College; ROBERT NOWAK: The College of Wooster; SEAN REGAN: St. Lawrence University; ASHLEY RUSSELL: University of North Dakota; ANDREW G. STOCKER: Claremont McKenna College; CELINA N. WILL: Mount Holyoke College PALEOECOLOGY & PALEOENVIRONMENT OF EARLY TERTIARY ALASKAN FORESTS, MATANUSKA VALLEY, AL.
    [Show full text]
  • CLASS of 2021 College Acceptances and Matriculations
    Allegheny College Lawrence University Austin College Lehigh University Baldwin Wallace University Lewis & Clark College Barnard College Long Island University (Post) Baylor University Louisiana State University Belmont University Loyola Marymount University Boise State University Macalester College Boston College Manhattan School of Music Boston University Marymount Manhattan College Bowdoin College McGill University California Lutheran University Millikin University California Polytechnic University Molloy College CLASS OF 2021 (San Luis Obispo) Montana State University California State University Montclair State University (Bakersfield) Mount Holyoke College California State University College (Chico) Muhlenberg College Acceptances California State University New York University (East Bay Northeastern University California State University Northwest University and (Fullerton) Northwestern University California State University Matriculations (San Marcos) Oregon State University Carleton College Pace University (New York City) Central Washington University Pacific Lutheran University Chapman University Pacific University Columbia College (Chicago) Pennsylvania State University (Main Campus) Connecticut College Pennsylvania State University Cornell University (World Campus) Cornish College of the Arts Pepperdine University Creighton University Point Loma Nazarene University DigiPen Institute of Technology Point Park University Drew University Pomona College Drexel University Reed College Embry-Riddle Aeronautical Rensselaer Polytechnic
    [Show full text]
  • The Black Studies Controversy at Reed College, 1968–1970
    Reed College Archives, photographer Stephen Robinson Robinson College Archives, photographer Stephen Reed The Black Studies Controversy at Reed College, 1968–1970 MARTIN WHITE IN A RETROSPECTIVE published in 2012, a group of scholars described some of the accomplishments of the discipline of Black Studies during its first four decades: With a beginning remarkably different than conventional academic disciplines, Black Studies emerged on the American college campus amidst Black Power protests and student demands. Now more than forty years old, Black Studies exists as an established discipline constituted by a robust scholarly discourse, STUDENT DEMONSTRATORS protest the lack of a Black Studies program at Reed College an ever-expanding body of innovative interdisciplinary literature, hundreds of outside Eliot Hall in 1968. collegiate programs at the undergraduate level, a growing number of graduate and doctoral programs, and some of the world’s most well known intellectuals.1 Proponents of the new discipline, which had its origin in the struggle for racial justice in the 1960s, could take justifiable pride in its successful estab- ings and purchase age-specific clothing and recorded music; and access lishment in academic institutions around the county. In some places where to automobiles. The process was converting young-adult producers in a Black Studies programs were instituted, however, including at Reed College family-based economy into individual consumers known as “teenagers.”2 in Portland, Oregon, initial success was not sustained, and the program This transformation was an international phenomenon, but in the United failed to take root. States it was overlaid by the twin crises that color Americans’ perception Many people experienced the 1960s as a time of disorienting changes, of that era: civil rights and the Vietnam War.
    [Show full text]
  • 2018-Summer-Issue
    MAGAZINE 2018 SUMMER ISSUE 렳瀖䘋 T HE KE Y S T ONE M AGA ZINE NO.6 2018 SUMMER ISSUE Chronicles of the Keystone Learning Journey Growing With A New School PUBLICATION OF KEYSTONE MARKETING AND COMMUNICATIONS NO. Class of 2018 Marley An Lily Bing Selina Chen Ricky Dong Rachel Du Ashley Fang Katherine Gao Harrison He Evelyn Huang Helen Huang Mario Jerez Winston Jiang Goleba Lefatshe Emily Lei Nancy Li Andy Li Johnson Li Jennifer Li Jacky Liang Rowena Lin Gemma Liu Rachel Liu Vincent Liu Xenia Liu Tony Lou Victor Lu Cassini Lyu David Ma Vicky Ma Dominic Ma Karen Ma Vincy Nie Sasha Onyango Jack Peng Anna Ren Leo Sheng Olivia Sun David Sun Phoebe Sun Sophia Wang Tony Wang Victoria Wei Wesley Wu Gabrielle Yim Alice Zhang Louis Zhang Draven Zhao College & University Ofers USA Pratt Institute Wesleyan University Academy of Art University Purdue University Wheaton College American University Reed College Whitman college Bard College Robert Morris University Widener University Bennington College Rochester Institute of Technology Bentley University Roger Williams University UK Berklee College of Music Rutgers University, New Brunswick City University of London Binghamton at SUNY Sarah Lawrence College Goldsmiths, University of London Boston University Savannah College of Art and Design Keele University Brandeis University School of the Art Institute of Chicago King’s college London Bryn Mawr College School of Visual Arts London School of Economics and California College of the Arts Skidmore College Political Science Case Western Reserve University Smith College Queen Mary University of London Centre College Southern Methodist University University College London College of Holy Cross St.
    [Show full text]
  • Class of 2007
    Holy Names Academy - Class of 2021 Mills College (CA) University of North Dakota List of college/university acceptances Missouri University of Science and University of Northern Colorado As of 5/12/2021 Technology University of Notre Dame (IN) Montana State University University of Oregon Out of state Moore College of Art & Design (PA) University of the Pacific (CA) American University (DC) Morgan State University (MD) University of Pennsylvania Arizona State University Mount Holyoke College (MA) University of Pittsburgh (PA) Auburn University (AL) New College of Florida University of Portland (OR) Aurora University (IL) New York University University of Redlands (CA) Barnard College (NY) Northeastern University (MA) University of Richmond (VA) Baylor University (TX) Northern Arizona University University of Rochester (NY) Belmont University (TN) Northwestern University (IL) University of San Diego (CA) Berklee College of Music (MA) Oberlin College (OH) University of San Francisco (CA) Berry College (GA) Occidental College (CA) University of Southern California Boise State University (ID) Oregon State University The University of Tampa (FL) Boston College (MA) Pace University (NY) The University of Tennessee, Knoxville Boston University (MA) The Pennsylvania State University The University of Texas at Austin Brandeis University (MA) Pepperdine University (CA) The University of Texas at Dallas Bryn Mawr College (PA) Point Loma Nazarene University (CA) University of Utah California Institute of the Arts Portland State University (Oregon)
    [Show full text]
  • Lynn Pasquerella
    The Inauguration of Lynn Pasquerella Eighteenth President of Mount Holyoke College .. The Inauguration of Lynn Pasquerella Eighteenth President Friday, the Twenty-fourth of September Two Thousand and Ten Two O’clock in the Afternoon Richard Glenn Gettell Amphitheater Mount Holyoke College South Hadley, Massachusetts One of the benefits of studying at a women’s college was being able to look at issues from the perspective of a community of women. That opportunity shaped my commitment to women’s education. I believe that our commitment to women’s education and leadership must extend beyond the academy into the extramural community to change the lives of women around the world in order to provide the access that we’ve been privileged to receive. — President Lynn Pasquerella · 2 · The President ynn Pasquerella, a celebrated philosopher and medical ethicist, assumed the presidency L of Mount Holyoke College on July 1, 2010. Her appointment marks a homecoming for Pasquerella, who enrolled at Mount Holyoke in 1978 as a transfer student from Quinebaug Valley Community College. While working full-time to support herself, Pasquerella majored in philosophy and graduated magna cum laude and Phi Beta Kappa from Mount Holyoke in 1980. A native of Connecticut, Pasquerella was the first in her family to graduate from college. Encouraged by her Mount Holyoke professors to pursue graduate study, she received a full fellowship to Brown University, where she earned a Ph.D. in philosophy. From 1985 to 2008, Pasquerella taught philosophy at the University of Rhode Island. In 2004, she became associate dean of URI’s graduate school and, in 2006, was named vice provost for research and dean of the graduate school.
    [Show full text]
  • Downloading Remote Data Sets
    Lawrence Berkeley National Laboratory Recent Work Title Trinity University Campus-Wide Deep Dive Permalink https://escholarship.org/uc/item/3db1k0hf Authors Zurawski, Jason Addleman, Hans Southworth, Doug et al. Publication Date 2019-11-01 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Trinity University Campus-Wide Deep Dive May 29, 2019 Disclaimer This document was prepared as an account of work sponsored by the United States Government. While this document is believed to contain correct information, neither the United States Government nor any agency thereof, nor The Regents of the University of California, nor The Trustees of Indiana University, nor any of their employees, makes any warranty, express or implied, or assumes any legal responsibility for the accuracy, completeness, or usefulness of any information, apparatus, product, or process disclosed, or represents that its use would not infringe privately owned rights. Reference herein to any specific commercial product, process, or service by its trade name, trademark, manufacturer, or otherwise, does not necessarily constitute or imply its endorsement, recommendation, or favoring by the United States Government or any agency thereof, or The Regents of the University of California or The Trustees of Indiana University. The views and opinions of authors expressed herein do not necessarily state or reflect those of the United States Government or any agency thereof or The Regents of the University of California, or The Trustees of Indiana University. 2 Trinity University Campus-Wide Deep Dive Final Report San Antonio, TX May 29, 2019 The Engagement and Performance Operations Center (EPOC) is supported by the National Science Foundation under Grant No.
    [Show full text]