I O
T R I U M P H E
How to improve our nation’s education system was a topic of intense debate in last fall’s presidential election, and it remains a pressing concern for most Americans. This edition of Io Triumphe offers a look at alumni who are on “the front lines” of this discussion. In reading their stories, you will find them to be educators who regard their profession as a “high calling” and who are devoted to their students as learners. They are genuinely committed to helping each student develop his or her individual abilities and talents— and they view that as a lifelong process. Just as noteworthy, however, is their belief that they must nurture their students’ personal growth as much as their academic development. In surveying a number of our alumni educators for this cover story, many echoed the words of Mary Jean Arquette Bell, ’67, who said that, beyond her teaching of specific subject matter, she hoped her students would “remember the model I tried to display to them every day: to be kind, polite, respectful, generous, thoughtful and honest.” Albion College currently has some 180 students who are preparing for teaching careers. They will find much to emulate in the lives of these alumni who have preceded them.
t h g i r s ’ t a h W r u o h wit y a d o t s l o o sch
‘Learn’ is an action verb By Jan Corey Arnett, ’75
Though a good student, Tompkins wasn’t consumed with the pursuit of a high grade point average, a If Mark Tompkins said he chose Albion College relaxed attitude that made his smorgasbord approach to because Albion’s liberal arts philosophy matched learning easier. And after graduating? He didn’t go in perfectly with his learning style and career goals, we search of the perfect first position—instead he cleaned would be impressed. stalls on a horse farm. But that would not be the truth. “It was humbling work while I The Traverse City native figured out what I wanted to do with confesses that he chose Albion my life.” College because its catalog was the But figure it out he did. His first one he pulled from the shelf at fascination with learning drew him his local high school library when to a young organization in Ypsilanti, he began thinking about life after known as High/Scope Educational high school. Research Foundation, which “I didn’t even get any farther in devotes itself to research on the the A’s,” he says with an easy lasting effects of preschool educalaugh. “My high school graduating tion and to advancing its philosophy class was 700-plus, and I didn’t that children learn best through want a big college experience. . . . active experiences with people, Albion looked like a wonderful materials and ideas rather than by place.” being passively taught. High/Scope Okay, so his choice of college operates a demonstration preschool Mark Tompkins, ’78 was an accident. Then what? in Ypsilanti and a camp and “I wasn’t thinking about a conference center in Clinton. career so when I got to Albion I just took everything I Tompkins entered a graduate program through was interested in,” Tompkins continues. He leaped into High/Scope and the Merrill Palmer Institute, earning a religion, political science, history, and especially master’s degree in human development and became anthropology, which he knew nothing about except High/Scope’s first male teacher in its demonstration what he had seen in National Geographic. It so preschool. captured his interest that he eventually declared “Teachers from around the world watched how we anthropology as a major. taught. It was learning by doing, which was how I had “Dr. William Bestor was great as was Dr. John learned. We were real change agents.” Moore. But my favorite class was Biblical archaeology Tompkins soon moved into a training position, with Dr. Frank Frick. He would get excited about what preparing other teachers in the High/Scope approach to he’d found on an archeological dig, and I would get learning, but in 1982 he left to continue his own excited about learning. That excitement was the learning, going off to Harvard University to pursue a greatest thing about Albion.” master’s degree in educational management. There, to Faculty favorites come easily to mind. Charlie his great satisfaction, it was ‘deja vu all over again’. He Schutz (political science)—“He didn’t have us write found himself immersed in a liberal arts approach to papers. He had us write briefs and then argue them. He learning. He soaked it all up just as he had at Albion made many wonderful lawyers out of Albion students.” and combed the wealth of resources in Harvard’s And Julian Rammelkamp (history)—“There was a massive library. steady line of students to his house. . . .”
While at Harvard, he had the good fortune of having as his academic adviser the acclaimed author Howard Gardner, proponent of the theory of multiple intelligences, that is, that different parts of the brain are responsible for different functions and have different learning needs. The theory continues to influence Tompkins in his work. After finishing his degree at Harvard, Tompkins was asked by High/Scope to return. He took on the training of staff in state departments of education around the United States and worked twice a month out of a High/ Scope office in England. “I trained trainers and educational authorities, even testified before Parliament. For someone so young it was pretty heady stuff.” Chuck Walgren, chief operating officer at High/ Scope, remembers Tompkins as a young man of “promise and enthusiasm. . . . I give him high marks for delivering material in a way that people can understand.” During the time Tompkins worked for High/Scope, he and his wife, Marsha Rosewarne Tompkins, ’79, and their three children lived in Albion where she worked in the College’s Admissions Office. He commuted to Ypsilanti and served on the Albion school board. But the extended time away from his family was becoming increasingly difficult. When one of the Michigan school districts where he had done some training offered him an opportunity to shift gears, he accepted. In 1995 he took everything he had learned about how children learn best and everything he knew about himself as a highly-motivated learner and poured them into his new role as principal of Wealthy Elementary School in East Grand Rapids. Wealthy Elementary is a 385-student, K-5 school, housed in a former high school. Tompkins requires no prompting to share his convictions about how to educate children. What he believes comes from deep inside and resonates in his voice with quiet certainty. “I have done things as it seems right, not as they’ve always been done,” he begins, citing special education as just one example. “Special education is often designed to find out what kids can’t do and then do it more slowly. It is a deficit model, and it usually doesn’t work.” (continued on p. 4)
3