By the Numbers: The retirement of three legendary coaches marks the end of an era.

Forward

494

Men’s basketball wins

102

TIM GILBRIDE

Head men’s basketball coach, assistant men’s soccer coach, and assistant director of athletics for coach development Consecutive seasons (fall, winter, and spring) coached since fall 1987

598

Total victories (men’s basketball and men’s soccer), the most wins of any coach in Bowdoin’s history

212

34

Years at Bowdoin (1987)

PETER SLOVENSKI

Director of track and fi eld and head coach of men’s and women’s cross country

7

NESCAC Championships

129

All-Americans, and fi ve NCAA Champions

45

36

Years at Bowdoin (1985) Years at Bowdoin (1976); the second full-time female coach hired at Bowdoin and currently the longest tenured member of the athletic department Wins as head volleyball coach; fi rst coach in program history (1986–2000)

LYNN RUDDY

Associate director of athletics for facilities and assistant coach of track and fi eld

8

Bowdoin programs coached (women’s and men’s indoor and outdoor track and fi eld, women’s and men’s swimming and diving, softball, volleyball)

By the Numbers

THE END OF AN ERA

A coach’s impact is measured in individual relationships, not in statistics—especially for the generations of Bowdoin athletes coached by Tim Gilbride, Lynn Ruddy, and Peter Slovenski, all of whom announced their retirement this spring. But these coaches, among the last of those hired by the legendary Sid Watson, have become legends in their own right, and their impressive numbers are worth noting, even as they tell just part of their long and successful stories.

2,548

Total combined number of athletes coached by the three coaches

On View

A New Perspective

Re|Framing the Collection: New Considerations in European and American Art, 1475–1875

THE BOWDOIN COLLEGE MUSEUM OF ART draws on its permanent collection in its latest exhibition to newly examine four centuries of work and consider how the growth of empires shaped global networks from the fi fteenth to the nineteenth centuries. Re|Framing the Collection, curated by Elizabeth Humphrey ’14, curatorial assistant and manager of student programs, and Laura Sprague, senior consulting curator, “explores what we can learn when new questions are asked of the Museum’s collection,” commented Museum directors Anne Collins Goodyear and Frank Goodyear. “The artworks presented here coincide with the expansion of Euro-American cultures and empires in the New World. The show demonstrates how works of art created in a European tradition refl ect worldviews compatible with colonization that undermined Indigenous communities and perpetuated the enslavement of Africans and others,” they added. The Goodyears noted that Re|Framing the Collection includes work created by Indigenous people and enslaved Africans, not only pieces by artists of European descent. “By capturing this dynamic exchange, this exhibition incorporates new perspectives to tell more inclusive stories of our shared histories.”

View the exhibition online at bowdoin.edu/art-museum.

Above: Wabanaki Birchbark Covered Box, 1834, birchbark and split spruce root, by Ambroise St. Aubin family, known as the Bear Family, American, Wabanaki. Bowdoin College Museum of Art. Campus Life

Wicked Smart

When Tina Chong, assistant director of the Baldwin Center for Learning and Teaching at Bowdoin, launched a new program called Wicked Smart Groups last fall to help students improve their study habits, the two most popular groups were focused on procrastination and attention defi cit hyperactivity disorder (ADHD). (The “wicked” in Wicked Smart comes from typical Maine use of the word to emphasize the intensity of something—e.g., “It’s wicked cold out.”) After seeing what students found most helpful, Chong increased the number of offerings this spring.

With Lisa Flanagan, another advisor at the Baldwin Center, Chong provides many practical tips and solutions in the Wicked Smart Groups. But she and Flanagan also want students to shift the way they think about themselves and their relationship to work.

In the ADHD group, Chong discusses strategies for better time management and organization. She also explores the positive side of the condition, which includes the ability to hyper-focus. “We can look at this like it is a gift,” she said. “We want students to know there are benefi ts to ADHD.”

In the procrastination group, she and Flanagan encourage students to consider the reasons behind their stalling, and to practice self-compassion. “I think if people can understand why they procrastinate—that it is not a personal failing or a moral defi cit—they’re better off,” Flanagan said, and they are able to tackle the issue more effectively.