Upper School teacher and PLACE urban studies director George Zaninovich collaborated with alumna Erin Goodling '99 to produce a curriculum guide for educators, activists, community leaders, and, above all, students. The 121-page guidebook is an outgrowth of Catlin Gabel's PLACE urban studies and leadership program. We are grateful to George and Erin for walking our talk of being a model for progressive education.
The free curriculum guide is posted on our website. We are eager to share this work with others.
Help spread the word.
Students in PLACE, Catlin Gabel's urban studies program, are now blogging about their experiences as they learn about how our city works. One of their summer projects for these 19 students from six area high schools is designing a neighborhood greenway for the Pearl District for their clients, Portland's Bureaus of Planning and Sustainability, and Transportation. They are also studying Portland's Cully district. The students have written thoughful reflections about the program and their discoveries so far and will continue throughout the project. A fun read!
The principal of an urban design firm, Terra Fluxus, also wrote about his time with PLACE students on their blog.
From the Summer 2012 Caller
By George Zaninovich
George Zaninovich has headed up Catlin Gabel’s PLACE program since 2009. He also teaches freshman history, an urban studies course for the Global Online Academy, and a project-based public health course in collaboration with the science department.
From the Winter 2010-11 Caller
It is a pilot program for the Upper School faculty to explore a new model for high school education and attract outstanding new high school students. The gift funds an endowed faculty member to direct the program and teach in the Upper School. In the anticipated inaugural year, 2012–13, we hope to enroll about four Knight Family Scholars as fully integrated members of the Upper School student body who benefit from our exceptional curriculum. The Knight Family Scholars Program is similar in concept to the Rhodes Scholar program in terms of the caliber of students who will qualify.
The current generation of students is far more sophisticated than previous generations. Their educational needs are evolving quickly. Educators must ask, what more can we do to prepare them? How can we ensure that they have a great liberal arts and sciences foundation for success in college, plus the experience and skills to thrive in a workforce and world that will change in ways we cannot imagine? Catlin Gabel teachers have envisioned a high school that is more real world, project based, experiential, and interdisciplinary—but limited resources have stymied our progress toward this goal. Now we can take some big steps in building on our curricular innovations and evolve more quickly. As a new Catlin Gabel faculty member, the Knight Family Scholars Program director will collaborate with our high school teachers and students to develop methods of teaching and learning that respond to the changing educational environment.
The genesis for the program stems from the Imagine 2020 conference held in the spring of 2006. A lasting idea that emerged from the conference was to enrich Catlin Gabel’s educational offerings by taking advantage of what our great city and region have to offer— using Portland as a learning laboratory. Bringing students together with creative, analytical, medical, political, entrepreneurial, and science leaders would further our experiential and progressive education goals. The intent is to get our students “off the hill,” as one alumnus put it in 2006. Our global education and PLACE programs, and the urban studies class in the Upper School, also stem from the Imagine 2020 conference.
As I got to know Phil, our shared interest in improving education emerged as a vitally important theme. Phil and Penny Knight are long-range visionaries and Oregon’s most generous individual education philanthropists, which is humbling and exciting. We talked about Ruth Catlin’s vision of modeling for others and how, because of our relatively small size, our success, and our focus on progressive education, we are the ideal school for innovation. I described some of the seminal ideas that emerged from the Imagine 2020 conference and how hard our teachers work to implement those ideas.
The faculty and the program director will have the opportunity to advance the exchange of ideas in seminars taught by a network of community experts, including some of our talented and notable parents, alumni, and grandparents. The seminars, both on and off campus, will examine topics that emerge from the shared interests of the students and the director as they move through the program together. The seminars will also respond to the availability of influential mentors, speakers, and guest instructors. Upper School students, not just Knight Family Scholars, will be able to attend seminars. It is vitally important that this is open and inclusive, and that we prevent any kind of “us and them” dynamic. We also expect that as the program grows, it will include opportunities for the Knight Scholars to travel nationally and abroad for summer learning.
The research is clear: high caliber students raise the level of learning for everyone. The positive peer effect is evident throughout our school. Students in our supportive, noncompetitive environment engage more deeply when their classmates are excited about the lab, discussion, problem solving, or literary analysis at hand. And, naturally, teachers are at their best when their students are highly engaged.
Prospective Knight Family Scholars Program participants will stand out in four key areas: academics, community service, athletics, and leadership. As Knight Scholars they will receive tuition assistance funded by the program’s endowment. The amount of assistance will depend on their families’ need. The program will attract well-rounded students who will inspire their peers, take advantage of everything Catlin Gabel has to offer, and go on to serve their communities.
Current and former Catlin Gabel students are ineligible to become Knight Scholars because one objective of the program is to attract new students and deepen our pool of admitted students. The Knight Scholars Program will raise the profile of our excellent Upper School and entice students who will be wonderful additions to our community.
The faculty, admission office, and a new program director will decide whom we accept.
Typically, when donors make large gifts to institutions they fund a position to oversee the program. We will launch a national search for a Knight Family Scholars Program director to fully realize the vision of this program. The director will be Catlin Gabel’s first endowed faculty member. This turning point for Catlin Gabel could very well lead to additional endowed faculty positions.
First and foremost, the director will find the right students for the program. A big part of the job is outreach and making a wide range of communities aware of the program and our school. As the program spokesperson, the director will bolster the Knight Family Scholars Program and our overall admission program. The director will also lead the scholars’ seminar and teach other Upper School classes so he or she is fully integrated into our faculty. We will hire a dynamic educator who becomes a vital member of our school community.
When we laid out strategic directions in 2003, one of our top three goals was to strengthen our identity and visibility in the community. We set out to identify and attract qualified, informed, and diverse applicants and to increase our applicant pool, particularly in the Upper School. The Knight Family Scholars Program will move us quickly and decisively towards these goals.
In 1987, the school received a $3.6 million bequest from the estate of Howard Vollum that allowed Catlin Gabel to establish an endowment fund. His foresight and generosity moved the school beyond a paycheck-to-paycheck lifestyle.
The Knight Family Scholars Program raises our visibility as one of the leading independent schools in the country. On a purely financial and pragmatic level, the program releases financial aid dollars for students in all divisions. On a more philosophical and curricular level, the Knight Family Scholars Program will stretch us to take some risks about how we teach. All Catlin Gabel students will benefit from the innovations we pilot through the program. On a grander scale, my dream is to model innovations that can benefit students nationwide. We cannot underestimate the value of raising our profile, too. What’s good for Catlin Gabel’s reputation is good for Catlin Gabel’s students and teachers. As far as fundraising goes, this is the tip of the iceberg for all programs and needs of the school. I know Phil and Penny Knight’s generosity and confidence in Catlin Gabel will inspire others to give. In fact, two other donors are planning to contribute to this program. We anticipate a positive overall effect on admissions and on our ability to attract phenomenal student applicants. Some great young people, who perhaps don’t qualify as Knight Family Scholars, will still apply to our Upper School when they learn about Catlin Gabel’s curriculum, meet our faculty and students, and hear about our generous financial assistance program.
In the past three years, the Knights have quietly and generously funded other immediate needs that I identified. They were instrumental in our ability to provide financial aid for families who have struggled through the recession. I am so honored that they have put their trust in me and in Catlin Gabel.
When students from several area high schools in Catlin Gabel’s PLACE (Planning and Leadership Across City Environments) program recently presented their summer project on the redevelopment of Holladay Park, they caught the ear of Portland’s mayor, Sam Adams.
By Alma Siulagi '10
From the Spring 2010 Caller
As my childhood years faded into the past, the conviction that I would one day change the world dissipated. With the slow creep of reality reducing my options, I resorted to crossing my fingers in hope of stumbling upon another fabulous passion.
By George Zaninovich
From the Spring 2010 Caller
Often, during one of the first classes of a semester, after the chatter subsides and the room quiets, I grab a piece of chalk, turn towards the students and ask: What is community?
I hear “school” from one side of the room, and I write it down. I hear “neighborhood” from another, and I make a note. Sometimes a voice will mutter “family” and another “friends.” I add both to the list. I ask, can someone be part of many different communities? If so, how does one feel part of a community? And, by the way, what makes a community anyway? As I prepare to write at the board, student stares drift beyond the collection of communities on the chalkboard and out the windows toward different visions of the world around them.
After a few moments of window-gazing and silent contemplation, I sit down at a table near the students. The chatter picks up again. One student uses her hands to sketch a giant circle in front of her eyes as she explains her definition of a community and all of the different groups of people in it. Another student raises his hand and talks enthusiastically about the different communities he feels a part of as his arm continues to point upward. He finishes, and with a deep breath puts his arm back on the desk. One of the quieter students in the room mentions that familiarity and commonalities are the keys to feeling part of a community. I get excited and rush to the chalkboard. I write her comments down and ask one more question before class ends. Is it possible to understand a community just by talking about it?
George Zaninovich has been at Catlin Gabel since 2008.
Urban studies student presentation impresses at PSU graduate school, come see for yourself at public forum
Students in the PLACE urban studies class have been working with Portland State University graduate students on a food security project involving Zenger Farms in outer southeast Portland. The students will report their findings at a public meeting for planning professionals and community members on Wednesday, June 2, from 4 to 5:30 p.m., at Portland State’s Smith Union, room 238. Food and drink provided. Come early to get a seat.
The audience raved about how well prepared and engaging our young community stewards were when they presented their findings and recommendations to professors and students in the PSU School of Urban Studies and Planning.
This is the first time high school students have collaborated with graduate students on an important community project. Come support our students and our city. For more information about PLACE, contact George Zaninovich at PLACE@catlin.edu.
PLACE director and urban studies teacher George Zaninovich has been nominated for the Robert L. Liberty Regional Leadership Award for his significant contributions to Portland's livability. George is one of 11 citizens recognized by the Coalition for a Livable Future.
PLACE stands for Planning and Leadership Across City Environments. » Learn more about about Place
From the Winter 2010 Caller
By Dale Yocum, Middle & Upper School robotics program director
By Peter Green, outdoor education director & Upper School dean of students
By Spencer White, global education coordinator & Middle School Spanish teacher
The Learning Center
By Kathy Qualman, Middle & Upper School learning specialist
PLACE--Planning and Leadership Across City Environments (formerly the Urban Leadership Program)
By George Zaninovich, PLACE director
By Nance Leonhardt, Middle & Upper School art teacher
To support these, and all of the amazing programs at Catlin Gabel, please visit the giving website or call or email the development office, 503-297-1894 ext. 302.
- 1 of 2