REVIEW OF Ashbury College BY Alum, Artem Kalinin ('24)

(5) Overall Experience

Ashbury College has been a formative chapter of my life and educational journey. When I look back at this time, I find myself deeply grateful for the experience I had there. I still recall my first day in boarding—hectic, new, strange, and full of amazing encounters. From my first day at Ashbury, I felt like a part of a larger community, bound by common living (in the case of boarding), learning, sports, and extracurriculars. Everyone I knew during my studentship found their good application at school and university. Among the prime things that captured my imagination when I first got to Ashbury was the level of motivation that my peers had. At Ashbury, everyone is reaching towards new heights, and yet I never saw those aspirations grow into rivalries or competition. Everyone tried their best at finding who they were and who they were going to become. The teachers were always by our side, supporting us on that journey. I still recall fondly the IB Higher Level Maths classes I had in grade 12. Although they are among the most complex subjects a student can take, everyone genuinely enjoyed the 'pain' we shared together (pun in French intended). I was an active teen—Ashbury provided me with limitless avenues to explore my interests: investment club, creative writing, TEDx, student councils, and over a dozen sports that catered to all the interests of a contented heart. Each sport, club, or council was as much about engagement as it was about mentorship, recreation, and meaningful preparation for life beyond school. I know for a fact that consistent effort and enough determination lead to outstanding results at Ashbury, thanks to the community it fosters. One of the oddly endearing moments of my time here was the hours spent in Tuesday Chapel, sharing global cultural insights, student stories, Christmas carols, and announcements. As a student, it may seem quite pointless, but over time, it fosters a timeless, nurturing ground for meaningful reflection. And of course, how could I forget the community celebrations—from Winter Carnival to SpringFest and Halloween Ball to Monte Carlo Social Night? Each moment is quite special in my memory, especially those spent in boarding school. Beyond quality education that equips you to take on university not only confidently but successfully, Ashbury creates lasting friendships. I have been to a few alumni reunions, and I can say that, after graduation, students keep in touch, reach out, and stay connected. I’ve spent many meaningful hours talking to my teachers and supervisors, friends, and counsellors, all of whom have helped me land my current position. I am immeasurably grateful to all those people for helping me find my path ahead. Enrolling at Ashbury, I would expect nothing less than the best years of childhood and adolescence, filled with meaning, support, and firm preparation for the multifaceted challenges of life, whether those are academic training, cultural awareness, or finding their artistic calling.

(5) School Leadership

For all my time at Ashbury, I could not recall a single class disruption happening on campus. Be it a snowstorm, a solar eclipse, or unforeseen circumstances, the schoolwork and functioning always proceeded smoothly. If anything, this speaks to an enormous level of organization. Being on the student council, its boarding branch to be exact, my contact with the upper echelons of the administration happened through that line of work, meaning most event organization fell within my scope. Personally, I never had any issues with various initiatives, from a movie night-out for boarding students to more localized events like Orientation Week or the Fireball competition. I realize all those may sound petty, but to a student attentive to such details, the boarding and school experience is often shaped by them. As cranky as the tech could get, it stood no chance against the expertise of the IT Department. Even in the fraught hands of teenagers, the school-issued iPads worked, folders opened, and databases were kept pristine; in that sense, no disruption ever came our way. Student life followed a set of clearly outlined rules and expectations, from turning in assignments to public conduct and behaviour. Those, as far as I recall, were always just, inclusive, and universally enforced with care to detail. The disciplinary system always had a proper escalation mechanism, which I was wary enough to never see put in motion. As a boarding student, I was subject to a more comprehensive set of statutes regulating mealtimes, leaves off campus, study hours, and curfew, all of which were handled fairly. Three strikes needed to be applied to land a Saturday detention. The fact that many of my peers over the years never received a single one implies the justice of the system. Boarding staff have always been kind to us as students, but firm when it came to rules. They supported school-led and student-led initiatives like Super Bowl or Hockey Nights, manhunt, and various trips and excursions we had over the years. But they never allowed the rules to slip or degrade, fostering a cohesive social environment. I particularly find that sports and clubs were especially benevolent in that aspect. Whether through spectating or being on a team, the whole school would regularly come together to cheer and jeer in a sense of community pride. The same could be said about Theatre, which was one of the most coherent, brilliant collectives I have known, or the Musical Band that travelled across half of Canada with amazing performances. Even for bookworms such as myself, there was a distinct academic community striving towards excellence through the promise of the International Baccalaureate Programme. I never felt alone in this school, that is for sure, and as much as it is the merit of the students, it is also the achievement of the teachers, staff, and administration, who made this possible through their care and custodianship. One of each week's highlights was, for example, issues of Ashbury Weekly, an electronic newsletter recounting the week's events at school. My parents and I spent many hours discussing news like this, which was incredibly valuable for international, out-of-town, or out-of-province students, maintaining a tangible link despite the distance.

(5) Teaching

In terms of teaching, Ashbury has been a remarkable experience for me. I have to say, teachers at Ashbury genuinely care about the success of their students. However difficult a class I faced, I can’t remember a single occasion when I was bored or unexcited about the learning. Whenever I encountered a learning obstacle, or, being a boarding student, needed urgent advice, I could rely on my teachers. While the teacher-student relationship is regulated by the school’s code of conduct, it is as formal during class as it is informal before or after class. Being an Ashburian, in part at least in my experience, means that teachers are not only professionals passing on their knowledge to students but also wiser and older peers, friends, and members of the same community. They attend athletic events and student-led initiatives, offering support and caring about students’ well-being. The amount of knowledge they possess goes far beyond the curriculum’s requisites, making the whole learning experience more than just enjoyable, but also an ineffable exercise in a way. It is this odd feeling you get that all you learn is important and advanced for the class and age, yet it is only a tip of the iceberg, if by iceberg one means all else that a professional could know about the subject being taught. As an incoming student, I struggled with English as a discipline, particularly literary analysis. The exercise, the first time I sat down for it, seemed quite muddled and futile. That said, it was my first Ashbury class. Coming from a public school, I had never been fully explained what was meant by the turn of phrase: “the author wants to say.” Many hours were spent deploring over the issue, frustrated and concerned with the troubling results of my efforts. It took me a while to learn, but my English teachers over grades 11 and 12, Ms. O’Boyle and Ms. Grady, patiently and very clearly explained to me over and over the aspects of literature I couldn’t grasp. I was not easy to teach, in part because I nodded more than I asked the right questions. I am extremely grateful for their patience in this endeavour, as at the time it all seemed a doomed effort despite my eagerness to improve. As for the results, I now find literature, the classics, and reading in general not just engaging, but mind-provoking and fascinating as a pastime. Since at university the volumes of reading can loom large, I am grateful to have been nurtured into the habit of it. As much as I strove towards academic excellence on my own, my teachers always encouraged me and other students to give their absolute best to learning. Now, I understand why. It’s really a singular opportunity—all of it, from classes to co-curriculars to sports. I would even daresay it is a healthy, balanced lifestyle being created. It certainly reflected on me. Since teachers not only run classes but also coach sports and supervise clubs, the integration of the three comes naturally. I remember being encouraged to take up sports more seriously, pursue writing as a passion through my English classes, and follow global news for discussions in the Global Politics classrooms. For me, it was hard to single out any teacher, since all of them had lasting impacts on my learning. Perhaps it was also because I knew what I wanted to learn, but had few results to show for it in the years before coming to Ashbury. So it is the mentorship that teachers at Ashbury foster with and among students that counts the most for long-term success. Or so I believe.

(5) Academics

As a student progresses through their studies, they gain increasing freedom in the choice of courses, so by grades 11 and 12, each student can tailor their learning to fit their envisioned post-secondary education. That being the case, Ashbury provides English only as an IB course. Here, it is useful to clarify what IB is. The IB is an international educational programme, arranged under three domains. The first is Academic Excellence across six disciplines: English, Mathematics, Foreign Languages, Sciences, Social Sciences, and Arts. In three areas, a student specializes in HL (Higher Level), which is roughly equivalent to first-year university coursework, and three SL (Standard Level) subjects, which are similar to OSSD requirements. The second is CAS (Creativity, Activity, Service), which requires continuous and balanced engagement in clubs, sports, and volunteering over two years. The third is the Extended Essay, a faculty-supervised, 4,000-word research paper written on one of the subjects that the student studies. A student who completes an IB Diploma graduates with both OSSD and IB qualifications, which significantly improves the odds of admission to international and domestic universities. I graduated from Ashbury with an IB Diploma and can confidently say that this program was the best preparation for university I could have received. One of the great things about Ashbury is that a student can choose their unique pathway and find it very rewarding. From arts—which are unparalleled, both in Theatre, Music, and Visual Arts—to Social Sciences, Ashbury excels in academic achievement. Ashbury’s science department is particularly stellar. While I focused on sciences leaning mostly into Geography and Ecology (ESS), I had a few friends who were deeply immersed in Physics and Chemistry, later admitted to leading universities both in Canada, such as the University of Alberta and University of Toronto, and internationally, including Princeton, Cambridge, and other European universities. Despite the high level of achievement, I never felt any cut-throat competition among my peers. I credit this to both the extreme diversity of the student body—no one is forced into any particular path—and the supportive atmosphere fostered at the school. There has always been a strong sense of mutual support, especially in grade 12 as university applications approach. Inside the classroom, above all, Ashbury cultivates inquisitiveness, challenging students to think independently and dare to ask complex and compelling questions. What often stands behind a good mark is not only studying the material—which, as with any teaching, is important—but, most crucially, the ability to speak and write plainly, clearly, critically, and with awareness of context. I still recall my Global Politics class, in which, rather than simply studying political theory, we deconstructed it, questioned it, and tried to learn the science of impartial insight against our own biases. This mastery sounds easier than it is to achieve. Ideally, this learning has always combined theoretical conceptualization with practical questioning of who we are and whom we want to become. Each teacher has their own method and approach to education, from practice-based to theory-laden learning, yet each method yields tremendous results. From Mr. Cameron’s Economics classes, in which we both laughed about inventive metaphors and learned the processes of local and global economies, to Ms. Grady’s English seminars, where we delved into the nuances of autobiographical, fictional, classic, and post-colonial literature, all of it contributed to an overarching understanding of the real world in greater-than-ourselves terms. To this day, I can’t recall a single class that didn’t have a profound impact on how I perceive the world and myself in it. For all I know, all of that learning is there; the question is only how interested and willing one is to seize these golden opportunities while they can. I can speak credibly that even the most engaging lecture at university rarely compares to the energy and spirit that each Ashbury class carried.

(5) Extracurriculars

In terms of extracurriculars, there is a wide variety of activities that students are encouraged to participate in. The system is based on three pillars: Club Associations, Sports, and Student Governance. The schedule is organized so that Wednesday is the shortest school day (classes last approximately 45 minutes instead of the usual 90 minutes). The time after classes is allotted for two club blocks. The clubs are usually fixed for the year, and participating in one means attending its meetings once a week. In my two years at Ashbury, I was involved in four different clubs: Investment Club, Blazer Magazine (Editorial Board), La Clash Newspaper, and TEDx. Each one catered perfectly to my interests in creative writing, global economy, and financial markets, offering me an immersive experience. As is the case with voluntary interest-based associations, clubs are never competitive. Everyone is part of the same team, so curiosity is a greater force than any kind of ambition. I joined the clubs to learn, make friends, and offer mentorship where I could, depending on my position. Student Governance is another vital pillar of extracurricular life. Unlike clubs, student governance deals with various aspects of student life, from internationalism to academics and the House System, allowing students to have a say in school affairs. Its members meet on Wednesdays during the club block. In Grade 12, I was in the Boarding Council, occupying the position of a Wing Leader, a type of sub-prefect who oversees and mentors different student groups. I was in charge of Grade 9 boys; this was not only a great leadership opportunity but also a heartfelt experience. The Boarding Council was vested with organizing activities in the three boarding houses and on campus. Its members also acted as community anchors, maintaining peace, harmony, and an enjoyable atmosphere in the boarding. Student governance both fosters and requires responsibility. I admit that during election season, the atmosphere can turn tense among a few contenders; even then, it remains polite and civil. As a direct participant in the process, I can attest to this. Lastly, sports are the heart of Ashbury’s extracurricular life. Most are subdivided into junior and senior categories, allowing a dedicated athlete to participate in the same sport over four years of high school without interruption. Sports are spread evenly across the fall, winter, and spring seasons. Thus, in a year, a student can try out three different sports. The only exception is swimming, which occupies both the fall and winter terms. As a student, I did track and field, cross-country running, and Nordic skiing. Since I was never too keen on team sports (I was the kid who’d often be picked last in elementary school), I was very pleased to compete individually. Still, many of my classmates who enjoyed rugby or volleyball achieved great success in team leagues. Each year, a few Ashbury students become university-level athletes, which speaks decisively to the mentorship they receive and the personal growth they achieve.

(5) Students

At Ashbury, the student body is around 750 students, most of whom are in Grades 9 through 12. While Ashbury has a Junior School, it is much smaller, so I struggle to pin down how many students are enrolled in Grades 4 through 8. I believe there are only a few. With each form slightly over 100–120 students, the school fosters a very close, communal atmosphere—everyone knows everyone, or at least gets to know each other over the years of studying. Even in the short time between Grades 11 and 12, I had the pleasure of meeting and getting to know several classmates. I recall with fondness the soaring spirit that permeated the school during my studies. Success counted, but it was never measured against the success of others. Some students were exploring their passions, while others knew exactly what they wanted to do with their lives. Everyone came to class ready to learn and well-prepared. There was a sense of formative responsibility among the student body, as if everyone came to school for a reason. And while reason mattered greatly, it never stood in the way of enjoying the educational experience. During assemblies, we often recited the three values on which Ashbury is built: “Probitas, Virtus, Comitas”—Honesty, Courage, Kindness. These, in essence, best describe Ashbury students and whom they aspire to be. Diligence was highly valued in my time as a student, but so were good humour, independence, and a light temper. Since studying was and remains a serious responsibility, approaching it with balance was considered both the greatest and most difficult achievement. Ashbury’s student body is highly diverse, with students coming from around the world and from various backgrounds, including children of diplomats and civil servants, as well as international, Canadian, and local students. This makes Ashbury an intercultural and interfaith nexus of mutual respect and social consideration, both of which form the unspoken code of conduct among students. Respect for difference in unity—that is what makes Ashbury’s student body unique. I can attest to that.

(5) School Life

I enjoyed every day at Ashbury, and there are many reasons for that. First of all, I loved studying and learning new material. It was even more enjoyable because I always felt supported in the classroom and could ask clarifying questions. Misunderstanding was always seen as part of the learning process, rewarded through genuine inquiry rather than penalized in any way. There is more, however. What mattered to me greatly was that other students were as engaged as I was in studying. Additionally, the student body had interests diverse enough that no one would feel lonely or isolated in their microcosm. Ashbury has a stellar house system. From snarky asides and mock rivalries to genuine competitions, at least once a week, it built an unforgettable atmosphere that made student life fun and engaging. The same goes for Ashbury’s sports teams and rooting for them each semester—it was truly engaging. I can always remember ongoing debates, studies, and general tomfoolery among the students, mixed together in favourable proportions—not standing in the way of knowledge while preserving the free-minded spirit of teenagers. In boarding, life was lively all the time. We had contests, competitions, events, and movie nights—after studying, that is. The school field was regularly occupied by training sportsmen, soccer players, and ultimate frisbee enthusiasts (I belonged to the latter category). In the common rooms, whichever time you showed up, a warm company would be occupying the couches. I should add that this was balanced with academic responsibilities, since during exam seasons, review took priority. Still, I recall Christmas time with fondness and Winter Carnivals with joy. Those were the greatest memories I made and the strongest friendships I ever forged—there, within Ashbury’s walls. Had I been offered the chance to repeat it all over again, the ups and downs, all of it, I would. I certainly would, without a blink.

(5) Community

As a graduate now, I stay up to date and connected within the larger Alumni community. The Alumni Association at Ashbury is exceptionally well-organized. Reunions are frequent and span geographically from New York to Ottawa, Montreal, and London, ensuring that alumni, wherever they settle, have a chance to reconnect with their roots. Ashbury Ties is the Alumni Magazine, issued biannually, if I am not mistaken, and it offers a wonderful glimpse into Ashbury life, even if visiting in person is not always possible due to work or university schedules. This summer, I attended a few alumni events, including the pinning ceremony for recent graduates and a faculty retirement banquet. It was heartwarming to see so many of my former classmates attend. It truly inspires a sense of community and highlights the unshakable bond forged during those formative years at Ashbury. I have kept in touch with people I connected with during my studies, and we occasionally meet when circumstances allow, to chat about the present, future, and reminisce about old times at Ashbury. It is always a pleasure to see familiar faces and hear new stories. It evokes a sense reminiscent of Old World Geographic Societies, which similarly foster visiting and a vibrant community. Beyond that, Ashbury has a Parent Guild. Parents who volunteer help organize various school and student-led events, such as Lunar New Year celebrations, SpringFest, the Graduation Ceremony, and the Prom.

(5) School Location

Situated between the historic neighbourhoods of Lindenlea and Rockcliffe Park, Ashbury College sits at the heart of Ottawa’s international and diplomatic communities—Rockcliffe Park hosts a number of ambassadorial residences. Both neighbourhoods are green, walkable, and extremely safe. The school is located at the terminus of the 6th Bus Route, connecting Rockcliffe Park with Greenboro via Downtown and the Glebe. Beechwood Avenue is a short, 10-minute walk from the school, with Buses 7, 9, and 20 regularly stopping there, ensuring excellent connectivity. While school life is concentrated on campus, a few classes and clubs include experiential components. For instance, Blazer Magazine had designated “inspirational walks” around Rockcliffe Park that editors and writers took together to spur imagination. Skiing training took place in the nearby park and occasionally before competitions in Gatineau Provincial Park. Similarly, in Grade 11, in the Theory of Knowledge class, we went to the National Arts Centre in Downtown Ottawa to watch a production of an Indigenous play about the Mohawk people. Thanks to its location, school life at Ashbury is highly mobile. As a boarding student, I recall regular outings to ByWard Market, Rideau Centre, Lansdowne, and the Glebe that my friends and I undertook on weekends, not to mention the numerous activities organized across the city during long weekend breaks.

(5) Admissions

The admission process at Ashbury is very well-supported and straightforward. To be accepted, a student must pass the entrance exam, which is conducted online using a Safe Exam Browser. In my time, the exam consisted of two parts: English Language and Literature, and Mathematics. While not overly demanding, it requires appropriate grade-level knowledge in both subjects and enough agility to complete the test within the allotted timeframe. For international students, proficiency in English is essential. After completing the test, an interview with a member of the Admissions Team follows—or perhaps it is the other way around; I cannot recall for sure. The important part is that the interview lasts about 30 minutes. From my experience, the atmosphere was very friendly. It was not just a formality but a serious yet pleasant conversation. I was able to speak about my interests while the admissions officer, Mr. Alec Louis Seize, assessed whether Ashbury would be the right fit for me. He was very kind and supportive, which I remain grateful for, as I was quite nervous beforehand. Upon completion of these steps, the selection committee deliberates. If the application is successful, an Offer of Admission is sent out. Upon accepting it, you will need to sign the agreement. For domestic students, this typically marks the true beginning of the educational journey. For international students, a few additional steps are required, including obtaining the Letter of Enrolment from Ashbury (which is straightforward, as the Admissions Team is very supportive) and applying to Immigration, Refugees and Citizenship Canada (IRCC) for a Study Permit. The review process can vary from case to case, typically taking three to four months. It is, however, prudent to apply six to seven months in advance of the school year (February–March), as delays may occur during periods of high application volume.

(5) University placement and counselling

Ms. Donna Naufal Moffatt and Ms. Sheryl Johnston oversee University Counselling, which begins in late Grade 11. To this day, I am certain that much of the earliest timing to begin university consideration depends on the student’s willingness to reach out. Most students do so in early Grade 12. I started in mid-Grade 11, which allowed me a slight head start. Regardless of circumstances, the application process becomes mandatory upon entering Grade 12. I will be honest in saying that I spent many hours in the University Counselling Office, and throughout the journey, I felt very well supported. Ms. Moffatt and Ms. Johnston take great care in helping students find the “right fit” school. What is understood by “right fit”? Several factors come into play. Such a school offers education in the student’s area of interest, aligns with their aspirations and habits, and is likely to accept them based on their academic and extracurricular standing. In a word, with perseverance, the sky is the limit to success. I have yet to know a single classmate who was dissatisfied with their final university choice, and I have spoken with a few after graduation. It is extremely helpful that the University Counselling Department organizes, during orientation week, a mandatory University Trip for Grade 12 students to several schools in Ontario and Quebec. In the year I was a twelfth-grader, there were trips covering schools far and wide, from the Greater Toronto Area and Montreal to Kingston, Kitchener, and London. Additionally, workshops, regular presentations, and check-ins ensure that, however busy a student is with studying, they stay on track and complete a minimum of five applications in OUAC (the Ontario Universities’ Application Centre). Each year, a few students from Ashbury go on to the most prestigious universities globally, and I suspect even more receive offers of admission. Among students, it is customary to announce big-name acceptances only once the offer is firmly accepted. In all other circumstances, it is kept private out of respect and mutual consideration. If you are a keener, as I was, it is also useful to speak with senior peers about their experiences before applying. Students at Ashbury, in my experience, are happy to share their university exploits, especially in Grade 12.