REVIEW OF Ashbury College BY Alum, Kristi Godkin ('19)

(4.5) Overall Experience

I spent my school years at Ashbury College with a strong sense of curiosity and opportunity. What stands out most is the blend of tradition and forward thinking that shaped everything, also academic rigour balanced with space to explore. My best memories include student-led initiatives, late-night brainstorming in common rooms, and inspiring field trips to Ottawa. The community pushed us to grow into thinkers, leaders, and teammates. If I could change anything, I’d push myself earlier into leadership roles and take more creative risks. Ashbury gives space for that if you take it. Yes, the school prepared me well for what came next and particularly through its IB program, small classes, and culture of initiative. Prospective students should expect structure, thoughtful challenge, and genuine encouragement to find their own voice. You are supported, but expected to show up for yourself, and that balance makes all the difference.

(4.5) School Leadership

The administration at Ashbury felt approachable and invested in student growth. Heads of school were always around; they were attending sporting events, academic showcases, and even leading discussions on leadership day. Students respected them and not out of fear, but because they demonstrated trust. When issues arose, solutions were fair and transparent. Communication flowed well with regular newsletters, student town halls, and proactive updates to parents. The leadership encouraged student voice and modelled integrity and engagement. Families should know the administration is responsive and genuinely cares about well-being and progress.

(4.5) Teaching

Teaching at Ashbury struck a great balance between challenging and supportive. Teachers brought real passion cos I remember my biology teacher inviting me to design an algae study in the canal, and my history teacher inspiring deep debates in class. The classroom dynamic felt informal and respectful. Teachers knew you personally, often meeting via scheduled lunch chats or after class. It wasn’t just about completing homework, but it was about understanding how what you were learning applied in the real world. Constructive feedback was routine, fostering a genuine love of learning and not just grade chasing. I was consistently inspired to push myself and pursue curiosity above all. Whether it was a surprise quiz or an open-ended research assignment, teachers kept you on your toes in the best way. I always felt like my education was happening with me, not to me.

(4) Academics

Ashbury’s academic program was centred around the IB Diploma and Ontario standards, with rich course variety. Strengths included small class sizes, individualized guidance, and interdisciplinary options like Change & Business Leadership and Environmental Systems. The culture leaned toward collaboration over competition, and students helped each other study and shared resources. There was a strong focus on critical thinking, global awareness, and real-world problem solving. I was academically challenged, well supported, and encouraged to tie learning to real-world impact through CAS projects. Teachers taught with depth, not just for tests. The emphasis on time management and accountability helped when I later competed in golf at Laurier and managed both sport and studies effectively. One area for growth might be adding even more diverse electives for creative fields, but overall, the academics were excellent.

(4.5) Extracurriculars

The extracurricular scene was diverse and inclusive. Clubs ranged from environmental advocacy to drama tech, wellness groups to robotics. While some teams were competitive, most offered opportunities just for fun or self-improvement. The athletics program was well organized, and coaches genuinely cared about your growth, not just winning. I saw students grow more outside the classroom through leading recycling initiatives, coordinating speaker series, or organizing team events. Ashbury built well-rounded individuals by inviting students to contribute, not just consume. There was something for everyone, and if there wasn’t, you were encouraged to start it. That freedom to create and lead was one of the best things about the school.

(4) Students

Ashbury had about 550 senior and 150 junior students. It felt like an extended family for me. The student body was friendly, academically motivated, and internationally-minded, with around half being international boarders. Respect was earned through initiative and collaboration. The most respected students were those engaged, kind, and willing to take responsibility. Students celebrated each other's accomplishments, whether academic, athletic, or artistic. I remember bonds forming across grades in clubs, dorms, and service projects, demonstrating a sense of shared values like integrity, curiosity, and empathy. There was a spirit for helping each other succeed, not stepping over each other to get ahead. Even though everyone had different interests and backgrounds, there was a core understanding that we were all there to grow, and that was powerful.

(4.5) School Life

I genuinely looked forward to attending Ashbury each day. The school offered structure. We would have liked scheduled electives, boarding routines, and study halls while leaving room for spontaneous connections. Students were busy but usually motivated rather than stressed. There was laughter in the hallways, we had our coffee-fueled study sessions, and of course, moments where you felt genuinely seen by peers and teachers alike. A healthy culture of care and ambition prevailed. One improvement I would say could be more mental health awareness programming. That’s an area schools everywhere are catching up on. But overall, people were passionate about academics, arts, athletics and life beyond them. The campus atmosphere encouraged balance at any given time. You didn’t have to be perfect, just present and willing.

(4.5) Community

Ashbury’s broader community stands out as one of the most enriching parts of the experience. Parents were actively involved through regular events, parent-teacher meetings, and volunteer opportunities; there was a real sense of partnership. My family always felt welcome, informed, and connected. The alumni community has also remained engaged and vibrant. From career panels to social gatherings and alumni newsletters, Ashbury makes a strong effort to keep us all connected. I have kept in touch with classmates from all over the world, some of whom I have met up with during university travels. There's a pride and shared identity that does not fade after graduation. When you meet another Ashbury alum, there’s an instant bond like you both know the values you were raised with. Whether it's reconnecting on Ashbury Connect or helping each other with job opportunities, the sense of community doesn’t end after Grade 12, but it evolves.

(4.5) School Location

Rockcliffe Park in Ottawa provided a beautiful and serene backdrop, green, quiet, and walkable. Yet students regularly ventured downtown for film festivals, museum visits, or weekend photo shoots. Being in the capital meant access to embassies, cultural institutions, and global events. The school felt rooted in its neighbourhood, but also linked to the vibrant cultural life of the capital city. Whether biking along the Ottawa River or heading to Parliament Hill for a civics project, the city became part of your education.

(4.5) Admissions

The admissions process felt welcoming, not intimidating. Interviews focused on what I might contribute, not just grades. Officers answered questions directly and helped ensure a mutual fit. I felt the school genuinely wanted to meet students rather than simply select them. They were thorough but human, asking about passions, interests, and quirks. The communication after applying was timely and clear. For students applying now, I’d recommend being yourself. This is a school that appreciates individuality. So always be yourself, express yourself.

(5) University placement and counselling

Ashbury’s university counselling was one of the most reassuring parts of my senior year. I never felt like I had to navigate it alone. From Grade 11, my advisor sat down with me regularly, not just to talk about applications, but to figure out what I actually wanted. I remember being overwhelmed at first, especially deciding between schools in Canada and abroad, but they helped break it down into manageable steps. We went over drafts, discussed timelines, and even talked about backup plans. What made the biggest difference was how personal it all felt cos they knew me, not just my transcript. I do think more exposure to career paths outside of university could help. Still, I felt guided, seen, and ready when it came time to hit “submit”.