News Detail
Mountain Campus Builds Momentum in First Semester of Half-Day Courses
During the fall semester, nearly 40 Burr and Burton students completed the inaugural term of new, integrative half-day courses at the Mountain Campus. These innovative offerings expanded opportunities for immersive, outdoor learning while allowing students to remain connected to main campus academics and extracurriculars. Taught by BBA faculty during the regular school day, each two-credit course fulfills graduation requirements in core subject areas and is offered for CP or honors credit.
New for the fall semester were two courses: Literature, Leadership, and Learning in the Outdoors, which fulfilled a physical education credit and the sophomore English requirement, and Conservation Biology and Environmental Literacy: Principles and Practice, which fulfilled junior or senior English and biology credits. Together, the courses piloted a model of place-based, interdisciplinary learning designed to deepen student engagement and connection.
For many students and families, the impact was clear. One parent reflected, “I never thought we would be a Mountain Campus type of family, but we are now completely convinced that this experience is so important, and that immersing oneself in nature was exactly the right way to do it.”
Students echoed that sentiment throughout the semester. One student in Literature, Leadership, and Learning in the Outdoors shared, “Mountain Campus gave me the space to try something new—and that changed everything.” Another reflected, “I came in knowing one person and left feeling like I belonged,” while a third noted, “Mountain Campus changed how I think about learning.”
Taught by English teacher Scott Clausen and Mountain Campus advisor Jon Hammond, Literature, Leadership, and Learning in the Outdoors blended literary study, reflective writing, outdoor skills, and leadership exploration. Students engaged in long-standing Mountain Campus practices, including observing seasonal changes in a chosen natural place through the Ndakinna lens—an Abenaki concept meaning “our land”—and established new traditions such as weekly community fires where students and teachers gathered to reflect and connect. Reflecting on the semester, Clausen shared, “What always stands out to me when working with students at the Mountain Campus is how well I get to know each and every one of them. The physical challenges of hiking, the excitement of exploring the woods together, the shared discovery and curiosity, and the shared purpose of community work all help us create community and a true sense of belonging.”
Meanwhile, students in Conservation Biology and Environmental Literacy, taught by science teacher Rebecca Allen and English Department Chair Nancy Strain, explored the science and stories of conservation through an integrated, hands-on approach. Their inaugural field trip, Science and Stories of the Inland Sea, took students north toward Lake Champlain, with stops at the Robert Frost Interpretive Trail and the Shelburne Museum’s Contemporary Indigenous Art exhibit—experiences that brought both disciplines to life while strengthening community. Reflecting on the semester, Allen observed, “Growth out here isn’t uniform—it’s personal, dynamic, and alive.”
Jen Hyatt, Burr and Burton’s Director of Curriculum and Instruction, emphasized the broader significance of the pilot semester. “The two classes at the Mountain Campus this semester demonstrated the power of immersive, integrative learning experiences. Students engaged in real-world, place-based exploration of their home state. They grew their academic and physical capabilities, as well as their leadership skills, and forged new friendships along the way. That kind of learning has a powerful and lasting impact.”
Head of School Meg Kenny reflected on the relaunch of the program and what it signals for the future. “The Mountain Campus relaunch reminded us how transformative place-based learning can be. Students returned more connected—to the land, to their learning, and to each other. We’re energized by what this experience made possible and excited for what’s ahead next semester.”
Building on the success of the fall pilot, two additional integrative half-day courses—Environmental Chemistry and Literature and Vermont Ecology and Data Science—will be offered this spring, continuing Burr and Burton’s commitment to experiential, place-based learning that invites students to explore, reflect, and grow.
Ready to take the next step?
Contact Us
Quicklinks & Resources
Burr and Burton Academy does not discriminate against any person or group on the basis of race, color, religion (creed), ancestry, national origin, place of birth, sex, sexual orientation, gender identity, disability, age, political affiliation or marital status in admission or access to, or treatment or employment in, its programs and activities. Any person having inquiries concerning the school's compliance with the regulations implementing Title VI, Title IX, section 504 of the Rehabilitation Act of 1973 or other federal or state nondiscrimination laws or regulations is directed to The Headmaster's Office, Burr and Burton Academy, Manchester, VT 05254. Burr and Burton complies with all applicable state and federal nondiscrimination statutes, including the Vermont Public Accommodations Act (9 V.S.A. Chapter 139), the Vermont Fair Employment Practices Act (21 V.S.A. Chapter 5, Subchapter 6) and Vermont State Board of Education rules 2226.6 and 2229.1.