Brief Biography:

‍Kevin Franco joins the M.A.C.E. program at Hillsdale following six years of service as the music director at Cardigan Mountain School, a boarding school for boys in grades six through nine. Prior to his time at Cardigan, Kevin taught music at The Fessenden School, for boys in grades Pre-K through nine, just outside of Boston. In the music classroom, Kevin evoked boys’ commitment by teaching toward the objectives of developing boys’ creativity, culture, and confidence. He knows firsthand the unique learning needs of boys and the benefits of all-boys’ education, and is committed to addressing and advocating for both during and after his time at Hillsdale.

Kevin discovered the teaching profession after graduating from Bates College, where he studied to be a composer, with additional studies in piano, cello, and organ.

Research Interests:

‍Boys’ education, single-sex education, philosophy and history of manhood, Western Civilization, aesthetics.

Post-Graduation Plans:

‍Upon matriculating from Hillsdale, my aspirations comprise some combination of pursuing a leadership position at a school, possibly founding one, continuing to study the formation of men in Christendom, and going into academia or media.

Extracurricular Academic Activities:

‍As an undergraduate music major, I am as active as I can be in Hillsdale’s musical community. I play cello in the college orchestra, am a member of the Theta Epsilon men’s music fraternity, and hope to revive my composition pursuits while I am here.

What Is Distinctive About Hillsdale’s School of Classical Education?

‍Along with its unwavering adherence to the college’s mission and values, ever worthy of acclaim, Hillsdale’s graduate school of classical education’s curriculum sets it apart from nearly all other teacher formation programs. In addition to merely the practical facets of the educational vocation, the M.A.C.E. program emphasizes the profession’s more transcendent questions: What does it mean for man to educate? What constitutes a good education? What is the ultimate purpose of education? Ironically, these questions are not only important and wrongfully absent from most educationists’ training, but they also represent a classical understanding of knowledge: that it is not a mere catalogue of facts, but rather the vast body of all that man can know, as well as that which he cannot know but can contemplate. Students in Hillsdale’s graduate school of classical education learn in precisely the sort of environment in which they will both teach and lead after graduation.

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