May 2021: Sally Wood Needell '71

4/29/2021

“Life can change in an instant.” After Sally Wood Needell ’71, her siblings, and father contracted polio in the 1950s, shortly before the vaccine was developed, she learned how quickly one’s circumstances can change. Thanks to reconstructive surgeries for her leg and foot fixing the lasting effects of the virus, Sally is always motivated to be active and outdoors as much as possible. From her home in New Hampshire, she paddles and hikes, in addition to being deeply involved in the civic life of her small town. Add to that being on the planning committee for the Class of 1971’s virtual 50^th reunion later this month! In this Spotlight feature, Sally shares her journey from being one of the few women working on marine geology research ships for the United States Geological Survey in the 1970s to raising children and teaching science at Berwick Academy to local governance and activism.

What were the biggest takeaways from your Laurel education?

My biggest takeaways were not ones from the classroom, but rather from the many experiences that helped me stretch and build confidence. Those included singing in the choir, participating in sports, helping with gym classes, volunteering in the greater Cleveland community and trying out leadership as a student committee head. The all-girls education encouraged my participation and helped me feel empowered to take on many roles after Laurel.

You earned a BA at Middlebury College and then immediately launched into a 10-year career working as a marine geologist at the United States Geological Survey (USGS) Office of Marine Geology based in Woods Hole, MA. What can you share about your first research cruises and what life at sea was like then?
When I arrived at the USGS in 1975 there were few women working in marine geology. It was a time of quick growth, however. The United States was in the midst of an oil and gas crisis where the country did not have the needed supply and as a result there was interest in finding these resources in the Atlantic Ocean. The USGS hired recent college graduates to help complete the needed research.

I joined my first scientific crew at sea in my first month with the USGS. I was one of two women on the research cruise. I was not allowed on the fantail (stern deck) of the ship where equipment was stored and deployed. My job was below decks, charting the navigation for the science party. By the time I went on my next research cruise, I was not limited in where I could go and worked on the fantail.

A year later I was the only woman onboard a research cruise, and one of two geologists running a small corer. Until the day before the cruise, there had been no thought of where I would sleep. The Chief Scientist and Office Director decided that I should bunk with three drillers thinking that sharing their room would be safer than sharing a stateroom with one man. I did not agree, quickly suggesting that I share a room with a respected colleague of mine, and new arrangements were made.

Life at sea had few amenities at the time. There were no communications beyond the ship except by the ship’s radio. Entertainment was “old school” with no radio or television, and of course, the Internet did not exist. I did have a cassette player and a stack of tapes for music. The members of the science crew had staterooms consisting of bunk beds with mattresses, a toilet and sink, and sometimes a small porthole. I discovered that I would get seasick for the first 48 hours of being at sea and that I would need to curl my hands and feet under my mattress while attempting to sleep on a rolling ship. On most cruises the work schedule was 4 hours “on” and 8 hours “off” around the clock. The graveyard (12-4am) shift was my least favorite!

When the USGS built a small, trailerable boat for nearshore and inland work, it was loaded with equipment and initially did not include a bathroom. No bathroom and no privacy meant long days for me, always the only woman on the boat.

Were there any challenges you faced as one of only a few women in the field at that time?

Sometimes, members of the ship’s crew were wary of women at sea; historic superstitions were that women in mines and at sea were bad luck. For a number of years, I worked on a small boat that docked at marinas each night. I was the one woman in our crew of four and we lived on the boat. For those cruises I was the chief scientist, though not recognized as such by the people who were curious about our work. I learned quickly that I had to look more official when on the dock or I was easily overlooked.

The number of women in marine science increased dramatically in the 1970s and by the 80s it was common to see women in all roles.

When your children, Isaac and Laurel, were born, you transitioned away from marine geology to raising them. Then you earned a M.Ed at the University of New Hampshire and joined the faculty at Berwick Academy in Maine in your late 40s. Can you share with us a little about the decision to be home with your children and what it was like returning to the workforce?

Although I knew women who were leaving their children in order to go to sea, I knew that I wanted to be home with my own. When our daughter was two years old, we moved north to Durham, NH, where my husband had a job in marine science at the University of New Hampshire. This was the perfect time to make a transition to being home full time. I believed at the time, and have found it to be true, that life is a continuum, and that what we do contributes to the next stages of our lives. I found opportunities to volunteer, substitute teach and be a scout leader while at home. Along with completing my M.Ed, these experiences prepared me for the classroom. Multi-tasking was a necessity my first four years while I taught science to grades 1-4 and 7. My first year also included creating a lower school science program from scratch. Like Laurel, Berwick Academy is a small school and teaching there opened up many opportunities for administrative positions, as well (including Middle School Dean, acting Middle School Director and Math Department Head).

Were there any Laurel teachers you draw inspiration from once you became a middle school science and math teacher? What is your educational philosophy?

There were two middle school science lessons I had at Laurel that became part of my own lessons. The first was one where we were asked to describe a lab partner. Most of us listed unique characteristics and forgot to include the obvious. The second was a project to determine what would be important to take with us to another planet in order to sustain life. One lesson taught me to be a better observer, and the second taught me the value of seeing everything as part of a system.

I believe in the importance of giving students authentic experiences, whenever possible, and allowing learners the time they need to master new skills. The outdoor campus at Berwick Academy lent itself well to outdoor explorations and activities. Also, I believe that as a teacher you have a responsibility to improve the experiences of students inside and outside of the classroom. I valued knowing my students as a coach and through after-school programs such as a Rube Goldberg Machine building team and math teams. Later in my career, I was introduced to competency-based learning and became an instant fan. I appreciated being able to use this authentic system of evaluating student understanding that allowed for different paces of learning.

Now, retired after 20 years at Berwick Academy, you devote much of your time to the civic life of your town of Durham, NH—serving as a town councilor, on the conservation commission and a member of the advisory committee for solid waste management. What drives you to give so much back to the community, particularly in the field of conservation? How does living in a small town amplify or diminish your ability to drive positive change?

Being a town councilor active in conservation work has taught me how much of small town governing is dependent on volunteers. A small tax base means that there are numerous roles for residents to fill in order to complete the town’s work. It can be challenging to find ways to make a positive difference in the greater world that has so many needs. Acting locally is one way to contribute and promote environmentally friendly practices. A small town can be compared to Laurel; there are so many ways to try new experiences and have a positive role in the community.

At Laurel, gym was a favorite class and you were an avid field hockey player. And throughout your life, physical activity has remained a constant passion—from field work in the White Mountains to coaching lacrosse and field hockey at Berwick Academy to leading hiking and canoeing wilderness trips for women. What were sports like for girls during your time at Lyman Circle? And can you talk a little about your love of adventure and developing a mindset of confidence in the outdoors?

When I was 16 months old, my father, siblings, and I contracted polio. A vaccine had not been made available yet. My father became a quadriplegic almost overnight, and our mother became his primary caregiver and had three young children to raise. My brothers and I had a surprisingly typical ’50s and ’60s upbringing. Our parents’ commitment to family and community were an inspiration.

The virus caused me to lose partial use of my left foot and leg muscles. Reconstructive surgeries, including one when I was in Tenth Grade, have enabled me to have a normal-functioning leg and foot. But because we could not easily travel as a family, my brothers and I spent many summers at camp. After four summers at Girl Scout camps in Ohio, I attended a summer camp in Vermont where I discovered the joys of backpacking in the mountains and paddling the waterways of New England.

At Laurel, I loved sports; the teamwork, the physical activity and the skill building were all positives. The field hockey training prepared me for college play as a varsity goalie. I enjoyed gym classes, with the exception of dance. Not known for my balance or grace, the annual winter dance gym classes in our black leotards were not a favorite!

I am sure that I can attribute my desire to be active and be outdoors to an intrinsic knowledge that life can change in an instant.

What advice would you give to current Laurel seniors?

Volunteer! I’m glad to know that Laurel students still volunteer. My experiences with programs for young children in my last year at Laurel taught me that I loved working with children. Don’t just volunteer when asked or to improve your status. Seek opportunities to volunteer at work and in your community that will help you grow. Volunteer experiences open many doors to unexpected opportunities.

The Class of 1971 is celebrating its 50th reunion at Alumnae Weekend later this month. As disappointing as it is to not be able to be together in person for this milestone reunion, what are you looking forward to about a virtual reunion? Can you share a little about the Moth Hour you’re spearheading for your class?

The Moth Hour produced by PRX and broadcasted weekly is the model for classmates to share their stories. My virtual college reunion included six stories of life-changing experiences that brought us together after years apart. I’m hoping that my Laurel classmates will share their stories, poems, artwork, or some aspect of themselves that will bring us together as well.

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