Love your dear daughters equally.
Hold them all in your heart.
Continue to cultivate the vine that has been entrusted to you.
St. Angela Merici, Eighth Counsel
The 147th Ursuline Dallas graduating class is an enduring class of 222 young women – witty, remarkable, and exceptional in many ways.
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The 147th Ursuline Academy of Dallas graduating class, the Class of 2021, is an enduring class of 222 young women – witty, remarkable, and exceptional in many ways.
“Thriving in these extraordinary times, members of the Class of 2021 have experienced tremendous personal growth, embracing change with flexibility, creativity, and perseverance. United in sisterhood, our graduates are also united by a common spirit – the spirit of St. Angela...to be women in service to others.”
Gretchen Z. Kane, President
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“And who is the writer of our lives? God is. It is God’s will that we should serve, His plan that we should follow. At multiple points this year, I wondered: what was God’s will for my life – and how in the world would it come together for graduation? But, thanks to the faith formed in us at Ursuline, my class and I have learned to trust that God is in control. In fact, this Catholic identity is perhaps the most important pillar of the Ursuline experience. Ursuline has instilled in us the virtues of fortitude, patience, and faith, which enable us to trust that everything will work out according to God’s plan in the end.”
Anna Camille Fent, Valedictory Address
For a complete list, visit www.ursulinedallas.org/ collegeacceptances2021
Anna Camille
Fent,
Sophie Emma Anderson, Caroline Marie Pfaffenberger, Somto Madelynn Unini
Anna – Community. Everything we do at Ursuline draws us closer into community with one another – whether it is in class, at a sports game, or during Mass. The UA experience is centered around building community, and I am forever grateful for the community that Ursuline has given me.
Sophie – The UA experience is characterized by the coming together of a diverse people, each with their own story, background, and identity, to form a relentlessly supportive community. Through an understanding of joint experience, girls support one another both inside and outside of the classroom.
Caroline – Finding your passion. Ursuline is an incredibly rewarding and fulfilling experience, full of opportunities to get involved through classes, clubs, organizations, sports teams, and more.
Somto – It means exploring any and all interests. It means pursuing rigorous academic schedules and pushing myself to my limits while also understanding that my teachers and classmates are here to support and guide me. The UA experience is graduating as a young woman who is confident, informed, ready to make a change in the world, and ready to lead.
Somto Madelynn Unini
Sedes Sapientiae Award College: Harvard University Major: Computer Science
Anna Camille Fent Valedictorian College: University of Notre Dame Major: Engineering
Sophie Emma Anderson Salutatorian College: Fordham University Major: Biological Sciences, Pre-Health track
Caroline Marie Pfaffenberger
Sister Emmanuel Shea Award College: Texas A&M University Major: Kinesiology
“In each of my two hundred twenty-two sisters who stand with me today – (I see) their relentless curiosity, innate generosity, and fierce resilience...Our class is curious, but more importantly, our class is giving...Over the past four years, we have donated countless meals to families throughout North Texas, forged bonds of friendship and guidance with the residents of elderly homes...assembled boxes of supplies that benefited families in the poorest communities of Venezuela. This year, as we navigated senior service amidst the COVID-19 pandemic, the tradition –rather than coming to a halt – was met by our class with innovation and dedication. The spirit of service is instilled in us.”
Sophie Emma Anderson, Salutatory Address
Anna – Ursuline’s fantastic Science and Computer Science Departments helped me discover my love of science and problem-solving. I am excited to continue my STEM education with the foundation that UA has laid for me.
Sophie – The incredible Ursuline Science Department pushed me towards my goal through extraordinary, passionate teaching and by offering numerous opportunities for me to be exposed to the medical field and meet professionals in the Dallas area.
Caroline – My Ursuline College Counselor was the first to introduce me to the Kinesiology field and then my Human Anatomy & Physiology teacher continued to inspire me in this direction. She made A&P fun and interesting and played a big role in confirming my interest in the medical field.
Somto – My enthusiasm for programming began during my sophomore year AP Computer Science Course. Coding opened a world of creativity and possibility, and I was enthralled by it! I was encouraged to seek out other opportunities in Computer Science (Ursuline’s Hackathon, Digital Divas Coding Competition, and an internship with iCode, an afterschool coding program for K-12). My Engineering Design Innovation and CS Advanced Topic Honors classes furthered my interest, and Career Day enabled me to talk with alumnae in Big Tech who reassured me that this future is possible to achieve.
Anna – Embracing challenges was my biggest life lesson. I realized that the toughest cross-country practice made me the fastest, the most confusing math class ended up teaching me the most, and the hardest-fought Intramurals win was when my class bonded the strongest. Even though challenges can sometimes be painful, it is only by persevering that we develop stronger character and grow into better people.
Sophie – I learned to truly value Serviam, “I will serve.” Ursuline instilled the value of service and cultivated the idea that true service goes beyond volunteering at a soup kitchen on the weekends. An Ursuline girl understands that true service means using the gifts and talents bestowed upon them to serve the world around us, constantly and selflessly.
Caroline – During my time at Ursuline, I learned to never be afraid. Heading into high school, I was scared to meet new friends, approach my teachers with questions, and try new things. The moment I stopped being afraid of failure or rejection, I made the best of friends, the best connections with my teachers, and I picked up what is now my new favorite sport, lacrosse. Never be afraid to meet people and try new things because it could end up changing your life like it did for me.
Somto – As a freshman, I was an incredibly competitive student in the classroom. I prided myself on being at the top of my class and on being able to figure things out on my own. However, as I added AP classes to my schedule, my “tough it out” attitude no longer made the cut, and I didn’t understand why I couldn’t keep up. I started asking for help and realized that I should’ve been talking to my teachers and classmates all along! I realized it’s okay not to understand a topic the first time around. I learned to see my classmates not as competitors, but rather as helpful resources. This shift in perspective was key to my transformation as a student and is a gift I have already begun to utilize in college.
by Dr. Megan Griffin
While my English Department colleagues and I joke that we could teach writing and literature anywhere – just give us a book, a pencil, and some paper – there is no doubt that the new building facilitates student learning in ways that are perhaps hard to quantify but easy to feel and experience on a daily basis.
One-on-one writing conferences are an essential part of students’ growth as writers. With the new building, we now have plenty of locations to meet in comfortable, quiet spaces: conference rooms, lobby spaces, and even an outdoor dining space that makes for a refreshing al fresco chat about an essay.
I don’t think any Ursuline English teacher underestimates the value of having this increase in the number and types of conference spaces; prior to the new building, we were sitting or standing in hallways and jockeying for an empty room, none of which was conducive to an effective conference.
Walking into the natural light and the open spaces of East Campus immediately lifts my spirits, energizing me and inspiring me to be the best version of myself; the space is a gift that reminds me how much we value our students.
The extra gathering spaces scattered throughout the hallways also provide places for students to meet in collaborative groups during class. In our English classes, for example, we often have lit circles or book clubs, which are essentially student-driven discussions of texts they have chosen.
Forensics Science class is a simulated work experience. As a vocational lab, the space is set up so that shelves give student access, the desks and chairs are all movable, and I can make the classroom what I want it to be. There are so many student-friendly spaces throughout the room and the natural light makes for a happy space. The whiteboard wall invites them to engage, which is what a TEAL classroom is. The “AL,” Active Learning, gets students up and moving!
In the past, students have remained in the classroom to discuss the texts (which made for a noisy and somewhat chaotic experience) or scattered to the floors of the hallways outside the classrooms, which was neither ideal nor comfortable. Now, however, students can gather outside the classroom at any of the countless nooks, crannies, tables, or booths, and comfortably analyze and debate their favorite texts.
Students meet in the collaboration areas to use the open space and hallway marker boards for class projects and learning.
In the classroom, the giant whiteboard and adjustable student desks have been two of my favorite additions: the whiteboard because of the endless writing and collaboration opportunities (the vast space just screams: fill me with ideas!), the desks because now every student is comfortably accommodated, no matter her size.
In our junior English classes, students actually have an assignment during the The House on Mango Street unit in which we ask them to rhetorically analyze a space: how does space make an argument?
The classroom set-up is most ideal for a photography class. Everything about the room allows students to not only learn in an effective way, but also helps them evaluate their photos better.
I can only imagine that my students and I will start this unit by thinking about their East Campus space: what arguments about education, students, and Ursuline emerge? What does this space say about who and what we value as a community? I’ll be eager to hear their answers!
For example, the light above the middle desk area, when lit, looks like a skylight. It is diffused, color-corrected daylight so that when we are printing in here, we can assess the color more accurately. There are also two strips on either side of it, and we have microadjustment control of them. This environment is exactly what it needs to be!
Engineering Design Innovation students learned architectural logistics firsthand through a class project that involved creating a mock design for the new East Campus Courtyard.
F
orty students began their assignment with a tour of the construction site to gain insight into how architecture works. What made the tour even more special? Getting the inside scoop from one of Ursuline’s own alumnae working on the project.
Rachel Westmoreland Chapman ’10, Project Architect with Glenn|Partners, says her passion for architecture was born her senior year of high school when Ursuline held a two-week career shadowing program for different industries.
After exploring architecture and knowing it was the career path she wanted to pursue, she attended Texas A&M University for her undergraduate degree and Tulane for her masters. She attributes her work ethic and preparation for college to her Ursuline education.
“Ursuline gave me the tools and opportunities to explore art and architecture in studio art, geometry, math, and computer science,” Rachel said. “My teachers at Ursuline always encouraged creativity and helped me discover my ultimate career path.”
Showing students around the site, she explained various parts of the process, what different materials were being used, and how it all worked together. Rachel sees the new building shaping the future of learning at Ursuline through the spaces dedicated to creating new and exciting curriculum.
For their courtyard design projects, students were required to complement the new building in terms of materials and egress, include at least one enclosed structure, have a mix of “hardscape” and “softscape,” and meet the needs of all members of our community.
Taylor Komlosi ’21 gained a better understanding of the scale of the project, and she learned how architects envision what a space is going to look like as they are designing it.
“Having the chance to learn about different engineering fields and getting the chance to talk to an architect allowed us to see how
they use the design process and problem solving (things we learn in engineering class) every day,” she said.
Cali Brewer ’21 enjoyed the tour and felt it was informative to get a firsthand view of the space on which their class project is based.
“I learned that the courtyard would not be completely flat,” she said. “I needed to think of designs for my courtyard that would cater to that leveling.”
She was also in awe during the tour saying, “I had never been inside a construction site before, so just being able to see it all was amazing to me.”
Taylor and Cali are excited for future Ursuline students to utilize the new spaces.
“Every part of the building is designed to help Ursuline girls succeed and that can be seen through the collaborative spaces, the open courtyard, and the theatre,” said Taylor.
Cali agreed. “I think having rooms dedicated to a certain subject will help the students excel in that subject because immersion is the best type of learning,” she said.
“This is such an exciting time for UA to expand and build on an incredible educational foundation that is already in place,” Rachel said.
“I feel honored and excited to show Ursuline faculty and students how much they have contributed to my career by helping to shape this new building. And it’s gratifying to know that future students will have the opportunity to learn in these dynamic new spaces!”
Ursuline commits to educating global leaders, even during a worldwide pandemic.
Whilestudents could no longer travel or host sister school friends during COVID-19, they still gained an appreciation for different perspectives, learning what it means to be a citizen of the world through some creative adjustments.
“We have all had to be creative during this time,” said Cecilia Nipp ’85, Director of Global Education and Cultural Exchange.
“Our students have remained curious about other cultures and have been extremely motivated about attending UA Global Advisory Council (GAC) events and World Affairs Council (WAC) events.”
Virtual tours and online discussions provided students the opportunity to learn about pressing global issues. Food, movies, and cultural activities allowed students the opportunity to experience being abroad from home.
Ursuline GAC Board Chair Callie LaValle ’22 experienced this firsthand and learned a lot from her involvement in various activities.
“Pairing with Ursuline’s sister school in Taiwan, Stella Matutina, for the Junior WAC Pollution Leadership Talk was one of my favorite ways to connect virtually,” she said.
“We met on Microsoft TEAMS beforehand, got to know each other, and then led an engaging discussion… all online!”
While she was sad that travel was not an option the past year and a half, she learned that “you can still grow culturally aware and maintain connections virtually.”
Another one of those ways was from the “Travel to Brazil” virtual events, when Ursuline’s sister school, Colegio Santa Ursula, shared how to make brigadeiros, a Brazilian chocolate bonbon, in a cook-along.
“COVID-19 has proven how interconnected we are with our friends and neighbors around the world,” said Cecilia. “Our relationships have endured because our students want to remain connected, learning from each other and collaborating on the pressing global issues of our time.”
The GAC began as a way for students who had traveled or hosted with Ursuline to bring awareness to other Ursuline students about the opportunities offered through Ursuline’s distinctive global program. They also help with hospitality of special guests and serve as representatives of the Global department during events such as Open House or Ursuline’s annual Global Week. During the pandemic, GAC expanded to include students who have extensive international or multicultural backgrounds and/or a deep curiosity about world affairs, global issues, and humanitarian causes.
Other ways Ursuline students stayed Global at Home:
• Virtual calls with Ursuline students around the world, including Brazil, France, Delaware, and South Africa
• A worldwide Ursuline meet-up with online games sponsored by the Ursuline school in Jakarta
• An International Career Week sponsored by the WAC
• Posting “Cultural Connections” on social media, highlighting holidays and celebrations around the world
• Making a video greeting for Colegio Santa Ursula in Peru for the Feast of St. Ursula
• Attending the Yalla Shabab Conference at the Ahliyyah School in Amman, Jordan
• Chalking the Ursuline Breezeway to celebrate and recognize Peace One Day (pictured) And much more!
In July 2021, Ursuline hosted its first international guest since the start of the pandemic. Father Joseph Luzindana from the Archdiocese of Kampala, Uganda, spent a week visiting with old and new UA friends. He returned the next month with Father Joe Ssebunnya to share with our students about life in Uganda.
Ursuline’s annual Global Week provided opportunities to:
• Learn from humanitarian, author, and keynote speaker, Princess Sarah Culberson.
• Learn from and have discussions with some of Ursuline’s own international faculty members about their rich cultures and traditions through Microsoft TEAMS.
• Learn about Jorge Mario Bergoglio of Argentina who went on to become our Pope Francis.
New Athletic Director Stefanie Hill has big goals and ideas for the future of Ursuline Athletics.
Her approach to high school athletics is anchored in the belief that sports is an extension of the classroom where students learn valuable lessons to flourish in life. She is dedicated to providing students with the highest level of support for their growth as student-athletes and, most importantly, as people of character.
Stefanie’s coaching philosophy centers on the thought that to be a good leader, especially for girls, a coach must take the time to get to know their players as individuals.
“Forming connections and creating spaces where students and athletes feel comfortable and supported in meeting their full potential, with a big emphasis on how to best do that for females, is important,” she said. “Proper strength and conditioning are also essential in training for all sports, and facilities are required to meet this need.”
“I want to create and build in both the physical and abstract sense,” she said. “It is a great time to be at Ursuline as we look forward to the next phases of campus expansion, including the addition of a new weight room and practice gym.”
She emphasizes that the new facilities will allow the Athletic Department to not only better serve Ursuline teams, but also benefit all students who want to stay physically active but may not play a sport. She also hopes to help increase the number
of resources available on coaching girls.
“At Ursuline, we have a partnership with the UNT Sports Psychology Department, and they have been aiding in finding research on this topic,” she said. “We plan to utilize this research to inform our decisions and eventually build a template for other Athletic Departments to follow when it comes to coaching females.”
Growing up in Roseau, Minnesota, Stefanie was a three-sport athlete who played volleyball, basketball, and ran track & field. She went on to play collegiate basketball at the University of Winnipeg in Canada, where she competed in two National tournaments.
Having earned a business degree in college, Stefanie did not originally envision herself working in Athletics. But, after a couple of years in various roles, she found herself drawn back to the field by coaching. Starting out as a side job, it quickly became her focus.
“Working as a coach and then soon after as an Associate Athletic Director was
the first time that ‘work’ didn’t feel like work,” Stefanie said. “I was inspired by what I was doing!”
Over the next 12 years she poured all her energy into learning more, completing her Masters in Coaching and Athletic Administration, becoming an Athletic Director, and earning a role on the California Interscholastic Coordinating Council.
“As I look back at my career so far, I am proud of the relationships I have formed over the years with coaches and students that allowed us to work together in a capacity that brought success in many different forms,” she said.
Stefanie looks forward to seeing all of Ursuline’s athletic programs become successful at both the District and State levels.
“Ursuline has a strong history and tradition in some sports more than others, and I look forward to bringing all programs the support they need to achieve consistent success,” she said.
Becky Wade Firth ’07 is Ursuline’s new Head Cross Country Coach.
After falling in love with the sport as a UA Running Bear, Becky attended Rice University where she won a junior national track title and was an NCAA Division I All-American in cross country, indoor track, and outdoor track. In her nearly eight years of professional running, she’s participated in four U.S. Olympic Trials and qualified three times for Team USA.
“It feels wonderfully full circle to be back at Ursuline in a coaching capacity,” said Becky. “It is my aim to make running enjoyable and fulfilling enough to be a lifelong habit for as many of these young women as possible.”
Becky is also the author of Run the World: My 3,500-Mile Journey Through Running Cultures Around the Globe and is a contributor to Runner’s World, Outside Magazine, and other publications.
Overwhelmingly endorsed by the Ursuline Academy Board of Trustees, this framework created by the Mission & Heritage Subcommittee of the Board will guide C&I programs and initiatives over the next three years.
to cultivate a diverse and inclusive community – rooted in our Catholic faith and the Ursuline tradition of Serviam– that prepares our young women to be future leaders in a global society. This requires that we be bold in our vision, engage in critical conversations, and work together to affect change. With input from students, employees, parents, Ursuline Sisters, alumnae, subject matter experts, and Ursuline Academy Board members, we have built a roadmap designed to elevate the principles of community and inclusion, which are within our Ursuline mission, values, and philosophy.
This roadmap is a starting point, outlining Four Priorities focused on Student Life, Faculty and Curriculum, School Policies, and Accountability, that will guide us along our way. We will track our progress towards delivering these priorities, with the knowledge that we are on a journey...to a destination that will evolve as we grow in our understanding, capabilities, and aspirations in this area.
Grounded in our Catholic tradition and in the words of St. Angela, Ursuline Academy of Dallas celebrates, values, and respects the rich tapestry of humanity.
We desire for each student to feel that she is known and fixed in our hearts.
We strive for excellence in promoting diversity, inclusion, equity, and justice.
We believe that all individuals experience the world through various dimensions such as age, ethnic heritage, religious tradition, gender, mental/physical ability, economic status, immigration status, education, family structure, body size/shape, race, sexual orientation, and more.
We create global citizenship by recognizing and cultivating our interconnectedness to each other and the greater global community. We seek to identify and to challenge all forms of prejudice, discrimination, and injustice.
We, all members of the Ursuline Academy of Dallas community – students, faculty and staff, alumnae, administration, parents, family, and Board of Trustees – are responsible for the ongoing advancement of our inclusive community.
“My last word to you is that you live in harmony, united together (Insieme) all of one heart and one will: Be bound to one another by the bond of charity, esteeming each other, bearing with each other in Jesus Christ.”
St. Angela Merici
Community & Inclusion at Ursuline Academy of Dallas means...
Creating an environment where
• Our Catholic faith and Ursuline values are foundational to our community and inclusion efforts
• Students, faculty, and staff reflect the diversity of the Diocese of Dallas
• Everyone in this Ursuline community feels welcomed, valued, and included
• There are clearly designated ways for students to seek support for non-inclusive issues that may arise
Educating students about how
• All cultures and communities experience the world
• Through the principles of Serviam, they can positively impact and be impacted by the world
Challenging us all to
• Have honest, open, and respectful conversations that promote understanding and unity
• Examine issues within our community to help us move toward resolutions that reflect our Catholic and Christian faiths
When COVID-19 forced schools worldwide to suddenly switch to remote learning, Ursuline was prepared. As a Microsoft Showcase School, Ursuline had already adopted Microsoft Teams and OneNote for all schoolwork and collaboration to support personalized learning, making the switch to remote learning seamless. But when the 2020-2021 school year shaped up to be a hybrid learning environment, Ursuline adopted Surface Hub 2S devices in every classroom for a truly immersive, collaborative experience. With the Surface Hub and other Surface devices, students can screen share, use a digital whiteboard, and stay closely connected with friends and teachers from wherever they’re learning.
Ursuline has been an innovative leader in secondary education since the mid-
1990s when it became a one-on-one device school, where technology is used to enable personalized learning.
Since 2017, Ursuline has been part of the Microsoft Showcase School Program, which supports student-centered, immersive, and inclusive learning experiences. At Ursuline, Anytime Anywhere Learning is not just a slogan but a fundamental approach to education. “Anytime Anywhere Learning means you can do it on any device, anywhere because everything is in the cloud,” says Anne Robertson, Director of Technology at Ursuline.
To support this philosophy, Ursuline adopted Microsoft 365 in 2014. “Switching to Microsoft 365 was one of the best decisions we made,” says Robertson. “The minute students arrive at Ursuline or log onto any device, they can get to work using Teams and OneNote.”
The apps are used as the primary communication channels in the school and are also used for clubs and student and departmental collaboration. Students can
This case study is published online in Microsoft Customer Stories and reprinted with permission from Microsoft.
take advantage of accessibility features such as Immersive Reader or Microsoft Translator – which is also used during teacher-parent conferences to help non-native English speakers communicate.
Ursuline found it could use Microsoft 365 apps like Microsoft Teams and OneNote instead of investing in a separate learning management system. “Teams and OneNote gives teachers a better look into student activity and student learning – where they are proficient and where they struggle,” says Robertson. “All teachers use the apps in the same way so that students can readily find information,” says Robertson.
Ursuline also uses Education Insights in Teams, which provides analytics of student progress and activities, to ensure personal learning needs are met.
Because students and teachers were already familiar with using these cloud-based apps, the transition to remote learning was seamless. “When we went remote in March 2020, we did not miss a single day of school,” says Robertson.
When it became clear that the 2020-2021 school year would be a hybrid of in-person and remote learning, Ursuline considered how it could give teachers and students the best possible experience.
“When we surveyed students about their remote learning experiences, we learned that what they were missing most were their friends and their teachers,” says Robertson. “So, we wanted to give them a window into the classroom.”
To provide a closer connection, Ursuline decided to get a Surface Hub 2S for every classroom. The classroom Surface Hubs are connected to Teams, so that remote and in-person students can screen share and collaborate using Microsoft Whiteboard.
“When you connect remotely to the Surface Hub, it’s like being in the classroom. Because of the wide-angle camera, you can see everybody, and the microphone picks up people speaking anywhere in the classroom. It truly is a window into the classroom” says Robertson. “It’s a much richer experience than when you’re seeing each other’s picture on a video call – you see what is in the room behind you, or what the student in the last row is doing.”
Surface Hubs and Teams also help maintain a sense of community. “The Surface Hub brings students together in the classroom in real time,” says Valerie Oates, Director of Communications at Ursuline. “It also enables collaboration, which is a key part of personalized learning.”
The school also worked closely with teachers to identify specific use cases. “Our anatomy class uses a virtual dissection table
that can be flipped up, so we helped them figure out how remote students could see dissections by moving the Surface Hub close to that table,” says Robertson. “We did everything we could so that no student was missing out on anything.”
“When you connect remotely to the Surface Hub, it’s like being in the classroom. Because of the wide-angle camera, you can see everybody, and the microphone picks up people speaking anywhere in the classroom. It truly is a window into the classroom.”
– Anne Robertson, Director of Technology
The Surface Hub is not the first Surface device used in the school. Back in 2016, when it was looking to switch devices, Ursuline selected Surface Book for its dependability and affordability and to provide students with a sturdy device that came with a generous warranty. “Parents were very happy about having a four-year warranty for their students’ Surface Book 3 devices that covers accidental damage, because teenagers and electronics don’t always mix well,” says Robertson. “I liked knowing that the Surface Book devices were going to last the four years of high school.”
There were also other reasons why students, faculty, and parents chose the Surface Book from a shortlist of eight devices from four manufacturers. Students like the Surface Book because it starts fast, the battery lasts throughout the school day, and the screen is easy to detach. Writing on a Surface Book feels very natural because the pen doesn’t slip on the screen.
Teachers love the Surface Book too, says Robertson. “It’s got a great graphics interface and graphics card, which our visual arts and our science and engineering teachers love. The display is very clear.”
If you walk the hallways at Ursuline on any given day, you’ll see students typing or inking on a Surface Book. “Together with the Surface Hub, having a Surface Book helps students engage and participate in interactive experiences,” says Robertson. The Surface Book devices are so popular that graduating students often request to purchase a Surface Book for college through the school.
Two other types of Surface devices are also heavily used at the school. The Facilities and Technology departments adopted the Surface Go 2, a smaller device that’s very convenient for those constantly on the move around campus. In the Communications department and engineering classrooms, the Surface Studio 2 is a big hit. Users enjoy its large, highresolution screen, which is perfect for viewing detailed drawings, graphics, and photographs.
The insights learned during COVID-19 are shaping the design of classrooms now and in the future. For the 2021-2022 school year, Ursuline has opened 95,000 square feet of new learning spaces, where the Surface Hub will be used to create a technology-enabled active learning (TEAL) environment in every classroom.
“Even before the pandemic, we had planned to create TEAL classrooms,” says Robertson. “Now we know we can turn any classroom into a TEAL environment, using Surface Hubs, Surface Books, and Teams.”
To enhance learning, foster community spirit, and streamline collaboration, Microsoft 365 apps and Surface devices have become invaluable at Ursuline.
“The combination of Teams, OneNote, Surface Books, and Surface Hubs has been a winning formula for Ursuline,” says Robertson. “We look forward to our continuing partnership with Microsoft on innovative uses for technology in secondary education.”
by Gretchen Z. Kane and Andrea Shurley, Ed.D.
When we were in high school, how wonderful it would have been to:
Be able to choose from among five different senior level English classes. We had two… English IV or AP English! Have support from SO many adults at school – teachers, coaches, advisors, counselors, grade deans, and administrators!
Engage with and excel in the latest technology. Two dads who own technology companies separately shared, “my daughter knows more technology than half of the staff at my company.” Of course, we had no laptops, learning management systems, or powerful graphing calculators capable of performing complex algebraic and calculus operations.
Be offered “life skills” through school programming to enhance development of social, mental, and practical competencies. Not sure resiliency, grit, or empathy were considered important or even “a thing” during our time in high school.
Have a physical environment designed to provide spaces that align with the many ways students study, collaborate, reflect, and create knowledge.
Be part of a school that values and promotes global competence and cultivates a diverse and inclusive community.
Traditionally, schools have focused on students’ current or short-term needs like mastery of course content, graduation requirements, and other cognitive elements.
Beyond a focus on students’ acquisition of knowledge and skills, we now know that many components of well-being (social, emotional, physical, cognitive, spiritual) not only significantly affect academic performance, but also enhance intrinsic motivation, improve satisfaction with school experience, and lead to achieving maximum holistic development of the individual.
consideration for programming and decision-making, it is better for learners.
Research shows that when a learner’s brain is in homeostasis, which is essentially when the student’s emotions, physical health, spiritual state, and interpersonal relationships are in balance, the student is primed to learn in depth and retain information.
At Ursuline, we strive to provide a foundation to help them through the moments in high school that can be hard
Our friend, psychologist, and distinguished author, Dr. Lisa Damour, frequently reminds us that there are ways through challenges. When we can help students learn how to maintain perspective, name the emotion they are struggling with, meet difficult moments head on, and accept the consequences that naturally occur, they learn to trust themselves.
Dr. Damour defines mental health as having the right feeling at the right time
and coping with it effectively. Another, broader, definition is a state of well-being in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community. So, it seems to us that one of our responsibilities as leaders of Ursuline Academy’s educational programming is to ensure students can develop tools for navigating challenges and to promote strong mental health in our students so that they can, indeed, manage stress well, engage productively with their learning, recognize their own gifts and talents, and understand the importance of service to others.
Although the pages that follow could never include all the ways Ursuline’s strategic focus on student well-being manifests itself in the daily lives of the students we teach and guide and care for, we are excited for you to learn about many of them.
What is student well-being at Ursuline? How is it nurtured? How is success measured as we strive to provide an unparalleled educational experience for the young women entrusted to our care?
At Ursuline Academy, every student’s learning program is unique. Focus on the individual is a core value of an Ursuline education, and student well-being is integral to that core value, from campus improvements and academics to programs for social and emotional learning and student support. Since 2016, innovation and growth in curriculum design, instructional practices, faculty development, student programs, campus expansion, and more have been driven by imperatives outlined in the Academy’s current strategic roadmap.
In the pages that follow, you’ll learn more about Ursuline’s goals and accomplishments in each of these areas, and the benefits for our students – emotional, social, environmental, intellectual, physical, and spiritual.
Guided by the Ursuline mission, we continue to embrace innovative ways of integrating the Ursuline core values into the Ursuline experience of Catholic education.
For our students and teachers, that means a focus on the many aspects of student well-being which includes teaching in ways that are personalized to meet the individual learning preferences of each girl.
It also means providing a learning environment that encourages collaboration, exploration, creativity, risk-taking, true community and inclusion, and, through it all, instilling a lifelong commitment to Serviam and the call to leadership.
The Student Advisory Program at Ursuline has evolved from a traditional homeroom structure to a full four-year program that provides each student with a dedicated adult advisor and advocate. Every student has the same advisor, college counselor, and personal counselor throughout their high school experience.
Research shows that a four-year program is better for girls. A matching survey is conducted every summer to help group Advisories, teams of 9-12 incoming freshman students from many different schools, with similar interests and values.
Advisors meet weekly with their Advisories, and really get to know students and their families. The counselors add another layer of support – girls and their
parents know who to go to with questions or concerns. A new Grade Level Dean structure has been established to help ensure students are fully supported and cared for.
School days are planned intentionally with a later start time than most. Ursuline’s rotating block schedule enables longer class periods that are more beneficial to teenage girls’ learning. All teachers use Microsoft Teams and OneNote as a Learning Management System, providing a consistent platform across classes for students to collaborate, manage their assignments, and find resources.
Faith is an important part of well-being. Ursuline students have many opportunities
to nurture their spirituality, whether through Theology, service, or class retreats. Throughout her years at Ursuline, a student is given time and space to explore her relationship with God and what it means to be a disciple in the 21st century.
With respect for the uniqueness of the individual, the Theology department recognizes the diverse backgrounds and worldviews our students bring to the table. Each student is welcomed as a child of God, one who deserves to be treated with dignity and respect and approached with pastoral care.
“Studies show that teen girls with a strong faith life generally deal with trials differently and in a better way,” said Kayla Brown, Dean of Students. “Our goal is always to bring them closer to God.”
“Ursuline’s emphasis on community service has shown me what it means to serve joyfully. I also chose to take Peer Ministry my junior year, and it has been one of my favorite classes by far.
The Peer Ministry team is so dedicated to building up the faith in the school community and it has given me the space to be open about my faith with my peers. My teachers have been so encouraging in my faith walk and my growth as a person. I know that I always have someone to turn to in a time of need.
I’m grateful that my relationship with God has gradually touched every part of my life because of the growth I’ve experienced at Ursuline.”
Maddie Colbert ’22 Peer Minister
Ursuline has introduced a formal Life Skills curriculum to promote well-being and develop character traits that track with success - persistence, resilience, emotional intelligence, cross-cultural competency, respect for others, integrity, leadership, and global perspective.
The Freshman Life Skills curriculum focuses on study skills, life balance, interpersonal communication, community and inclusion, and social awareness, including the responsible use of social media and making good decisions. During their first few weeks at Ursuline, every freshman is provided with opportunities
to meet their new classmates, get to know one another, and get to know the school.
For Upperclassmen, the seminar curriculum covers a variety of skills to help students transition to college and beyond, from resume writing and interviewing, personal finance, and general “life hacks” (think cooking, sewing, car maintenance), to self-awareness, self-defense, and personal safety. The One Love program is designed to empower young people with the tools and resources they need to recognize the signs of healthy and unhealthy relationships.
Providing students with opportunities to learn everyday and practical skills to use throughout their lives
Freshman Seminar
Welcome to UA Technology Systems
Communication and Study Skills Life Balance
Social Awareness
Information Literacy
Community and Inclusion
Interpersonal Communication Design Thinking
Upperclassman Seminar
Information Literacy –credible sources
Personal Finance
FIERCE Conversation –Confrontation model
Resume/Interview/Branding Life Hacks
One Love & Healthy Relationships
Values
Personal Safety/Self-Defense
Self-Care
Lisa Kendall Damour, Ph.D., clinical psychologist and author specializing in the development of teenage girls and young women, is Executive Director of Laurel School’s Center for Research on Girls. Dr. Damour visited virtually with the Ursuline Academy faculty and staff in January 2022.
“When we accept that stress often leads to growth – and help our girls do the same – we create a self-fulfilling prophecy for ourselves and for our daughters.”
“Whether or not a stressor harms well-being has surprisingly little to do with the source of the stress and much more to do with whether adequate resources – personal, emotional, social, or financial – are available to address the problem.”
It is a tenet of Ursuline education that the relationship must be first. The Ursuline Sisters believe that the trusting relationship between student and teacher is at the foundation of all learning.
“For us, development of the whole child has a spiritual component. For every girl who walks through our door, our job is to love her and meet her where she is,” said Elizabeth Smith, Dean of Academics. “That’s why we believe in personalizing the learning experience.”
Research shows that students become more engaged with their learning when they have choice about what and how they learn.
Ursuline’s academic programming is evolving to become more fully learnerdriven. The goal is for student voice and choice to play a significant role in the learning process.
What does student choice look like in the classroom? In an English class, for example, Ursuline students can pick the book they wish to read among five choices that all speak to the same theme.
“The teacher still provides an anchor text to structure the class, but when the student is allowed to participate in determining ‘how’ she learns, her learning goes deeper,” said Smith.
Class scheduling at Ursuline is also student-centered. “We try to get students into their first-choice classes as much as possible,” Smith added.
With the recent changes in graduation requirements, a student may now explore classes that they may have not had have a chance to previously, or to take classes that allow them to delve into an academic discipline that they absolutely know they want to pursue in college.
Students who may have a particularly heavy load now have an option to take an extra free period.
“Everything we do is based on how girls learn best – what is ‘best practice’ for girls,” said Smith.
Over the past year, all Ursuline academic departments have undergone a comprehensive curriculum review. The focus is on development of critical thinking skills and collaboration, and competencies have been identified with well-being as an end goal.
Curriculum offerings have been expanded to fill needs being seen for Ursuline students.
“We are looking at current world topics, and we’ve added a class in Entrepreneurship, an independent STEM research class, and several new social studies classes including Inside Nazi Germany and Global Terrorism. In STEM, we are now offering Forensics on campus for the first time.”
Recent additions to UA course offerings: Forensics
Advanced Topics in Computer Science
STEM Independent Research Act, Advocate, Question, Challenge: US Protest Culture Global Terrorism in the 21st Century Shark Tank 101 (entrepreneurialism)
A History of Music Mindfulness and Stress Management
Honors Arabic American Sign Language offered through our online partner, One Schoolhouse
New in 2022-23: Programming I & II Robotics I Applied Robotics Personal Finance
Ursuline teachers use a variety of instructional practices to allow all voices to be heard.
Journaling can provide valuable insights for both student and teacher.
“Pair share” partnerships can help students become more comfortable in group discussions, with one person bringing comments back to the full class.
Feedback surveys are often used to ask students to share what they liked about a lesson, what they didn’t like, and what more they would want you to know.
In a program unique to Ursuline, faculty members are offered Innovation Time Grants to encourage and explore shifts in educational practices toward a more
student-driven learning model. Grantees are given a single “release” period – one less class to teach – to develop and implement a particular innovative idea or project.
Proposals must demonstrate a clear link to the strategic roadmap and offer suggestions for how the idea or project could be shared with other teachers to benefit even more students.
Ursuline has recently established Student Leadership Teams where student representatives from each class provide feedback to school administration and advise on all aspects of school and student life. Elizabeth Smith, Dean of Academics is the Faculty Advisor for Ursuline’s Student Well-Being Leadership Team.
Students from each grade level meet with her on a regular basis to look at new ways to incorporate student well-being into different areas of the school.
“Team members will come in and each talk about what is going well and what could be better in their grade level,” Smith said.
“We want every student at Ursuline to know we are open to hearing from her, and that her voice is heard and welcomed to the table,” she added.
Other Student Leadership Teams are focused on Community & Inclusion and Unity & School Spirit. Participation on the teams is open to all students who are not already serving on Student Council or as Ambassadors.
The UA Global Advisory Council (GAC) was created to mentor, support, and inform the students of Ursuline Academy about opportunities for sister school travel and cultural exchange. Its 127 student members are curious about international relations, current events, and foreign policy. They participate in educational events with the World Affairs Council of DFW and also support special events at Ursuline. Each GAC member must have some international/multicultural experience, such as travel and/or hosting through Ursuline or from her own personal identity and life experience.
George Couros, author of The Innovator’s Mindset and Innovate Inside the Box, visited with Ursuline Academy faculty and staff last August to share his insights on innovative teaching and learning, and what that looks like in a post-pandemic world.
A dynamic speaker, his engaging presentation was thought provoking, rich with inspiration, and filled with humor. Some quotable highlights from his message:
“Education is transitioning from a teacher-centered to learner-centered classroom.”
“Be willing to take risks and give students every opportunity to succeed.”
“Empowerment is about helping students to figure out what they can do for themselves.”
“How do we encourage students to solve problems that they actually care about? If you want to motivate, make a connection to the heart before the mind.”
“Always err on the side of positive…you can have a tremendous impact on the life of others…make sure it is a good one.”
“Make the positives so loud that the negatives are almost impossible to hear.”
His latest book, Because of a Teacher, was published in August 2021. TolearnmoreaboutGeorgeCouros, visit https://georgecouros.ca
The Campaign for Ursuline enables transformational growth for the Ursuline campus in environmentally responsible ways that facilitate student gathering, collaborating, teaming, and competency building.
The new East Campus building and renovated Haggar Center, opened at the start of the 2021-2022 school year, are the first facilities to be completed in a program of major campus improvements now underway.
Still to come…a 1,000-seat theater currently under construction with new spaces for the performing arts, a broadcast and recording studio, a new chapel with seating for an entire grade level, a practice gym and weight room. When all is complete, new construction and renovation will add more than 95,000 sq. ft. of learning space to the Ursuline campus.
The innovative design of the new East Campus building is intentional to support Ursuline’s vision for the future of teaching and learning. It also demonstrates that tradition and innovation are compatible and translatable into 21st century contexts.
When thinking of the core themes that fuel a 21st century school, there are certain design principles that clearly resonate with our firm at Glenn|Partners. We design for connectivity, agility, and creativity.
As designers, we understand that educational design and planning considerations have a direct impact on the emotional and social well-being of students. Although the built environment is important, what is more important is how the built environment fosters and develops the student’s whole person growth.
Spaces that share and connect are student-centered for group collaboration, with small learning clusters and spaces that perform. The new East Campus building incorporates large and small collaboration areas for classroom break-
In learning environments, the qualities of spaces have a direct effect on a teacher’s ability to teach and a student’s academic success. From layout, lighting, and color palettes to furnishings, each feature of a learning space has an impact on the behavior and well-being of those who use it.
In addition to providing a major expansion of classroom spaces on campus, the East Campus building also offers new flexibility for classroom configurations, collaborative spaces, and areas where students can relax as they engage with their learning.
out space or independent and group learning. In addition, spaces for personal reflection and quiet study are sprinkled throughout to promote mental wellbeing. The new 1,000-seat theater, drama classrooms, and visual art spaces will allow students to discover their gifts and talents in the visual and performing arts.
Design that facilitates innovative learning must be agile and transformational. Technology is a large component of providing learning mobility and diversity in learning. The new collaboration and classroom spaces introduce technology that encourages active participation in the classroom encouraging different learning styles and developing critical thinking skills. In addition, the introduction of flexible furniture systems supports a variety of configurations that can be tailored to the lesson or classroom activity of the day.
Creativity is fostered by spaces that connect and engage students. The new fabrication labs are physically designed to be an exposed space showcasing building systems which allow the classroom to become a teaching tool. These spaces encourage project-based learning where students are encouraged to test ideas and make mistakes. In addition, the connection to outdoor learning areas helps students understand the importance of connection and community which leads to a sense of place and purpose.
The new and renovated facilities on campus will allow Ursuline educators to develop programs and curriculum for Ursuline students which foster customized skills, strengths, and passions, supporting and cultivating their physical and emotional health, mind, body, and spirit.
Briar Glenn, AIA, LEED AP BD+C Glenn|Partners
Hubs + 1:1 + TEAMS =
Ursuline teachers use technology in class daily for presentations, sharing online resources, conversational breakout rooms, and more.
For example, in Amy Gilchrist’s French II class, students work on assignments in pairs in the class Teams OneNote collaboration space. For a recent project, each pair selected from a group of francophone places, where they were given a link to an online weather forecast. Locations included Paris, Lausanne, Montreal, Port-au-Prince, Cayenne, Dakaar, Kinshasa, Rabat and Tahiti.
When students were ready, each pair took turns projecting their forecast from their computer to the Hub, and played the role of the forecast meterologists on the daily news.
TEAL is technology enhanced active learning. UA uses all classrooms on campus to support teaching and learning through TEAL practices using Hubs, Teams, OneNote, and active learning pedagogy, all of which encourage problem solving, communication, engaged learning, and collaboration.
Kirsten Lindsay-Hudak, Forensics Teacher, describes it this way:
“Our students today live in a world filled with amazing technology that was only on episodes of Star Trek for most of us when we were their age.
“The opportunity to teach in a community that actively supports and encourages TEAL classrooms means that we can reach our students in ways that make sense in the context of their daily experiences, which makes their learning journey more accessible and more personal.
“We are able to build on their existing proficiencies and expand their technology repertoire to develop job-ready skills that will serve them in the future.
“Because we reach them with familiar tools, we have the opportunity to focus on the deep dive inspiring curiosity about the world around them and hopefully creating a path to a life-long love of learning.”
Ursuline Academy has partnered with Microsoft as a 1:1 laptop school for almost 25 years. The company is well known for its innovative products, especially for enterprise customers. But in recent years, it has invested significantly in a renewed focus on products for education.
“Thousands of engineers are now working on education specific products that roll out on a monthly basis,” says David Comer, Solution Specialist at Microsoft who has supported Ursuline for about seven years.
Comer, who works with schools in seven southern states, says Ursuline was an early adopter of educational technology. It remains the only Microsoft Showcase School in Texas.
Ursuline transitioned to Office 365 in 2014 with One Note and digital inking. Next came Teams and the Surface Book platform, allowing all Ursuline data to be gathered under one umbrella, with Teams and OneNote becoming Ursuline’s learning management system.
In the summer of 2020, anticipating the school’s pivot to remote and hybrid learning, Ursuline purchased 63 Surface Hubs for instructional use.
It was forward-thinking – not knowing what the future would hold,” Comer added. “Ursuline wanted as close to a personal learning experience as possible, leveraging its investment in teacher training and technology.”
All Ursuline teachers have participated in robust training programs designed to support use of the Hubs and software tools, in online, hybrid, and in-person classroom environments. And Ursuline’s investment in Professional Development is a best-practice standard.
In May 2021, an additional 13 Surface Hubs were ordered for the new East Campus building, equipping all teachers to provide an immersive TEAL experience in every classroom on campus.
Ursuline Academy has been a leader in educational technology since the introduction of the 1:1 laptop, Anywhere Anytime Learning program in 1996. To follow are key milestones achieved during the timeframe of Ursuline’s current strategic roadmap:
Office 365 is introduced
First year as a Microsoft Showcase School
UA adopts Microsoft Teams Campus-wide
Every Teacher achieves MIE (Microsoft Innovative Educator) certification
63 Surface Hubs purchased for remote and hybrid learning
2021
An additional 13 Hubs are added campus-wide
UA named a Microsoft Showcase School for 5th consecutive year
UA has 17 faculty named MIE Experts (Microsoft Innovative Educator Experts)
InSeptember 2020, Ursuline celebrated an historic moment, launching The Campaign for Ursuline: Act, Move, Believe. The Academy’s most ambitious fundraising effort to date, the campaign seeks to provide $85M in comprehensive support to enhance all aspects of teaching and learning.
Ursuline could not have anticipated the overwhelmingly generous and enthusiastic community response for the campaign vision, which has propelled us forward to meet several important milestones:
The Campaign launched with approximately $55M committed by early supporters. Just 15 months later, an additional $19 million had been invested by an enthusiastic and engaged community. At the start of 2022, total contributions exceed $73M (87% of the $85M goal).
The first phase of construction was completed in August with the opening of the new East Campus building, featuring:
• New classrooms for English, Social Studies, Visual Arts, and Journalism
• Two fabrication labs and a 3-D print studio for Engineering and other disciplines
• A secondary dining facility with indoor and outdoor seating
The 8,000 square foot expansion of Haggar Center has been completed, adding much-needed capacity to Fox Dining Hall and making room for administrative offices and volunteer workspaces.
Annual contributions to The Ursuline Fund and scholarships have continued to ensure that each student can thrive in an environment where she is challenged, supported, and loved.
How incredible! We are inspired and humbled by this community’s love for Ursuline and its mission. With your continued partnership, the energy and momentum of the past year will carry us forward through the next phases of construction, and provide the annual resources needed for The Ursuline Fund and student scholarships.
Our journey together will have a lasting impact for Ursuline students and our community.
Thank you for your ongoing participation in this extraordinary effort.
$10,375,000
Raising the final $11 million will allow Ursuline to continue to grow scholarships, endowments, The Ursuline Fund, and our campus with the following additions:
• Theater to accommodate the entire student body
• New Performing Arts classrooms
• Expanded theater back-of-house spaces
• Broadcast Studio
• Outdoor courtyard, terrace, and collaborative spaces
• New Chapel
• Practice Gym & Weight Room For additional information contact: Jill Stephenson Chief Development Officer jstephenson@ursulinedallas.org
The campaign is Ursuline’s most ambitious ever and truly comprehensive, providing for all philanthropic needs including annual support to Programs and Operations (The Ursuline Fund and Scholarships) and long-term investments in Endowments and Capital Improvements.
Thanks to the generosity of alumnae, parents, and friends of Ursuline, the campaign is off to a great start! Fundraising progress as of January 31, 2022:
2016, Fall – Ursuline finalizes its Strategic Roadmap, charting the course for the future of teaching and learning at UA.
TIMELINE Completed In Progress Planned
2018, Spring – Guided by the Strategic Roadmap, campaign priorities and goals are established. Quiet Phase of The Campaign for Ursuline is launched.
Back-of-House
2020, Summer – Thanks to generous early gifts, Quiet Phase goals are met, allowing Ursuline to break ground on campus improvement construction.
2020, Fall – Public Phase of The Campaign for Ursuline is launched, inviting participation from all community members.
2021, Fall – Completion of Haggar Center renovations and a significant portion of new East Campus.
2022-23 – Target for successful conclusion of campaign fundraising. Anticipated completion of remaining campus improvements, including Theater, Performing Arts spaces, Practice Gym, Weight Room, and Chapel.
To make a gift or learn more about how you can impact Ursuline’s future, please visit our website at www.ursulinedallas.org/support-ua.
Ursuline Roman Union Schools Respond to the Call of Pope Francis for a Global Compact for Education.
Ursuline Dallas has joined a Global Compact initiative for Roman Union Ursuline schools designed to strengthen the fraternity and care of the world. Students and faculty will work side-by-side to establish bonds with other passionate members of the Ursuline community around the globe to act as agents of change, promoting peace, dignity, and inclusion of all people.
Worldwide, 50 schools from 20 countries are engaged in the Global Compact. Two students and faculty members selected from each school will participate in virtual conferences with other Ursuline school groups from Africa, Asia, Australia, Europe, North America, and South America, to:
• Exchange ideas, expertise, and experiences
• Share local realities and learn about other realities
• Come together as global leaders to make a positive change in the world and their local Ursuline community
• Develop a project to help implement Pope Francis’ vision in Fratelli Tutti to build a better world post-pandemic
Serving on the Ursuline Dallas Delegation are Rosha Vahadi ’23 and Danielle O’Sullivan ’24, with Sr. Lois Castillon, Director of Mission and Heritage, and Cecilia Nipp ’85, Director of Global Relationships and Cultural Exchange. They are grouped with O’Connor Catholic College in Australia and Santa Maria Jakarta Vocational High School in Indonesia.
“We are just getting started, but our group is hoping that the focus of our project will be the environment,” said Sr. Lois. “There is such great spirit among all the participants, with so much enthusiasm for the possibilities and hope for the impact of the work to be done!”
The project will require at least a year-long commitment. In addition to virtual meetings, participants will do independent work and contribute to an overall action plan for Ursuline students globally. Delegates will also work to help their local school community become engaged in the Serviam action plan they develop.
Rosha Vahadi ’23 and Dani O’Sullivan ’24
Ursuline Global Education Committee
Sr. Lee Veriga, O.S.U. – Australia
Ms. Andrea Raczynski – Chile
Sr. Bogusława Kalinowska, O.S.U. – Chile/Venezuela
Sr. Moekti Gondosasmito, O.S.U. – Indonesia
Sr. Agatha Linda Chandra, O.S.U. – Generalate – Italy
Sr. Zuzanna Filipczak, O.S.U. – Poland
Mr. Peter Solodyna – Poland
Sr. Diane Granger, O.S.U. – South Africa
Ms. Julia Waters – United Kingdom
Ms. Erin Prada – United States
Sr. Jeannie Humphries, O.S.U. – United States
What most interests you and excites you about being selected for this project? What special gifts do you bring to share with others?
Rosha: What interests and excites me most about this Global Compact is not only being connected to sister schools around the world, but also bringing out issues that we face and how we as students can help. Connecting with the sister schools makes me feel closer to the roots and history of Ursuline.
One special gift that I bring to share with others is my love of history and science. I find history so interesting for how it connects with science, such as pandemics in the past, and how our environment is getting warmer every century.
Dani: I am really excited to learn all about the members from the other schools we are working with and see what service they are passionate about. I think I bring a huge spirit for service and love to learn about new people.
What do you look forward to in the coming year of this global compact project as you work with Ms. Nipp, Sister Lois, the Group 2 Ursuline schools in Australia and Indonesia, and others around the world?
Rosha: The environment crisis is an important issue in our world today because with gasoline cars, pollution going in the air, and trash being dumped in the ocean, our world is warming, animals are dying, and landscapes are diminishing. What can we do as students in different countries to take this issue and resolve it?
World leaders and the United Nations had a meeting in Scotland recently, and we can talk about what they said. We can see what we would agree on and disagree on and maybe take actions on those specific issues regarding our climate warming.
Dani: I look forward to learning about our friends from other countries and their projects, and I am excited to share with them and everything we are doing with the rest of the Ursuline community.
Every five years, each Roman Union school engages in an Ursuline Identity Assessment (UIA) to evaluate how well the Ursuline mission, accountabilities, and standards are reflected in its educational and constituent programming.
For our self-study this year, Sister Lois Castillon, O.S.U., assembled four committees, each tasked with a deep analysis of how the school fulfills one of four Essential Characteristics of an Ursuline Education*. Co-workers from various departments served on the committees, providing a unique perspective on how mission comes to life at Ursuline.
Characteristic 2:
“An Ursuline school nurtures a strong spiritual formation for its students and co-workers, one that cultivates the faith development of all its constituents.”
Led by Kellie Fitzpatrick, Theology, this group has highlighted the ways that spirituality is woven into classes, both in and outside Theology, as well as opportunities for students and families to engage in the Catholic faith.
Characteristic 3:
“An Ursuline school fosters respect for the uniqueness of each individual member of the school community.”
Mary Campise, Personal Counseling, and her group have reviewed the dedicated adult network of support for each student, Community & Inclusion efforts to ensure all feel welcome, and the multitude of leadership opportunities provided for students.
Characteristic 6:
“An Ursuline school promotes faith-based living and leadership in a global community while striving for peace and justice.”
Jeff Girard, Social Studies, and his team have examined courses that build awareness of global issues, grow leadership skills, and cultivate community; the Global program; and ways teachers are supported and support leadership.
Characteristic 7:
“An Ursuline school ensures that the motto of Serviam permeates every aspect of the school community.”
Danny Poellot, Computer Science, Engineering, and Student Activities Director, and his team have assessed ways that students choose to serve, awards which recognize outstanding service, and how employees go above and beyond to serve their community.
“Ursuline Academy is on a strong, positive course: our mission is deep, abiding, and thriving through the many efforts of our community.
We are blessed with insightful and effective leaders, internally and externally, and look forward to meeting with the Ursuline Central Province visiting team to learn from the fresh perspectives they can provide.”
– Gretchen Z. Kane, President
*Note: The self-study focused on four of the Eight Essential Characteristics of an Ursuline Education. Work will continue through the Spring when Ursuline Dallas hosts the visiting team from the Ursuline Central Province Leadership.
Like so many Ursuline graduates, Catherine Blizzard ’16 has sought out meaningful ways to serve and connect with people in her community as well as around the world.
As an International and Global Studies major at Middlebury College in Vermont, Catherine developed a keen interest in development and global health. In January 2020, she jumped at the opportunity to join a student-run health program that aimed to provide free dental and medical care to communities in the Volta Region of Ghana.
She embarked fully intending to provide dental care to these communities, but struggled to see an organization provide services for a week, and leave, unable to make a sustainable impact – as soon as the dentists left, there was minimal access to care until the next group arrived.
Upon returning to the United States, Catherine re-evaluated her role. Fellow Middlebury student Natalie Meyer shared Catherine’s frustrations with the program. They then connected with Kofi Nyalimba, Natalie’s colleague located in the Volta Region who helped facilitate the dental clinic. He too wished for a more sustainable and equitable program for his community.
The conversation they shared, 5,000 miles apart, solidified their interest in transforming global health from platforms that heavily rely on Western aid to community-based organizations that are sustainable and economically viable.
Together, Catherine, Natalie, and Kofi founded Ene Empower, an NGO* with the mission to promote the development of women leaders by increasing access to education, furnishing menstrual products, and reducing the violence and stigma around female reproductive health.
To ensure that their non-profit remains community-based, both Catherine and Natalie only provide background assistance to Kofi, who, as a respected champion of healthcare in the Volta Region, is the face of Ene Empower.
Catherine Blizzard is currently a Princeton in Africa Fellow working with MEET – Mount Elgon Ecosystem Trust in Western Kenya while she simultaneously builds the foundation for Ene Empower.
“Learning about Serviam at Ursuline made a profound impact on my life,” Catherine said.
“It taught me the vital skills of compassion and empathy and the importance of connecting with people from different upbringings and social backgrounds.”
To learn more about Ene Empower, visit www.eneempower.org
*Non-governmental organization
MAY 14 2022
“Regard yourselves as ministers and servants reflecting that you have more need to serve them than they have to be served by you.”
-St. Angela Merici, First Council
International Serviam Day (ISD) is a dedicated day each year when Ursuline community members around the world come together to serve their local communities, further reinforcing our call to serve others.
The first Ursuline International Serviam Day was held in Spring 2017. More than 50 students, parents, and alumnae participated in service opportunities in the Dallas area. Individual alumnae in Asia and Europe served in their own communities, kicking off our global reach.
Now in its 5th year, ISD has expanded to include nine Ursuline schools in the U.S. collaborating to create new service opportunities in cities across the nation and around the world. Find a Serviam Site near you!
For more information contact: alumnae@ursulinedallas.org
he Service-Learning Experience (SLE) class at Ursuline Academy explores students’ passions around world issues and applies them to service in their immediate community. Students team together to explore and research local organizations with which they can partner to create a sustainable program or permanent impact project.
Last spring, four Ursuline SLE students took part in a test project at The Perot Museum of Nature and Science that incorporated both volunteering and social media outreach. They organized school group volunteers, developed a special event around Earth Day, and researched and posted their own social media commentary to share what they had learned to promote sustainability and care for the environment.
Juliana Stanford ’21, Sarah Troegel ’21, Aileen Alarcon ’22, and Siena Theivagt ’22 decided to focus their Service-Learning Experience class project on the importance of recycling.
Centered on the United Nation’s goal “Life on Land,” they created a collaborative effort to champion environmental protection by encouraging purchase of longer-lasting clothing constructed from eco-friendly materials.
“Buying durable clothing made from eco-friendly fabrics may cost a bit more up-front, but those items will last a long time and become staples in your wardrobe,” said Siena. “What consumers should try to avoid is cheaply made, ‘throw away’ clothing that barely lasts a season.”
The students’ research led them to invite other students across the Dallas metroplex to create clothing and accessories made from recycled materials or household items to model in a fashion show at The Perot Museum of Nature and Science.
The Recycled Fashion Show was held on April 24, featuring purely recycled fashion items. Contestants were judged on creativity, design, and incorporation of recycled items. The Ursuline team was grateful for the opportunity to work with The Perot Museum and to see students from local schools come together for a worthy cause.
“We are also hoping that the viewers and contestants would be able to see what they can create from their ‘trash’ using just a little bit of creativity,” said Aileen.
As President of the Environmental Club at the time, Juliana also hoped to learn more about the environment from a leadership perspective.
“I have always been on the hunt for service projects,” she said. “And this allowed me to practice leadership and open up more opportunities for others as well.”
All four students are passionate about the environment and want to ensure that it is preserved for future generations.
“Pope Francis calls the world to an ‘ecological conversion’ and asks us to work together to protect our planet,” said Siena. “We hoped this fun and innovative event would help meet those goals.”
“After researching, investing time, and talking with The Perot Museum’s representatives learning about their motivation toward caring for the environment, I was inspired,” Sarah said. “I now feel twice as passionate to share that information with our community.”
“If we do not do anything to help our planet, even something small like advocating for sustainable clothing, we will continue to witness our planet deteriorate, and won’t be able to do anything about it,” she added. “If everyone puts in an effort, we can help slow down climate change.”
Haveyou ever wondered what happened to the Old Ursuline in downtown Dallas? We’ve all seen pictures of those beautiful, gothic-style buildings. After serving the school community for more than 50 years, the structures had fallen into disrepair due to World War II rationing and had to be razed when the Sisters moved north in 1949 to their then-new campus on Walnut Hill Lane.
But thankfully, not everything was lost. The Five Wise Virgins stained-glass window from the Old Ursuline Chapel was fabulously restored in 2010 and today hangs in the David M. Crowley Atrium of The French Family Center. And now, another piece of inspirational artistry from that historic structure has been gifted back to Ursuline.
A workman applied a crowbar to a high window casing of the old convent and remarked: “I sure hate to wreck this one. It’s like disposing of an old friend. My father was just a kid when this building was built in 1883.”
At the time of their move, as always, the Sisters looked to the future. They realized that many people would cherish a piece of the past – in remembrance of the old campus – so they held a garage sale. Everything from desks and other furniture to architectural elements were sold including other stained-glass windows that lined the sides of the chapel and depicted images of different saints.
The St. Patrick windows were purchased by Mr. and Mrs. Bernard Smith, the parents of Maureen Smith Gallagher ’51, to have in their homes in Texas and later in California. After their deaths, Maureen inherited the windows and moved them to Illinois where she planned to put them in her lake house. Instead, they sat in crates for decades, never being opened.
After Maureen’s own passing this past summer, her four children decided it was time for the windows to go home to Ursuline. Never opening the crates for fear of compromising the safety of the windows, Maureen’s son Bernard, who was responsible for Maureen’s estate, shipped them to Ursuline.
“It’s absolutely incredible that these two windows were shipped from Dallas, to California, to Illinois, and back to Dallas and are in virtually pristine condition,” said Claire Blanshard Webb ’97, Director of Alumnae, Parent, and Community Programs at Ursuline. “To receive a donation of this magnitude and historical significance is truly priceless!”
The antique windows, crafted in 1888, will be displayed in the beautiful new chapel planned for Ursuline’s West Campus, part of future improvements to be funded by The Campaign for Ursuline.
To follow are highlights of recent professional, volunteer, and personal accomplishments submitted by Ursuline alumnae, students, and faculty. To read more, visit www.ursulinedallas.org/highnotes.
Cheryl Unis Mansour ’66 was promoted to the Senior VP of Donor Relations at The Catholic Foundation.
Lauren Kitchens ’93, owner of Fancy Cakes by Lauren in Dallas, created a beautiful wedding cake for Gwen Stefani and Blake Shelton’s wedding.
Jennifer Houston Scripps ’95, of the Dallas Office of Arts and Culture, joined forces with Will Evans of Deep Vellum and Jo Guidice of the Dallas Public Library to plan a new poet laureate program in Dallas to help boost the city’s literary scene.
Stathia Dimoulakis Orwig ’96 was inducted into the Steinway & Sons Teacher Hall of Fame in New York. She was recognized for her commitment to teaching and inspiring young people in their study of piano music. She has helped students lay the foundation for a lifetime of musical and artistic expression.
Sarah Harris Eaton ’97, Managing Director at Slalom, was honored by the Dallas Business Journal as one of “25 Women in Tech” in Dallas. She also received the Excellence in Innovation Award from Consulting Magazine.
Madeleine Huffman Harrison ’98 and her son, Keegan, were featured on KWTX News 10, “Inspirational Mother-Son duo takes on TriWaco.” They spread awareness about organ donation and advocate for disability inclusion.
Caytie Sarandis Langford ’98, Executive Coach, Speaker, and Podcast Host, was featured in the LeadHERship Global Podcast, “How to Repurpose Your Career by Successfully Pivoting.”
Molly Marrin ’99, head women’s basketball coach at Regis University, reached a career milestone of 100 wins in 2021.
Mary Beth Koeth’s ’01 photography was featured on the cover of Time Magazine and accompanied the article, “The Fight for Working Mothers.”
Dr. Jacquelyn Jetton O’Banion ’01, at Emory Eye Center, received the Secretariat Award from the American Academy of Ophthalmology. She is recognized as the
driving force in the development of the very successful Global Ophthalmology session at the Academy.
Laura Randolph ’01 launched a disability inclusion and accessibility initiative at her company, Oaktree Capital. The program, Oaktree Abilities, is the firm’s latest employee network devoted to championing disability inclusion and accessibility.
Sarah Crain Hambric ’03 was promoted to the position of Deputy Director of Dallas Heritage Village at Old City Park and continues to promote historical education and urban green space conservation in collaboration with the Texas Historical Association and the City of Dallas.
Dr. Allison Mathews ’03, Associate Director of Integrating Special Populations at Wake Forest Baptist Health in North Carolina, was appointed by Governor Roy Cooper to serve as member at-large to the Martin Luther King, Jr. Commission. She also accepted a position to be Executive Director of the Gilead Sciences COMPASS Faith Coordinating Center at Wake Forest University and was appointed to be a Research Fellow in Faith and Health in the Divinity School.
Dr. Rita Saynhalath Ngai ’03, Pediatric Anesthesiologist at Children’s Health, published a medical article about children with COVID-19 undergoing anesthesia, “Anesthetic Complications Associated with SARS-CoV-2 in Pediatric Patients.”
Marisa Bertha Allen ’04 was at the Nasdaq closing bell in March 2021 for an IPO of a company for which she is an advisor. The special purpose acquisition company (SPAC) – $AFAQ – aims to partner with an authentic, innovative, and sustainablyminded company. $AFAQ has a female CEO, 50% female board, and 50% female advisors, a rarity for a publicly traded company.
Ashley Pierret Panfil ’04 is the Senior Vice President of Global Sales for TMGcore. As a leader in two-phase liquid immersion for data center cooling and high density, high efficiency data center solutions, TMGCore offers its engineering and testing services to third parties who are building the next generation of cutting-edge computing hardware.
Elisa Ringholm ’04, Chief of Staff for The Story of Stuff Project, shared that The Story of Plastic received a News & Documentary Emmy in the category of Outstanding Writing: Documentary.
Julia Frasco Santosuosso ’05 was a “2020 Best of the Best” winner through Mary Kay. Between April 2020 and December 2020, her Hand Sanitizer Donation team coordinated, prepared, and shipped 116 shipments totaling over 600,000 pieces, with 84 shipments in April and May alone. She also created Mary Kay’s two
new websites for empowering women and sustainability: marykayglobal.com and newsroom.marykay.com.
Molly Wilkinson ’05, pastry chef, published her cookbook, “French Pastry Made Simple: Foolproof Recipes for Éclairs, Tarts, Macarons and More,” in July 2021. Through the book, Molly helps unleash readers’ inner pastry chefs with approachable recipes for all their French favorites by taking the most essential techniques and making them easy for home bakers.
Dr. Glynnis Garry ’07, Cardiovascular Physician-Scientist at the University of Texas Southwestern Medical Center, was named a Notre Dame 2020 Domer Dozen Honoree. This award recognizes ND alums who have excelled in healthcare, childhood education, international aid, faith, cultural advocacy, gender equity, and space exploration, among other areas. Dr. Garry is researching the regeneration of the injured heart while treating patients suffering from heart disease. She also published a medical journal, “The histone reader PHF7 cooperates with the SWI/SNF complex at cardiac super enhancers to promote direct reprogramming | Nature Cell Biology” in May 2021.
Kathryn Bentley Butler ’09 and Clara Doyle Ogden ’09 raised thousands of dollars in donations to provide refugees from Afghanistan with much needed supplies upon their arrival to the Quantico Marine Corps Base and Sigonella Air Force Base. Both Clara and Kathryn spent hours purchasing and organizing items such as baby bottles, toys, toothpaste, and blankets with the money they raised.
Ana Yoder ’10 received the Spirit Award from the New York City Economic Development Corporation. This award is given to an employee who exemplifies the mission, vision, and values of the organization. Ana was also part of The Children Innovation Team that received the Innovation Award from the company.
Morgan Uber ’11 is the new Director of Video Communications and Reporter for the American Athletic Conference.
LT Maddie Merkel ’12 deployed on the USNS Comfort in April 2020 to New York City in support of the COVID-19 pandemic. While there, LT Merkel treated a total of 186 patients aboard the ship with 109 of the patients being critically ill and assisted in the training and development of two ER nurses in the critical care area to obtain the Navy’s Critical Care Subspecialty Code. LT Merkel was the keynote speaker for Ursuline’s Veterans Day program.
Pia Fontes ’12, Co-Founder of Steel Warriors, was named a 2020 Forbes 30 Under 30 recipient. She and her Co-Founder were recognized for their work with Steel Warriors which melts down knives taken off the streets of the UK by law enforcement, and turns them into outdoor, calisthenic gyms. Most recently, they partnered with UK retailer Co-Op to build 20 gyms across the UK by 2022, in addition to the creation of an outreach program for at-risk youth.
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Madison Arcemont ’15, SMU law graduate, has written computer language for a smart contract that, if adopted by courts, could make it much easier and less expensive for someone to sort out the estate of a loved one who dies without a will.
Lucie Kresl ’15, Technology Analyst at Barclays, received the 2020 Barclays Group Technology Entry Level Award. The Entry Level Award is voted on by colleagues across the bank and is awarded to a top performing analyst. She was nominated for this award because of her contributions to transitioning 500 traders to a virtual trade floor at the beginning of the COVID-19 pandemic. She has recently been accepted into the 2022 Barclays Pioneers Program, a prestigious cohort for high potential women in technology.
Isabelle Chapman ’15, J.D. Candidate at Texas A&M University School of Law, won the American Bar Association’s national competition in mediation resolution.
Katie Lund ’15, Racing Louisville Backup Goalie, kicked the winning shot in a shootout against Bayern Munich in the finals of The Women’s Cup. (Photo by Jamie Rhodes)
Madison Haley ’17, soccer player at Stanford University majoring in Science, Technology, and Society, was drafted in the first round of the 2021 National Women’s Soccer League (NWSL) Draft by the Chicago Red Stars. She is also a two-time CoSIDA Academic All-American.
Lucy (Lu) Calzada ’18 was recently appointed Head Sports Editor of the Loyola Chicago Phoenix newspaper. Lu also won Best Sports Column in the university’s division at the Illinois College Press Association. Currently interning for the Chicago Sun-Times, her first story was published in the Murals and Mosaics project, an ongoing series of pieces on public art in the city and suburbs.
Gabrielle Gard ’18, SMU student studying biochemistry with minors in Spanish and mathematics, received the prestigious Goldwater scholarship. This scholarship encourages outstanding students to pursue research in careers in the natural sciences, engineering, and mathematics. Gabrielle was amongst 410 students across the nation to receive this distinction.
Alexandria Tedeschi ’18, bioengineering student, was chosen by the Clemson University Department of Bioengineering for the 2021 Eugene M. Langan III Service Award. This award is given to a student who has mirrored the example of Dr. Langan’s service to the department during the academic year.
Meghan Bowen ’14 and Laura Van Buskirk ’14 had the opportunity to scrub in on a surgery together at MD Anderson in the Houston Medical Center.
“We were both so shocked by the crazy coincidence, as Meghan attends PA school in Fort Worth and I attend medical school in Houston,” said Laura. “She was happening to be participating in an away rotation, and I happened to be completing a surgery rotation that led us to run into each other.”
Natasha Wyndham Hanners ’94, Infectious Disease Physician at UT Southwestern was joined on her rounds for a week by fellow Ursuline grad, Courtney Johnson ’14, 3rd-year medical student at UT Southwestern.
Annabella Ritter-Pleitez ’21 was named a Top 20 under 20 Young Global Leaders of DFW by the World Affairs Council of DFW. This initiative honors 20 exceptional high school students under the age of 20 who are active in their local Junior World Affairs Council Club (JWAC). 20 Under 20 brings a spotlight to young people in the Dallas/Fort Worth Metroplex who consistently give back to their communities and exemplify what it means to be a global citizen.
Kylie Dobbs ’21 and Juliet Moore ’21 were announced as top soccer assist leaders in the Dallas-area by The Dallas Morning News.
Allesia Welch ’21 was awarded the Silver level U.S. Figure Skating Graduating Seniors Award. This award recognizes the hard work of student athletes who have participated in figure skating throughout high school; awards are given at the Platinum, Gold, Silver, and Bronze level based off a skater’s level of competitive achievement in high school. Selection for this award speaks to a skater’s continued commitment to succeeding in their athletic and academic endeavors.
Kylie Koeijmans ’21 was named a High School Scholar All-American Player which recognized her outstanding work and dedication not only on the soccer field, but also in the classroom. She had an unbelievable senior season at Ursuline: named District Goalkeeper of the Year, received 1st Team All-State, 1st Team AllRegion, and was an All-State Tournament Team player.
Grace Olden ’21 was one of the first females to earn her Eagle Scout award, joining the Inaugural Class of female Eagle Scouts. For her Eagle Project, she worked with the Notre Dame School of Dallas to make activity kits for students to practice their fine motor skills. She also sewed aprons for the teachers to help carry supplies easily.
Olivia Pujats ’21 created a work of art that was included in the National Art Honor Society Juried Exhibition. The piece is titled, Change of Pace. It was selected as one of 93 works chosen out of 1,187 submissions.
Colleen Finch ’21 received a National Center for Women in Technology (NCWIT) Honorable Mention award. She was recognized for the strength of her computing aspirations and accomplishments, as well as her leadership ability, academic history, and plans for post-secondary education.
Molly Feighny ’22 organized a Blood Drive at Ursuline! The goal of the drive was 45 units of whole blood.
“We ended with 55 units of blood, 10 over the actual goal,” said Molly. “Not to mention, we had a very full list of people who came in asking to be put as a walk-in. Ursuline Academy potentially helped save 165 lives!”
Viviana Esquivel ’22 participated in the UT Southwestern STARS program during the Summer of 2021. Her project centered around the Pathophysiology of Cardiovascular Diseases.
STARS (Science Teacher Access to Resources at Southwestern) was developed in 1991 to
improve the quality of science education in North Central Texas by making UT Southwestern Medical Center’s vast educational resources available to middle and high school science teachers.
Callie LaValle ’22 was selected as one of only 200 female students (15-19-years old) around the world for the first-ever MENA (Middle East and North Africa) – USA Empowering Resilient Girls Exchange (MERGE) program. Young women from participating countries meet virtually to discuss mental health and to develop emotional resilience skills which they can then share with their communities. This opportunity was offered through The World Affairs Council of DFW, one of Ursuline’s local educational partners. She also spent part of her summer volunteering through Projects Abroad in Ghana. She was a medical volunteer and spent her time there working with Pediatric doctors and surgeons.
Isabella O’Brien ’23 received The President’s Volunteer Service Award in May 2021, for the National Charity League Park Cities Chapter. This award recognizes the dedication and commitment to strengthen our nation through volunteer service. Led by AmeriCorps and managed in partnership with Points of Light, this program allows Certifying Organizations to recognize their most exceptional volunteers.
Isabella also received The Hourglass Award for 100+ hours of service in combined chapter philanthropies for the 2020-21 Chapter year for the National Charity League Park Cities Chapter.
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Samantha Liao ’23 received Best in Show for Junior Polymer Clay Ceramics at the Texas State Fair. She also received two blue ribbon awards: First Place for Polymer Clay Sculpture and First Place for Polymer Clay Article. The items she created include a boot, armadillo, rattlesnake, and mockingbird. All items were on display in the Creative Arts Building at the Texas State Fair.
PNC Bank in Dallas featured photography by the following Ursuline Academy of Dallas students:
• Ella Hudson ’21, Night Out on the Town
• Anabelle Hazzard ’22, Waves and Fount
• Alicia Suarez Soto ’23, Sho
• Niki Vahadi ’24, Blooming Yellow Flower
• Michelle Bao ’24, Sunny Afternoon (pictured below)
Ava Rodriguez ’24 was accepted into the Columbia University Journalism Summer Program for high school students. She spent a week on Columbia’s New York City campus in an in-depth study of the field, producing a story every evening.
Founded in 1912 by Joseph Pulitzer, the Columbia School of Journalism is one of the oldest in the world. Its competitive summer program offers in-class workshops where high school students develop the skills that allow them to serve as editors and peer readers for each other and for classmates and publications at their home schools.
Michelle Bao ’24 received the Gold Level President’s Volunteer Service Award for her contributions to a couple of organizations, primarily at Citizens of Tomorrow where she serves as director and lead instructor teaching two on-line English classes each week to foreign students.
Performing Arts teacher Whitney Coulter was featured on KQED as part of Art and Seek. She also produced and directed a show outside of Ursuline, “Bridges: Sisters of Salem,” in association with The Elevator Project. The show ran in September 2021.
Social Studies teacher Dr. Dave Beyreis’ book Blood in the Borderlands: Conflict, Kinship and the Bent Family, 1821-1920 has been named recipient of the Historical Society of New Mexico’s Gaspar Pérez de Villagrá Award for an outstanding publication in New Mexico or Southwest borderlands history.
Reviewers recognized the book for its significant contributions to the scholarship of New Mexico and western history, as well as its importance in providing deep coverage of one of the region’s most significant families.
He also received the Western Heritage Wrangler Award for his article, “If You had Fought Bravely I would have Sung for You” The Changing Roles of Cheyenne Women During Nineteenth-Century Plains Warfare.
The Western Heritage Award honors individuals who have made significant contributions to Western heritage through creative works in literature, music, television and film that share the great stories of the American West.
Dean of Students Kayla Brown received the 2021 Hal and Joann Tehan Award, an award established by Hal Tehan to honor a teacher whose life and work demonstrates strong integration of the Ursuline mission.
Nurse Susie Murray was recognized as a Magnus Health Frontline Hero. This award recognizes and celebrates those who have gone above and beyond for their schools during the pandemic. She has truly stepped up to the challenges presented by COVID-19 and has supported our school community with passion and kindness. She was also named Work of Heart Award recipient along with Assistant to the Dean of Students Cidney Ayotte.
The Work of Heart Award Program was created in partnership with The Catholic Foundation by a donor who sought to achieve a unique charitable purpose. The award, funded by a grant from The Catholic Foundation, was originally created in 2005. The Work of Heart looks for “the unsung heroes” who are going the “extra mile” in serving our educational community and its members.
World Language teachers Camelia Benhayda and Hadil Issa presented virtually at a world-wide conference as part of the Ahliyyah & Mutran Educational Annual Forum over the summer about teaching Arabic and how doing so is both a curricular/pedagogical innovation.
World Language teacher Hadil Issa was announced as a 40 Under 40 Awardee for the Arab America Foundation.
40 Under 40 is a celebration of accomplished young Arab Americans. The program spotlights Arab American professionals in all fields and business sectors, including education, law, public service/politics, non-profit, business leaders, entrepreneurs, engineers, medical professionals,
artists, entertainers, writers, and media representatives. These young professionals have great achievements both in the workplace and in their communities.
Computer Science teacher Eve Juarez was identified as a STEMpact instructor. The Colorado School of Mines give current Mines students an opportunity to acknowledge their high school teachers who made a significant impact on them in encouraging their dreams and the pursuit of STEM subjects in higher education. She was nominated for this award by Mines students, and Ursuline alumnae, Cici Orendain ‘19 and Kelsey d’Etienne ‘19.
Eve also received the 2021 Teacher of the Year Award, a peer-nominated award for someone who serves as a role model for students and models 21st century learning skills and teaching tools.
Service Learning Coordinator Gabi Merani spent two weeks at the University Liggett School Center for Innovative Teaching and Learning workshop in Detroit. The workshop, “There’s No Place Like Home: Place-Based Humanities Summer Workshop,” gave teachers an up-close view and understanding regarding how Liggett uses place-based humanities while in the classroom.
Director of Global Relationships & Cultural Exchange Cecilia Nipp was named as the new Global Education Benchmark Group (GEBG) Global Educator in Residence. This position was developed to provide leaders from within the GEBG
Community with the opportunity to collaborate alongside GEBG staff in service of the GEBG Mission and to further develop their own leadership within the field of global education.
English teacher Kate Schenck had an article published in an NAIS blog: Independent Ideas, “What a Summer of Doing Nothing Has Taught Me.”
World Language teacher May Shen’s 10-11th Grade Intermediate-Low Chinese Class was featured in Asia Society Center for Global Education for their celebration of the Chinese New Year.
Send your professional, service, and leadership accomplishments to alumnae@ursulinedallas.org, and we’ll share in our monthly e-newsletter, Connects, and on the Alumnae High Notes page www.ursulinedallas.org/highnotes
The Distinguished Alumna Award honors an alumna who, through her service, leadership, and achievements has distinguished herself to Ursuline, her community or her profession. The alumna should be a recognized leader within her chosen field and should reflect the Christian ideals, standards, and objectives of Ursuline Academy.
Upon graduating from Ursuline, Janet attended the University of North Carolina and played on their very first women’s varsity soccer program. As team captain all four years, she led the Tar Heels to a 73-9 record. In 1981, she was named Nike Player of the year as well as Top 10 soccer players in America – male or female – and led the team to the firstever NCAA women’s soccer championship.
After earning a Bachelor of Science in Mathematical Sciences in 1983, Janet became a Software Engineer for E-Systems in Garland, Texas, and coached the Texas Spirit Soccer Club. After seven years in the workforce, Janet accepted a position as an assistant coach at the University of Arkansas becoming head coach in 1993. In the following six years, she coached the 1996 SEC West Champions, two SEC tournament finalists, four All-Region players, six All-SEC players, and 27 Academic All-SEC performers while earning a Master of Science in Biomechanics.
In 2000, Janet took an assistant position at the University of Illinois and began pursuing her Ph.D. The following year, Janet was presented with the chance to join U.S. Soccer. She began coaching youth regional and national teams, scouting and assisting for the full national team, and instructing coaches at all levels of the game.
In 2002, Janet returned to the University of Illinois as the head coach and is now in her 20th season leading the Fighting Illini soccer program. She has coached six players to seven Big Ten Player of the Year honors, five players received the Big Ten Medal of Honor, and seven of her players earned nine NSCAA All-American laurels.
Janet has also made her mark on her peers in the game and in the international soccer arena. She was President of the National Soccer Coaches Association of America (NSCAA) and was an assistant coach for the U20 Women’s World Cup Gold Medal winning team. She was the first woman to receive the National Soccer Coaches Association of America prestigious Honor Award and was recognized with the National Soccer Coaches Association of America Women’s Committee Award of Excellence.
The Serviam Alumna Award honors an alumna who embodies the Serviam volunteer spirit of Ursuline Academy. Through her spirit, service, and quality of life, she exemplifies the Christian ideals of her Ursuline education.
Tammy Clarke graduated from Ursuline with the Serviam Spirit instilled on her heart. She attended Duke University where she was involved with the Catholic Student Center as a Eucharistic Minister, RCIA catechist, Campus minister, and retreat volunteer. She graduated in 1992 with a B.S. in Psychology.
With a passion for humanitarian work, Tammy committed to a year of service with the Colorado Vincentian Volunteers (CVV). Living in community and volunteering at the Colorado Coalition for the Homeless’ medical clinic, she became a “companion on the journey” with Denver’s un-housed population. It was at this point when Tammy found her vocation, discerning a call to work with the poor and marginalized mentally ill.
Having received her M.D. at UT Southwestern in Dallas, she completed her residency in psychiatry at UT Health Science Center in San Antonio where she was recognized as the “most outstanding resident” in her third year and nominated to sit on the inaugural Ethics Committee.
As soon as she could, Tammy made her way back to Colorado to become the Wellness Director at Saint Francis Center (SFC), a non-profit day shelter for Denver’s homeless. She started the wellness program there as the only mental health professional at the day center. She currently writes grants and secures funding so she can provide crisis-intervention and psychotherapy to those struggling with mental disabilities on the streets. She supports the Women’s Homelessness Initiative overnight church shelter program and does outreach on the streets, connecting the homeless community to services they need.
Combining her passions of community mental health and public health, Tammy collaborated with the state and city health departments, during a Hepatitis A outbreak and now the COVID pandemic, by coordinating testing and vaccine clinics at SFC. She served on Denver Health Hospital’s research committee to improve care transitions for the homeless community and serves as an advisor on SFC Trauma-Informed Care and Public Health & Safety committees.
Tammy also advocates for her coworkers’ wellness as a member of her agency’s Program and Employee Executive Leadership Council and as the chair for the Employer of Choice committee. She is a co-author of two textbook chapters in the field of Communications, served on the Board for Ignatian Volunteer Corps, is a regular speaker at CVV’s reflection and discussion nights, and is a certified spiritual director.
The Sr. Marie Staats Award honors a member of the Ursuline family, male or female, who has shown an outstanding commitment and tireless service to Ursuline Academy or its Alumnae Association. Such individual’s service and commitment should have deeply and positively affected the Ursuline Community.
Sister Mary started Ursuline as a first grader in 1939. She is a member of the Class of 1951 that attended school at all three campuses – the old campus on Live Oak, Merici High School on Walnut Hill Lane, and the Ursuline campus we all know and love.
As a student, Sr. Mary was very involved. She was the editor of the yearbook, Junior Class President, Student Body President, and was voted May Queen by her peers. Throughout her time at Ursuline, Sr. Mary never considered joining the Order, but during graduation weekend, as she thought with gratitude about the Sisters, she also thought “Maybe I could do that.”
Upon graduating, she worked at Western Electric until she entered the convent in January 1952. She made her first profession in July of ’54 as Sister Deborah and attended college in New Rochelle, New York. After graduating in 1958, she taught at Ursuline New Orleans until February of 1965 when she came back to Dallas as Mother Deborah to serve as interim principal for the rest of that school year and the following. Her next assignments took her to Rome, Oxford, San Antonio, and Crystal City before returning to Dallas in 1974 to serve as Prioress of the Dallas Ursuline Sisters, which numbered 38 at the time. In 1980, her assignment changed again as she spent several years in Joplin, Missouri, Springfield, Illinois, and Harrisonville, Missouri until she received a phone call in 1994 from Sr. Margaret Ann Moser, then President of Ursuline Dallas, inviting her back to Dallas to work in the President’s office as the self-proclaimed “Chief Hospitality Officer”. Serving in this role for 27 years, Sr. Mary oversees a large volunteer effort charged with helping different departments fulfill their work. From helping Admissions prepare acceptance packets for new families to tying the white ribbons on graduation hats and everything in between, Sr. Mary has been a confidante, cheerleader, sounding board, organizer, teacher, and friend to thousands of moms, alumnae, and employees.
omecoming 2021 – what a blast! Friday night’s Welcome Party and Holiday Bazaar featured great food, excellent shopping, and sing-out-loud entertainment by the 80’s cover band, The Spazmatics. We celebrated double the number of reunion classes which made for double the fun, and we welcomed more than 400 people to see our new East Campus and renovated spaces. It was wonderful to open our doors and invite the community back again. We can’t wait for next year!
Class of ’71 celebrating their Golden Jubilee
Members from the Class of ’51 celebrate their 70th Reunion
The Spazmatics bring the fun to the party
On the Occasion of the Seventieth Reunion of the Inimitable Class of 1951 Beyond Golden Days
We were then as we are now, Laughing, opining, and arching our brow
Our hearts are still young – though our faces have lines, Our minds have expanded – our waists showing signs
We’ve conquered our mountains: we’ve lived out our dreams, And return to this nest of what-might-have-been
From here it began; from here it took shape, As we each went alone to determine our fate
Together again, past thousands of days, We are Ursuline girls, singing Ursuline praise
To each in our class YOU are ever so dear, As you were long ago in that very first year.
With love, Sybil Emmett Tucker ’51
Current and former faculty and staff enjoy time together
Don’t want to wait until next year? Take a virtual tour of the campus today!
Shea Furlong ’96 to James Rhodes
Heidi Edwards ’97 to Wasiu Adio Shittu
Tori Streff ’01 to Travis Rozacky
Wendy Oviedo ’04 to Dylan McNelly
Carolina Thomas ’05 to Stephen Bender
Elena Doskey ’06 to Felipe Lobón
Catherine Iliya ’07 to Zach Palasz
Tyler Butzberger ’08 to Stuart Pudenz
Taylor Bacic ’09 to Ross Stilson
Laura Gambrel ’10 to Grant Sayers
Ginny Jacobs ’10 to Guy Cook
Mary Murphy ’10 to Becket Marum
Emily Pryor ’10 to Jordan Fried
Mia Tomlinson ’10 to Ryan Meade
Megan Trevino ’10 to Andres “Andy” Mendoza
Megan Dini ’11 to Elliott Fish
Jordan Gates ’11 to Blake Vierling
Kathleen Bentley ’12 to Zachary Juviler
Jillian Buys ’12 to Justin Bates
Savannah Washlesky ’13 to Vince Sellner
Hilary Scanlin ’14 to Andrew Wartman
Marguerite Thompson ’14 to Braden Clark
Girls
Angela Peterson Alaniz ’95
Andrea Schoeneberger ’97
Evie Lalangas DeHaas ’01
Theresa Parish-Berry ’01
Meghan Fitzsimmons Felter ’01
Stephanie Bilhartz Monson ’02
Lisa Pimentel ’03
Jacque Kennedy Jacobs ’04
Jade Eason Tunnell ’04
Rebecca Wunderlick Holterhoff ’05
Ann Fritsche ’06
Tanner Hartnett ’06
Katie Klein Collins ’07
Elizabeth Karper ’07
Lisa Weber Zimmerer ’08
Amanda Lee Struss ’08
Dee Wallander Rindt ’09
Jordan Snyder Cunningham ’09
Liz Vache Bentley ’11
Kathryn Brandt (faculty)
Boys
Megan Penney Hughet ’01
Christine Lee Yoon ’01
Victoria Oates Borchers ’02
Shivna Vasavada ’04
Laura Norris Farber ’05
Samantha Fechtel Howell ’05
Rachel Courie Soglanich ’05
Chelsea Buell Hunt ’07
Ashley Hardeman Bailey ’07
Lauren Schultz Futch ’07
Christina Mullen Carroll ’07
Lauren Rasch Greil ’08
Zoe Gonzales Alanis ’12
Andrea Santos (staff)
Auggie Trevino (grandson) (staff)
Twins
Kendell Hall Bachik ’99 boy/girl
Ariane Lemieux Traylor ’11 boy/boy
Alumnae
Mary Jane Brown McDaniel ’44
Betty Fox Tosch ’45
Leona Wooten Day ’46
Ruth Currin Lewis ’46
Marian Wolfe Redmon ’46
Patricia Williams Murphy ’47
Mary Eileen Shine Abell ’48
Barbara Ann Musgrove Loesel ’50
Maureen Smith Gallagher ’51
Josephine Todora La Barba ’51
Lorraine Lastelick ’51
Elena Bert Lowry ’51
Dorothy McRedmond Weed ’51
Joan McCullah Zikowsky ’51
Shirley Peterschmidt ’52
Teresa Messina Rogers ’52
Becky Simmons Farrar ’53
Cecilia Getz ’53
Sr. Peggy Hill, O.S.U. ’53
Joyce Grissaffi Wolff ’54
Barbara Holton Wright ’54**
Patricia Harrington Crumlish ’56
Elizabeth Mokry Smith ’57
Becky Neuhoff Griffith ’58
Jean Diane Folzenlogen Stanley ’59
Barbara Conant Weygandt ’61
Mary Jo Swenson Blume ’62
Diane Hairston Conner ’64
Marigny Lanier ’68
Johanna Mathews Taylor ’70
Barbara Jean Reeves ’73
Christina Swanson’75
Pamela Jeffrey Cunningham ’76
Melissa Farina ’80
Kim Woodward Lenzer ’89
Sarah Stuart Creamer ’91
Husbands of
Teri Lake Dres ’53
Fifi Rodriguez Esparza ’57
Diane Folzenlogen Stanley ’59†
Peggy Sellmeyer Parks ’64
Christine Pakula Swanson ’66
Margery Sears Reese ’67
Rosemary Diehl Wawro ’67
Harriet Ellison Cochran ’80
Bonnie Ampil Eads ’82
Kym Contreras Thompson ’83
Kristine Murphy Scavo ’96
Stephanie Pohl Nawaz ’98
Pat Jones**
Angeline Roznovsky**
Mothers of
Janet Beyer Di Puccio ’65
Claudia Vilfordi ’69
Barbara Hogan Vizcaino ’70†
Claudia Lewis Crocker ’71
Tracy Virant ’72
Lea Gibson-Bishop ’74
Sue Virant Wunderlick ’74
Jo Anne Wright Brooks ’76
Jenny Vilfordi Dove ’76
MaryAnne Doran Mathews ’76
Laura Virant Einspanier ’77
Dianne Wright Doyle ’78
Janet Hunter Lane ’78
Mary Louise Collins Meneffe ’78
Anna Ramos Pace ’78
Shari Rogers Ackels ’79
Teresa Mongoven Baker ’79
Karen Kunecki Frye ’79
Kay Abell Beecherl ’80
Debbie Sterling Benton ’80
Leslie Ross Froeschle ’80
Julie Haba ’80
Allison Wright Womack ’80
Kim Kunecki Cardinale ’81
Stacey Daniel ‘81
Beatrice De La Garza ’81
Julie Kassen Zimmerman ’81
Ann Douglass-Ellis ’82
Rebecca Crumlish Von Boeck ’82
Janice Haba White ’82
Kaye Kunecki Cook ’83
Jacqueline Greer DiCara ’83
Michelle Mongoven McCutcheon ’83
Susan Wolff Wolf ’83
Shannon Hogan Heartsill ’84
Jan Kassen ’86
Amy Schaeffer ’86
Elizabeth Frost ’87
Leigh Schaeffer Walsh ’87
Susan Schaeffer Ronan ’89
Patricia Mongoven Cox ’90
Alisha Rogers O’Donnell ’90
Jennifer Schaeffer Rocha ’92
Sharon Mongoven Jahnke ’94
Juli Anna Schaeffer McNutt ’95
Julianne Roquette Cary ’96
Kelly Canavan ’98
Sr. Teresa Agnes Gerlach ’98
Lauren Rouquette ’98
Jean Marie Stanley ’00
Katie Canavan Lynch ’01
Megan Nuchereno ’23
Fathers of
Pam Greene Keenan ’69
Kim Genther Bruner ’70
Laura Sullins Dell ’72
Libby Greene McGee ’72
Tracy Virant ’72
Diane Greene Walton ’73
Sue Virant Wunderlick ’74
Kathleen Maher Beach ’75
Tracy Sullins Horton ’76
Laura Virant Einspanier ’77
Christine Martter Baskin ’78
Shelley Sullins Koeijmans ’78
Anna Ramos Pace ’78
Renee Johnson Rhyner ’78
Julie Martter Morris ’79
Marianne Maher Percy ’79
Laura Schafer Hyman ’80
Kayla Nabor Sikora ’80
Cecilia Malloy ’81
Jennifer Martter ’81
Heather Sullins McCord ’81
Jenny Gates Priddy ’82
Mary Koch Stack ’82
Cynthia Rasch Shoffner ’82
Michelle Turner Unwin ’82
Mary C Kelly ’83
Joyce Roznovsky Mueller ’83
Allison Rasch Fulton ’84
Kathy Parks ’84
Eileen Maher Weber ’84
Carol Colley ’85
Amy Lawler Good ’85
Kathleen Kelly Grasse ’85
Kathy Malloy Valenzuela ’85
Perri Anne Martter Beathard ’86
Juliet Koch Carter ’86
Anita Moon ’86
Jeanne Gates Howell ’87
Christina Brophy O’Shell ’87
Beth Geisler Singel ’87
Michelle Mahaffey ’88
Janet Roznovsky Rickert ’88
Amy Brown Staas ’88
Judy Roznovsky Juarez ’89
Pansy Sidhom Watson ’90
Teresa Moon Massey ’91
Stacey Reese North ’91
Kathleen O’Shea Carone ’94
Laura Jo McElwain Klein ’95
Meghan O’Shea ’95
Christine Sidhom Smart ’98
Kathleen Korman Smith ’98
Tara O’Shea ’00
Jean Marie Stanley ’00
Almastella Ekong ’01
Molly O’Shea ’01
Katherine Young ’01
Erin Ashford ’02
Kristin Young ’03
Katie Bartush ’04
Meredith Elkins ’06
Victoria Davis ’10
Lauren Barale ’12
Kelsey Brown ’12
Kelsey Korman ’13
Natasha Martinez ’13
Julia Barale ’16
Neida Negrete ’19
Ivette Negrete ’23
Angel Chinuntdet***
Jim Koehler***
Connie Jones Lovejoy***
Step-fathers of Tanya Fink Childs ’86
Tracey Jenkins Gonzales ’80
Lorilei Cardenas Cronin ’95
Nicolette Bize Wiley ’98
Daughters of
Vincient Lobello Mathews ’38†
Marilyn Brett Otteman ’55
Fifi Rodriguez Esparza ’57
Those listed here died between December 1, 2020 and November 30, 2021.
Sons of Ellen McGowen Mendoza ’60
Patrice Lively ’81
Grandson of Frances Oppe Kervin ’57
Grandmothers of
Robyn Saller Buckner ’90
Kim Blades Askew ’93
Lauren Saller Stewart ’94
Melissa Blades Brewster ’96
Holly Lanham Briscoe ’96
Shuntel Green ’97
Melissa Terry Pridmore ’97
Caytie Sarandis Langford ’98
Ashley Morgan Ternan ’98
Stefanie Flusche Constanzo ’02
Julie Wunderlick Huerter ’02
Brittany Dove Melo ’03
Lilly Watson Neubauer ’03
Allie Morgan Dunklin ’04
Tessie Watson Crow ’05
Rebecca Wunderlick Holterhoff ’05
Lindsay Dove McDonald ’05
Sarah Stefaniak ’06
Sarah Einspanier ’07
Chelsea Collazo Shumaker ’08
Casey Boyle ’09
Clara Doyle Ogden ’09
Alice Doyle McMahan ’11
Madeleine Ackels ’12
Lana Dove ’12
Chrissy Madsen ’13
Katy Cornwall ’14
Jennifer Ackels ’15
Blair Hatzmann ’15
Nicole Wolf ’15
Alex Griffin ’16
Christina Cardinale ’17
Christina Davenport ’18
Mairanna Rodriguez ’18
Shannon Cook ’20
Sarah Gibbs ’20
Audrey Bredehoft ’22
Brook Hatzmann ’23
Grandfathers of
Megan Hughet ‘01
Julie Wunderlick Huerter ‘02
Jessica Gates Whitsitt ‘02
Rebecca Wunderlick Holterhoff ‘05
Emily Acosta ‘06
Jordan Rhyner ‘06
Nicole Koeijmans Duncan ‘07
Sarah Einspanier ‘07
Evelyn Acosta Conley ‘09
Mia Morris Doyle ‘09
Sarah Valenzuela Pressler ‘09
Bailey Beach ‘10
Kelsey Ryan Ord ‘10
Allie Ryan Gilliland ‘11
Kelsey Hyman ‘11
Jordan Gates Vierling ‘11
Jillian Buys Bates ‘12
Juliet Stack ‘12
Jessica Valenzuela ‘12
Izzy Morris ‘13
Anne Priddy ‘13
Savannah Priddy Overton ‘14
Jenna Buys ‘15
Nicole Herleman ‘16
Katie Howell ‘16
Morgan Hudgins ‘16
Pauli Kerr ‘16
Lilianne Weber ‘16
Madeline Wood ‘17
Meredith Wood ‘17
Julianna Buys ‘18
Brynne Smith ‘18
Graciela Valenzuela ‘18
Kristen Hyman ‘19
Marleigh Wood ‘19
Sarah Gibbs ‘20
Ainsley Koch ‘20
Hannah McCord ‘20
Teresa Valenzuela ‘20
Morgan Good ‘21
Millie Kerr ‘21
Audrey Bredehoft ‘22
Briar Bundy ‘22
Charlotte Kerr ‘23
Kat Weber ‘23
Berkeley Bundy ‘24
Kathryn Good ‘25
Great Grandmothers of
Emily Askew ’22
Lily Garrigan ’23
Saller Stewart ’23
Olivia Askew ’25
Leah Stewart ’25
Sisters of
Frances Currin Marshall ’43†
Jeanne Marie Hill Minnick ’48†
Kathleen Smith Schaffer ’48
Joanne Shine Long-Hale ’49†
Pat Messina ’49†
Jean McRedmond Bonnen ’50†
Frances McRedmond ’53
Kathleen McRedmond Kahil ’54
Mary Martha McCullah Uloth ’54†
Peggy Cooper ’55†
Mary Lou Peterschmidt Whitham ’55
Alice McRedmond ’56†
Mary Pat Hill Liggio ’57
Celeta Simmons Walther ’57
Carol Reeves Eartherly ’59†
Sr. Ellen McRedmond ’59
Shirley Simmons Hotchkiss ’60†
Cathie Swenson Aldridge ’61
Joan Smith Breuch ’61
Joan McRedmond Cannon ’61
Kathleen Peterschmidt Snyder ’61
Nancy Shine Sullivan ’61
Mary Ann Getz Haughton ’62
Nancy McCullah Henry ’62†
Beth Krage Lenzer ’63
Franny Mathews Collins ’67†
Carol Jean Conant ’67
Anna Reeves ’67
Katherine Owen ’70†
Barbara Swanson ’70
Camille Lanier Riddick ’72
Maura Swanson ’72
Nancy Farina ’77†
Ann Garvey Hamilton ’77
Lisa Lanier ’79
Jenny Woodward Mooney ’84
Lisa Garvey Sambrano ’84
Jana Jeffrey ’85†
Keri Woodward McGuire ’89
Brothers of
Anna Marie Stanley ’40†
Peggy Stanley Gormley ’41
Martha Troy Ribelin ’49†
Sr. Mary Troy, O.S.U. ’51
Patricia Boyce James ’55
Jean Troy Knauber ’56
Ellen McGowan Mendoza ’60
Maryhelen Bronson ’66
Julie Bronson ’67
Tracy Virant ’72
Sue Virant Wunderlick ’74
Kathryn Jernigan Adams ’77
Laura Virant Einspanier ’77
Julia Jernigan Gibson ’81
Amy Lootens Sorensen ’91
Christine Moore Erdeljac ’97
Ainsley Hughston ’10
Amanda Campbell Sample ’11
Hanna Hughston ’19
Aunts of
Nancy Marshall ’67
Teresa Korman ’74
Mary Pat Uhler Finnigan ’76
Marion Marshall ’76
Beverly Hairston Lueckemeyer ’77
Barbara Hairston Roberson ’78
Carolyn Strauss ’80
Anne Vilfordi Arneson ’81
Bede Marshall Ryan ’82
Elaine Bennett Catloth ’83
Julie Lenzer ’84
Nancy Hairston ’86
Lucy Grissaffi Ward ’91
Rosanna Rivera Mao ’99
Rebekah Rivera ’01†
Roina Rivera Baker ’02
Rachel Wade Robertson ’06
Becky Wade Firth ’07
Emma Hooper ’19
Grace Mooney ’19
Camelia Benhayda***
Uncles of
Lisa Curtiss Korkmas ’80
Jenny Gates Priddy ’82
Toni Curtiss Jobes ’84
Jeanne Gates Howell ’87
Courtney Harnden Link ’92
Paige Harnden Sidhom ’98
Julie Wunderlick Huerter ’02
Graciela Rubio ’04
Rebecca Wunderlick Holterhoff ’05
Sarah Einspanier ’07
Stephanie Schell ’10
Aubree Auletta ’12
Sara Schell ’12
Baylee Auletta ’15
Erin Schell ’15
Taylor Louviere ’20
Emma Louviere ’22
Cora Ellison ’25
Emma Sorensen ’25
Michele Snyder***
Mothers-in-law of
Mary DeLoache Terry ’73
Grace Melgoza Flusche ’74
Judy Donachie Watson ’75
Jenny Vilfordi Dove ’76
Ellainia Griffin ’85
Tara Copp ’92
Anne Harry Burgio ’94
Camelia Benhayda***
Ruth Talkington***
Daughter-in-law of Beth Krage Lenzer ’63
Fathers-in-law of Chrysa Smith DaCosta ’83
Kathie Kahn Wood ’87
Maureen Rice Williamson ’92
Lore Fitzgerald Lorenzo ’93
Paige Harnden Sidhom ’98
Son-in-law of Carolyn Ahnert Contreras ’55
Sister-in-law of Anna Marie Stanley ’40†
Peggy Stanley Gormley ’42
Patricia Brown Currin ’50
Pat D’Ambrogi Shine ’60
MaryAnne Doran Mathews ’76
Julie Lenzer ’84
Brothers-in-law of Jeri Sturtz Shand ’59
Beth Sellmeyer Sargent ’61
Patsy Sellmeyer Loveland ’62
Leslie Sears Knetsar ’65
Deborah Diehl ’73
Maria Ellison Curtis ’82
Kelly Contreras Balliett ’84
Kaysi Contreras ’89
Nephews of Kathryn Jernigan Adams ’77
Lynne Kervin Garcia ’79
Julia Jernigan Gibson ’81
Nancy Kervin ’85†
Cousins of Estela Meneses Jones ’71
Cristina Meneses Ball ’73
Patty Meneses Kutscher ’74
Caroline Hoffman Sterling ’08
Madeleine Crume ’12
Mary Hoffman ’16
Sarah Crume ’23
Lanette Lambertson***
Former Faculty/Staff
Peggy Busby**
Connie Gerlach**
Dan O’Shea**
Shirley Jane Rollins**
**Former Faculty/Staff
***Current Faculty/Staff
†Deceased
Beloved Ursuline Faculty and Staff
Sr. Peggy Hill O.S.U. ’53 died May 14, 2021. She taught theology from 2004-2009 and remained a vital part of the Ursuline Dallas community until 2018 when she moved to New Orleans. She will be remembered as a faithful servant of God.
Peggy Busby died July 27, 2021. She served as VicePrincipal from 1983-1986 and considered it her mission to continue mentoring her students long after they all left the halls of Ursuline. She will be remembered for her loving guidance.
Dan O’Shea died June 21, 2021. He taught Latin at Ursuline for 23 years and played Tevye in the Ursuline production of “Fiddler on the Roof.” He will be remembered for his kind and gentle nature.
Ursuline is saddened by the losses in our community. We make every effort to accurately list each passing and regret any oversight or errors. Please remember to notify us of any updates at alumnae@ursulinedallas.org and join us for our Memorial Masses held in January, April, and August.
Students, parents, and
All Ursuline Academy employees are dedicated to the well-being of our students, and that ethos of loving and caring for each individual, in turn, creates a wonderful workplace for faculty and staff.
Even after a school year shadowed by a global pandemic, requiring unconventional classes and constant pivoting of plans, our employees reported staggeringly high satisfaction in a survey conducted for The Dallas Morning News Top 100 Places to Work 2021. The program recognizes and celebrates businesses that are at the top of their game and making North Texas a better place to work. In the survey, employees gave Ursuline the highest marks for the statement: This company operates by strong values.
“This year has been great for us,” said Math teacher Tammy Yung who nominated Ursuline for this distinction. “We took on the challenges of COVID in a way no other faculty/staff could have imagined. I am so proud of all that we accomplished together.”
Being named Number 3 in the Midsize Company category reaffirms that when we focus on the well-being and full development of our students, we adults find more joy in our work.
It is thrilling to see that following in the steps of St. Angela and the Ursuline
Sisters continues to fulfill not only the girls we educate and empower, but also those who teach and support them.
Awards Received
Top 100 Places to Work 2021 No. 3 Midsize Company
Special Award: Best Training
In August 2021, every single employee made a gift to The Campaign for Ursuline during the annual Employee Giving effort. This is the seventh consecutive year with 100% participation.
Academic Excellence
Lifelong Friendships
Serviam and Spirituality Scholarships
Collaboration & Creativity
Global Competence
Technological Leadership
Time-honored Traditions
Student Well-Being
Innovative Teaching
Learning Environments
When you make a comprehensive gift to Ursuline, you support the complete development of each individual student.
To give, use the QR code above, or visit: www.ursulinedallas.org/giving
Thank you for supporting our students!
April 3 – Memorial Mass
April 16 – Easter Egg Hunt
May 14 – International Serviam Day
May 22 – Class of 2022 Graduation
August 7 – Memorial Mass
September 22 – UA Giving Day
November 11-13 – Alumnae Homecoming Weekend
December 15 – Young Alumni Cocktails at Christmas (with Jesuit)
January 4, 2023 – Young Alumnae Back to Campus Lunch
January 8, 2023 – Memorial Mass
To learn more, contact the Alumnae Office at alumnae@ursulinedallas.org or visit www.ursulinedallas.org/getinvolved