BONUS CONTENT
EDUCATING FOR TODAY AND TOMORROW While the use of technology in education is not new, its rapid evolution presents both opportunities and challenges for educators. Our goal is to prepare students for the future by instilling critical thinking and problemsolving skills within a strong ethical framework. Educators are navigating these new challenges and seizing the possibilities. Jess Radogno, Director of Curriculum and Instruction At Nazareth, we recognize that AI is not going away and that it can be a useful tool in education. We’ve spent the past couple of years exploring ways AI can support learning while also learning more about AI tools to ensure that education remains human centered. We find ourselves in an interesting time where we have a responsibility to teach students when and how to use AI ethically and responsibly, and why, in many cases, AI should be avoided or used with extreme caution. This led us to work last year and over the summer to develop a Levels of Use Framework that provides common language and clarity for both teachers and students about when and how to use AI. Our framework also educates teachers and students on safety and ethical considerations, such as the impact of daily AI use on critical thinking skills and the environment. Matt Foster, Science Department Chair Students in the Engineering course have a final project where they seek to use the Engineering Design Process to solve a real world problem for a member of the Naz community. Be it a teacher, staff member or coach, they have to find someone with a request or even pitch an idea they have to solve a problem they have identified for that person. They create a prototype, get feedback, and deliver a final project to help fulfill the need the best they can, learning important skills and helping their community at the same time.
Laura Moran Claxton ‘96, Nazareth Education Technology Specialist The integration of Jamf School into Nazareth's technology structure is beneficial for teachers and students alike. When a student starts at Nazareth, a mobile device management profile is added to their family-owned iPad.. Jamf allows Nazareth to instantly provide apps to the student that will be needed for class, while still requiring the student to be responsible for maintaining the device. They can still customize the display, a modern show of personality, while adding their own applications as needed. For teachers, Jamf provides a new tool for classroom management, which directly correlates to student focus. At the beginning of a lesson, a teacher can decide which apps and functionality are needed on student iPads. The rest temporarily disappears until restored at the end of each class period. From a technical point of view, Jamf permits the Technology Team to obtain up-tothe-minute data on our student devices, which provides faster resolutions to technical issues.
Hear what our alumni educators think. Thank you to our alumni educators for sharing their thoughts on the challenges and possibilities that accompany technology in the classroom: Jeanne Paliatka ‘86, Keith Ozsvath ‘91, Casey Moran ‘01, Elaine Gralak ‘16. Can you share a specific example of how you currently use educational technology or AI to foster creativity or critical thinking rather than replacing it? Jeanne: In my Literature and Film classes, students create projects and short films that demonstrate understanding of film concepts and film analysis and showcase their creativity. From experimenting with stop motion animation in short films to highlighting their understanding of the purpose of camera angles and proximity, composition, and sound through presentations, technology allows for the exploration and inclusion of multimedia in ways that are not possible solely with paper and pencil. The act of creation brings the students a sense of pride and accomplishment.
Literature and Film students create stop motion short films.
Keith: AI has become an indispensable digital assistant for handling many of the administrative tasks that come with being a teacher, giving me more time to focus on my students. Technology also gives my students immediate feedback when they practice at home, helping them improve and take more ownership of their learning. Casey: We use the Desmos graphing calculator throughout our math department to help students explore concepts such as families of graphs, transformations and graphical analyses, function studies, and the solution regions created Casey Moran ‘01 by systems of inequalities. The technology makes abstract idea more concrete and visual while also giving students the freedom to experiment, recognize patterns, and discover for themselves how, and more importantly, why, mathematics works. Looking back, what foundational skill or mindset from your time at Nazareth best prepared you to adapt to modern technological shifts? Keith: I firmly believe that hard work trumps talent, and my years at Nazareth helped instill that mindset. My band director, Algebra students use iPads for classwork. Mr. Scimeca, called it P.R.I.D.E. - Personal Responsibility In Daily Effort and that lesson has stuck with me throughout my life. Casey: I feel the Sisters and my experiences at Nazareth as a student instilled in me a gritty, growth-oriented mindset: if you do not understand something yet, you put in the work to figure it out. As technology continues to evolve, that foundation reminds me that I do not need to know everything immediately. I just need to be willing to learn, work hard and seek help from people who know more than I do. Elaine: Nazareth teaches students to think critically and use classroom lessons to become better community members. When working with AI and technology, we must Elaine Gralak ‘16 remember that while it can create, modify and connect ideas, we as humans must work with each other to implement ideas in order to create change and properly contribute to the communities that shape us.
If you could share one golden rule with today’s high school students about navigating tech and AI responsibly, what would it be? Jeanne: It's important to remember that technology is a tool that can elevate and amplify students' voices and ideas, not replace them. Keith: My golden rule would be: use AI to strengthen your thinking, not replace it. AI can help you create, brainstorm, and solve problems, but the human element still matters. Good judgment, knowing what to trust, question, change, or leave out, still has to come from you. Jeanne Paliatka ‘86
Where do you see the human element playing the biggest role in technology-driven classrooms? Jeanne: Technology provides an opportunity to bring the world into the classroom, which helps to develop awareness and empathy for others. For example, my World Lit Honors students participate in a microloan project that enables them to see the needs of others Peer review editing with Google Docs. around the world, which fosters awareness of the challenges of living in other regions of the world, as well as the transformative power of a microloan. The high rate of return of these microloans shows them what true partnership can accomplish, and without technology they wouldn't be aware of any of this. Keith: Technology is a wonderful tool that can provide information and feedback, but it can’t replace the relationships that are the foundation of learning. Students need to feel valued and that starts with a positive studentteacher relationship built on connection, encouragement and trust.
Keith Ozsvath ‘91
BEYOND BORDERS: REFLECTING GOD’S GOODNESS ACROSS THE GLOBE Thank you to the following alumni for agreeing to share their global perspectives: Luisa Echevarria '71, Linda Gogliotti-Näzell ‘88, Patrick Callaghan ‘10, Sofia Moreno ‘20, John Chopp ‘20. Is there a specific trip, cultural interaction, or language study moment during your time at Nazareth that changed how you see the world?
Luisa Echevarria '71
Luisa: During my first year at Nazareth Academy I traveled to Spain with my parents and was amazed and inspired by the beauty of the country and culture. My parents and I came to the United States in 1961 from Cuba so we spoke Spanish well and were able to truly connect with people from several regions of Spain. I gained a broader perspective of the world and an appreciation for my Spanish ancestors from Galicia, the Basque Country and the Canary Islands.
Linda: I went on the Close Up Washington DC high school program, perhaps my junior year. I believe Mr. Michalek was our chaperone. We met students from CA, Puerto Rico, etc. while we learned about the government and U.S. History in Williamsburg. Patrick: One of my favorite traditions in Italian class with Señor Mullen was the St. Joseph's Day celebration, in which we dined on Italian cuisine and played "Scopa." It sparked a desire to visit new countries and try traditional food. Sofia: My two service trips to Solsberry, Indiana with Coach Gonzalez and Mrs. Stanton truly changed my worldview. Both summers, I learned the importance of appreciating the present moment, observed the connectedness that holds rural communities together and, most importantly, helped the dear neighbor.
Trip to Solsberry in 2019.
John: Learning Spanish from Sra. Laguna at Nazareth gave me the unique opportunity to learn not only the language, but also the expressions and culture of her native Argentina. Years later, while living abroad with five Argentinians, that foundation helped me connect with them much more naturally and build lasting relationships that became some of the most meaningful parts of my international experience. How has having a global, culturally aware perspective given you an advantage in your current career or community leadership? John Chopp ‘20 Luisa: Although I am now retired, I worked for over 30 years for Spanish language media company, Univision. As the community relations director, I had the privilege to interact with Latino populations in the city and suburbs. Each population had their similarities and differences and it was important to be sensitive to all cultural nuances as we promoted various public service campaigns and produced local news and programming. Linda: Understanding how and why people from other parts of the world might do things, how they may view different topics (e.g., education as that has primarily been my field) is invaluable in terms of interculturality. No country – no matter how big and powerful – can thrive on its own, and we are all accountable to and responsible for this shared planet. Patrick: I had the opportunity to learn French and attend the French Test Pilot School, which then opened up many Naz Travel: France 2023 avenues to work in international affairs. Beyond the career opportunities, a culturally aware perspective allows for a deeper understanding into the values of different cultures and how they are reflected in their respective governments. On a personal level, having a basic understanding of the value systems of various countries and regions around the world will enable you to build lasting interpersonal relationships with anyone.
Patrick Callaghan ‘10
Sofia: My global experience has allowed me to build trust with my patients and clients more seamlessly. Working in the mental health field, I get to support people from every background and being culturally aware has helped me provide a more inclusive and safe environment that my patients and clients benefit from.
John: My international experiences have made it much easier for me to connect with people from different backgrounds, both professionally and socially. Living abroad constantly pushes you to adapt, communicate across differences, stay curious about perspectives beyond your own, and approach unfamiliar situations with an open mind; skills I’ve found invaluable in working with others and building meaningful relationships. How does stepping outside your comfort zone and exploring new cultures connect back to seeing God’s Goodness in thebroader world? Luisa: In my early twenties I worked for Lions Clubs International in Oak Brook. My department traveled to Tokyo in 1978 for the International Convention. While working there I had the opportunity to interact with staff and members from dozens of different countries. All of the groups shared the ways in which their efforts improved the lives of people in their communities. It is hard to describe how 2026 Seal of Biliteracy recipients. profoundly the experience changed me. Service to others became for me a manifestation of God's goodness in the world. Linda: I am reminded often that we are all much more similar than we are different and how we have much more in common than not. Not long after moving to Japan (where I lived 2000-2012), I asked my friend Yuko to whom she was praying. Her response: God. Expecting her to say Buddha, I realized in that moment that even when in a Buddhist temple, a Shinto shrine, or a Muslim mosque, many of us are praying to a similar higher power. Though I have yet to go to other places of worship (e.g., a Jewish synagogue), I’ve learned well Linda Gogliotti-Näzell ‘88 that ‘God’s goodness’ is alive and well in people of all faiths. While worshiping might look different (prostrating oneself vs. genuflecting; wearing a hijab or shayla vs. a veil as I saw many female Catholics of all ages in France and Poland still do), the motivation is often quite similar. This is why I have never felt strange praying to (my) God in places other than a Catholic church. Sofia: By exploring new cultures we are able to appreciate the uniqueness each culture offers, discover the similarities that connect us and recognize that we are all made in God's likeness. Traveling the world, I have been able to see God's goodness in the meals I shared with people in Morocco, to the hospitality from the people in Guatemala and finally in the beautiful Andalusian traditions in Seville, Spain.
Naz Travel: Spain 2024
John: Stepping outside my comfort zone has put me in situations where I’ve had to rely on people I never expected to rely on, and some of the clearest examples of God’s goodness I’ve experienced have come through the kindness of those people. From strangers comforting me when I was struggling abroad to friends from around the world supporting me through a major injury, those moments have shown me how much goodness can transcend language, culture, and background.
What is one piece of advice you’d give to a high school student considering their first international trip or language study? Linda: I left the US for the first time when I was one month shy of 30. While I wish it had been earlier, I went when I was ready. It’s never too late. It can be a bit addictive though. The world is a ‘big small’ place. The more you see, the more you may want to see. You will be forever changed once you realize that your world is but a very small part of the greater world. Diverse peoples, ways of communicating, languages, foods, dress … diversity is the norm, not the exception. Luisa: Do some prior research on the history of the Naz Travel: France 2023 country you are visiting and immerse yourself in local art, music and cuisine. Don't be afraid to ask questions and relish the small moments of discovery that can spark a real connection to a place and its people. Patrick: Don't be afraid to step out of your comfort zone when learning a language or traveling. Just as Coach Racki challenges the football team to push themselves physically, or Mr. J challenges students to push themselves academically, we must step out of our cultural comfort zone to have a more complete world view. In the age of social media, it is becoming even more important to step out from behind the screen and experience the world for ourselves to draw our own conclusions, not the ones given to us.
Naz Travel: Italy 2025
Sofia: Say yes! Traveling and being able to immerse yourself in another culture as a young adult is such a privilege. You will undoubtedly create the most unforgettable memories that will leave you wanting more. Lastly, don't forget to unplug and explore.
Sofia Moreno ‘20
John: Treat your language classes in high school with real importance; learning another language is one of the most valuable skills you can carry with you, whether you ever plan to live abroad or not. And when you do have the opportunity to travel, be a traveler, not a tourist; the more you truly immerse yourself in another culture, the more you’ll take from the experience, often in ways you never could have imagined.
Thank you to our current faculty members for sharing their views. How does stepping out of the classroom and into travel transform a student beyond just academics? Kelsey Strode: Travel allows students to see real life applications of what they are learning! Even if students are traveling to a country where a language is spoken that they are not learning, they are able to see that learning a language is not just for the sake of taking tests, but it allows them the ability to experience the world in a new way. It makes the world much more accessible.
Students in Spanish 1.
Silvana DiVita: When students travel, they’re exposed to real-life experiences and have the opportunity to interact with local people from the country they are visiting. Travel makes students understand new cultures, meet different people, and see the world in a new way. How does a world language requirement build empathy, curiosity, and an open heart in our students and/or prepare them to reflect God’s goodness in a diverse world?
Silvana DiVita
Silvana DiVita: Learning a world language and studying different cultures helps students understand and respect others, become more open-minded, and appreciate God’s creation through the many different people, cultures, and places in our diverse world.
Kelsey Strode: Learning a language allows students to communicate with people from parts of the world and of cultures that are different from their own, and in doing so, allows them the ability to learn more about those cultures. People who live in other countries have values that differ from those here in the United States, and in learning about other cultures, it allows them to see that while people may live differently, value different things, etc, it does not make it wrong, it’s just different. What is the single biggest shift or "aha moment" you hope to see in a student between the day they board the plane and the day they return to Naz? Kelsey Strode: I would hope that students realize that the world is bigger than just what they know, and that the way in which people live their lives is not necessarily similar to how they do (with the understanding that different is not bad, it’s just different). Silvana DiVita: As a teacher, my biggest “aha moment” is traveling to Italy with students and seeing them use the Kelsey Strode language to communicate with local people, when ordering food at a restaurant or ordering gelato at the gelateria. This is when students can see how what they learned in the classroom connects to real-life experiences. It’s also special to see them appreciate the beauty of the art, history, and culture around them.
Naz Travel: Spain 2024
Naz Travel: Italy 2025
UNITY THROUGH RETREAT For generations, Nazareth retreats have offered far more than fond memories, they are a defining cornerstone of our Pillar of Unity. To capture what makes these moments so meaningful, we spoke with Campus Minister Janet Rausch and several alumni retreatants about the lasting magic of the Naz retreat experience.
According to Campus Minister Janet Houda Rausch ‘91: The Core Intent: On every retreat, I hope the students come into the experience with open minds and hearts, and simply trust the process. Our leadership teams will often say, "What you put into it is what you get out of it." If the students are open to the journey, not only will they have a great time, but they will learn more about themselves and their peers, and, hopefully, start to find their own authentic relationship with God. Reflecting God's Goodness: I see upperclassmen having a strong desire to lead retreats for their fellow Roadrunners, especially for the freshmen and sophomores. It is precisely because they want the freshmen and sophomores to come together, have a fun time, and really start to build connections as a class. Reflecting God's Goodness is all about UNITY! In regards to Kairos, we saw 50+ seniors apply to be Kairos leaders last year. This was an overwhelming number of students who wanted to give their peers as great a Kairos experience as they had. These student leaders embody the phrase, "The gift I have received, I give as a gift." The Ripple Effect: Perhaps the most tangible example is after Kairos. Students build deep bonds with their peers and stay connected throughout the rest of the school year, talk with classmates they weren't friends with before the retreat, and can't wait for the next group of classmates to experience Kairos. They come back to school more open, understanding, empathic and inclusive.
From our alumni Thank you to the following alumni for sharing their memories of Nazareth retreats: Katie Ainge McKeon ‘04, Holly Haberkorn ‘13, Jazzmin Martinez ‘19, Patrick Uphues ‘19, Amanda DeCesare ‘20. Can you describe a specific moment during Kairos or Junior Retreat - a conversation, a quiet moment or a tradition - that has stayed with you ever since? Katie: I remember the guided meditation that our small group retreat leader led us on during Junior Retreat. It was my first time experiencing prayer this way and it left a profound impact on me. Holly Haberkorn ‘13
Holly: Kairos helped me develop a newfound sense of confidence in myself. It taught me that everyone has a unique story and reinforced the importance of listening, being present, and taking the time to truly understand others for who they are. Jazzmin: Without giving away too many secrets, I have treasured memories of coming out of meaningful ceremonies throughout retreat with the strong sense of just how loved and supported I was by my family and friends. Kairos is a memory I’ll always cherish from high school.
Jazzmin Martinez ‘19
Patrick: I remember so vividly being at LaSalle Manor for junior retreat when one of my classmates started playing the piano. It turned into a spontaneous sing-along and just a pure moment of joy. It was one of the ways that people who didn’t normally hang out together bonded and found a chance to connect. I still smile when I think about it.
What is one lesson, tradition or personal value from your retreat experience that you still draw on today in your career or daily life? Katie: Junior retreat instilled in me the importance of listening to one another’s stories. It’s so important to take the time to really get to know the people around us. Patrick: Retreats were a chance to open up and share what’s going on under the surface. We all have a story, and most of us have a story we don’t share publicly. That’s a lesson I try to carry into everything I do. Whether it’s as a teacher or a coach, I bring that knowledge into my interactions and try to approach Katie Ainge McKeon ‘04 people with patience and understanding instead of judgement. Amanda: I often reflect on my time at Naz and the wonderful relationships and memories I made and how it really shaped me into the person I am today. A lesson that I learned from Kairos is the way in which we answer the question: How can I be the person that God called me to be? I believe that I was called to help others, and as a pediatric nurse, I have the opportunity to help children through their most challenging times. I answer that call through everyday interactions with patients and their loved ones by being a disciple of Christ. Amanda DeCesare ‘20
Did a specific relationship (with a classmate, retreat leader, or God) shift or deepen during your retreat? What changed? Katie: Junior retreat was an opportunity for me to witness and experience my class grow closer together. Patrick: I think all three were deepened. For sure, if you go into the experience whole heartedly you will do some self reflection and get to know yourself better, which then makes it easier to connect to others. Maybe the Kai-high doesn’t last forever, but that core experience of closeness to God, self and others has remained. Without a doubt, my retreat experiences deepened my relationships with my peers in high school.
Patrick Uphues ‘19
If you had to summarize the lasting impact of your Nazareth retreat in just one or two sentences, what would you say? Katie: Junior retreat taught me the importance of relationships with others, myself and God. Holly: My Nazareth retreat was a reminder that some of the most meaningful parts of life come from the people we surround ourselves with and the connections we make. Even years later, I still carry that sense of community and gratitude with me.
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