Notre Dame Today Summer 2013

notre dame today summer 2013

A Well-Rounded Education

best prepares students for life after graduation

Plus

Notre Dame confers 265 degrees over two days

A tribute to the Sisters of Notre Dame

14 notre dame today PRESIDENT

Andrew P. Roth, Ph.D.

contents

CHIEF COMMUNICATIONS OFFICER

Campus News >> 2 Commencement 2013 >> 8 Student Profile >> 14 Aliea Moore Finds Fertile Ground Tribute to the Sisters of Notre Dame >> 17 In Service, Spirit and Scope Tower Tributes >> 21 The Sisters of Notre Dame

The Relevance of a Liberal Arts Education >> 22 In-person character development, Inclusive professional preparation, Spiritual transformation Class Notes >> 30 In Memoriam >> 33 Donor Profile >> 34 Maureen Bihn ’79 Gives Forward Because . . .

The Big Picture >> 36

Brian Johnston EDITORS

Paula J. Baughn Katie Schimmelpfennig CONTRIBUTORS

Stefan Bogdanovic ’15 Mary Elizabeth Cotleur ’98 Zackary Dearinger ’14 Maureen Ischay Megan Scarberry ’15 DESIGN & LAYOUT

Spiral Studio PHOTOGRAPHY

Ryan Baker Ralph D’Alessio ’13 Jeff Farr Doug Garmon John Reid Notre Dame College, a Catholic institution in the tradition of the Sisters of Notre Dame, educates a diverse population in the liberal arts for personal, professional and global responsibility.

Notre Dame Today is published by the Notre Dame College Communications Office for alumni, faculty, staff, students and friends of the College.

The opinions expressed in Notre Dame Today are those of the editorial staff, writers or their sources and do not necessarily represent the official positions of Notre Dame College.

Send your comments to: NOTRE DAME TODAY

On the Cover: An image of the undergraduate commencement reception on Quinlivan Circle captured from inside the tower of the Administration Building using a fisheye lens serves as inspiration to those who may be undecided about college. Also in this issue, three Notre Dame experts make a case for why a well-rounded liberal arts education is the best preparation for any economic or employment future. Photo provided by Doug Garmon.

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from the president

Dear Friends of Notre Dame College, With students and families looking more closely at whether a traditional oncampus college experience is in their best interest and, if so, which institution will best fit their needs and ambitions, higher education is at a crossroads.

Notre Dame College is also at a juncture, but unlike many other institutions, our College is better prepared not only to survive but to thrive.

This spring, we launched our 2013-2018 academic strategic planning process.

This fall we conclude the celebration of our 90th anniversary year. And in this issue of Notre Dame Today, we take a look at how we as a College—our students, faculty, staff and alumni—are positioned not only to face but to be at the forefront of the challenges of the future.

Attempting to define what is relevant in higher education—the ability to be a leader in providing what young adults and their families expect and what employers and the world demand of the degreed individual—is a popular topic of late. Arguably, there are many definitions that work well for different institutions and different individuals. At Notre Dame, we believe what has kept us going and growing since 1922 will be what continues to serve us and our students in the future—and that is the timeliness, and timelessness, of the education itself. Our greatest strength lies in that we are a small, private faith-based institution for traditional and post-traditional students that offers a variety of programs and majors via several delivery methods with a strong and unwavering foundation in the liberal arts.

But Notre Dame College is not just an approach to pedagogy. We are above all a community of connection that serves to develop students with character, career and citizenship readiness and faith and service—personal, professional and global responsibility—not just to do well but to do good. And it is this energy, of our people and passion, that not only makes our education pertinent but also sets our experience apart.

Notre Dame College: our pedagogy, people and passion – relevant to the world and the needs of students in all times

I invite you to read not only about the relevance of the liberal arts instruction we espouse but about some of the significant people who bring this spirit to life here every day: from two of our own higher education experts, who I am honored to join in creating a conversation about well-rounded teaching and learning, to the Sisters of Notre Dame, who founded the College in 1922 and whose guiding hand has made us what we are today. We also include achieved alumni and donors who enable us to carry on as an institution rich in tradition and uncompromising values. We feature the leaders of tomorrow in the graduating class of 2013, the largest in the history of the school and well represented by four stellar examples major award recipients.

And with an eye toward the future, do not miss the in-depth look at current student Aliea Moore, a testimony to Notre Dame as an opportunity school, home to many first-generation college students who might not otherwise have the chance to attend a postsecondary institution.

I am sure you will share in my confidence that our students—and especially the faculty highlighted in these pages—are living proof that we are doing the right things to enable the young and mature adults of today to become the success stories of tomorrow, well-prepared to overcome future challenges and to maximize future opportunities.

Sincerely,

Andrew P. Roth, Ph.D. president

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campus news

International Immersion Class Experiences Economics of a Developing Country Two Notre Dame College business professors shared with about a dozen students what living in poverty means in developing countries through a full-semester course and a week-long venture to Latin America.

While the commercial aspects and business acumen are different in Latin America, the College ambassadors still found something familiar: the Sisters of Notre Dame, who operate a mission in Jinotega, Nicaragua.

William L. Leamon, MBA, assistant professor of marketing, developed an international immersion class with the Cleveland nonprofit International Partners in Mission (IPM), in which Notre Dame students spent a week in Nicaragua. The students learned firsthand not only the economics of unemployment but also the wealth of humanity in one of the world’s least prosperous settings.

The Sisters work in local Sangre de Cristo mountain villages to teach youth-orientated programs and income-generating activities, like jewelry making.

“The richest experience these students had was seeing the poverty and recognizing that just because you are poor does not mean you have no joyful moments, that you have no happiness at all,” said Stephen M. Hotchkiss, MBA, assistant professor of international business, who taught the course with Leamon and traveled with the students to Nicaragua.

In the city of Managua, the class and faculty member met a woman named Yamelet, who left a job in a cigar factory where she made $2 a week to work for $2 a day in a municipal garbage dump, scrounging trash for items to sell.

In that domestic and industrial waste site of La Chureca, she also scavenged leftover internal organs from slaughtered animals disposed of by local butchers—to feed her family.

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Francisco Libre, which rely on fishing or farming for survival.

They visited the IPM Project Center for Education and the Promotion of Holistic Health, which works with women in Nindiri to improve the well being of the community, as well as to develop economic opportunities.

“I never realized how important our College was or how far its arms reached around the world,” said Ralph D’Alessio ’13.

The group experienced Masaya National Park and Volcan Mombacho, one of seven active volcanoes in Nicaragua. In addition to all these wonders, the class still discovered how small the world really is.

In Nicaragua, the envoys also found other enterprises of interest, including the cooperatives of Esperanza en Accion, Hope In Action, for various artisans and La Casa de Jaime Mayer for those who sew.

“It helped me realize that here at Notre Dame College, I belong to something far greater than myself,” said Tanesha Reed ’14.

“Because I am a student here at Notre Dame College, I am blessed to have a global connection.”

And while studying the economics of the country, the students and their faculty learned lessons about lifestyle, language, tradition, culture, geography and the environment, as well.

“Throughout the country, poverty stricken people embraced these students, invited them into their homes, hugged them, showed them what they do. And so, all of the sudden, all that you would think were language and culture barriers were eliminated,” Hotchkiss said.

Their journey included the Mujer y Comunidad, Women And The Community project, which provides accessible health care to the 30 communities of San

*** Hotchkiss has more than 35 years of professional experience in finance, the majority in international banking— including eight years living and working in Latin America for Bank of America as senior marketing and credit administrator for the Latin American division, manager of the Latin American currency unit and country manager for Ecuador.

Leamon, who was unable to make the journey to Nicaragua, serves as managing director of The Business of Good Foundation in Ashtabula, Ohio, an engaged philanthropic organization dedicated to supporting nonprofits that empower the economically disadvantaged through scalable programs in the areas of entrepreneurship, education and employment.

campus news

BUSINESS ADMINISTRATION

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ADVANCEMENT

Notre Dame Receives $3 Million in New Gifts Notre Dame has received two gift commitments, totaling more than $3 million, in the past six months.

This brings to four the number of major gift announcements the College has made—each $500,000 or more—and to more than $4 million the amount in gift commitments made to the College in the past year.

Notre Dame announced in April it has received $1 million from an anonymous donor to support its athletic programs, and near Christmas, the College unveiled a $2.1 million gift—the largest contribution in its 90year history—from Normandy Catering for student programs and building initiatives.

The anonymous commitment to support athletics is earmarked

for the creation of an all-surface field on the College lawn, facing South Green Road, which will accommodate football, lacrosse, soccer and rugby. This is one of two projects on campus involving athletic fields this summer.

From left to right: Sandy and Linda Carmigiano, executive vice president and director of culinary operations, respectively, of Normandy Catering with Notre Dame College President Andrew P. Roth and his wife, Judy.

Normandy Catering’s commitment of $2.075 million over 10 years to the College includes $1.75 million in cash earmarked for the Notre Dame's annual fund, student financial aid and support of the College’s general building and construction initiatives. There is an additional $325,000 inkind component to the gift.

In addition to these recent commitments, the College received two anonymous $500,000 gifts last spring and summer, one in support of its nursing program and one in support of campus buildings and construction.

ADMINISTRATION

College Develops Expertise in Leadership Team Notre Dame College has welcomed a new member and said farewell to another in its senior leadership team.

Janet G. Ashe, previously of the Cleveland Museum of Art and the Ohio State University, joined the College as vice president for finance and administration in January. At the end of June, David A. Armstrong, vice president and general counsel, left Notre Dame to become president of Thomas More College.

Ashe previously served as the chief business, finance and operational officer at the Cleveland Museum of Art. She also has spent a total of 13 years in higher education finance:

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as vice president for business and administration at the Ohio State University and treasurer and vice president for business and finance at Eastern Michigan University in Ypsilanti, Mich.

She earned her MBA from the University of Detroit and her Bachelor of Arts in accounting from Michigan State University.

Armstrong holds a Juris Doctor from Cleveland-Marshall College of Law and a Bachelor of Arts in political science and accounting from Mercyhurst University in Erie, Pa., and becomes the 14th president of Thomas More in Crestview Hills, Ky.

Student, Faculty Scientists Discover Gene Affecting Embryo Production in Insect Models Notre Dame College student scientists and a faculty member have identified a gene likely responsible for proper embryo production in fruit flies.

Their findings regarding the function of the previously unstudied CG15436—now called the Hunchback of Notre Dame College (hndc)—gene gives insight into normal egg production due to the similarities between the DNA of fruit flies and more complex biological organisms.

The gene’s moniker is born of its apparent link to abdominal formation as well as embryo production and recognizes the home institution of its founders, Kristopher Trahan ’13, biology major, and M. Logan Johnson, Ph.D., assistant professor of biology.

As part of a class project with Johnson, Trahan and other students discovered with one copy of the hndc gene removed, and while controlling for heat, female fruit flies produced one-third fewer embryos. When both copies of the gene were removed, embryo production was reduced by two-thirds.

When the scientists increased the temperature at which the specimens were kept from 20 degrees Celsius (68 degrees Fahrenheit) to 30 degrees Celsius (86 degrees Fahrenheit), embryo production completely stopped—whether one or two copies of the gene were absent.

“Research has shown ovaries in biological organisms with genes absent may be overly sensitive to other influences, especially heat, so we needed to control for that influence,” Johnson said.

Furthermore, in fruit flies with the hndc gene removed, the outer layer of the dorsal abdomen, which should stretch across the body, was split in half or half was completely absent. According to the scientists, this may suggest the cells in the tissue surrounding the embryos may be the cause of the decline of embryo production in the absence of the gene.

“This research indicates the gene involved is a regulating gene, one necessary to the development of the abdomen as well as production of embryos,” Johnson said.

Trahan was selected to present and to publish his study, “CG15436, a Previously Unstudied Drosophila Melanogaster Gene, Participates in Abdominal Formation and Maintenance of Embryo Production,” through the Ohio Academy of Science.

them learn firsthand different techniques and resources used in the processes of science.”

Trahan, who graduated this spring, has been accepted straight into a doctorate program at the University of Texas medical branch in Galveston.

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SCIENCE & MATHEMATICS

hndc is one of eight different genes isolated and removed from fruit flies by eight students in Johnson’s development biology course this spring.

All eight genes were targeted for their transcription factor, their likelihood of regulating other genes, and because they were previously unstudied, Johnson said.

A research project on gene CG17568 in fruit flies by senior Eric Krolik ’13 also was selected for inclusion in the Ohio Academy of Science 2013 annual meeting at the University of Findlay in Ohio.

Krolik discovered no observable change in the specimens when copies of this gene were removed.

The project was funded with a grant from the All Life Foundation of Columbus, Ohio.

“Research like this is a teaching tool, as well as work that contributes to the larger scientific body of knowledge in genetics,” Johnson said. “Encouraging students to conduct scholarship in a lab provides them real world experience and helps Half of the fourth abdominal segment is absent

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NURSING

Nurses Practice Pediatrics in Haitian Hospital More than 10 million people live in Haiti. It has one critical care and trauma hospital.

Notre Dame College’s Diana Kovacic, M.S.N., B.S.N., R.N., clinical coordinator for the division of nursing, and B.S.N. student Annie Walters ’13 volunteered more than 80 hours—from 6 a.m. to 6 p.m.—over seven straight days at that facility this spring.

Through Project Medishare, a nonprofit organization providing health services in Haiti, the teacher and student nursed children from three days to 14 years old suffering from conditions such as hydrocephalus, a disease characterized by excessive accumulation of fluid in the brain.

They worked in the pediatric unit at Hospital Bernard Mevs Project Medishare in the Haitian capital city of Port-au-Prince.

“For students, especially, it is eye opening to see all of the needs—and

not just of the patients but of the nurses—in such a resource-poor setting,” Kovacic said. “In the U.S. you can access almost any supply you would ever need. There we didn’t even have bed sheets.”

The hospital also ran out of alcohol swabs one day, and the facility’s only x-ray machine was broken the entire week Kovacic and Walters were working. But with or without materials, the Notre Dame nurses still provided pediatric care—and offered as much comfort possible to the children when they could.

“For one week, I gave her all the love and attention she deserved,” Walters said of a patient named Maggie. “But I hated leaving because I don’t know what’s going to happen to her.”

“For students, and for me, the experience is life-altering. It gives you a totally different perspective. It is an entirely different world,” Kovacic said.

*** This was Kovacic’s second trip to Haiti, but her first with a Notre Dame student. She left the College June 30; she is pursuing her Doctor of Nursing Practice degree. Kovacic took a larger group of Notre Dame nursing students to volunteer in St. Lucia over spring break 2012.

Walters graduated from Notre Dame in 2013. She has been a nursing aid in a cardiac step-down unit at the Cleveland Clinic. She is interested in returning to Haiti as a volunteer and, possibly, joining the Peace Corps.

PROFESSIONAL EDUCATION

Teacher Education Earns High Marks from State Notre Dame College’s teacher education programs have been recognized by the Ohio Board of Regents for meeting and exceeding several state performance metrics.

In its first comprehensive ratings for educator preparation programs, the Board of Regents notes all 189 Notre Dame College students who took the teacher licensure test passed the exam.

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The College was cited as one of only two institutions in Northeast Ohio to earn a 100 percent teacher licensure exam passage rate for 2010-2011, the most recent year for which the state has made ratings available.

The state report notes that all of the Notre Dame College newly licensed teachers employed in the state of Ohio add value by helping their students reach annual progress goals.

Additionally, Notre Dameprepared teachers are lauded in the report for working in schools considered in academic emergency and on academic watch and in educational institutions that serve high poverty and high minority student populations.

In the state performance ratings, Notre Dame student teachers also highly rank the education they received at the College.

History Professor Influences International Human Interests through NATO Commission The director of the Notre Dame College Center for Intelligence Studies is part of a multinational commission making a case for the role of human understanding in international peacekeeping missions—and redefining the role of NATO on the global stage.

A. Gregory Moore, Ph.D., professor of history and chair of the history and political science department at Notre Dame, is one of about 30 international experts serving on the NATO Human Interest Centre of Excellence Human Aspects of the Operational Environmental (HAOE) project.

The commission will present its recommendations on humanitarian and cultural protocols for military interventions to NATO leadership later this year, and the group will publish a book on their findings.

Moore is serving as lead editor and headed the panel that contributed a chapter on history to the publication.

Overall, the HAOE project has found that a greater understanding of religious, cultural, historical, language and psychological concerns and perspectives of native populations can help alleviate much of the distrust political emissaries, as well military personnel, may encounter during NATO outreach and peacekeeping operations.

The commission’s book proposes a framework for the collection of this human intelligence in order to more effectively enhance cultural awareness should NATO be called upon to conduct future peacekeeping or stability missions outside of Europe.

“Cultural awareness is so important to peacekeeping missions because

if you do things to offend or anger native populations in operational environments, these populations are less likely to support the efforts.

That increases the likelihood the mission will fail and puts people— the natives themselves as well as ambassadors and peacekeepers— in harm’s way,” Moore said.

In the forthcoming book, Moore writes about the importance of historical interactions between the West and non-Western worlds in terms of how to prepare for possible peacekeeping or stability operations in places such as the Middle East or North Africa, where imperialism has had a significant impact. He imparts the importance of dealing with questions such as how populations in these regions might react to having peacekeeping forces from nations that were once colonial powers enter their countries today.

“The lessons of history can have significant influence on how local populations may respond to situations where a stability or peacekeeping mission may be underway,” Moore said. “A greater appreciation of this on NATO’s part can enable the organization to develop methodologies to build support for and measure the attitudes of the local population toward the mission as it is being carried out.”

In addition to helping peacekeeping forces better prepare to operate in the human environment, Moore and the commission’s work also likely will re-establish the post-Cold War NATO alliance as a relevant partner in current and future world politics—and extend its influence in non-European countries.

“This project begins the process

campus news

ARTS & HUMANITIES

of helping NATO determine what its role in the 21st century will be.

We believe the work could have significant impact. What that impact is—how the world will respond— remains to be seen,” Moore said.

Because many of its 28 member countries were previously under USSR control, NATO has a history and perspective that could translate to greater understanding of and, therefore, better relationships with other nations that were parts of former colonial empires.

The commission contends this commonality, among other elements, may mean that in some situations forces selected for peacekeeping or stability missions should include troops from these particular NATO members. These nations may have a greater appreciation for the local population’s natural concerns about the presence of foreign military forces in their country.

As part of the commission, Moore took part in meetings and workshops over the past year in Romania and Austria, and he was one of seven presenters who delivered the project’s preliminary findings and recommendations to HAOE military leaders at NATO’s conference in Romania, in December 2012.

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LAURA CAMINO ST. CATHERINE OF ALEXANDRIA AWARD

IN PROFESSIONAL EDUCATION

Laura Camino Called to Notre Dame, to Teach through Heart and Soul

What may seem like a lifetime ago, Laura Jean Camino completed the coursework for a master’s degree and teaching certificate in science education at the Ohio State University.

She was moved to immediately teach in Columbus, Ohio, public schools, where she spent time nurturing at-risk youth who were not even allowed in school buildings.

Her students thrived, but the amount of time and emotion Camino invested living with and learning through these disenfranchised youth and their families in that urban environment took its toll. She never attempted her thesis.

When illness in her own family called her home to Northeast Ohio, Camino found a new mission—not only teaching science but also working with special needs intervention specialists in Mentor, Ohio, schools.

Then family called a second time, and she became full-time teacher to son Dominic, now 8.

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As Camino raised her son, she was called, this time, by the things she had left unfinished. So she returned to school—to Notre Dame College—where she was determined to finish what she had started more than 20 years earlier: her master's degree in professional education.

“And Laura has done it, with beauty, grace and compassion, caring as much for her classmates—some of them with learning differences of their own—as for the special needs students she teaches,” said Nancy Baird, Ph.D., director of the graduate program in professional education and assistant professor of education.

Recognized for her inspiring mind, heart and spirit, Camino, who graduated from Notre Dame with her Master of Education degree this spring, is the 2013 recipient of the St. Catherine of Alexandria Award in professional education. She was honored during the College’s graduate commencement ceremony.

“Laura embraces the values of being present, being there, not being in a big hurry, always being willing to listen and to help others,” said Frances Ulrich, Ed.D., associate professor of professional education.

“Laura exudes the spirit of Catholic instruction and appreciation for all people, regardless of their abilities.

She never sees disability.”

A science and special education teacher, Camino is a full-time instructor at Mayfield High School, where she teaches two integrated science courses on energy and the environment to 11th- and 12th-graders and a math course to ninth-graders.

She also leads two learning centers for students with special needs and is case manager for 15 students with disabilities, directing their Individualized Education Plans (IEP).

Her action research project, capstone to the master’s program at Notre Dame, sought to increase special needs students’ on-task

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classroom behavior and improve their sense of self-efficacy to lead to improved academic achievement.

She developed a nine-week program of regular, explicit instruction to teach organizational skills to ninth- and 10th-graders—after learning that students with special needs struggle with behaviors, like organization, controlled by the brain’s executive function. Of the students who participated in Camino’s study, twothirds showed improved academic performance and 50 percent increased levels of self-efficacy and positive classroom behavior.

The master’s degree she received from the College meets the mildmoderate intervention specialist and reading endorsement requirements.

“Laura was always willing to aid her colleagues, in their place, with their students, in their context. She embraces ecumenical values in her everyday life, not just in her research, her assignments or her teaching,” Ulrich said. “Laura’s genuine affinity for all others, her natural sense to give of herself—of her heart and soul—truly sets her apart.”

Camino began her teaching career at Linmoor Middle School in Columbus, Ohio, where she spent three years as an eighth-grade science and health instructor and one year on special assignment as a home/school/ community agent, working with atrisk youth outside of the classroom.

She then taught seventh- through ninth-grade life, physical and earth sciences for nine years at Shore Junior High School in Mentor, where she served as a multidisciplinary inclusion team member contributing to students’ IEPs.

Camino earned her bachelor’s degree in biology with a minor in chemistry from Bowling Green State University in Ohio, where she transferred after two years at Miami University of Ohio. She gained her first teaching license after completing coursework toward a master’s degree in science education at Ohio State.

The 2012 recipient of the Reading Praxis Achievement Award from Notre Dame, Camino was runner-up for the Lubrizol Science Teacher of the Year Award. She is a former Martha Holden Jennings Foundation Scholar.

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CAROLINE CARRINGTON-PRATT SR. MARY AGNES BOSCHE AWARD Caroline Carrington-Pratt Continues Alumna Legacy Caroline Carrington-Pratt first came to Notre Dame College more than two decades ago—as a toddler. She attended Tot Spot, the College’s daycare center when her mother, Pamela Sarina Carrington, who graduated from the College in 1993, was a student.

Pratt became a second-generation Notre Dame alumna this spring when she graduated summa cum laude from the College with a Bachelor of Arts degree in communication.

Recognized for her versatility in the classroom and campus life, Pratt is the 2013 recipient of the Sr. Mary Agnes Bosche Award. She accepted the honor at the College’s undergraduate commencement ceremony.

“In planning and executing her academic program, Caroline demonstrated initiative and assertiveness,” said Tony Zupancic, M.A., associate professor of communication and Pratt’s academic adviser. “Not content to take the easiest or shortest route to a diploma, Caroline sought out intellectual and artistic challenges and excelled.”

Pratt began her undergraduate career at Notre Dame with scholarships in academics as well as choral and instrumental performance.

She started as a history major, but after learning she loved writing and speaking as much as researching and reading, Pratt switched to communication. She graduated with a major in that field, but kept history as a minor—and added a second minor in philosophy.

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Always asking more of herself and giving much to her College, Pratt joined the choir as a soprano, but switched to alto because the group had greater need in that vocal register.

She played clarinet in marching band and transitioned to bass clarinet for concert band. She became a woodwind section leader in 2011.

Pratt served the College as a writing tutor for the Dwyer Learning Center and a note taker for the Academic Support Center. She worked as a barista at the Falcon Café and an office assistant for the education department.

This spring, she traveled to Nicaragua with classmates as part of International Immersion Experience, a course conducted at the College through a collaboration with International Partners in Mission.

In 2010, Pratt became editor-inchief for Notre Dame News, the student newspaper at Notre Dame, where she created a rewardsbased system for staff writers and developed a repositioning

plan to strengthen the medium’s mission, structure and brand.

Pratt worked her first internship in Texas, where she designed and executed a national recruitment program for dairy haulers. In her second, she provided communication services to an integrated marketing firm in Cleveland.

At Notre Dame, Pratt won the Carl and Dorothy Harig English and Communication Award in 2012 and the Marguerita C. Banks Award for Excellence in Communication in 2013. She was named Distinguished Student of the Year for 2012-2013.

Originally born in Hudson, Ohio, Pratt grew up near Dallas. She plans to remain in Ohio and expects to work in corporate marketing.

“I consider Caroline Carrington-Pratt to be one of the finest students I have encountered over decades of teaching.

Her joy for life, her intelligence, her imagination and her creativity will serve her well,” Zupancic said.

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KEITH CAVEY SR. MARY LEROY FINN AWARD Keith Cavey Commences Second Career in Service

Keith Alexander Cavey came to Notre Dame College in 2010 to begin a path toward his second career in service, nursing. Prior to that, he spent eight years in the U.S. Marine Corps.

“This experience in the armed services enriched Keith’s knowledge of cultures and peoples and broadened his perspective on life, all of which made him a natural mentor and adviser to younger traditional students who learned much from associating with him on campus,” said Mary Lou Currivan, M.A., associate dean of academic affairs.

Cavey, who graduated this spring from Notre Dame with a Bachelor of Science in Nursing degree, is the recipient of the 2013 Sr. Mary Leroy Finn Award. He accepted the honor at the College’s undergraduate commencement ceremony.

“Keith is caring, intelligent and excels at finding solutions to challenges— always with a smile on his face,” said Beth Kaskel, Ph.D., chair of the division of nursing. “He will no doubt do great things in his career and the nursing profession and is most deserving of this honor.”

Nearly a decade before starting at Notre Dame, Cavey was working as a valet in Cleveland Heights, Ohio.

With a desire to make something more of his life, he joined the Marines and served a total of eight years, spending considerable time in Okinawa, Japan, and the Mojave Desert.

With a talent for music, Cavey also became a piano player in one of the 12 bands stationed throughout the Corps, an honor shared by only 500 of 225,000 enlisted. He visited places such as Hiroshima, Guam and Iwo Jima. While in Thailand, he played with the Royal Thai Air Force at diplomatic and humanitarian events.

In the U.S., Cavey had the honor of making history, such as performing at the funeral of President Ronald Reagan.

Only weeks after leaving the Marine Corps, he enrolled at Notre Dame and began a career in the classroom and in extracurricular activities.

Cavey, who graduated with honors, has been on the president’s or dean’s lists every semester.

A natural leader, Cavey also participated in theater and was musical director of the campus performance of “Godspell.” At times,

he could be found playing “the Blues” in the campus Falcon Café.

Cavey admits he worried about going to college as a nontraditional student but credits the virtues instilled in him in the Corps, especially punctuality and discipline—and the College’s participation in the Yellow Ribbon program and G.I. Bill—as strong motivators.

For life’s next adventure in serving others, Cavey plans to work in an intensive care unit at one of the Cleveland-area hospitals. Eventually, his goal is to focus on helping others with military experience by working at one of the Veterans Administration Medical Centers located nationwide.

“Keith is the type of professional practice nurse to whom you would entrust your care—and that of your loved ones—without hesitation,” Kaskel said.

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IZOLDA MASIC ST. CATHERINE OF ALEXANDRIA AWARD

IN SECURITY POLICY STUDIES

Izolda Masic Finds Meaning, Mission in a New World, at Notre Dame

A native of Novi Sad, Serbia, Izolda Masic survived two wars in 26 years and a 74-day bombing in 1991.

In her homeland—where a single dictator controlled the public dissemination of information—her personal computer was her connection to the outside world. She would scour the Internet and social media for news accounts of her police state. She would seek out multiple sources and study diverse data to uncover discrepancies and distinguish meaning.

Masic said she always knew she did not belong in Serbia, so she sought out a new world. She left everything familiar, all she loved, and came to America with one suitcase, knowing only one person, and found her mission—through the master of security policy studies program and the enlightened community at Notre Dame College.

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Recognized not only for her academic rigor but also her research acumen, Masic is the first Master of Arts degree in security policy studies graduate from Notre Dame to receive the St. Catherine of Alexandria Award. She was honored during the College’s 2013 graduate commencement ceremony.

“Masic epitomizes what a graduate student should be: dedicated, hardworking and inquisitive,” said Kelley Cronin, Ph.D., associate professor of political science. “She often took the lead on group assignments and was supportive of her classmates.

She is open to new and uncommon ideas. She has a flair for refining and extending arguments.”

At Notre Dame, Masic specialized in open source intelligence, consuming public records, traffic statistics, satellite images and additional resources. Her specialty is correlating

that data with Twitter, Facebook and other international Internet sites to piece together the puzzles of homeland security incidents.

Her master’s degree class capstone project included analysis of incidents ranging from the series of three coordinated bomb explosions at different locations in Mumbai, India, in 2011 to the two bombs recently detonated at the end of the Boston Marathon.

As part of a team creating best practices on collecting and filtering social media for intelligence agencies, Masic and her fellow graduates recently presented their findings to the Northeast Ohio Regional Fusion Center, an inter-agency information sharing initiative of the United States Department of Homeland Security and the United States Department of Justice.

commencement 2013

Masic’s academic interests included emergency management and critical infrastructure, as well as terrorism and homeland security.

According to John G. Hatzadony, Ph.D., director of the graduate program in security policy studies and assistant professor of intelligence studies, Masic uses her Serbian background—in which she finds opportunities, as well as threats—to educate others.

“She is fearless, a free spirit and has found her meaning,” Hatzadony said.

In addition to her coursework, Masic served as a graduate assistant in the online development department at the College, where she researched legislation and completes applications for the authorization of Notre Dame’s Internet and distance learning programs in all 50 states.

Masic earned a bachelor’s degree in economics with a minor in banking management from Alpha University

in Belgrade, Serbia, and a master’s degree in industrial engineering management with a minor in investment management from the University of Technical Sciences in Serbia. She previously worked as an outbound sales consultant for Studio Moderna DOO, a home shopping vendor in Novi Sad, where 10 different times she was ranked in the top 10 among 500 sales consultants.

A member of the former Yugoslavia, the former Serbia and Montenegro

and the Serbia national water polo teams and nine-time Serbian National Champion and National Cup winner, Masic also was an assistant water polo coach at Notre Dame.

She is fluent in Serbian and English; proficient in German and Hungarian; and can read Russian, Czech, Slovenian and most Romance languages.

Masic plans to remain in Ohio and find full-time work as an analyst with a homeland security agency.

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Finding Fertile Ground

Aliea Moore Grows in Faith, Thrives through Notre Dame College Community

Aliea Moore said she feels as if she has been planted at Notre Dame College.

uncertainty of family job loss and practically spent by the necessity of off-campus jobs.

And she is flowering.

But through prayer and perseverance, with the nurturing of a campus community bonded by both, Moore has not only weathered the deterrents but found her fertile ground at Notre Dame.

The criminal justice major, a first-generation college student, has not been without trial on her postsecondary path: nearly diverted by an armed service and a different school, almost sidetracked by the

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“Everyone that I’ve come in contact

with here cares about me,” Moore said. “And when I say that they care, they genuinely care. People really have my back and believe in me.”

The road not taken Notre Dame wasn’t the first choice for Moore, who attended the selective Jane Addams Business Careers Center vocational high school in Cleveland and was dual

where everyone was different. I felt that kind of experience would better help prepare me for the real world, a world that was diverse, where everyone didn’t look like me,” she said.

Moore considered small religiously affiliated colleges outside of Ohio but decided she would be more comfortable if she stayed closer to home. She had lived in Cleveland her whole life and became interested in Notre Dame when her high school guidance counselor gave her the admissions application. She was accepted, and with academic scholarships, grants and financial aid, the College became affordable.

“Notre Dame has been a really good experience for me,” she said. “I live with strong morals and values, and to be somewhere where the atmosphere is faith based—and I can be myself no matter what I look like or where I come from—is amazing to me.”

The way side But the weeks leading up to her first year at Notre Dame were anything but fruitful. Both of her parents lost their jobs, and not even this College was affordable anymore.

enrolled at Cuyahoga Community College. She planned on joining the Air Force, mainly to make a living— and elude student loans—to aid her family of five younger siblings.

Even after she realized her academic achievement could help cover the cost of a degree, she originally picked Spellman College, a historically black liberal arts institution in Atlanta. But she had second thoughts about the sameness.

“As I was going through high school, I decided I wanted to go to a college

I was afraid. I was afraid that I wouldn’t be able to go to school, so I prayed and prayed,” she said “But I knew if I didn’t take care of myself by getting a degree, I wouldn’t be able to help others who have helped me, especially my family. And that’s what I want to do, to give back to others.”

So Moore went on faith to Notre Dame—and took on two jobs, one a work-study position in the registrar’s office, to pay for her expenses and what financial aid didn’t cover.

Then, her mother was hospitalized with blood poisoning in her chest.

And Moore’s position in the registrar’s office was discontinued at

the end of her first year on campus.

But the young woman with drive and conviction would not be discouraged.

“God places opportunities in front of you, but you still have to work hard,” Moore said. “He’s going to come through for you, but you have to work to get where you need to be to experience the blessing.”

Moore worked two off-campus jobs through the summer, and hope came at home. Her parents started to work again. But her family had deficits to fill first, so Moore’s future at Notre Dame was anything but certain.

student profile

Notre Dame College resident assistant Aliea Moore (center) with, from left, resident Emily Rossi, friend and fellow resident assistant Shawatha Covington and residents Marissa Rossi and Dakota Parker.

She prayed for aid with tuition again come fall.

About three weeks before the start of her sophomore year, Moore received a letter from the College: She had been awarded an additional scholarship, one she had never heard of, for which someone at Notre Dame had nominated her. She said she still does not know who recommended her.

"I just try to do my work and to work hard, she said. Then to get an extra scholarship, just for doing my work…

There are so many good people here at this College, so many I don’t even know yet."

A stone’s throw But even with that additional financial assistance, to help her family and make her tuition payments during fall 2012, Moore took on four different off-campus positions—including the graveyard shift at a gas station to which she walked to work. Her course load that semester: 17 credit hours.

“It was so terrible some nights, but I needed the money,” she said. “Then I was working so much I couldn’t get my homework done. That’s when I realized I needed something else.”

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student profile

So she prayed and stayed on her path.

Midyear, a position as a resident assistant (RA) came open on campus, and Moore, only a sophomore, who did not know about the job—and, again, had not applied—came highly recommended.

“I had thought about being an RA before. I just couldn’t afford to not work, but the confidence people on campus have shown in me is amazing. It’s been amazing for me,” she said. “I couldn’t pass up this opportunity to learn.”

So she quit the financial security of her off-campus positions and became an RA in Petersen Hall on a floor with 30 students, many of whom are older than she. Her course load: 19 credit hours.

A clear career path Now Moore’s tuition is paid. Her mom has recovered. Both parents have found jobs, and Moore, without the external pressures, is realizing her potential.

“Working as an RA here on campus, my maturity has skyrocketed,” she said. “I am so different in the things I think, the things I notice. I just want to keep feeling like I’m growing.”

And not just as an RA but also with regard to her career goals.

“Aliea has grown so much over the semester,” said Tera Johnson, director of residence life at Notre Dame. “She has grown leaps and bounds as an RA and as a young woman.

Now, Moore who grew up in the same Wade Park neighborhood as Stephanie Tubbs Jones—the first African American and first female prosecutor in Cuyahoga County, Ohio, as well as the first African-American woman to sit on the Common Pleas bench in the Buckeye State—is focused long term on becoming a family lawyer, and eventually a family court judge.

“Being the oldest child in a large family, Aliea is used to taking responsibility and not asking for help,” Johnson continued. “She is fantastic at helping the girls on her floor do the same. She is really

“I want to be on the kids’ side. I want to try to understand where they are coming from,” she said.

“I’m passionate about kids, but I’m passionate for the law, too. I want to put them together.”

And she didn’t disappoint.

M

atthew 13: 1-8

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helping them to become young adults and young professionals.”

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Moore said she has always been drawn to court dramas, litigation reality TV—and her younger siblings. She wants to be a voice for those similar to her little brothers and sisters who are without someone to protect them.

“Ms. Moore is the classic example of an individual who puts others before herself,” said Ronald E. Matthews Jr., assistant professor of history and political science and Moore’s academic adviser. “What makes her stand out is not that she is simply serving, because there are many here at Notre Dame College who do the same. What makes her unique and special is that this spirituality and servitude is woven through the fabric of who she is: She does not have to consciously think about doing it— she just does. And it is contagious.”

And if something happens and she decides not to go to law school after graduating from Notre Dame in 2015, Moore said she may join the Air Force or another armed service then, as an officer, and get her J.D. that way—to become an attorney dedicated to aiding military families.

“Life is totally what you make it, and, somehow, God made a way for me at Notre Dame,” Moore said. “I am not only the first person in my family trying to finish college, I am going to take that degree and live the life I have my heart set on.”

1 That same day, Jesus left the house and sat by the lakeside 2 but such large crowds gathered around him that he got into a boat and sat there. The people all stood on the shore 3 and he told them many things in parables. He said, Listen, a sower went out to sow 4 As he sowed, some seeds fell on the edge of the path, and the birds came and ate them up 5 Others fell on patches of rock where they found little soil and sprang up at once, because there was no depth of earth 6 but as soon as the sun came up they were scorched and, not having any roots, they withered away 7 Others fell among thorns, and the thorns grew up and choked them 8 Others fell on rich soil and produced their crop, some a hundredfold, some sixty, some thirty.

e in Dam llege. e r ot e Co of N ers tre Dam t s i e S of No f th al o ampus e S he the c of t ter pel on n e c he na Cha of t on e Regi i t a t sen s in th pre s A re ed gla n stai

Notre Dame College is honored to award the highest distinction the College bestows, the 2013 Notre Dame College Medal, to its original founders, the

The Sisters of Notre Dame honor Mary as Mother of the Church and patroness of the congregation.

In 1850, the Congregation of the Sisters of Notre Dame (SND) began with a vision of education as transformation. That SND vision has continued to evolve through their dedication to teaching, social services, pastoral ministries and missions abroad.

The Sisters ever inspire those whose lives they touch to advance personally and professionally toward greater global responsibility.

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“We accept the little ones so much more lovingly the

poorer and more abandoned they are.”

~Sr. Maria Aloysia (Hilligonde) Wolbring, Sisters of Notre Dame Foundress

in Service

“The focus of the Sisters of Notre Dame is on the poor. We do a good job of trying to educate those who do not have opportunity. Our Sisters have gone into areas where there are not resources and been extremely creative. We’re very, very good at building up new ministries, sustaining those ministries and really helping society move on to another level.” —Sr. Mary Kristin Battles, SND, Superior General

Their Influence: Father Bernard Overberg

“I have come to appreciate what a good word transformation is to describe the Sisters of Notre Dame philosophy of education. I’ve realized over the years that it comes out of our spirituality, our charism, our experience of God. And our experience is that God wants the full flowering and development of each person. When each person experiences that human development, we experience the joy in life and also the gift of being able to contribute to and build community.” —Sr. Margaret M. Gorman, SND, Chardon, Ohio, Provincial Superior

The first Sisters of Notre Dame in Coesfeld, Germany, were formed in the pedagogy and spiritual tradition of Bernard Overberg. In place of rote memorization, he taught motivational storytelling and student involvement.

He saw the need for education that forms character as it feeds the mind. His teachertraining classes imparted a humanistic spirituality duly respectful of creation and trustful of divine providence.

Sisters of Notre Dame Cornerstones of Education The dignity of the teacher “Because of our charism we respond to the needs of the poor and marginalized. We do this in part through education, but also in related ministries flowing from that commitment. We are always interested in meeting the needs of persons who are disadvantaged in any way.”

—Sr. Mary Frances Murray, SND, Notre Dame College Academic Support Center and Former Chardon, Ohio, Provincial Superior

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The worth of the individual student The thoroughness of instruction in all subjects The centrality of religion in the curriculum

The sculpture “Rapture in Action” by Sr. Megan Dull, SND, depicts St. Julie Billiart’s deep experience that apostolic action is the outflow of prayer.

Their Inspiration: St. Julie Billiart

“That you have conversed with

God should be evident in your

loving manner to others.” ~Sr. Maria Ignatia (Elisabeth) Kühling, Sisters of Notre Dame Cofoundress

in Spirit “The strength of the Sisters of Notre Dame is that we are very optimistic, very hopeful, willing to take on challenges. We are dedicated women. We are real daughters of the Church. We are committed to the mission of Jesus in the world, and our Sisters are very motivated to work for others, to work in society as a leaven. We always make a difference and change things for the better.”

—Sr. Mary Kristin Battles, SND, Superior General

Through the Sisters of Notre Dame of Amersfoort, Netherlands, the Coesfeld Sisters of Notre Dame received a way of religious life coming from St. Julie Billiart. St. Julie’s charism involved living in joyful simplicity and in the willing acceptance of the role of suffering in spiritual fruitfulness. Called the smiling saint, she ministered through love of the Church and proclaimed God’s goodness in word and deed.

St. Julie’s Guiding Spirit A lively faith A boundless charity A profound experience of the goodness of God

“As Sisters of Notre Dame we have always believed in living our ministry in a way that emphasizes the centrality of the goodness and provident care of God and great respect for human dignity. We serve those who cannot advocate for themselves, who are experiencing difficulties of any kind, always looking to their development and hoping that over time our assistance will help them to become independent of our services. This is a very, very important part of what we do.” — Sr. Mary Frances Murray, SND, Notre Dame College Academic Support Center and former Chardon, Ohio, Provincial Superior

The crucifix worn by each Sister of Notre Dame was created in Germany.

It portrays the Trinity and is a daily reminder of God’s redeeming love.

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“With more than 2,000 Sisters serving in 19 countries on five continents, wherever our Sisters go in the world, they have the perspective of always leaving a place better than when they found it, helping people with opportunity and seeing the possible, the liberating potential.” —Sr. Mary Kristin Battles, SND, Superior General

Their Foundress and Co-Foundress: Hilligonde Wolbring and Elisabeth Kühling Hilligonde Wolbring and Elisabeth Kühling were teachers of poor neglected children in Germany. Their charity attracted others to form the religious community of the Sisters of Notre Dame of Coesfeld.

Sr. Maria Aloysia Wolbring (Hilligonde) taught the children whom her charity had taken in. Sr. Maria Ignatia Kühling (Elisabeth) taught courses in pedagogy in the teacher-training school and prepared the many young women who joined them for religious profession of vows in the congregation.

When during the Kulturkampf religious schools in Prussia became subject to state inspection that restricted religious training, Sister Maria Aloysia was among the first of 200 sisters who, beginning in 1874, transferred their ministry to the United States where Cleveland became the hub of the congregation.

Founding Principle of the Sisters of Notre Dame: Trust in God’s providential care expressed through the care and education of poor children

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in Scope “The Seed is the Word of God which you are called to implant in the hearts of children. In its time it will bear fruit, and you will see that in doing good to one child, you will have saved whole generations.” ~St. Julie Billiart, Spiritual Mother of the Sisters of Notre Dame

“I just got back from visiting Tanzania, Africa, where one of our Sisters is educating young African women interested in joining our congregation. So I saw firsthand what education can do for a developing country. In one country, where half the population is under 15 years of age, education is a desperate need. That is the gift our congregation wants to give the world wherever we serve.”

—Sr. Margaret M. Gorman, SND, Chardon, Ohio, Provincial Superior

A Triptych honoring the story of the Sisters of Notre Dame is in the chapel at the Sisters’ provincial center in Chardon, Ohio. Created by Sr. Mary Carol Dikovitsky, SND, it depicts “God’s love poured forth in the world” through the outreach of the congregation.

“When I go upstairs to schedule classes or talk to my adviser, I always see a picture of a nun hanging on the wall, and it says Sister Dorothy above it and when she was born and when she died.

I figured she just died of old age, but I learned that she passed away in Brazil. She was killed by farmers because they were threatened by her projects in Brazil and they wanted her dead. It showed me that change can happen and there are people in this world willing to give their life up to help others.”

Four years ago, I was so worried about my autistic son’s education. I finally found a wonderful school that specialized in Asperger’s and autism, Julie Billiart School in Lyndhurst, Ohio.

One day, while waiting the usual six-plus hours for my son to get out of school, I decided to check out the residential areas in the area. I noticed Notre Dame College of Ohio tucked back into a quaint middle class neighborhood. I enrolled.

Life is truly good.

tower tributes

Whether in social media, school papers or video projects, friends of the College share their insights and experiences on the service, spirit and scope of the Sisters of Notre Dame.

My son is doing well in school, and I will soon be doing what I love most. I will be working with children and adults with special needs, giving them all that they need and deserve in life. And my greatest reward will be to see the smile on the face of each of them.

Thank you Notre Dame College, thank you Julie Billiart School, thank you Sisters of Notre Dame for all you have given me.

I promise to help change the world, and never, ever quit searching for truth, beauty and justice.

— Vicki Lynn Brusky ’13

— Britney Laux ’14

The Sisters of Notre Dame as teachers are firm, dedicated and loving: Firm about studies; dedicated to their mission of education, educating everyone, those people who can’t afford it and people who can; and loving because they are always, always there. They care about you and want you to succeed. Thank you, Sisters.

— Tina DiBacco Jurcisin ’85

Seeing the Sisters of Notre Dame’s mission work in Nicaragua brought our College mission statement to life in my eyes. They were no longer just words, they had transformed into living acts of kindness and love for other people.

The beliefs, morals and values of the Sisters of Notre Dame have impacted students for generations. If it was not for the Sisters of Notre Dame, I do not believe we students would have such high morals and values pertaining to helping others and the world around us. I thank the Sisters of Notre Dame for all that they have done, and I hope to one day make them proud.

— Chris Moomaw ’15

— Ra’Teesha Scott ’14

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IN-PERSON CHARACTER DEVELOPMENT +

The Relevance of a Liberal Arts Education: Making Sense of Mixed Messages about Employment and the Economy

The statistics are dissonant, depending on sources.

Financial forecasts and job outlooks are unclear. So how does a sentient being find his or her way in an imprecise, ever-evolving environment as far as education, employment and the economy?

To help make sense of the mixed messages, three Notre Dame College leaders and higher education experts share their views on one aspect of an overall approach to learning and teaching that endures times and pervades talents—and ensures the relevance of a college degree in a world where so much is uncertain:

1 In-person character development: Nurturing the whole self with an oncampus community experience that readies responsible hearts and natures to adapt and contribute lifelong 2 Inclusive professional preparation: Growing complete minds with knowledge and skills through an independent institution for excellence across the continuum of career and citizenship 3 Spiritual transformation: Inspiring the enlightened soul through values and social exchange to discover individual meaning and share in a greater global good

These elements together nurture all aspects of the person through an independent college, on-campus, values-based liberal arts education, to carry a student through—and allow him or her to advance accordingly—whatever the future may hold.

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INCLUSIVE PROFESSIONAL PREPARATION + SPIRITUAL TRANSFORMATION

⁄3

1

students who graduated with a bachelor’s degree did not have any educational debt of

$

FIFTY-FIVE PERCENT new hires with both field-specific and a broad

of employers are looking for range of knowledge and skills

54

2

SEVENTYFOUR PERCENT

76

%

college graduates

of under the age of 25 are either unemployed or underemployed in jobs that do not require a college degree

of employers would recommend a

liberal arts education

to their own child or a young person they know

⁄3

occupations

of the 30 projected to have the largest number of new jobs typically require less than a postsecondary education, not related work experience and short- or moderate-term on-thejob training

%

ethical judgment and integrity

of companies say

are very important skills for employees

SOURCES (most recent years for which statistics are available) Bureau of Labor Statistics Employment Projections 2010-2020; Center for Labor Market Studies July 2012; The Council of Independent Colleges September 2012; Hart Research Associates January 2013; Information for Student Aid Professionals August 2012; National Student Clearinghouse Research Center 2012

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> BY ANDREW P. ROTH, PH.D.

THE RELEVANCE OF AN ON-CAMPUS COLLEGE EDUCATION:

In-person Character Development Universities’ and colleges’ ability to produce strength of character is what differentiates higher education from any other product in the marketplace.

Recently, the question surfaced: “What makes education, as a ‘good,’ unique compared to other goods or services?” The question also asks, is education a good or a service? In economic terms, a good is a tangible object, a product that can be touched, tasted and taken away from the point of purchase. A service is a process consumed at the point of purchase. Examples of a pure good are an automobile or a book, while a service might be a massage or a concert. These are pole points on a continuum; in the middle, the distinction blurs.

“Unique” adds nuance to the question, for it means literally one of a kind. A thing can’t be “kind of” unique because it is either one of a kind or it isn’t. Thus, is education a good or a service and, in either case, is it unique?

In the emerging age of the digital university, this is not an idle question, for many institutions’ survival depends upon how they identify that which can’t be digitized. Answering that involves two components: 1 Identifying the benefits derived from higher education 2 Defining what might be unique about those benefits Higher education’s benefits can be categorized along a number of continua: public versus private, monetary versus non-monetary and tangible versus intangible. For this discussion, tangible versus intangible is a proxy for goods versus service. Immediately, it is apparent education is primarily a

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IN-PERSON CHARACTER DEVELOPMENT

service, parts of which have some tangibility. What parts are tangible, or, what parts can be taken away and used again and again? As it turns out, perhaps only one part of an education is tangible: the information (content) transfer component, which consists of facts, data and skills. The content transfer component, however, is scarcely unique. It is easily digitized. Numerous websites and software packages can provide a user with the date of the Battles of Lexington and Concord, an explanation of the argument between Sir Thomas More and Henry VIII, the economic definitions of a good and of a service and even the definition of the quadratic formula complete with a demonstration of its use.

So, if higher education’s tangible information/content is not a unique benefit, what are its intangible benefits? These might be classified along a continuum of ‘micro,’ ‘macro’ and ‘meta’—from the very specific to the very intangible; from that which can be partially digitized to that which can only, with difficulty, be digitized to that which can’t be digitized at all. In this context, ‘micro’ does not mean little but, rather, specific. ‘Micro’ skills are abilities one acquires as a result of information transfer; for example, for an accountant, how to balance a spreadsheet. These skills are almost, but not quite, tactile and they are literal and well defined. They represent more than mere information, but, being specific, are not easily generalizable to other activities.

Less specific are higher education’s ‘macro’ intangible benefits, such as the ability to solve problems, to think critically, to communicate both orally and in writing, to work in teams (sometimes more deeply acquired outside of the classroom in team sports, band, student government, campus service organizations, etc.) and to accept personal responsibility for one’s actions.

Lastly, higher education’s ‘meta’ intangible benefits emerge from assuming the aforementioned responsibility for one’s personal outcomes. Once upon a time, it was called character education. For a while, it went out of fashion, but it is the one thing higher education does that cannot be digitized.

Is it unique? No; few things in life are truly unique. Character is formed at home, at work, at play and in the military. One does not need college to be a person of character. But if society wants citizens of character and responsibility, one of—maybe the—most efficient routes to that end is the support of higher education. Study after study of its benefits demonstrate college graduates—in particular, residential college graduates (and even those who only attended but did not graduate)—have greater intellectual, artistic and critical thinking skills, civic mindedness, marital stability, selfesteem, more successful children, greater ethnic and gender tolerance and so on than their non-college counterparts.

So, as colleges and universities seek to find their way in the emerging world of digital universities, they ought to focus their energies on those activities which, while not unique, can’t be digitized and at which they are uniquely good: producing people of character. *** This letter first appeared in The Evolllution: Illuminating the Lifelong Learning Movement, a grassroots online newspaper exclusively for, and by, those who understand higher education best, providing detailed opinions, news and research about the impact of nontraditional programs on the higher education industry and society-at-large.

THREE YEAR

STUDENT LOAN DEFAULT RATES Private College

7.5%

Public College

11%

For-Profit College

22.7% 5%

10%

15%

20%

Notre Dame Today

25%

25

> BY NICHOLAS R. SANTILLI, PH.D.

THE RELEVANCE OF AN INDEPENDENT COLLEGE EDUCATION:

Inclusive Professional Preparation Reviews of today’s headlines in higher education journals have announced the slow death of traditional liberal arts majors, such as English and history, in favor of vocationally focused subject areas, like business and applied sciences.

The ascendance of professional majors is a product of powerful forces affecting higher education in the 21st century including: economic conditions and the job market; funding for public and private higher education; the critical skills needed for employment in the future workplace; increased government regulation; changes in the delivery of academic content, specifically the rise of fully online degree programs or blended pedagogical strategies linking online work with the classroom; and the need to prepare students for citizenship in their local communities and in the global context.

In the past 30 years in higher education, why has the dialogue on the value of liberal education and preparation in professional fields still positioned these two tracks as mutually exclusive; either the liberal arts or professional studies, rather than the liberal arts and professional studies, each critical to form an educated person with the knowledge, dispositions and skills needed for a meaningful life? This either/or stance creates an unnecessary tension between these educational ends and diminishes each in preparing students, regardless of age, for a life of productive citizenship.

Granted, this perspective could be considered self-serving, simply the opinion of an industry insider justifying the status quo. But the view is more widely shared by individuals outside of the academy than one would think.

Finding Common Ground: Liberal Education, Liberal Arts and Professional Studies Recently, the Association of American Colleges and Universities (AAC&U) crafted a bold statement setting a course for the scope of liberal education in the 21st century. Here AAC&U defines liberal education and the liberal arts. A personal description of professional studies completes the set:

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LIBERAL ARTS: Specific disciplines associated with the humanities, social sciences and the sciences, including mathematics.

PROFESSIONAL STUDIES: Educational programs focused on preparation in fields often associated with specific vocational fields such as; business, education, engineering or communications.

In short, a liberal education cultivates the competencies necessary to live meaningful lives. These competencies include a capacity for critical thinking and problem-solving, well-formed oral and written communication skills, an ethical grounding in a value system, opportunities for critical learning experiences inside and outside of the classroom and the capacity for engaged citizenship in both local and global contexts. Liberal education exposes students to the traditional disciplines of the liberal arts and sciences with the disciplines comprising professional programs of study. The outcomes of an education of this type provides individuals the technical competencies needed for the 21st century workplace and cultivates the knowledge and dispositions needed to live an adult life marked by civic engagement and social responsibility.

Insights from Employers: Seeking Employees who are “More than a Major” In January 2013, Hart Research Associates surveyed over 300 employers to ascertain “employers’ priorities for the kinds of learning today’s college students need to succeed in today’s economy.” The report indicates that employers are generally satisfied with the quality of college graduates but suggest educational institutions should spend more time sharpening students’ oral and written communication skills, critical thinking and problem solving skills; form students with a moral compass; and cultivate a capacity for innovation in their students. These results suggest that employers seek employees with an education that blends exposure to the liberal arts and sciences with professional studies that in turn, allows students to apply and refine their skills in authentic work settings.

The Independent College Experience: Inclusive Career Competency, Civic Engagement and Social Responsibility Independent colleges are well-positioned to address the challenges faced by institutions of higher education. They remain committed to providing—typically four-year and often faith-based—educational experience firmly grounded in the liberal arts and sciences complemented by academic offerings in traditional majors and career-focused programs in nursing, business and professional education. Their offerings are not limited to the campus experience. Their mission has extended to be inclusive of the world of online education, pushing for a more international presence. Regardless of pedagogical modality, online or on campus, students prepared for the 21st century need to complete a rigorous academic program blending coursework in the liberal arts and sciences with professional studies. Complementary, not exclusionary, programs of study achieving the same end: career competency and civic engagement and social responsibility.

INCLUSIVE PROFESSIONAL PREPARATION

LIBERAL EDUCATION: A philosophy of education that empowers individuals, liberates the mind from ignorance and cultivates social responsibility. Characterized by challenging encounters with important issues and more a way of studying than specific content, liberal education can occur at all types of colleges and universities.

EXPECTED JOB

GROWTH

BY EDUCATION Master’s Degree

21.7%

Doctorate or Professional Degree

19.9%

Bachelor’s Degree

16.5% 5%

10%

15%

20%

Notre Dame Today

25%

27

THE RELEVANCE OF A VALUES-BASED COLLEGE EDUCATION:

Spiritual Transformation Young adults come to college campuses today grounded in a reality quite different from any previous generation. The instant news streaming in the aftermath of a hurricane or a mass shooting creates a sense that the world is not a safe place. The daily lives of these college students, many of whom have grappled with family difficulties, financial challenges or the needs of a severely disabled sibling or chronically ill parent, have called for a resilience and courage far beyond their late teen years.

Institutions, previously assumed to be stable, like churches, banks or car manufacturers, are no longer certain. The 21st century calls not for a new set of skills but, perhaps, a return to a deeper and more lasting set.

Small faith-based colleges stand on a strong tradition that claims the faith and values embodied in the liberal arts as hallmarks of their identity and mission. Despite disparate forces that suggest confusion and meaninglessness are the norm in a world beset by fragility in light of our international monetary instability and ecological fracturing, faith-based institutions witness in their daily business that there is orderliness to the world and that the life of each individual has meaning.

In the true liberal arts tradition, faith-based colleges do not focus on evangelization. The substance of the liberal arts curriculum, both explicit and implicit, invites students to encounter and grapple with some of the basic human dilemmas—personal freedom, competing options that affect different groups of people, meaningless suffering sometimes inflicted by others and even random acts of nature.

Grappling with these larger human issues, either through a literature course focused on the modern novel or through the discussion of a moral dilemma, requires effort. Students do not easily leave the comfort of their tribal or family experience. Whether a student comes from a major urban area suffering from the flight of industry or from the rich rural areas that grace northeastern Ohio, their life experience is shaped primarily by family and their neighborhood experiences. Especially in the first year, professors are challenged to help students examine their assumptions and biases and enter into thoughtful conversations with their peers who may hold very different points of view.

BACHELOR’S DEGREE

ATTAINMENT AFTER FOUR YEARS

Catholic College

54.2%

Private College

53.8%

Public College

39%

For-Profit College

28.8% 10%

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20%

30%

40%

50%

60%

Guiding students to and through meaningful conversation is much more difficult than one might imagine. Technology, underdeveloped social skills and the lack of experience in considering and holding ambiguity contribute to students’ inexperience with meaningful conversations. The

> BY CAROL ZIEGLER, SND, PH.D.

SPIRITUAL TRANSFORMATION

instant access to news or information coupled with the clipped communiquĂŠs in email, Twitter or Facebook often leave students bereft of vocabulary and the ability to express themselves. Additionally, if students only resort to the news sources that support their beliefs and biases, they lack the ability to entertain multiple perspectives on a topic. Our world needs the energy and insight of young people who will move beyond polarized shouting matches to engaged conversation where attention to the meaning beyond the words enriches the exchange.

The small, faith-based, liberal arts college continues almost as a research and development arm of social exchange. In addition to the carefully designed case studies considered in business, education or nursing, this culture provides additional informal but typically required exchanges.

Mentoring programs bring alumni and local professional leaders into one-to-one relationships with the students. Service programs invite students to work in a food bank, help children with physical challenges learn to ride a two-wheeler or travel to Nicaragua or Honduras to share the experience of children and families in developing countries. These programs are more than the experience. Students engage in individual and collective reflection on what they have seen, experienced, resisted, valued and questioned. The reflection is not a small part of the service experience.

As humans, we possess metacognitive abilities that we can use, ignore or suppress. That cognitive ability to reflect on our experience is related to the soul. Our ability to think about our thinking, desires and regrets moves us to examine what is good for ourselves and what is good for others and to consider obstacles and supports for our choices as we move forward.

Small faith-based colleges stand in a unique place where they can call students’ attention to self, each other, to the rhythms of the seasons or to the deeper order of quantum physics or the science behind a laser. These colleges, given the nature of their mission and values, mindfully design opportunities for their students to confront and embrace the dark beauty of the real world so that these emerging adults may become part of this world’s transformation.

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class notes

1936

Catherine Culek Haggerty ’36 attended the Notre Dame College Medal dinner June 1 on campus.

The 98-year old alumna joined in honoring the Sisters of Notre Dame, who were awarded the College’s highest honor, the 2013 Notre Dame College Medal.

1950

Rita McGuigan Buckon ’50 celebrated with her grandson, Kevin Sovacool ’13, as he graduated with a Bachelor of Science in Nursing in May.

1981

1969 Helen Kuhn Pigage ’69 retired in August 2012 after 43 years of teaching biology. Helen has worked at Central Catholic High School (Canton, Ohio), West Liberty State College (West Liberty, WV.), Elmhurst College (Elmhurst, Il.) and the U.S. Air Force Academy (Colorado Springs, Co.). At the Air Force Academy, she chaired the Health Professionals Advisory Committee for 13 years. She currently is continuing to research at the University of Colorado at Colorado Springs.

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Sr. Jacquelyn Gusdane, SND ’64, was invited by U.S. Rep. David Joyce of Ohio to give the opening prayer for the United States House of Representatives on May 9, 2013. Sr. Jacquelyn, pictured above with House Speaker John Boehner, is president of Notre Dame-Cathedral Latin School in Chardon, Ohio, and serves on the Board of Trustees of Notre Dame College.

1985

Cristine Fischer Melillo ’81 watched her daughter, Alicia Melillo ’13, graduate with a Bachelor of Science in Nursing in May.

1984

Tina DiBacco Jurcisin ’85 watched her daughter, Alexa Jurcisin ’13, graduate with a Bachelor of Arts degree in psychology in May.

1987

1981

Roseanna Boiarski Falcone ’81 celebrated with her son, Nick Falcone ’13, who graduated with a Bachelor of Arts degree in mild/moderate intervention specialist education in May.

1964

Denise Mackert Meeks ’84, celebrated with her daughter, Tamara Meeks ’13, who graduated with a Bachelor of Science in Nursing in May. Her daughter, Tina Meeks ’11, and husband, Tom Meeks, Notre Dame’s director of physical plant, also joined in the festivities.

Margaret Richards Rohrer ’87 joined her daughter, Hannah Rohrer ’13, who earned a Bachelor of Arts degree in marketing, during commencement ceremonies in May.

1988

Judith Magid Feniger ’85 has been named the new executive director of Gordon Square Arts District in Cleveland.

1996 Patricia Sofra DeLisio ’96 and her husband, Gene, have been certified as official foster parents. Since March 2012, they have been fortunate to care for several children.

1993

class notes

1985

2000

Sarina Carrington ’93 celebrated with her daughter, Caroline Carrington-Pratt ’13, who graduated with a Bachelor of Arts degree in communication in May.

1993 Christina Salvo Rimbach ’93 and her husband, Drew, are celebrating their fifth anniversary and are blessed by their four children, Christian (16), Daniel (12), Kate (9) and Bearett (3). Christina is entering her 18th year in education and works as a high school English teacher at Western Harnett High School Lillington, N.C.

Anne Bruder ’88 conducted the world premiere of her new film, “The Vetters: All We Needed,” June 14-16 at Geauga Lyric Theater in Chardon, Ohio The film tells the story of the Vetter family from Chardon: six close-knit siblings of Mexican/ Native American descent who emotionally reflect on the sacrifices and steadiness of their humble devoted father and how they overcame poverty and the heartbreaking loss of their mother to achieve unimagined success as state and national champions, Olympic contenders and World Record holders in the 1970s and 1980s. Watch the trailer and get more information about the film at www.TheVettersMovie.com.

2002 Mandy Ford Ripplinger ’02 and her husband, Dan, welcomed their fourth child, Alec Paul, who was born on Aug. 23, 2012.

2003

1995 Kacie Crider Armstrong ’95 has been named the new director of the Euclid, Ohio Public Library.

Previously, Kacie served as the branch manager for the North Olmsted, Olmsted Falls and Maple Heights library branches, all in Northeast Ohio, as well as the Cleveland Public Library.

She received her Master of Library and Information Sciences degree from Kent State University.

Jeannete Owczarzak Louis ’00 and her husband, Wayne, are excited to announce the birth of twins, Nathaniel Xander and Matthias Vance. The boys joined their big brothers Noah and Wayne on Feb. 27, 2013.

1995 Carol Sullivan Warren ’95, who has earned a master’s degree in English and creative writing from Cleveland State University, and her husband have celebrated their 15th wedding anniversary. The couple live in Somerset County, England.

Shannon Epling ’03 has received the Award for Initiative and Excellence from the American Chemical Society (ACS) for her efforts in building a training program to prepare editors to critically examine more than 80 sections of chemistry reviewed by the ACS. Shannon, an associate scientific information analyst for the society, also was recognized for overall attention to detail and the production of quality work.

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class notes

2003 Renee Hastick-Motes ’03 has earned a master’s degree in public administration from Long Island University (Brooklyn campus). She is currently the associate vice president for community and government relations at the Institute for Community Living in New York City.

2004 Lesley Evans McCue ’04 received her doctorate in educational leadership from the University of Dayton. She recently accepted a position as clinical faculty at the University of Dayton in the teacher education department.

2008 Julia Szabo ’08 passed the bar exam in February 2013.

She is an attorney at Bartos & Bartos, LPA, a family law firm in Rocky River, Ohio.

2009 2006

2004 Lisa Krok ’04 has received the J. Allen Oakum Memorial Scholarship from the School of Library and Information Science at Kent State University. The scholarship is awarded annually to students interested in school librarianship and is based on prior academic performance, accomplishments and demonstrated leadership. Lisa is currently pursuing a Master of Library and Information Sciences degree at Kent State.

Her career goals are to become a school media library specialist and to foster the love of reading in children in the library setting.

Melanie FaithwalkerEstes ’06 remarried Linwood Estes on Dec. 15, 2012, and gave birth to a son on Jan. 26, 2013. Boaz Mikael Estes weighed 8 pounds and was 22 inches long. Melanie, who is studying for her doctorate in counseling psychology with a focus on higher education and supervision, is the chief executive officer and owner of Faithwalker Counseling & Consulting.

Rebecca Kovacs ’09 watched her mother, Lillian Kovacs ’13, graduate with a Bachelor of Arts degree in early childhood education in May.

2010

2009

2009

Philomena Meluch O’Hare ’09 celebrated with her sister, Barbara Meluch ’13, who graduated with a Bachelor of Arts degree in intelligence analysis in May.

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Eris Zion Venia ’09 competed in the Women of the World Poetry competition, where she finished in 7th place out of 73 competitors in March 2013. She has recently gained international attention for her “Open Letter to Charles Ramsey,” which has been featured in the Guardian UK newspaper and has been interviewed by the BBC.

Sarah Nank ’10 gave birth to Olivia Siobhan Lee on Jan. 3, 2013, at 7 pounds, 11 ounces and 19 inches long. The baby’s father is Nank’s fiancé, Robbie Lee, of Dublin, Ireland.

Aubrie Birnesser ’11 celebrated with her fiancé, Keith Drenowski ’13, as he graduated with a Bachelor of Arts in liberal studies in May.

2013 Sabrina Tonschock ’13 graduated with a Bachelor of Arts in communication and public relations in May and is the communications specialist for the City of South Euclid.

2013 Martez Glenn ’13 graduated with a Bachelor of Arts degree in adolescent/young adult education and English in May and will pursue a master’s degree in higher education at Tiffin University. He has been working at Beechbrook, a Cleveland behavioral health agency for children and families.

2013 Lacy Lanigan ’13 earned a Bachelor of Arts degree in accounting in May and works for University Hospitals as a financial planning accountant.

She is pursuing an MBA from Lake Erie College.

class notes

2011

2013 2013 Brianne Schmansky ’13 participated in commencement ceremonies in May and will be returning to Westland, Mich., to utilize her degree in math in her role as analyst in the Actuarial Service Center for Towers Watson.

Matt Roche ’13 will attend Vermont Law School, the No. 1 ranked environmental law school in the nation, on scholarship to study environmental law after graduating with a Bachelor of Arts degree in history in May.

In Memoriam We offer our condolences to relatives and friends of the recently deceased and pray that our good God will welcome them into everlasting joy.

Alumni Sr. Mary Christin Alfieri, SND ’45 06/2013

Ruth Rosfelder ’42 12/2012

Anna Walter Bailey ’41 02/2012 Mother of Barbara Bailey ’82

Rita Rudd ’56 12/2012

Rosaria Cultrona Contini ’33 01/2013 Regina Lombardo Deering ’45 02/2013 Betty Bares Juliano ’45 03/2013 Judith Frank Moran ’65 05/2013

Virginia Kramer Schade ’47 04/2013 Gizella Beck Varga ’69 01/2013 Rozanne Franey Victory ’40 07/2013 Laura Powers Wintersteller ’56 11/2012

Husband

Sister

Robert Joseph Maver 05/2013 Husband of Virginia Marks Maver ’79

Jennifer L. Walter-Marco 01/2013 Sister of Laura Walter Franchetti ’01

Mother

Brother

Janice Cavoli 05/2013 Mother of Clare Cavoli Lopez ’76

Paul J. Kelly Jr. 05/2013 Brother of Karen Kelly ’03

Father Dan W. Bailey 01/2013 Father of Barbara Bailey ’82

Memorial Masses may be offered in Christ the King Chapel for your deceased loved one.

For more information about scheduling a Mass, please contact campus ministry at 216.373.5387.

Trustee Emeritus William F. Hauserman 10/2012 Friend Carl Glickman 03/2013

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donor profile

I give my time, talent and treasure to Notre Dame College because I am an advocate of Catholic education. I love Notre Dame and want to see the College continue so that others may have an opportunity to have the same experience and education that was I was afforded. In a way, my giving back is a thank you to the College for the great education I received and for the lasting friendships I made while attending the College.

I believe it is important for us to give time, talent and treasure to Notre Dame so that the College continues to provide a strong academic education that will meet the continuing challenges of the world yet still be affordable. When visiting the campus, you cannot help but notice the positive energy and enthusiasm of the students.

These students are our future, and I consider it an honor to assist the College in any manner that will make sure these students’ dreams are realized. It is my hope that others will see the impact Notre Dame has made in the community and be willing to commit to support as well.

My employer matches gifts because …

My employer has always valued quality education and provides all employees the opportunity to double employee donations to education institutions through its matching gifts program. This shows me that my employer is committed to the community and realizes the importance of higher education. Companies that match employees’ donations show that the business community is interested in fostering higher education and supporting local colleges. Companies that provide matching donations are investing in a well-educated workforce that will benefit everyone.

You can give forward because …

When you make a gift to Notre Dame College, you are making an investment in our community and our future. Matching grants from companies double the fundraising impact. Costs of higher education will continue to grow, so matching grant programs, if offered at your or your spouse’s place of employment, are a great source of generating additional funding for the College.

ANNUAL FUND GIVING CLUBS AND SOCIETIES

MAUREEN RALEIGH BIHN ’79

I give forward because …

NAME

Maureen Raleigh Bihn ’79

EDUCATION

B.A. in Business Administration, Notre Dame College

PROFESSIONAL

Manager, Ore Sales Administration, Cliffs Natural Resources, Cleveland

HONORS

2012 Notre Dame College Alumna of the Year

GIFTS OF TIME TO NOTRE DAME COLLEGE

15-year Member, Notre Dame College Alumni Association Board

GIFTS OF TALENT TO NOTRE DAME COLLEGE

Member, Board of Trustees

GIFTS OF TREASURE TO NOTRE DAME COLLEGE

Employer-matched Contribution, Annual Fund Donor, Capital Campaign Support, Athletics Fundraisers

Name____________________________________________ Class Year_ _______________________ Daytime Phone (

)______________________________

Email Address_______________________________________________________________________

President’s Club Gold Member

$10,000 and above

Silver Member

$5,000-$9,999

Bronze Member

$1,000-$4,999

Address_ __________________________________________________________________________ City/State /Zip_______________________________________________________________________ Place of Employment__________________________________________________________________ Business Phone (

Giving Clubs

)______________________________

Business Email Address________________________________________________________________

Tower Club

$500-$999

Business Address____________________________________________________________________

Notre Dame Club

$300-$499

City/State /Zip_______________________________________________________________________

Century Club

$100-$299

Friends $1-$99

Check (made payable to Notre Dame College)

Amount Enclosed $__________________

Credit Card: Name, as it appears on the card_ _________________________________________________________

Societies Marian Legacy Society

Account Number_____________________________________________________________________

Planned Gifts

Expiration Date ____ /____ Signature ____________________________________

If you would like to give to Notre Dame College, please fill out the form and send back with the envelope provided, visit NotreDameCollege.edu/because, or call 216.373.5335.

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THANK YOU!

Date____ /____ / ____

I wish to fulfill my gift with stocks. To initiate a gift of stock, please call the Development Office at 216.373.5335 Please designate my gift to (write a specific fund, memory, or honor of )___________________________ I would like to learn more about making a provision for Notre Dame College in my estate plans.

Does your company match gifts? Please include your company’s matching gift form.

If you are not sure, please contact us or visit matchinggifts.com/notredamecollege.

D LANNE

GIVING • GIVE ALWAYS

... AL L

WAY S•

ANNUAL GIVING

AN NU AL

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Donate to the Notre Dame College Annual Fund Unrestricted • Academic Programs • Athletics • Campus Improvements Campus Ministry • Library • Scholarships • Student Activities

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CAMPAIGN GIVING

WAY S•A

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PLAN ALL

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LANNE . ALL

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Contribute to Notre Dame College core funding priorities Academic Support Center • Athletics • Endowment • Financial Aid Nursing • Or an Area of Interest to You

CORPORATE GIVING

Ask your company to support Notre Dame College Employer Matching Gift • Business Sponsorship

PLANNED GIVING

•P ING GIV

Consider Notre Dame College in your estate arrangements Stocks and Securities • Life Insurance • Life Income • Will Bequests

IV I

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WAY S•A N NU AL G

Most offer tax advantages to the donor • All benefit Notre Dame College students

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To discuss gift options, contact Maureen Ischay, executive director of development, at 216.373.5335 or toll free 1.877.NDC.OHIO ext. 5335 or mischay@ndc.edu.

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IV IN G

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Champions The Notre Dame College women’s swim team won the 2013 Appalachian Swim Conference Championships, while the College wrestling team–competing for the first time as a Division II program–placed third overall at the 2013 NCAA National Championship Tournament. Two wrestlers won individual national titles: Eric Burgey, a senior from Easton, Pa., placed first at 174 pounds, and Joey Davis, a freshman from Compton, Calif., won the championship at 165 pounds.

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August 26

Fall Semester 2013 Begins

October 4-6 Homecoming

September 15-20

Founders' Week

September 19

Fidelia Award Dinner

Upcoming Events

Visit NotreDameCollege.edu/alumni/events for more information or ask your question via the alumni events answering service at 1.877.NDC.OHIO x 6385.