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SPECIAL PRINT EDITION â€¢ SUMMER 2020

St.Catherine

ILLUSTRATION CRAIG NORDEEN

ALUMNI AND DONOR NEWSLETTER

SPECIAL PRINT EDITION EXECUTIVE VICE PRESIDENT OF INSTITUTIONAL ADVANCEMENT Beth Halloran VICE PRESIDENT OF MARKETING AND COMMUNICATIONS Toccara Stark MAOL’09, EdD EDITOR Kayla Forbes MBA’17 DESIGNER Emily McDaniel CONTRIBUTORS Ruth Haag Brombach ’60 Beth Riedel Carney ’82 Kara DeMarie MLIS’16 Kate Eldridge Tracie Fauth Natalie Hamilton Mandy Iverson Jeremy Morin Michelle Mullowney ’17 Molly Orth Lindsey Frey Palmquist Jon Schultz Sarah Voigt ADDRESS CHANGES 651-690-6666 alumni@stkate.edu mag.stkate.edu

At St. Catherine Special Print Edition is published by the Office of Marketing and Communications. No part of this publication may be reprinted without permission. St. Catherine University was founded by the Sisters of St. Joseph of Carondelet in 1905. Learn more at stkate.edu/ourhistory.

Editor’s Note Dear Reader, When we began working on the summer issue of St. Catherine University Magazine earlier this year, we did not anticipate the great changes that were to come. At that time in Minnesota, there was still snow on the ground, and I was reviewing final drafts of content for the summer magazine. As we dreamed of warmer temperatures and spring flowers on campus, no one imagined that we would completely change direction and decide to delay an entire issue’s worth of content in order to connect you with more timely information. As a result, you hold in your hands our special print edition of the monthly e-newsletter At St. Catherine. The magazine will resume its run again in the fall. As this goes to press, the state of Minnesota is slowly emerging from a pandemic-mandated shutdown and the number of identified cases continues to rise. And as we are about to go to press again, we are also navigating the complexities of racism that have risen to the forefront in our cities, state, and nation with the death of George Floyd. With these two massive events shaping our lives day-by-day, we’re preparing for a new academic year that we already know will be like no other. What we do know, though, is the power of Katies. You will read stories in this newsletter that share how students, faculty, staff, and alumni have rallied to continue teaching, learning, and leading their peers to a better tomorrow. Despite the uncertainty. Despite the chaos and challenges and noise. And while this issue is dedicated to how St. Kate’s is meeting the needs of the time during the pandemic, the same is true for how we are working to address racism and deepen our commitment to social justice. We know this will not be the last time we will share stories about how St. Kate’s is navigating our evolving world, and we’re eager to learn more about how our community is responding. Please share the stories you live and witness, and help us celebrate the spirit that keeps us strong as a community, by emailing alumni@stkate.edu. We hope you will enjoy this special edition. Kayla Schaefer Forbes MBA’17, Publications Editor

This special edition is printed on Domtar’s Lynx brand, which is a member of their EarthChoice product line. It is Forest Stewardship Council® (FSC)® Certified, made with Elemental Chlorine Free virgin fiber content, and manufactured under alkaline conditions for increased longevity.

@st.kates @stkate @stkates @St. Catherine University

Contents 02 04

Learning Moves Online with Focus on Innovation and Equity

#YOULeadandInfluence

ON THE COVER The St. Catherine University community remains active during the COVID-19 pandemic, finding creative solutions to finish course requirements, work remotely, and socialize while staying safe off campus. ILLUSTRATION BY Craig Nordeen

From the President

Admission Format Shifts, but the Interest in St. Kateâ€™s Has Not

Maintaining Connection and Support for Students

Alumni Virtual Connections

Fall Academics in a New World

From the President Meeting the needs of the time. This edict informed the founding of the College of St. Catherine in 1905. The Sisters of St. Joseph met the needs of young women to have access to an education and opportunities for a strong future. Since then, St. Kate’s has evolved to continue meeting the needs of the time while weathering more than six wars, inf luenza and polio pandemics, natural disasters, civil rights movements, national bombings, 9/11, and more. Through it all, St. Catherine has persevered and remained resilient by staying true to our mission, embracing our Catholic values, and engaging the tenants of a liberal arts education to lead change. This spring tested our ability to adapt and remain resilient once again. The novel coronavirus (COVID-19) emerged quickly and caused a global pandemic. We found ourselves in an unprecedented situation and with the incredible need to ensure the health and safety of students, faculty, and staff. In just two weeks, we moved the University to a virtual mode and developed a plan to navigate the pandemic. I am incredibly proud of our ability to respond so quickly to keep our students safe and on track with their education. Additionally, we are thankful for and proud of the many Katies on the frontlines as healthcare workers, educators, social workers, public servants, and volunteers. As we neared the end of the academic year, our world was once again shaken by the tragic death of George Floyd and the deep presence of racism in the U.S. For our St. Kate’s community, which has deep connection and love for St. Paul and Minneapolis, Mr. Floyd’s death, the subsequent unrest, and intense focus on race relations hit especially close to home. The St. Catherine community observed two days of reflection in response to this tragedy and has engaged in a series of educational activities to further our knowledge, understanding, and dialogue about systemic racism. As a University, 2

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this is vital to our living out our responsibility to educate in order to drive social justice and change. While none of us were prepared for how our world would change in 2020, I am continually grateful for and inspired by the strength, compassion, and dedication of our students, alumni, faculty, staff, and donors to come together and meet the urgent needs of our time. This special edition, dedicated to the tremendous effort of the St. Catherine community to adapt to the pandemic, was created prior to the death of George Floyd. However, my letter is one of the last elements, and thus, I am able to address this tragedy and call for all of us to take seriously the ongoing work of eliminating racism and driving social justice. While this was witnessed with the disproportionate COVID-19 rates for people of color, the George Floyd tragedy stripped away any masking in our society of our 400+ year history of racism. Writer Damian Barr said, “We are not all in the same boat. We are all in the same storm.” Every storm comes to an end and is followed by an opportunity to create something anew. We will emerge stronger from this all — the proof is in our history and how our students, faculty, and staff embody our mission to lead and inf luence. Women have been at the forefront of leading through challenging times. There is no time like the present to boldly claim our legacy in doing so. Thank you for being with us as we weather this storm together. To all of you, we send wishes for your health and well-being: physical, emotional, spiritual, mental, and financial.

ReBecca Koenig Roloff ’76

For the Indispensable Ones Today I want to acknowledge the lone rangers among us always busy who believe that the world depends on them for its very existence. They would never consider themselves as non-essential anywhere and privately pride themselves on being indispensable. Jolted into uncertainty they are surprised at how surreal things feel hesitate to create new deadlines that are arbitrary at best and wonder what they will do now. The urgency of yesterdayâ€™s plans gives way to uncharted territory with nowhere to go. No longer bound by the illusion of being in control of their own lives and those of others, suddenly bereft with plans shattered donâ€™t quite know what to do. Startled into an ambiguous new reality with eerie descriptors for phenomena on distant shores and unprecedented scenarios played out at home. I say: Look into the mirror, introduce yourself to the person you see. Gaze into your own eyes as you sit across from yourself. Welcome the conversation that flows from the silence. Listen to what you have been saying to yourself and others. Reflect on your essence that craves attention longs to be affirmed valued loved. Solitude voluntary or imposed holds lessons that surprise us sometimes shake us out of our stupor remind us that what is most important is not what we do rather it is about who we are. How we are who we are can become a catalyst for change. Let us be fearless in our conviction to remain connected, let go of the illusion of control, lean into this opportunity to be transformed.

Laura Bufano, CSJ

Former St. Catherine University Board of Trustees member, 2016â€“2020

March 17, 2020

Learning Moves Online with Focus on Innovation and Equity At the pandemic’s onset, swift action and dedicated efforts by administrators, faculty, and staff created a thriving virtual-learning environment. By Lindsey Frey Palmquist

AT ST. CATHERINE • SPECIAL PRINT EDITION 2020

“I came back and everything was different. I was in shock,” says Grose. “I had to do a two-week quarantine at home, everything was shut down, and my graduation ceremony was postponed.”

BEHIND THE SCENES While Grose was at sea, St. Catherine University administrators were hard at work. Within those two weeks, they launched new safety protocols, technology investments, and virtual-learning innovations to support students, faculty, and staff with St. Kate’s mission at the helm. “Our immediate concern was the safety of our students, faculty, and staff,” says Anita Thomas, PhD, executive vice president and provost of St. Kate’s. “Bringing our students home safely from Global Studies programs was our first action. We also canceled any additional travel-abroad programs that were scheduled for spring break.” St. Kate’s simultaneously closed early for spring

NATALIE GROSE PROVIDED

atalie Grose ’20 (below) first learned the serious impact COVID-19 would have on her senior year while she was standing on the deck of a sailboat in Mexico. She had left St. Kate’s early for spring break to crew the boat, intending to be back in time for classes to resume on March 30. “I traveled to Mexico when everything still seemed normal,” says Grose. “But within a few days of my arrival, our replacement crew members were no longer allowed to travel there. I wanted to help the group get home safely with a proper crew, so rather than navigate the airport closings, I decided to sail back to California with them.” On April 6, Grose docked in Sausalito, Calif., returning to a world that had seemingly upended while she was out on the ocean.

break on March 16. This action provided two weeks for the University to limit the on-campus population, reduce instances of social contact, and plan and prepare for moving all learning and campus resources fully online as details about the extent of COVID-19 pandemic became known. University President ReBecca Koenig Roloff ’76 created an incident management team.. composed of leadership in academics, . student support, operations, human resources, communications, and the senior leadership team. Amy Kelly, MD, director of St. Kate’s Health and Wellness Clinic (right), coleads the University’s COVID-19 response efforts, in coordination with the Minnesota Department of Health. Also on the team are Lisa Dutton, PhD, PT, professor of physical therapy and dean of health sciences, and Laura Fero, PhD, MSN, RN, dean of nursing. “Both Lisa and I had a number of students with enormous clinical ramifications due to the pandemic,” says Fero. “We were on the team to provide a voice for our students and make sure we got processes in place to secure their experiences so they could continue their education.” Students in nursing rotations and those gaining clinical experience were recalled from their positions in the field, and St. Kate’s clinical partners began shutting down access to hospitals, clinics, and acute care or long-term care facilities to help limit the virus’ spread. “After ensuring the safety of our students, our next concern was maintaining academic excellence,” says Thomas. “Everything was a collaborative decision, and we began by setting 16 metrics for online instruction that were required to maintain academic excellence and rigor online, and we communicated those to faculty and staff.” According to Thomas, the group then focused on two core issues: technology adoption and equitable access. Existing emergency-closing protocols had prepared St. Kate’s administrators to broaden e-learning support and build out the platform. Faculty already had prepared some online course material in case winter blizzards caused emergency school closings.

“When we got the news we were shifting fully online, we felt fairly good about the transition, knowing we’d amassed a robust toolbox of online resources for our existing digital courses,” says Nancy Hendrickson, director of Academic Technology. “We just needed to help more faculty and staff become aware of and comfortable with using them.” Academic Technology began hosting between five and seven training sessions each day over spring break. During the sessions, faculty learned the online tools available to them, including video conferencing, lecturing and presentation tools, class discussion platforms, online testing, security measures, and more. Hendrickson’s team then led practice sessions to help faculty become comfortable teaching with the tools. On March 30, the first day coursework resumed after the extended spring break, more than 2,000 courses were being taught online and videoconferencing had increased by 1,317 percent. “The situation with COVID-19 has helped a lot of faculty and staff overcome their fears about moving to virtual-learning formats and the impact on students,” says Jean Guezmir, St. Kate’s chief information officer and vice president. “They were put in this position without a choice, but I’m incredibly appreciative of our entire faculty and staff. I know they feel a real sense of accomplishment for devoting extra hours and energy into making this a successful transition.”

FINDING CREATIVE SOLUTIONS Faculty not only embraced virtual tools, but they found innovative ways to move physical aspects of their coursework online. Prelicensure students in nursing, whose accreditations allowed up to 50 percent of clinical hours to be done virtually, were able to use telehealth and patient simulations. Using a program called Shadow Health, students entered the environment as avatars and made clinical decisions in real time about virtual patients, such as determining the priorities of the patient’s assessment, debriefing with faculty on clinical decision-making, and receiving real-time feedback. stkate.edu

REMAINING CHALLENGES The nursing and health science programs had additional complications to navigate. “Unfortunately, virtual solutions do not exist for program accreditations that required hours of face-to-face patient interaction in the clinical environment,” says Fero. Thanks to generous donations from Mary Dee Hacker ’74, Susan Morrison ’60, Patty Connelly ’65, Jane Persoon ’72, and Mary Shearen ’75, some nursing students were able to supplement their clinical work with the help of virtual simulation technology. The ability to continue fulfilling their clinical requirement while social distancing allowed these students to graduate on time and enter the healthcare workforce at a muchneeded time. On the other hand, students training to be physical, occupational, or respiratory therapists, nurse practitioners, and other healthcare providers, had to receive an incomplete status at the end of the semester. Some students also had to delay graduation until St. Kate’s clinical partners reopen and safely accept students again. “We’re working really hard with our partners to safely get students back into the clinics to complete their programs,” says Dutton. “We want to keep the students safe, and we are considering not just their health, but the health of the community and that of our healthcare system as well.” Some students were able to finish their programs but still need certification tests or license exams to be qualified for work, and those testing centers are closed. Other students in graduate programs or 6

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completion work are already working on the front lines in the healthcare field while trying to finish advanced degrees. “To go to school on top of working full time caring for COVID-19 patients was an added layer of pressure and anxiety for them,” says Fero. “We provided flexibility and support services to help them cope while still holding the standards of the program. But we’re looking at a future where they will have powerful voices in moving public health forward. We know now is the time for them to work, understand social justice and health disparities, and then find their places in leadership.”

MAINTAINING VALUES OF DIVERSITY AND EQUITY While the innovative use and adoption of virtual learning has succeeded, technology at St. Kate’s means far more than hardware and software. Virtual learning must also align with the University’s mission to provide equitable student and faculty experiences. “On campus, we work to equalize students,” says Guezmir. “They all have access to the same software, the same connectivity. When we went to online learning, their home computers didn’t have enough power, their internet was slower. These things start to create disparity. A big challenge of ours was working to make it as equal as possible.” The University worked carefully on logistics to give students and faculty what they needed to be successful. By strategically upgrading computers on campus, Guezmir’s team freed up more than 100 of the previous models for distribution. Cascading

PHOTO REBECCA SLATER ’10, BY REBECCA STUDIOS

Monica Rudquist, assistant professor of art and art history, encouraged students in her pottery class to use clay-like materials at home to create their work, such as dough, cardboard, foil, and even licorice sticks. Students shared online videos to document, submit, and critique one another’s work and received ongoing feedback from Rudquist. Thomas was amazed at the ingenuity. “I’m really proud that the faculty went above and beyond to make this as rich and as rigorous of an experience as they have, but also something that feels really comfortable,” she says. “I think the students appreciated the hard work, and both groups really bonded and engaged. They were incredibly interactive in this process.”

the equipment allowed St. Kate’s to manage the budget, advance technology around campus, and provide faculty and students with better or faster computers to meet their needs. Like faculty, many students required training to adapt to the new virtual-learning environment. To solve this issue, Academic Technology provided narrated tutorial videos and troubleshooting resources to help students use software and log in to their learning modules. They also provided solutions for and anticipated unique needs, such as dual-screen setups for students who required the aid of interpreters, headsets for students and faculty in distracting home environments, and microphones for those who felt more comfortable with a traditional audio setup. The O’Neill Center for Academic Development also moved its resources online to help students in need and those facing new challenges learning from home. Staff assisted students with online tutoring, disability resources, study skills, and more. Upon her return to Minnesota, Grose was referred to the O’Neill Center for resources to help her manage dyslexia and distractions at home that triggered her attention deficit hyperactivity disorder (ADHD). “Normally, I’d go to the library where it was quiet and distraction-free, but I couldn’t,” she says. “It made focusing on long online lectures and taking tests really difficult.” Some students saw surprising benefits from the switch to virtual coursework. While she missed seeing her classmates in person, Pragya Karmacharya ’21 (right), a communication studies major, found a rewarding new schedule. “I’ve been more independent and motivated to claim responsibility for my education,” she says. “And I had the flexibility to work during times my previous schedule hadn’t allowed. For example, I wrote assignments for my writing course when I felt inspired to do so, and I had more time to be creative before I uploaded them to share with the class.” Grose also appreciated more control over her schedule. “It was a gift to spend more time at home,” she says. “I worked two jobs and an internship while being a full-time student, so not packing up for eight hours on campus reduced my life stress significantly.”

With the equity issues and social disparity that have been highlighted during this pandemic, the work our students have to do as graduates is even more important, and they should remember they are very well trained for that transition.

— Anita Thomas, PhD Executive Vice President and Provost

While she’s found the positive side of her experience, Grose still hopes to participate in a graduation ceremony with her class this summer or within the next year. “I got an email in April that I had earned Latin honors, and I was so excited — until I realized there was no ceremony to wear my honors tassel yet,” she says. For graduating seniors who are grieving this loss, Thomas shared a message of hope. “If you have to find a silver lining in the COVID-19 pandemic, it’s this: women’s leadership has really shone in all of this, and our graduates are ready to move into that leadership role,” she says. “Just because we don’t have that graduation ritual right now, doesn’t mean you can’t still celebrate what has happened, grieve the end of it, then find that sense of resilience and move forward into your new beginnings. With the equity issues and social disparity that have been highlighted during this pandemic, the work our students have to do as graduates is even more important, and they should remember they are very well trained for that transition.”

stkate.edu

#YOULeadandInfluence COVID-19 has altered our lives. While the pandemic affects some more than others, we want to take time to celebrate those who have had a presence on the front lines. There is no doubt that Katies work to keep our communities healthy and strong. We are extremely proud and honored to be connected to you: nurses, respiratory caregivers, occupational therapists, physical therapists, public health workers, social workers, educators, parents, food suppliers, retailers, food deliverers, religious leaders, and so many more. You truly personify what it means to lead and influence.

Here are a few samples of the many stories surrounding us right now in the media.

Tegan Sickeler ’08, ’20, apparel design major, needed an internship to complete her degree, but when campus locked down due to COVID-19, her internship with the Apparel, Merchandising, and Design department came to an abrupt ending. Luckily, a group dubbed the Masked Crusaders was recruiting highly-skilled Twin Cities sewers to join them in making reusable medical-grade face masks for healthcare workers. The mask requires a very complicated pattern and special upcycled fabric. Sickeler worked with her professors to adjust her previous internship plans to complete work with the Crusaders’ efforts and helped to complete nearly 3,100 masks for healthcare workers. Read more about the Masked Crusaders at stkate.edu/minnpost-Sickeler.

AT ST. CATHERINE • SPECIAL PRINT EDITION 2020

TEGAN SICKELER PROVIDED (2)

MAKING MASKS FOR HEALTHCARE WORKERS

Join the movement. Share with us via social, email, or even a phone call, how you or your alumni friends are leading during the COVID-19 pandemic and recovery. Remember to use the hashtag #YOULeadandInfluence.

NOT A “HERO” Nurse Lindsey Kuehl ’11 is a Twin Cities nurse working through the COVID-19 pandemic who shared her perspective on her career with KARE 11 on their Women Crushing It Wednesday segment. Kuehl says, “I do not consider myself a hero, it’s just my job. And we’re just trying to do our job the best we can.”

We have chosen to remove this photo because it contains an image that has been associated with white supremicist groups. The art featured in the original social media post was done without any harmful intent, and without knowledge of the ways that image has been used to cause harm to communities of color. Although there was no harmful intent, the impact of legitimate pain caused by the sharing of this particular symbol warrants our removal of it.

LINDSEY KUEHL PROVIDED DEEP BREATH TAYLOR TINKHAM

#YOULEADANDINFLUENCE PROVIDED (3)

Watch her interview at stkate.edu/KARE11-Kuehl.

Bethany Del Real ’18 #YOULeadandInfluence

TAKE A DEEP BREATH On sidewalks across the Twin Cities, Taylor Tinkham MAHS’21 crafts colorful chalked reminders for Twin Cities residents to pause, breathe, and reflect. A partial circle drawn on the pavement invites you in and asks you to first take a breath. Tinkham was also interviewed for KARE 11’s Women Crushing It Wednesday segment for her work on mental health awareness with American Public Media. Watch her interview at stkate.edu/KARE11-Tinkham.

Larrissa Karl ’15 #YOULeadandInfluence

Admission Format Shifts, but the Interest in St. Kate’s Has Not Spring and summer are typically when St. Catherine University is bustling with prospective and future Katies on campus tours, overnight visits, and face-to-face meetings with admission counselors. This year, however, all this activity has moved online. St. Kate’s admission team has taken their signature personalized focus on each interaction with a prospective student to an online environment, whether it be a video chat, text, phone call, or virtual event. While the College for Adults and Graduate College already utilized some virtual options to connect for specific programs, they’ve now shifted entirely to that model. The College for Women utilized more in-person interactions, but is pivoting well. Admission event specialist Cynthia Yang (left) coordinates the major admission events on campus and says there were several factors the team had to consider for each event. “Technology is our strongest tool and greatest barrier,” Yang says. “And the main challenge comes from the plain and simple fact that we cannot control the individual experience during a session because of access to the internet.” To include students without internet access, admission counselors fill in the gaps with email, texting, or phone calls. Event strategy is not as simple as shifting every single event to a virtual version of its original self. Overnights and all-day sessions have been 10

AT ST. CATHERINE • SPECIAL PRINT EDITION 2020

condensed into more digestible, shorter virtual sessions, where prospective and future students still have access to admission counselors and current Katies for support. There is also a great deal of consideration for virtual fatigue that many people are experiencing. Understanding how each prospect or admitted student wants to connect is a vital piece of the puzzle. “Our work is all about relationship building and showcasing what is unique about St. Kate’s. While it’s most effective to do this in on-campus programming, we are still able to build relationships in a virtual environment, and that is where we have shifted our efforts,” says President ReBecca Koenig Roloff ’76. “The admission team has been hard at work to support a return to campus. There is a place for prospective students here at St. Kate’s. We will continue to do all we can to support our students, and help them reach their educational goals.” Prospective students and parents are reacting well to the virtual approach. According to Yang, conversations often begin with questions about what the fall semester will look like with COVID -19, but then shift to questions about life at St. Kate’s and academic programs. Prospective and admitted students are engaging with admission counselors and current Katies, who are an especially important support group for students who will spend their first year at St. Catherine University in the fall of 2020. With the number of registrants and attendees nearly identical to 2019 events, it is clear that although the format has shifted, the interest in St. Kate’s has not.

The generosity of donors like you helped make it possible for St. Catherine University to react safely and swiftly to the COVID -19 pandemic. Your support showed students, faculty, and staff that you are always right here with them. We are grateful for the power and strength of our community. Thank you for being a part of what makes St. Kateâ€™s so special.

If you would like to support St. Kateâ€™s, please consider a gift to the Katie Fund. Gifts can be made online, by phone, or by mail. stkate.edu/giveback

Maintaining Connection and Support for Students

or 115 years, the bedrock of St. Catherine University has been our commitment to each student — to empower and guide them on a journey from campus to beyond the gates. In March, the campus took on a new feel as it moved to a virtual mode due to the COVID-19 outbreak. The entire community — students, faculty, and staff — came together to quickly navigate and find innovative methods to maintain our commitment to students and a strong community in a time of heightened emotion and physical separation. “One of the University’s greatest strengths and unique attributes is our community and how we come together in times of need. Additionally, St. Kate’s students are hardworking, dedicated, and persevere through challenges. This spring demonstrated that resilience,” says Seth Snyder, PhD, dean of students. “Although our physical offices on campus are quiet at the moment, all the support services in the St. Kate’s ecosystem are open, bustling, and remotely available. It’s incredible to see how everyone has adapted, and we are able to stay connected.”

HEALTH AND WELL-BEING Stress is a given during ordinary college life, but the rapid onset of the pandemic’s extraordinary circumstances and the resulting social, cultural, and academic changes were new territory. These changes created unique stressors for students’ education as well as their personal lives. Access to virtual counseling and mental health resources was a high priority as the University worked to move classes online. To maintain access to these services, St. Kate’s invested in a secure video-conference program that allows in-state students to book virtual appointments with the 12

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Counseling Center and Health and Wellness Clinic to provide counseling support and address students’ medication needs. Counselors are also working with out-of-state students to find additional solutions and resources that work for them. “We are collectively experiencing a very stressful time,” says Heide Malat, PysD, LP, director of the Counseling Center. “Our biggest request from students right now is for an opportunity to talk to a receptive and objective person who really listens and is able to give helpful feedback and ideas. During virtual sessions, we typically talk to students about concepts and techniques for managing stress and encourage them to tap into various support systems.” Those seeking solace through religion or faith have also been able to connect virtually. The Center for Spirituality and Social Justice (CSSJ) is providing virtual prayer opportunities and online liturgies for the community until in-person services can resume. On May 14, the CSSJ hosted a virtual prayer event that aired on Facebook for all community members. The virtual prayer service brought together students, faculty, staff, alumni, and others for connection and reflection on their emotional and spiritual journey as they navigate the pandemic — no matter their physical location.

COMMUNITY AND ACTIVITIES One of the greatest changes St. Kate’s made in the spring was de-densifying the campus safely and quickly to reduce the risk of exposure and transmission of COVID-19. While employees transitioned to working remotely, Residence Life helped students return home safely while aiding the remaining 125 students who needed to remain on campus in relocating to housing that

provided adequate space for social distancing and self-quarantining if needed. Residence Life staff maintained virtual activities and events for residents who remained on campus to ensure a sense of community and connection. The various student clubs and campus centers where many students anchored their sense of community have also discovered innovative ways to stay connected. For example, Multicultural and International Programs and Services (MIPS) created a virtual couch — a nod to the office’s actual, physical couch — where students drop in to hang out together. The online space welcomes students to share and support one another. Student Center and Activities also continues to offer select programs. The Catherine G. Murphy Gallery spring exhibitions, including the student senior juried art exhibition, are available to view and experience on the gallery’s website. But not all support and resources comes from faculty or staff. The Wheel, the student newspaper, continued to publish online (stkateswheel.org), with a special May edition focused on student and community responses to COVID-19 and connecting in a new virtual world. The College for Women Student Senate continued their commitment to uphold their duties through the end of their term in May. They met virtually and listened to student concerns while helping to allocate funds to the food shelf and the emergency grant program.

ELLEN HIESTAND ST. KATE’S FOOD SHELF

MEETING BASIC NEEDS The financial impact of the pandemic has been felt far and wide, and St. Kate’s students were no exception. The Coronavirus Aid, Relief, and Economic Securities (CARES) Act provided $1,322,523 for student grants to cover expenses related to disrupted campus operations during COVID-19. A University workgroup convened to determine how to distribute the funds and included input from students across all three colleges. The process identified three groups of eligible students to receive the funds: Federal Pell Grant Recipients, students with disrupted clinical work or fieldwork, and a general emergency grant fund for eligible students to apply for a grant. Funds were distributed directly to students from May through July. Another major financial resource for students is St. Kate’s Access and Success program. In 2018, Access and Success received a $100,000 grant to establish the Northstar Access and Success

ELLEN HIESTAND ’21 WORKING AT THE ST. KATE’S FOOD SHELF IN MAY.

Emergency Grant Fund for students who need assistance meeting basic needs (food, housing, childcare, medical care, and transportation). This grant fund, generously contributed by Northstar Education Finance, Inc., allows Access and Success to expand its reach and support for students, especially during the pandemic. In March and April, the program received 134 grant inquiries — nearly 75 percent of the previous year’s total. Requests continue to be submitted. “Everyone’s plans were upended and the impact is staggering. COVID-19 has impacted every part of people’s lives, and the limited funding we have available doesn’t begin to address the need,” says Joan Demeules, MA, LSW, director of Access and Success. “Our social workers meet virtually with each student applying for a grant and assess their situation to develop plans to move forward, identify and connect them to resources, work to ensure that students are stable, and help them make it through this difficult time.” Katie Fund annual scholarships also supported students, many who unexpectedly needed help to close financial gaps due to a job loss or furlough. Food insecurity is another issue Katies face. The St. Kate’s Food Shelf has maintained operations, with some modifications, offering online ordering as well as curbside pickup. Students residing on campus have the option for delivery. The Food Shelf annually serves 120–140 students per month. April saw a slight uptick with 150 students, then 123 in May. Service continues through the summer. Campus offices stand empty through the summer, but will welcome back their energetic community when we’re ready. Until then, continued virtual support and encouragement is available. St. Kate’s founders’ commitment to love thy dear neighbor is strong within this community today. University support is here as Katies, faculty, and staff navigate change together. stkate.edu

Alumni Virtual Connections The opportunities are abundant. The venue is optional. Resources, events, and opportunities delivered to you within the comfort of your abode. Alumni Relations creatively shifted to accommodate social distancing orders and continue programming. Here are just a few opportunities available for Katies interested in making connections, learning a little something new, or giving back. Unless otherwise noted, details on each of the opportunities below are available at stkate.edu/virtual-connections.

CONNECT • Book Lists Every month we share a new book list recommended by an alumna or faculty member. Watch the e-newsletter for the list or visit stkate.edu/book-lists.

• Make a Prayer Request Submit an intention through the Sisters of St. Joseph of Carondelet.

• Shop Katie Support alumni businesses and promote your own in the Katie Business Directory.

• Virtual 1:1s Connect with other Katies or Alumni Relations staff. Meet up via phone, video chat, and in person when possible.

• Facebook You’ll find Feature Friday, where each week we feature a new alum. If you’re of the wizardly sort, check out the Harry Potter book club with English professor Cecilia Konchar Farr, PhD. facebook.com/groups/stkatesbookclub

• Tune in to the “Feel Good Playlist” and add a song title.

LEARN SOMETHING NEW • Enjoy the Online Learning Archive Watch the recent webinars we've hosted on various topics.

• Discover Lesson Plans for Children Home learning guidance resources are available from the Early Childhood Center. 14

AT ST. CATHERINE • SPECIAL PRINT EDITION 2020

• Watch for Career Development Opportunities Career-focused webinars, events, and classes are also continually offered.

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GIVE BACK

READ ALONG

• Thank a Katie on the Front Lines Share a message of gratitude and strength with your fellow Katies on the front lines. Sign a virtual thank you card at stkate.edu/thankyoucard.

• Support the Katie Fund Donations to the Katie Fund go to the University’s most pressing needs, which right now is to assist students with their education goals and to remain on schedule to graduate. stkate.edu/giveback

• Volunteer The Katie Volunteer Program remains active and offers many opportunities to give back. Visit stkate.edu/volunteer.

MORE WAYS TO SUPPORT KATIES • Hire a St. Kate’s Graduate • Refer a Prospective Student (which waives some application fees) stkate.edu/referral

• Read At St. Catherine Monthly eNewsletter The newsletter offers continual opportunities to join events, volunteer, stay in touch, or give back. Don’t see it in your inbox? Email alumni@stkate.edu.

Are Prisons Obsolete? By Angela Y. Davis For this year’s One Read for Social Justice initiative, our community will read Angela Y. Davis’ Are Prisons Obsolete?, integrating the text into courses and events throughout the 2020–21 academic year. Davis will join us to discuss her work next spring. Get the details at stkate.edu/oneread.

Just Water: Theology, Ethics, and Fresh Water Crisis By Christiana Zenner 2020 Myser lecturer Christiana Zenner, PhD, associate professor of theology, science, and ethics at Fordham University, will share her work in fresh water ethics with the St. Kate’s community this spring. Watch for event details at stkate.edu/myser. stkate.edu

PHOTO MICHAEL MURRAY

AT ST. CATHERINE â€¢ SPECIAL PRINT EDITION 2020

Fall Academics in a New World Fall semester is an exciting time on a university campus. New students arrive energized in anticipation for officially starting their college careers. Returning students look forward to reconnecting with friends, faculty, and staff in a place they have come to love as a second home. And faculty and staff look forward to the energy and life that happens when our community comes together to learn. While this fall will be different in terms of how our community comes together, we will still partake in this shared experience. Health and safety are our top priority; continuing to foster a strong and vibrant community that supports academic excellence is a close second. The strength and commitment of those at St. Kateâ€™s is felt by anyone who steps onto campus or interacts with members of our community. The Katie community is strong, resilient, and ready to take on the world. So what will fall classes look like? Our students will engage in three formats: face-to-face, hybrid, and online. Face-to-face classes have been prioritized based on the need to have access to specialized equipment and/or lab spaces in order for students to meet learning outcomes. Hybrid classes will meet both online and with some face-to-face interactions. The remainder of courses will be taught fully online. In all three formats, our dedicated faculty have worked diligently to maximize learning and ensure our students receive the rigor and quality education for which St. Kateâ€™s is known. St. Catherine faculty are high-caliber professionals in their fields who have spent years becoming subject matter experts. We are inspired by their passion and commitment to delivering a quality education during this unprecedented time, allowing students to continue to pursue their education. As we prepare for the fall semester, I am confident in the amazing work that will continue to educate women to lead and influence â€” be it in a physical or virtual classroom. Our students are being prepared for a world that works in diverse ways, and these experiences will strengthen both their academic and career skills. It is a challenging time, but an exciting time. And I know the result will be incredible Katies who transform the world. Anita Thomas, PhD Executive Vice President and Provost

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In the face of devastation, Katies acknowledge the reality of the difficulties, grieve losses, and use their inner strength to move forward hopefully, generously, and creatively. Katies ask what they are learning in the midst of this uncertainty. Katies know that they are not alone. Katies, the entire St. Kate’s community stands with you during this extraordinary time.

— Jean Wincek, CSJ, ’62 Chair, University Board of Trustees

TOP Taylor Tinkham MAHS’21 @CeMentalBreak MIDDLE Alyssa Merritt ’14 #YOULeadandInfluence BOTTOM Clara Godoy-Henderson ’22 (left) and Erica Olson ’21 (right) community leader interns for Celeste’s Dream: Young Adult Spirituality Community Garden and St. Catherine University Food Shelf