Recent News from Campuses
Concordia University Campus News - 11 hours 55 min ago
by Lauren Erath (CSP Marketing & Communications Intern)
The best career is one that enthralls. For Akolade Gbadamosi, politics promises exactly that, and thanks to Concordia University St. Paul he is already immersed in the political world.
Gbadamosi, 22, will earn his bachelor’s degree in Political Science this fall, but not before he finishes his career-defining internship with Minnesota’s Democratic Farmers Labor Party. He serves as a Party Affairs and Outreach intern, working with local party unit chairs to plan and organize events.
“I was able to help out with this year’s DFL convention in Duluth and it was a surreal experience,” Gbadamosi said. “Being just a couple feet away from Senator Amy Klobuchar and Al Franken and shaking Governor (Mark) Dayton’s hand, it’s an experience that will stay with me forever.”
Gbadamosi engaged in politics through CSP’s hands-on The Minnesota Legislature and State and Local Government course. While in this class, he composed a bill supporting the provision of mobile dental care for people with disabilities or who are in group homes.
Although Gbadamosi was unable to attain a hearing for his bill, he did gain excellent experience with political processes and access to an ideal internship. He associates this success to the help of CSP political science professor, Jayne Jones, who led the course.
“She really helped us calm our nerves or helped us when it came to speaking to legislators, the media, the radio, and many other things,” he explained. “She had a goal for us to either get involved in politics, or be attending law school after we graduate.”
Gbadamosi, who is currently working on four projects for a senior caucus, recognizes how Concordia equipped him for the internship by improving his professionalism through increased confidence, public speaking and professional writing skills. He obtained this through career-building experience, including researching and creating a bill, finding a chief author for the bill, speaking to reporters, participating in a press conference with classmates, and lobbying for the bill with legislators.
For Gbadamosi, whose parents immigrated to Apple Valley from Nigeria, politics have been a life-long fascination starting in elementary school when he was allowed to keep a school library book about all the United States presidents. This interest increased in middle school when his class held an election and he was nominated class president and continued through the mock trials he attended with his high school team.
After graduation, Gbadamosi plans to attend law school and is considering becoming an attorney. His schools of choice include the University of Minnesota, Hamline, and possibly Harvard as his next steps towards political prowess. Gbadamosi is also interested in becoming a legislator or even perhaps mayor of Apple Valley.
Saint Mary's University Campus News - 12 hours 7 min ago
Ron Hustvedt, a 2001 graduate of the Saint Mary’s University Master of Education in Teaching and Learning program, was named the 2014 National Magnet School Teacher of the Year. The award was announced during the Magnet Schools of America’s 32nd National Conference in Hartford, Connecticut in May. Now in his sixth year as a social
University of St. Thomas Campus News - 13 hours 43 min ago
I have always been drawn to computers and games. Some of the fondest memories of my youth were receiving Pong (to play on a black and white TV), Mattel’s handheld Football II, the Intellivision gaming system, the 2k of RAM Timex Sinclair 100 (I saved files to a cassette player), and later the Commodore 64 (with a big old floppy drive). There were not many opportunities to use computers in the schools. In eighth grade we had a project in which we wrote a computer program using punch cards and in ninth grade I took the one computer course that was available.
After high school I attended St. Olaf College, which has a tradition of graduating robust classes of mathematics majors but did not have a computer science major at the time. I was thinking of mathematics and English as majors but eventually decided on just mathematics.
I enjoyed proving things, as is the brunt of the upper-level mathematics course work. In particular, there was something very satisfying in being able to show that something was absolutely true. My Ph.D. adviser, Jon Simon of the University of Iowa, once said that it’s the desire to take some small bit of the universe and make it perfect that drives the mathematician. Others postulate that coffee and cookies are the main fuel.
At the end of my undergraduate time, I had to figure out what to do with my life. I had toyed with the idea of high school teaching and enjoyed a teaching practicum I had taken at St. Olaf, but it did not feel quite right. In another course, I had done a short research project on sound compression and I enjoyed the freedom of working on something that no one ever had thought about. I imagined that graduate school might be interesting in this same way, so I headed to the University of Iowa. After passing through the qualifying exams, I decided that I wanted to work in topology (which is like geometry for hippies). I met with the different topology professors and eventually teamed up with Jon Simon. Jon had done some work on mathematical problems in chemistry, had a network of colleagues in different disciplines and was not afraid to use a computer in his research. In particular, Jon is a knot theorist (like knots in your shoes) and had been working on studying what knots look like when they are pulled tight. His research sounded like fun.
For my dissertation, I wanted to use a computer to simulate the tightening of knots. But we could not simulate real ropes on a computer since real ropes have, in some sense, an infinite amount of information and computers are finite. However, computers do like polygons, so my first task was to translate this tightening problem into something we could analyze with polygons and then show that what we get from computer simulations would correlate with the real ropes problem. I got to work on the mathematics, took a couple of programming courses, and later started to play around with writing code to simulate knot tightening. I really enjoyed combining computations with mathematics. I went to a couple of interdisciplinary conferences during these years and found the talks by researchers from other disciplines intriguing (even when I did not understand all of the details). I thought it would be enjoyable to do work that might have applications.
When I started my first professor job I did not have plans for a big research career. I thought that I would publish a paper related to my dissertation and maybe one or two follow-up papers. That would give me enough for tenure and then I would be in the clear. Research is a lot of work, with lots of ups and downs and long periods in which you feel like you are putting in a lot of effort and getting nothing in return. Balancing research with a new job, teaching new courses, adjusting to a new city, etc., seemed overwhelming, so the thought of spending a bunch of time on research was not appealing.
At the same time, I wanted to at least try to do research beyond my dissertation. I was afraid that if I did not try it right away then I probably never would. I did not know where to start, so I asked Jon what I should do to get more connected to the research community. He suggested emailing people that I had met at conferences to express interest in staying in touch. I did that.
I received several emails back but one in particular stood out. It came from Ken Millett from the University of California, Santa Barbara. He said he was interested in my work and suggested that maybe we could collaborate on a project. Ken is very well known in the mathematics community, so I was both thrilled and scared. After communicating by email for several months, Ken invited me to visit Santa Barbara over my spring break. I remember getting to the airport and thinking “I do not even know this guy and now I am going to spend a week with him at his house talking math.” But I went and I loved it. In fact, Ken and I are still collaborators to this day.
A couple of years later, Ken and I decided to organize a special session at a math conference. There were upcoming meetings in Hoboken, N.J., and Las Vegas. Ken suggested Hoboken but I thought that Las Vegas would be a better draw for our foreign invitees. We invited the top people in our field from all over the world hoping we could get at least a couple of international participants. To my surprise, nearly everyone said yes. This was one of the best things I ever did. It really connected me to the research community. It has been 12 years since I organized that first meeting and this November will mark the 15th meeting I have organized.
Around the same time as the first meeting, Ken encouraged me to apply for a National Science Foundation grant. I did not think I had a chance but figured that I would get some good feedback and that maybe I would have a better chance in the future. I applied to a program focusing on funding faculty at undergraduate institutions, so in my first proposal I included money to pay undergraduates to work with me. Much to my surprise, the project was funded.
Right now, I am amidst my fourth NSF grant.
This funding has helped to launch my research career. In addition to providing computing equipment and opportunities to travel to conferences to see old colleagues and meet new ones, it has been instrumental in including undergraduates in my research. Through the years, 31 undergraduates have been supported by these grants (many of them for two or more years), including 12 since I arrived at UST in 2006. Over a third of these students have gone on to graduate school.
While it is fun to have the students go on to graduate school, a research experience is valuable for any student. As such, I have worked with students with varying interests, majors, and abilities. It is always satisfying to see these students develop as they tackle difficult problems, and I always learn more from the students than they learn from me. In fact, seven of my publications have undergraduate coauthors.
This summer I had a special experience. I took six students to Dennison University in Granville, Ohio, for the UnKnot 2012 Conference. One of my former students, Tom Wears of Longwood University, also participated in the conference. I gave a one-hour invited lecture and three of my students gave contributed talks. It was particularly satisfying to see my current students interact with Tom, possibly peering into their futures.
The focus of my research always has been on studying knotting in objects imbued with some physical properties, beginning with the tightening problem from my dissertation. The tightening work continues today although the focus has changed a little. About 10 years ago, I began a collaboration with Jason Cantarella from the University of Georgia to improve the software to tighten knots, resulting in the program RidgeRunner. Since then, we have written three papers with one more submitted. The most recent work is a collaboration with Jason and two physicists Tom Kephart (Vanderbilt University) and Roman Buniy (Chapman University). Kephart and Buniy have proposed that subatomic particles called glueballs are tightly knotted and linked, tube-like objects. In creating a catalog of tight knots and links, we are (in theory) creating a catalog of these subatomic glueballs.
In the early 2000s, I also shifted my main focus from understanding the structure of tight knots to understanding the structure of polymers. Polymers (like rubber, styrofoam, proteins, and DNA) are long chemical chains and can
be modeled by polygons with some physical properties. We wanted to study what the polymers looked like when they were moving about at random, focusing on knotted polymers. For example, we wanted to know whether the polymers could most easily be placed inside the shape of a pencil, rugby ball, a basketball, M&M candy, etc. This work has been in collab- oration mainly with Ken and Andrzej Stasiak (a molecular biologist from the University of Lausanne, Switzerland who I first met as a graduate student).
A few years ago, I saw a very interesting talk by Joanna Sulkowska (then a physics post-doc at the University of California San Diego and currently of the University of Warsaw) about proteins. Proteins are chains of amino acids that perform many functions within cells. They are created as linear chains and then fold into their functional form (called the native state). These proteins need to fold reprocibly to the same form (some diseases, for example, come from misfolded proteins), and preferably quickly. Some proteins have knotting in their native states. Since knotting should complicate the folding process and make it slower, why would proteins form knots? In particular, is this an accident of nature or does the knotting serve some purpose? The answers to these questions are unknown, so Ken, Andrzej, Joanna, Jose Onuchic (Joanna’s post-doc adviser at UC San Diego, now at Rice University) and I decided to search for answers. Our resulting paper appeared in the Proceedings of the National Academy of Sciences, a high impact journal spanning all of the sciences. Our paper made a bit of a buzz on the Internet too. After the release of a press statement, the story was covered by Wired.com.
These types of cross-disciplinary collaborations now drive my research and continued learning. My collaborators and I combine our skills to tackle problems that none of us could solve on our own. Indeed, the whole is greater than the sum of the parts (which is a tough proposition for a mathematician). These many years later, I am still drawn to computers and games. However, instead of playing Pong on a black and white TV, I now play with supercomputers.
Eric Rawdon is associate professor of mathematics in the College of Arts and Sciences.
From Exemplars, a publication of the Grants and Research Office.
Hamline University Campus News - 22 hours 43 min ago
New agreements with the City of St. Paul and the St. Paul Saints give Hamline baseball access to premiere facilities for training, practice, and home games starting in 2015.
University of St. Thomas Campus News - Wed, 07/30/2014 - 12:01am
St. Thomas President Julie Sullivan has outlined a plan to address adjunct faculty concerns following the certification of election results against union representation.
The National Labor Relations Board on Tuesday certified the results – 136 opposed and 84 in favor – after a seven-day period in which Service Employees International Union Local 284 did not file formal objections about the campaign or election. The certification allows St. Thomas to resume its work on adjunct faculty concerns.
Sullivan responded to the certification in an email letter to all adjunct faculty, stating:
“I am very proud of our adjunct faculty and of the entire St. Thomas family. It is an honor to serve as your president. We can be a role model for creating and sustaining an academic community through open and transparent dialogue where all members are respected, feel valued, and are focused on student learning and outcomes. . . .
“As I indicated last week after the votes were counted, I am moving forward immediately with an action plan to address the top-level adjunct faculty priorities identified over the past year. I am pleased to share that plan with you today.”
Here are the plan’s primary components:
- Dr. Richard Plumb, who took office July 15 as executive vice president and provost, will solicit adjunct faculty interest in serving on a new Adjunct Faculty Task Force that will provide input to the administration on the plan over the next few months. The task force will provide recommendations and feedback on proposals developed through the early fall and will recommend voting mechanisms to create an elected Adjunct Faculty Council. The task force will be dissolved when the council is established.
- The Adjunct Faculty Council will serve as an advisory body involving adjunct faculty voices from across the university. It is anticipated that the council will provide a forum for adjunct faculty to communicate and interact with each other, identify opportunities beyond already-identified priorities, and strategize ways of better integrating adjunct faculty into the St. Thomas community. “Ultimately,” Sullivan wrote, “our goal is to provide adjunct faculty with a variety of participation options to meet varying preferences for levels of involvement.”
- Michelle Thom, associate vice president for human resources, will work with her staff to develop proposed alternatives for adjunct faculty to participate in the university’s benefits program, taking into account the range of workloads. Sullivan asked her to address health care benefits as the first priority in the analysis, which will be completed this fall, because it is the benefit for which adjunct faculty have consistently indicated the greatest need over the years. The Adjunct Faculty Council will consult with Human Resources on additional benefits priorities.
- Sullivan will send a letter this week to the chair of the Faculty Affairs Committee (with a copy to the chair of the faculty) requesting that the committee draft policy language for the Faculty Senate to consider this fall to provide for adjunct faculty representation on the Senate.
- Plumb will begin work this summer with deans and department chairs to ensure there are opportunities within all academic units for differentiated adjunct faculty contracts based on the number of courses they teach and other varying levels of participation.
- Plumb will lead an effort to develop a proposal for reviewing potential increases to adjunct faculty salaries each year during the annual budget process, beginning with this fall’s planning for the 2015-16 budget. He will work with deans and department chairs to establish consistent timelines for issuing adjunct faculty contracts.
- Plumb will collaborate with Dr. Ann Johnson, director of the Center for Faculty Development, to design workshops for department chairs to share best practices on fully realizing and recognizing the contributions of adjuncts within their departments.
- Johnson, with input from adjunct faculty, department chairs and deans, will develop a plan for providing greater funding mechanisms for adjunct faculty development. Sullivan’s office will fund this plan in 2014-15, and it will be included subsequently in the university’s budget.
“I firmly believe the action plan sets the stage in providing an exceptional opportunity for all of us to work together directly and collaboratively to address your concerns while improving the quality of education at the University of St. Thomas,” Sullivan concluded in her email to adjunct faculty.
Carleton College Campus News - Tue, 07/29/2014 - 5:02pm
Bing Shui '16 (China), a rising junior majoring in biology, is one of forty undergraduate students accepted into the 2014 Harvard Stem Cell Institute (HSCI) Internship Program, which provides participants with a challenging summer research experience in a cutting-edge stem cell science laboratory.
Since early June, Shui has been working in the Boston Children’s Hospital laboratory of HSCI Affiliated Faculty member Xi He, PhD, known for his research on cell-to-cell communication. Shui’s project this summer is to study how a newly discovered protein controls how genes function in intestinal stem cells and colorectal cancer cells.
St. Kate's Campus News - Tue, 07/29/2014 - 1:40pm
The University Information Technology department reports network hardware failures that they are working to repair. More »
Saint Mary's University Campus News - Tue, 07/29/2014 - 10:18am
G. Bryan Fleming, a 2000 graduate of the Master of Arts in Educational Administration program at Saint Mary’s University of Minnesota, has been appointed by the Bush Foundation to lead the Bush Fellowship and Leadership Network Grants programs. Prior to being named to this Bush Foundation position, Fleming served as director of admission for The
Carleton College Campus News - Mon, 07/28/2014 - 3:33pm
In collaboration with the Northfield Historical Society, Carleton is pleased to host screenings of the first annual Jesse James Film Festival. All showings will be in the Weitz Center for Creativity Cinema and are free and open to the public (although donations are appreciated). The five films included in the festival were chosen because they depict the 1876 attempt by the infamous James-Younger Gang to rob Northfield's First National Bank.
University of St. Thomas Campus News - Mon, 07/28/2014 - 3:00pm
Catholic Studies is particularly well suited to serve the mission of Catholic schools. Our students develop a way of thinking that strives to see the deep ways in which their faith integrates all aspects of learning and life. Many have brought this to their work in Catholic schools where they strive to create a rich and vibrant Catholic culture for their colleagues and their students.
We are especially proud of three of our graduates who were appointed principals of Catholic grade schools this past fall: Allison Frank (M.A. ’09) at St. Peter’s in North St. Paul, Tina Monosmith (B.A. ’05; M.A. ’08) at St. Rose of Lima in Roseville and Zack Zeckser (B.A. ’00) at St. Mark’s in St. Paul. In addition, two of our alumni have long worked in education: Michael Adkins as academic dean at St. Agnes in St. Paul (M.A. ’10) and Jason Slattery as a longtime principal at Ave Maria Academy (B.A. ’03). He currently is pursuing doctoral studies at Creighton University. We have asked each of them to speak about how Catholic Studies has helped shape their vision and lives as leaders in education.Michael Adkins Academic dean, St. Agnes School, St. Paul
Looking back on my old CSMA files, I found a personal statement I submitted as part of my application in which I reflected on how I was first inspired to pursue a CSMA degree: “As I thought to myself during Dr. Thompson’s presentation [an RCIA talk on the moral teachings of the Church], I decided that ‘I wanted to be able to speak like that’ about the Catholic faith; his presentation was both accessible to the common person as well as piercingly deep into the Catholic theological tradition.” In that moment I was able to see how a proposal of the value and depth of the Catholic faith can be truly edifying and transformative for everyone, especially when presented at a level appropriate to the audience. This encounter got me excited about the opportunities the CSMA program could offer me. My hope was that I could, as Dr. Thompson had shown, better engage my own students in the pursuit of truth, beauty and goodness; in hindsight, the CSMA program had afforded me this along with many other skills and opportunities to grow.
I learned the essential principles of Catholic doctrine and Catholic thought, and I believe I am able, thanks to the modeling of peers and professors in the CSMA program, to apply those principles in just about any context − but most importantly in my field of continuous school improvement.
On a practical level, CSMA provides excellent training in essential intellectual habits of mind. This is accomplished through the rigor of classroom discussion, the level of outside reading and the demands of independent course work. In addition, I found that all CS professors modeled exceptional integrity, scholarship, pedagogy and Christian hospitality. I was fortunate to be able to participate in opportunities to work with undergraduates and leadership interns as an administrative assistant to one of my professors, gaining new leadership, organizational and administrative skills. As a full-time teacher while in the CSMA program, I believe that I benefited from the simultaneous work of teaching and pursuing my degree because I was able to apply immediately (even the next day) the content knowledge, dialectical skills and teaching abilities that I gleaned from my courses and professors.
On a philosophical level, the CSMA program effectively emphasizes a proper Catholic anthropology, which is absolutely essential in the field of education, and this was emphasized by many of my classes providing a common theme for my studies. I witnessed how the program successfully forms Catholic minds: a way of seeing the world and synthesizing truth in the light of Christ from every imaginable perspective. The program also does a great job of offering a truly liberal arts experience, forming free and independent thinkers; once one has developed the essential skills and habits of mind afforded by the program, gradually he no longer needs to rely on instructors or col- leagues to form sound opinions and draw conclusions. This approach effectively creates Catholic leaders who will serve as a desperately needed leaven in the realm of modern education.
CS helped me to see and respect more fully that “Catholic identity” is not merely the externals: stained glass, liturgy, prayer, art, etc. Those things are key, but a school’s Catholic identity is one that fully embraces the Logos – the Word. The Christian faith is by its very nature an intelligent faith, and it demands that believers engage in a dialectic with the Word, both in its written and spoken forms. I learned, through the example of my professors and the CS program itself, to understand that Catholic educational institutions ought to develop a “culture of the Word,” as Pope Emeritus Benedict has called it; one where all can, in a community of scholarship and charity, embrace the pursuit of what is true, good and beautiful regardless of our abilities and interests. Everyone is enriched by a culture of the Word; a rich engagement with the Scriptures, Catholic literature, philosophy and theology is for the plumber, pediatrician, pipe-fitter, president and piano player.
With that in mind, I could see that St. Agnes School already possessed a healthy external Catholic identity, but the internal Catholic identity needed strengthening: the curriculum itself needed the benefit of infusing a culture of the Word. To do so, I and my colleagues focused on the Catholic intellectual tradition: for example, we oriented the English program to the classics of Western literature; we required all freshmen to take an introduction to logic and philosophy; we aimed to integrate all subject areas in order to unify the pursuits of faith and reason; we offered studies in Greek and Latin; we changed the Social Studies Department to “History, Philosophy and Economics,” for example. In summary, we infused the Catholic intellectual tradition back into the curriculum and by doing so the external Catholic identity of stained glass, devotionals, beautiful liturgy and prayer now harmoniously resonate with the internal identity − the new curriculum − creating a seamless education and formation of the whole person that speaks to the heart and the mind.Alison Frank Principal, St. Peter’s Catholic School, North St. Paul, Minn.
As a graduate Catholic Studies student I was able to immerse myself in the world of Catholic thought and culture. Through my classes at St. Thomas, and in a unique way my experience in Rome at Bernardi and the Angelicum, I learned to think with the eyes, heart and mind of the Church. My formation gave me a vocabulary for what I always knew to be true and provided a solid academic foundation to share with others.
Catholic education is essential in the evangelizing life of the Church. Everything that is done in Catholic schools should show young children that they are called to be saints in the world. It is absolutely imperative that Catholic Schools are imbued with all that it means to be Catholic. This cannot be an add-on that occurs by hanging a picture of Pope Francis or having students memorize the Hail Mary. In order for a Catholic school to participate in the mission of the Church, the leadership, faculty and staff must all share the same vision. St. Thomas gave me words for that vision, and it is now my job to share it and form others in the same way.
A small example of how Catholic culture can be alive and vibrant in a preschool-8th grade school: This year we have placed much focus on being called to holiness, to sainthood. The students hear stories of the saints. We discuss the virtues, and at every opportunity we are reminded of how we are called to do more. The seventh grade girls were talking about this at lunch one day and one of them informed me that she is working on being holier. The others talked about what that meant and how she was doing it. She cited a number of ways that St. Peter’s has helped her to see why holiness is desirable for a 13-year-old girl. This is what Catholic Schools should hope to do along with provide an excellent academic experience. Catholic Studies models this through study, community and prayer.Jason Slattery Principal, Ave Maria Academy, Maple Grove, Minn.
Catholic Studies provided for me and many others in education the freedom for excellence. For nearly two decades, we have been reading and hearing about excellence in education. Many schools have even enshrined the notion of excellence in their mission statements with the catch phrase “a school of academic excellence.” One might on occasion be led to conclude that excellence and education are synonyms. After all, what else should schools be about?
As schools are places where learning takes place, it naturally follows that they should be academically focused; however, are lessons in mathematics, science, literature, rhetoric and the arts the only things students learn in school? What about lessons in virtues like honesty, friendship, sincerity, prudence, justice or fortitude? Ought not a school seek excellence for every student in all areas of their young lives?
Catholic Studies helped me understand the role of market theory in education. Parents choose schools. Identity is key in discerning market choices. In the shrewdest sense, an authentic, joyful commitment to Catholic identity is job security. A school grounded in a commitment to an encouraging and safe environment transformed by faith, reason, and virtue is a choice parents can make for their children. Faith, reason and virtue are gifts from God. Many schools lack the freedom to even acknowledge God, let alone teach about the gifts He has given us. Many schools and teachers lack the freedom to acknowledge or speak to the reality of the soul. Could it be that simple that in Catholic education we can admit our students have souls?
Catholic Studies provided an integrated and complete vision of a school dedicated to unfettered excellence for the good of its students, which is not the product of accident or chance. Animating Catholic education is the virtue of charity. Catholic education has at its heart the virtue of charity. The exceptionality of students wells up from their deepening practice of charity. In an environment of love almost anything is possible. Students teach us daily in many ways, but none greater than the care they show for God and one another.Tina Monosmith Principal, St. Rose of Lima School, Roseville, Minn.
As the principal of a Catholic elementary school, my degree in Catholic Studies from the University of St. Thomas is an asset each and every day. As an undergraduate student, majoring in Theology and Secondary Education, I chose to minor in Catholic Studies. The experience in the Catholic Studies program was the perfect companion to my theology degree and allowed me the opportunity to see the various ways I could infuse all of the aspects of Catholicism into my teaching.
After teaching only a few months I was certain that I would be a better teacher and better prepared to be an administrator someday if I enhanced my experience in the Catholic Studies program. Through my master’s degree in Catholic Studies I had the opportunity to explore the history of Catholic education, Catholic literature and the development of the Catholic musical tradition. My own educational experience in the Catholic Studies program enhanced the education I was able to provide for my students and provided me with a fuller understanding of the Roman Catholic tradition.
Today, as a school administrator, the deepened understanding of Catholicism provided by my Catholic Studies degree guides me as I strive to be a successful leader of a Catholic school. Selecting curriculum, human resources management, liturgy planning, marketing, admissions and event organization are all processes that require a full understanding of the Catholic educational tradition, and I call upon my Catholic Studies degree every day. As an administrator, my background in Catholic Studies helps me to create and foster a Catholic culture in the whole school community, and not just within the confines of our religion classes.Zachary Zeckser Principal, St. Mark’s School, St. Paul
The educational and spiritual formation that the Catholic Studies program provided me helped me develop a disposition of discernment. My first semester in Catholic studies sparked my heightened reflection process not only on day-to-day matters but also, and especially, on the big picture of my vocational path. Relationships with professors like Dr. Don Briel and Dr. Michael Naughton really helped me, even after graduation, in prayerfully and actively considering where God is calling me. This has led me to marriage, fatherhood, teaching and now education administration.
My background in Catholic Studies, to a significant degree, has set me on a trajectory of goodness while seeking greatness. The high standards, academic, spiritual, social, ethical and so on, have helped to instill in me a desire to do things with a sort of magnanimity (a word I learned in Catholic Studies). At the same time, I know that the focus, even more than excellence, is goodness − virtue. I do not, however, think of the benefits of the degree as much as I think the hard work, the community and the attitude that it represents.
From experiences like those of Catholic Studies, my paradigm of Catholic education has shifted such that I do not simply consider Catholic schools to be just one of the many options people in Minnesota have from which to choose; rather, I see Catholic education as a primary ministry of the Church. As such, the work I do in my office, in the cafeteria and in the classrooms is one of ministry. Canon law tells us that we need to be at least as academically excellent as our public school neighbors down the street, but our call to “Aim Higher” means that academics are only the beginning of what we do. Our Catholic schools are, in fact, ex corde, or “from the heart” of the Church.Click to See Catholic Studies Alumni Working as Teachers, Administrators in Catholic Schools
Audrey (Anderson) Moorhouse, B.A. ’12, 6-8 science, St. Croix Catholic, Stillwater, Minn.
Oscar Echandi, B.A. ’04, teacher, Country Day School, Escazú, Costa Rica
Mary Eilen, B.A. ’13, third grade, St. Agnes, St. Paul
Alison Frank, M.A. ’09, principal, St. Peter School, North St. Paul, Minn.
R. Nolan Gutierrez, B.A. ’13, K-8 Spanish, St. Mark’s, St. Paul
Sheila (Keeling) Gutierrez, B.A. ’11 fourth grade, St. Agnes, St. Paul
Sara Joyce, B.A. ’11, sixth grade, St. Agnes, St. Paul
Tina Monosmith, M.A. ’08, principal, St. Rose of Lima, Roseville, Minn.
Beth Reopelle, B.A. ’98, fifth grade, Providence Academy, Plymouth, Minn.
Jason Slattery, B.A. ’03, president, Ave Maria Academy, Maple Grove, Minn.
Kristin Vasko, B.A. ’12, third grade, St. Croix Catholic, Stillwater, Minn
Gabriel Yurko B.A. ’13, K-8 physical education/athletic director, Spiritus Sanctus Academy, Plymouth Mich.
Zachary Zeckser, B.A. ’00, principal, St. Mark’s, St. Paul High School (9-12)
Michael Adkins, M.A. ’10, academic dean, St. Agnes, St. Paul
Gretchen Amigon, B.A. ’01, theology/technology, Academy of Holy Angels, Richfield, Minn.
Daniel Berthiaume, B.A. ’04, Latin, St. Agnes, St. Paul
Father Robert Bolding, B.A. ’05, president rector, St. Mary’s High School, Phoenix, Ariz.
Kevin Clemens, M.A. ’10, Latin, Northridge Preparatory School, Chicago
Peter Dahdah, B.A. ’00, history, St. Agnes High School, St. Paul
Laura Eusterman, M.A. ’13, Trinity at River Ridge, Eagan, Minn.
Courtney Gregar, M.A. ’12, history, St. Agnes, St. Paul
Jillian Gubash, B.A. ’04, advancement associate, St. Agnes, St. Paul
Per Hansen, M.A. ’12, mathematics, Chesterton Academy, Edina, Minn.
Mark Jahnke, B.A. ’04, M.a. ’07, junior high dean, Holy Family Academy, St. Louis Park, Minn.
Jonathan Janz, M.A. ’12, science, Providence Academy, Plymouth, Minn.
Sister Elizabeth Marie Kalscheur, O.P., B.A. ’05, religion, Mount de Sales Academy, Baltimore, Md.
Rachel (Koskey) Kemp, B.A. ’08, guidance counselor, St. Agnes, St. Paul
Hank Kemp, B.A. ’08, science, St. Agnes, St. Paul
Katie Lahti, B.A. ’10, coordinator of communications, Providence Academy, Plymouth, Minn.
Angela Lambert, B.A. ’00, M.A. ’13, religion, Providence Academy, Plymouth, Minn.
Zita Larson, B.A. ’12, religion, St. Agnes, St. Paul
Laura Leonard, M.A. ’12, English, Providence Academy, Plymouth, Minn.
Matthew McQuillan, B.A. ’11, mathematics, DeLaSalle High School, Minneapolis
Katherine Moosbrugger, B.A. ’12, theology and German, St. Mary’s Catholic High School, Sleepy Eye, Minn.
Stephanie Monson, B.A. ’06, assistant director of Campus Ministry, Divine Savior Holy Angels High School, Milwaukee, Wis.
Father Mark Moriarty, M.A. ’99, pastor and superintendent, St. Agnes, St. Paul
Dan Nguyen, B.A., ’03, M.a. ’13, Theology Department chair, St. Mary’s Catholic High School, Phoenix, Ariz.; theology adjunct, University of Mary, Tempe Ariz.
Michael Olson, B.A. ’99, English and literature, Providence Academy, Plymouth, Minn.
Brittany Ostlie, M.A. ’13, English and literature, Holy Family Academy, Manchester, N.H.
Karl Pederson, B.a. ’01, Latin, logic and theology, St. Agnes, St. Paul
John Rogers, M.A. ’10, English, St. Thomas Academy, Mendota Heights, Minn.
Justin Shay, B.A. ’10, M.A. ’13, religion, Ave Maria Academy, Maple Grove, Minn.
John Stauble, B.A. ’02, 7-10 Catholic doctrine and Latin, Trinity at River Ridge, Eagan, Minn.
Miriam Stella, M.A. ’11, 9-12 mathematics, St. Bernard Preparatory School, Cullman, Ala.
Stephen Sylvester, B.A. ’12, religion, Christ the King High School, Daphne, Ala.
Paula Thelen, B.A. ’12, religion, McDonell Central Catholic High School, Chippewa Falls, Wis.
Gregory Westerhaus, B.A. ’12, religion, Holy Trinity High School (ACE program), Chicago
Laura Pederson Zeckser, M.A. ’09, 9-12 theology, Holy Angels, Richfield, Minn.
Matthew Gerlach, Ph.D., B.A. ’97, Catholic Studies Department, University of Mary, Bismarck, N.D.
Eric Johnston, Ph.D., B.A. ’00, Theology Department, Seton Hall University, South Orange, N.J.
Robert Koerpel, Ph.D., B.A. ’99, Theology Department, University of St. Thomas, St. Paul
Lindsey (Adornato) Mayernick, B.A., ’10, admissions coordinator, University of Mary, Bismarck, N.D.
Gregory Murry, Ph.D., B.A. ’03, History Department, Mount St. Mary, Emmitsburg, Md.
Amanda Osheim, Ph.D., B.A. ’98, Religion Department, Loras College, Dubuque, Iowa
Marta Pereira Vindas, B.A. ’04, Campus Ministry, St. Catherine University, St. Paul
Thomas Schulzetenberg, B.A. ’05, Rome program director, University of Mary, Bismarck, N.D.
Robert Staudt, Ph.D., B.A. ’03, M.A. ’05, assistant professor, Augustine Institute, Denver
Mathew Sutton, Ph.D., Theology and Religious Studies Department, St. John’s University, Jamaica, N.Y.
Many of our graduates now are working as teachers or administrators in Catholic grade schools and high schools around the country (listed on pages 22-23). If we have managed to omit someone you know, please let us know.
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