Meet Members of the Founder’s College Founding Faculty & Staff

CTB’s Carlos Martinez with Founder’s College Associate Dean of Academic Affairs, Stephanie Fernho

On the first day of Founder’s College, CTB’s Carlos Martinez sat down with members of the founding faculty and staff to discuss why they chose to join the team at Founder’s and their hopes for their students and the entire Founder’s community.

Stephanie Fernho, Associate Dean for Academic Affairs. 

Why Founder’s? This is a new role for me, but I'm not new to Butler. I'm actually starting my 16th year here. I spent the last 15 years in the Lacy School of Business as a professor of entrepreneurship and innovation. I think we can all use our entrepreneurial mindset in different ways and the opportunity to be able to come over here and build something that's meaningful and impactful, it was definitely exciting. There is excitement all across Butler. Another thing that motivated me to come over here was the opportunity to not have Founder’s be an island but to be part of Butler University and having the relationships and the knowledge and the knowhow about Butler works, I think that was part of my motivation–the ability to be able to bridge that gap with the rest of the Butler community as we're adding Founder’s College as our seventh college.

Abby Martin, Social Worker & Library Assistant

Why Founder’s? Everything about the mission, the model, everything spoke to me in a way–we're seeing a need and we’re providing a solution for it and it was something that really excited me because of how interconnected Butler is with the Indianapolis community already. When I interviewed, it was a small team because a lot of people hadn’t been hired yet. But whenever I was talking with the dean and with each individual person, their faces lit up whenever they talked about it. And it didn't feel like something that was being sold to me or too good to be true. And whenever I saw them and saw how much work they had put into it, I realized that I believe in them just as much as I believe in this program. And that was what drew me to this.

Rob Williford, Associate Dean of Student Affairs

What are your hopes for Founder’s students and for the whole Founder’s College community? I don't know if you have enough time for me to say all the hopes–that could take the whole morning! I believe in the power of imagination and cultivating an imagination. So my biggest hope is that when students are here, they feel that ability to imagine and see themselves in ways that they didn't see previously. That's a big part of what higher ed is in general. But for Founder’s specifically, I want students to be able to see in their mind, I can actually do this, this, and this, and I can accomplish all those things that I thought weren't possible. Many of the barriers that people face in society, but specifically for higher ed, are failures of imagination. My hope is that when students are across campus at an event on a Tuesday night, they feel that. My hope is that when they're here at 8:00 a.m. and they've taken the bus to get here and they're tired and they're struggling, my hope is that they still see it then.

Adrianna Ernstberger aka Dr. E, Core Faculty in Humanities, Arts, and Sciences

What are your hopes for Founder’s students and for the entire Founder’s College community? One of the goals I have is that they start to see themselves as scholars. They're walking in as students and I want to help them through the transition to see themselves as scholars, to see themselves as a knowledgeable body with content and experience and knowledge that is powerful and important and heritage that is important. I want to make them dreamers. I want to make sure that they are thinking of the big bold vision that they can have. That doesn't mean to ignore or minimize the real world challenge. But to prepare them for that and part of that is the mental transition to believing that they are scholars, that they are here for a reason and that they have something to contribute to the room and to the community.

In Their Own Words: Founder’s College Students on their First Day of Classes

Founder’s College students on their first day of classes

During the first day of Founder’s College, CTB’s Carlos Martinez sat down with three members of the inaugural class to discuss why they chose Founder’s, their professional aspirations, and goals for the semester.

Student Profile: Karmani Burton

Founder’s Degree Pathway: Business

Professional Aspiration: Real Estate Entrepreneur

Why Founder’s? I am 19 going on 20. I am supposed to be a sophomore in college now. I took a gap year. I was trying to be there for my family. It didn't feel right going off to school. I don't think I was ready. I just didn't feel as if I could focus on school. Last year, me and my mentor, we were looking for schools. Her sister-in-law ended up reaching out to her about Founder’s. We read over the website and I said “Wow, debt free, all these resources, very nice people, they know how to communicate very well–that was a good sign for me. I felt at peace when I started communicating with them and making this decision. It just seemed right. So, I said, you know what? We're just going to go for it.

How are you feeling on your first day? I feel like this semester is just going to really teach me how to navigate through college because this is my first time here. I think this semester is going to be like a navigating type season for me, learning how to navigate and, you know, get comfortable with my whole schedule and just get used to the college life. I feel like with my work and my homework and stuff like that, I'll be pretty okay with that. I don't think I'll struggle too much with it. If I do, I have a million people around me to help me, so I'd be all right.

What are your professional aspirations. When I was younger, I thought about being a doctor or a nurse or a teacher. But then as I got older, I'm like, “what would I really want to do that reflects my personality, that reflects who I am, something that I could actually have a passion for?” I feel like real estate, I can be a little social, not too social. I can still be business oriented. I can still show a little bit of my personality. I think when I get into real estate and I actually start my own firm, I want to be able to help people who actually need help. I want to provide resources for people who don't usually get them–people who have trouble getting in homes.

What are your goals for this year? I feel like the whole point of college–they offer so many resources, so many things we could utilize, why not use it? Why not gain from it? I could stay here for another four years if I wanted to, you know? Everything that they're teaching us, all the majors I could learn about, why not? I want to learn what's behind the scenes of running businesses. And I want to learn that so when the time comes for me to do my own thing, I will know how to do everything. I want my brain to be an academic monster. I want my brain to be full of knowledge. Like I just want to be very very smart, you know?

Founder’s College Students Daviam Alamo and Ethan Hurd

Student Profile: Daviam Alamo. 

Founder’s Degree Pathway: Youth and Community Advocacy

Professional Aspiration: News Anchor

Why Founder’s? I went on a field trip to Butler in high school and I was like, “I want to go to Butler.” It is obviously expensive because this is an amazing university. But I was planning to go somewhere else, but then one of my teachers said, "Hey, I have this scholarship that you might be interested in." I was still planning on going elsewhere, but when I got accepted, I was like, "This was God, literally." So that's why I came here.

How are you feeling about your first day? Amazing. I feel comfortable. I feel like I'm from here. I feel like I want to keep coming here. What's coming next? I want more, you know, like you want to take over the world almost, right? I want go keep going. Yes. I feel like I can eat the whole world.

What are your professional aspirations? Since I was a little kid I knew I wanted to be an actor. I had this opportunity in High School to join a class where you produce your newscast, do your own stories, go out and record videos, do your own script. We did everything a real news anchor does. I was like, "this is what I love. I love getting ready to go out and putting my mic on and getting that camera ready to record. Then that opportunity opened up more opportunities. I had an internship with a news channel. So I did more stuff that real producers or news anchors do. So I had that experience too. I was like, "Yeah, I definitely love this. I definitely want to go for it. Journalism is something that fills me up.

What are your goals for this year? My goal is to take something from everyone, to be more professional, to perfect my English and get more comfortable talking to people. I want to go out there and meet new people. Work on my networking. I want to get my degree. I want to have that professional achievement. And I definitely want to keep learning. I don't just want to get my degree, then do something else. No, I want to actually keep learning. I want to keep going. Even when I have my bachelor’s, I want to keep learning. I was thinking last night, when I retire I can teach journalism at Butler. I don't see my brain stopping from wanting to learn. 

Student Profile: Ethan Herd. 

Founder’s Degree Pathway: Youth and Community Advocacy

Professional Aspiration: History Teacher

Why Founder’s? For me personally, it was more of a money thing than anything. My dad sent me the flyer and was like, "Hey, E, you should go look at this." I live right down the road, so this is really convenient. It's awesome for me. It's great. 

How are you feeling about your first day?  I feel like they really made this place into a community of sorts. They have this whole little communal area just for us to come. We can hang out. I just really feel like they've done a lot to make it feel less of a school and more of a place where we're coming together to be something better than we are right now.

What are your professional aspirations? For the longest time, I had no clue what I wanted to do with my life. I was just like, I’ll probably end up working at a gas station or something like that. And I just wanted something that I could go and do, head home, and be happy, content with my finances and all that. And when I got into high school, my history teacher, Mr. Miller, I just really liked the way he did things. Like most of my school career, I was like, I hate this place. But I just really enjoyed the way he did things. I actually got to talking to him and I learned a lot from the guy, right? And I took a few education courses where I shadowed some actual schools and I just really enjoyed it. I did some student teaching, not a lot but still some. And I really enjoyed the experience. I really liked working with the children. 

What are your goals for this year? I think my main only real goal is to get through it. I know that sounds kind of diminutive, but I really just want to get this done so I can move on and do what I want to do. You know what I mean? I am excited. Mostly just to be here. I'm just excited to have this chance.

The First Day of Founder’s College

Founder’s College of Butler University opened on August 27, 2025

By Carlos Martinez, Assistant Director of Programs at CTB

The inaugural class of Founder’s College gathered in Indianapolis on August 27, 2025, marking not only their first day of classes but also the beginning of a bold new chapter in higher education. Students, faculty, and administrators alike shared their hopes, motivations, and vision for what this college can become. Their voices paint a picture of a community rooted in co-creation, accessibility, and impact.

CTB’s Carlos Martinez (front left) with faculty, staff, and students on Founder’s First Day.

Leadership Perspectives

Stephanie Fernho, Associate Dean for Academic Affairs

With sixteen years of experience at Butler University, Stephanie Fernho brings a deep background in entrepreneurship and innovation. She sees Founder’s as a startup within Butler designed to remove “the randomness of success” and to co-create education with students. Fernho hopes Founder’s will empower students to “author their own ending” while forging meaningful ties with the Indianapolis community.

Rob Williford, Associate Dean for Student Affairs

Originally from Flint, Michigan, Rob Williford joined Founders to return to student-centered work after years in administrative leadership. For him, the goal is belonging: helping students see possibilities beyond what they imagined. “So many barriers in higher education are failures of imagination,” he explained, hoping that students leave Founder’s able to envision bold futures for themselves and their communities.

Faculty Voices
Dr. Adrianna Ernstberger a.k.a. Dr. E, Core Faculty, Humanities, Arts, and Sciences

A first-generation college student and historian, Dr. E. intentionally left a tenure-track role to spend more time in the classroom. Passionate about representation and inclusion, she aims to help students transition from seeing themselves as “students” to recognizing themselves as “scholars.” Her vision for Founder’s is a community of welcome where all students feel empowered to pursue their dreams, supported by both academic rigor and personal connections.

High-Touch Supports

Abby Martin, Social Worker and Library Assistant

For Abby Martin, her role at Founder’s College is a “dream job.” With roots in Evansville, Indiana, and professional experience in K-12 schools and therapy, she sees her role as connecting students to the “right doors,” whether that’s a resource for housing or guidance to launch a business. Martin believes Founder’s is redefining higher education by centering student needs and creating reciprocal partnerships with Indianapolis schools and community organizations.

Students with Vision

Karmani Burton, Future Real Estate Entrepreneur

Turning 20 this fall, Karmani came to Founder’s after a gap year, drawn by the debt-free model and a sense of peace. With ambitions to build a real estate firm and provide housing solutions for underserved families, Karmani is determined to become an “academic monster,” absorbing all the knowledge possible to fuel her dream. Counseling and mentorship are helping shape her journey, reinforcing her resilience and commitment.

Daviam Alamo, Future News Anchor

Originally from Puerto Rico, Daviam discovered a passion for journalism through high school media programs and an internship at Wish TV. With a degree in youth and community advocacy as the foundation, Daviam aspires to become a journalist, TV anchor, and perhaps even an actor. For him, Founder’s is both an opportunity and a calling, a chance to professionalize his passion while expanding his network and skills.

Ethan Herd, Future High School History Teacher
Born and raised in Indianapolis, Ethan initially struggled to find a career path until inspired by his high school history teacher. With the accessibility and supportive community at Founder’s, Ethan is pursuing his dream of becoming a history teacher. His joy comes from working with children, and he looks forward to paying forward the same inspiration he once received.

A Shared Vision for Indianapolis
Together, these voices reflect the mission of Founder’s College: to expand access, remove barriers, and ignite possibility. From deans to students, each person shares a belief in education as a force for change –for themselves, their families, and the Indianapolis community.

On this first day of classes, optimism radiated across campus. As one student put it, “I feel like I can eat the whole world.” That energy, coupled with the dedication of faculty and staff, suggests that Founder’s College is not just authoring new endings, it is writing bold beginnings.

Pell is Essential: Alumni Profile - Tariah Roberts

As Congress considers the level and structure of funding for federal need-based grant aid as part of its budget negotiations, Come to Believe is highlighting the voices of graduates from Arrupe College and Dougherty Family College. These talented individuals demonstrate the impact of federal investments in undergraduate financial aid. Their stories show that federal funding for financial aid, in the words of one alumna, is “not just helpful, it is essential.”

Tell us a bit about yourself. What year did you graduate from DFC? What are you up to now? What are your academic/professional goals?

Hi, I’m Tariah. I’m a first-generation college student, and I graduated from DFC in 2024. I’m currently a rising senior at the University of Minnesota majoring in Strategic Communication, with an emphasis in public relations and advertising. My goal is to work in corporate PR, helping brands communicate clearly and authentically, especially during high-stakes moments. I’m also passionate about using media and storytelling to amplify the voices of underrepresented communities and make space for perspectives that are often overlooked.

What role did affordability play in your decision to attend college and DFC specifically?

Affordability was one of the biggest factors in my decision. I found out I could graduate high school just 10 days before the ceremony, so I had to make a quick decision about what came next. Since it was already summer, I needed a college option that was both accessible and affordable. I didn’t want to start my college journey with debt, especially at 17 when I didn’t even have a credit score yet. I’ve seen how student loans can impact people’s futures, and I was determined to avoid that if I could. DFC made it possible for me to earn my associate’s degree without taking out loans, and that was a huge relief.

How did DFC support you financially? How did that financial aid support help you be successful in college? 

DFC supported me in more ways than I can count. Because my tuition was already affordable and I received grants and scholarships, I didn’t have to work full-time while attending school. I was able to balance a part-time job with full-time classes and still have the energy left to focus on my personal growth. Books and a laptop were included in my tuition, and having a meal plan meant I didn’t have to worry about being hungry during lectures. That financial stability gave me the chance to show up fully in my education without constant financial stress.

How did attending DFC impact your life overall?

DFC helped me grow in so many ways. I went to the same school from kindergarten through 11th grade, so I wasn’t used to meeting new people or putting myself out there. DFC pushed me outside of my comfort zone and helped me build confidence socially and professionally. Through my classes, I gained networking skills, interview experience, and time management habits that I still use today. I also built strong relationships with people like Professor Amir and Katia, who have continued to support me even after I transferred to the U of M. That kind of community made all the difference in helping me feel secure in my transition.

What is a unique memory you can share with us from your time at DFC?

One memory that I’ll never forget happened during finals week in my public speaking class. I was going through a really hard time personally. I was drained mentally, emotionally, and physically. I hadn’t slept the night before, but I still showed up because I didn’t want to miss my final. When it was my turn to present, everything started going wrong. My PowerPoint was on an automatic timer I didn't know how to work, so the slides kept advancing without me. I kept restarting my speech, trying to keep it together, but I was so overwhelmed that I eventually broke down crying in front of the entire class. I felt so defeated in that moment, but what happened next reminded me of the kind of community DFC is. My classmates didn’t judge me, instead, they showed me grace. A few of them texted me after I left the room, asking if I was okay and encouraging me not to be too hard on myself. Professor Amir immediately reached out and offered to let me redo my final on a different day. That moment stuck with me because it reminded me that life happens, and sometimes we just need people to meet us where we are. That kind of compassion is what made DFC feel like more than a school it felt like a support system.

 What would you say to a public official about the importance of financial aid for college students?

I would say that financial aid is life-changing. For many students, it’s the only way they’re able to access higher education. Without it, I wouldn’t have been able to afford college, and I know I’m not alone in that. Financial aid eases stress, creates opportunities, and allows students to focus on learning instead of survival. And it’s not just for students from low-income backgrounds many middle-class families need help too. If higher education were free, that would be ideal. But until then, financial aid is essential to making college accessible and equitable for all.

Pell is Essential: Alumni Profile - Koko Agbobly

As Congress considers the level and structure of funding for federal need-based grant aid as part of its budget negotiations, Come to Believe is highlighting the voices of graduates from Arrupe College and Dougherty Family College. These talented individuals demonstrate the impact of federal investments in undergraduate financial aid. Their stories show that federal funding for financial aid, in the words of one alumna, is “not just helpful, it is essential.”

Tell us a bit about yourself. What year did you graduate from Arrupe/DFC? What are you up to now? What are your academic/professional goals?

My name is Koko Agbobly and I am a first generation college student. I am originally from Togo which is a small country in West Africa. My family came to Minnesota when I was 3 and we’ve been here since. I graduated from DFC in May of 2023 and now I am going into my last semester at the University of St. Thomas as an Exercise Science major with a minor in Psychology. I’ll be graduating spring of 2026. After my bachelor’s, I plan on going to grad school to pursue a career in occupational therapy.

What role did affordability play in your decision to attend college and DFC specifically?

Affordability was the main deciding factor that determined where I attended college. I have always been an academically driven student and knew I wanted to go college. For a very long time, I grew comfortable with the fact that I would just have to take out loans to make that happen. However, when I learned about DFC, I realized that doesn’t have to be the case for me. 

How did DFC support you financially? How did that financial aid support help you be successful in college? 

The financial support I received from DFC helped elevate a lot of the stress I had about paying for college. Before starting at DFC, this was my biggest worry. By taking my mind off that, I was able to focus on my academics as well as being more socially involved in my community at DFC.

How did attending DFC impact your life overall?

For me, DFC was a great way to start off my college journey. In high school, the idea of going straight into a four-year program at a university was daunting to me, especially since I didn’t know exactly what I wanted to do. I didn’t want to waste my time or money so DFC was a great option for me. I was able to get the necessary college credits and explore some career options that suited me. DFC will always hold a special place in my heart—I have built so many great friendships and meaningful connections during my time there. 

What is a unique memory you can share with us from your time at DFC?

During my second year at DFC, I became a biology tutor. I was recommended to do it by my professor but I was hesitant to do it. I remember my first shift I was so nervous, I was afraid I wouldn’t be effective in my tutoring style but as I tutored some more I saw that I was able to help students clear misunderstandings I realized that I had the capability to be a good tutor after all. It was a very rewarding experience and it allowed me to see the potential my professor saw in me. 

What would you say to a public official about the importance of financial aid for college students?

If I had the opportunity to speak directly to a public official on the current issue we face with financial aid I would say this:

For many lower income students like myself, financial aid isn’t just helpful—it’s essential. Finances play a role in whether college is even a possibility and due to this barrier many don’t even try to pursue a college education. If cuts are made to financial aid, it not only impacts the numbers we see on spreadsheets but it impacts real people. It creates even more barriers. By making college less affordable, it increases the dependency on loans and it especially harms students from marginalized communities who already face systemic barriers. All this results in an even wider gap in economic mobility. Investing in education is an investment in the futures of our young people.

Katsouros: Cuts to Pell Grant funding would undermine student success

Dear Friends of CTB,

At CTB’s final board meeting of the fiscal year last week, the board collectively voiced concern regarding recent federal budget proposals including the “One, Big, Beautiful Bill Act (OBBBA).” The OBBBA recently passed the U.S. House of Representatives and is currently being considered by the U.S. Senate. There has been a great deal of media attention surrounding potential cuts to key safety net programs included in the bill, but less attention has been paid to its impact on individuals pursuing post-secondary education.  Cumulatively, the bill’s proposed cuts to student financial aid will significantly increase the financial burden of college attendance for millions of students and put postsecondary attainment entirely out of reach for many, including students at Come to Believe Network model colleges.

Of specific concern to CTB are the proposed changes to the federal Pell Grant program.  Various budget proposals, including the House version of the OBBBA as well as a recent White House proposal, aim to make it more difficult for students to access the Pell grant (by increasing credit requirements beyond standard full-time enrollment) and to make the Pell grant less generous overall. Thankfully, yesterday’s budget proposal by the Senate HELP committee avoided incorporating these drastic cuts to Pell, but deliberations will continue in the coming days and weeks and it is critical to remain vigilant.

CTB colleges are designed to be a highly efficient postsecondary solution, with every federal aid dollar used as impactfully as possible and complemented by robust private fundraising. Making Pell harder to access and less generous undermines solutions like the CTB model at precisely the time when policymakers should be trying to do the opposite: amplifying and investing in innovative, impactful and highly efficient postsecondary programs like ours.

How can you help?  Please take a moment to visit the Student Aid Alliance’s Contact Congress page. This site allows you to easily send a message to YOUR Senators and your Representative and ask them to STOP these harmful cuts to education that will undermine the success of millions of deserving students and hinder our nation’s economic growth and competitiveness.

 God’s blessings,

Steve Katsouros, SJ

President/CEO

Come to Believe Foundation

New York, NY

Come to Believe Hosts Inaugural Convening in Chicago

A Major Milestone for the Leader of a Growing Movement in Postsecondary Access and Success

The CTB Team (from left, Asya Meadows, Steve Katsouros, SJ, Sam Adams, Carlos Martinez, Gieriet Bowen)

On April 8-9, Come to Believe hosted its inaugural convening in Chicago, bringing together stakeholders from six mission-aligned two-year colleges across the country: Arrupe College of Loyola University Chicago (IL), Dougherty Family College of the University of St. Thomas (MN), Fairfield Bellarmine of Fairfield University (CT), Founder’s College of Butler University (IN), Messina College of Boston College (MA), and Seton College of the University of Mount Saint Vincent (NY). The convening marks a major milestone for Come to Believe as a leader of the growing movement of affordable, results-oriented, and student-centered two-year colleges nationwide. 

The convening was designed with three primary objectives in mind for attendees, especially two-year college faculty and staff: to cultivate a sense of community and belonging, to develop an understanding of shared priorities, challenges, and best practices, and to establish a foundation for ongoing collaboration and continuous improvement. To seamlessly weave these objectives together, CTB developed convening programming around the unifying theme of “Mentor Mindset.” This term, coined by the convening’s keynote speaker, Dr. David Yeager, describes a unique approach to adolescent development–in many ways, embodied by the CTB college model–defined by setting high standards while also providing a high level of support in pursuit of those standards.

Opening Session

CTB President/CEO Steve Katsouros, SJ, welcomed attendees with a call to action, describing the progress of the movement for mission-aligned two-year colleges across the country. He also thanked convening sponsors, John and Wendy Cozzi, for their generosity in making the event possible. Then, leaders from all six colleges in attendance introduced their campuses to all attendees. Finally, CTB’s Carlos Martinez facilitated a networking activity that focused on shared language across campuses, including a focus on mentorship. 

DFC alum Alvin Nyema participates in the opening networking activity

Arrupe Visit

Attendees had the opportunity to visit Arrupe College for a campus tour and student panel, allowing them to see the CTB model in action. During the panel, the Arrupe student panelists reflected on the trajectories of their academic and extracurricular growth, and described how Arrupe’s unique combination of high expectations and holistic support made that growth possible. 

Alumni Panel

An alumni panel, moderated by CTB’s Carlos Martinez, featuring Arrupe and DFC alums

Attendees also had the opportunity to hear from alumni of both Arrupe College and Dougherty Family College, with alums representing graduating classes from 2017 to 2024 in attendance. During the panels, alumni shared their reflections on the significant impact of Arrupe or DFC on their lives, how their two-year college experience prepared them for the rigor of their bachelor’s degree programs, and the transformative support they received from Arrupe or DFC faculty, and staff. 

David Yeager Keynote

Dr. David Yeager, a developmental psychologist at the University of Texas-Austin and best-selling author, delivered a keynote address drawing from his recent book, 10 to 25: the Science of Motivating Young People. Dr. Yeager focused specifically on the science behind the “Mentor Mindset,” including his analysis of mentoring exemplars in the fields of education, business, and athletics. Then, he was joined in conversation by Fr. Katsouros to discuss the implications of his research within the context of the CTB model, including specific “Mentor Mindset” practices inside and outside the classroom. 

Steve Katsouros, SJ, in conversation with David Yeager

Campus Learning Presentations

Following Dr. Yeager’s keynote, leaders from Arrupe College and Dougherty Family College (DFC) presented their own collection of best practices and learnings from their campuses, allowing other two-year college stakeholders to benefit from their expertise and knowledge creation. These included presentations on Arrupe Colleges’ Retention Taskforce (David Keys and Jennifer Boyle), DFC’s Mutual Assistance Program (Sarah McCann, Bradley Pulles, and Heather Isernhagen), Arrupe’s Career Fellowship Program (Sarah McNally) and DFC’s College Transfer Playbook (Katia Colon-LaCroix, Amanda Yang, and Camila Barcenas). 

The Current State of Higher Ed and Breakfast and Learn Sessions

ACCU President Donna Carroll shared her thoughts on the current higher education landscape

On Wednesday April 9, the President of the Association of Catholic Colleges and Universities, Donna Carroll, kicked off the day with remarks about the current status of higher education in light of the new presidential administration. She offered clear-eyed guidance and practical suggestions about navigating an uncertain and precarious future for higher education. Then attendees had the opportunity to participate in “Breakfast and Learn Conversations” with special guests from the University of Chicago, the University of Wisconsin Madison, and Dominican University (IL) in roundtable format. 

Cross-Campus Breakout Sessions

After the breakfast and learn sessions, two-year college stakeholders had the opportunity to gather in role-alike groups to discuss how the convening’s “Mentor Mindset” theme could be applied practically in their day-to-day work. They also had a chance to connect with their role-alike peers to discuss common priorities, challenges, best practices, and opportunities for ongoing collaboration. CTB plans to build upon the foundation established during these sessions with ongoing opportunities for role-alike stakeholders to connect across campuses in the near future. 

DFC’s Amir Mohamed (center in grey sweater) leads a breakout discussion

A Resounding Success

Overall, the convening was extremely well received by attendees. A feedback survey distributed at the end of the convening indicated an overwhelmingly positive experience, with 100% of attendees indicating they would be interested in participating in future CTB programming, including annual convenings.

“This was excellent and so helpful. I am bringing back so much energy and so many insights,” one attendee wrote. “Thank you all for your tireless effort, support, and intentionality in crafting this convening. It was a worthwhile, meaningful experience. I am excited to connect with role-alike colleagues in the near future,” wrote another. 

A huge part of this success was the service and hospitality provided by the Omni Hotel, where the convening was held, and Gibson’s Bar and Steakhouse, which hosted dinner for all attendees on Tuesday April 8th. CTB also sends special thanks to Wintrust Bank for their sponsorship of the Gibson’s Dinner. 

Alumni share their perspectives at CTB’s Inaugural Convening

At CTB’s inaugural convening in Chicago on April 8-9, attendees had the opportunity to hear from a variety of different stakeholders, including keynote speaker Dr. David Yeager, President of the Association of Catholic Colleges and University (ACCU) Donna Carroll, faculty, staff and leadership from different CTB colleges, higher education thought leaders and researchers, and many more. However, one group of stakeholders offered a particularly valuable perspective: alumni from Arrupe College and Dougherty Family College, who participated in the convening to share about their experiences during and after their time on campus. Check out their reflections below!

“Joining DFC was a turning point in my life. When I first arrived, I was shy and reserved, expecting to be in and out of classes. But DFC changed that real fast. I found a sense of belonging within my cohort that allowed me to open up, be vulnerable, and build lasting connections. One of the most transformative experiences was our public speaking course—it helped me find my voice, build confidence, and learn how to advocate for myself. More importantly, it taught me to enjoy speaking in front of others. DFC gave me the tools, encouragement, and trust to become the scholar I once doubted I could be.”

“Arrupe introduced me to an incredible network of people who not only believed in me during my time as a student but who continue to support and champion me in my professional journey today. That sense of ongoing community and connection has been one of the most valuable parts of my experience, and it’s something that continues to shape me.”

“DFC impacted me by showing me that I am valuable and my voice matters. Growing up, I felt I had to sit quietly in school and follow directions without asking too many questions, which often left me struggling silently and feeling unheard. At DFC, that changed. I felt encouraged to ask questions and advocate for myself, and I realized that speaking up is a strength. DFC helped me grow into a better advocate—not just for myself, but for others too, both inside and outside the classroom.”

“Arrupe helped me grow to become the confident woman I am today, and reminded me that nothing is impossible for me. I am so close to earning my doctorate degree, and it is all beause of Arrupe.”

“DFC was never shy in encouraging me to perform my best. The staff and faculty recognized my academic capabilities and the passion I had for social justice, and they were devoted to helping me find a way to combine the two through my capstone project where I had the opportunity to speak and advocate for the expansion of MNcare to undocumented immigrants at the Minnesota capitol in 2023.”

“Attending Arrupe helped me grown in the Higher Ed professional I am today; someone who is caring and creating space for students who may need help along the way. All the professors, mentors, and everyone in between has helped me grow into the person I am today; A person for others, someone who cares for mind, body, and soul.”

“DFC has significantly influenced my personal and academic growth. It has helped me recognize my capabilities and potential. I have learned to exceed my limits, and I am committed to continuing my growth.”

“DFC helped me see the potential I had and helped me develop the skills necessary to thrive in college.”

“DFC helped me build my confidence and leadership skills. I was able to grow as a student and as a person as well.”

Student Spotlight: Jonathan Grisalez

CTB’s Carlos Martinez sat down with current Arrupe student, Jonathan Grisalez ‘26 to discuss his experiences at Cristo Rey Jesuit High School, his transition to college, Arrupe's various supports, and his future aspirations.

Note: This transcript consists of excerpts from a longer interview and has been lightly edited for length and clarity.

CTB: Why did you choose to go to college? What prompted you to want to go to college?

Jonathan: As a Latino whose parents are immigrants, who came to the US and just wanted something better for themselves and for their children, luckily, I was given the chance to be a US citizen, and really just try to reach for the stars. I need to have realistic goals, but I also want to have that American dream and achieve things the way I want to. As a Latino, families always prioritize education, so that's what I wanted to pursue as well. That motivated me to continue pursuing education after high school. And I think college has become a gateway, a way for me to navigate what type of careers I want. There's so many different opportunities and careers that you can pursue and I think college does that for me.

CTB: Can you tell us about the major factors that influenced your college decision?

Jonathan: I think there were three big factors. I think the first one was family. As I said before, my family was big on education and continuing and pursuing that.  My second big factor was high school. Cristo Rey has become a big part of my life because I attended high school for four years there and they're really big on you continuing your education after high school. They really want you to pursue careers, to get your bachelor’s,  to have something on your resume. They want you to feel pride in being able to say “Hey, I went to college; my education's a priority.” And my third one was myself. What do I want to do in life and where do I see myself in the future? Because at the end of the day, I'm going to be the one making decisions, not my family, not my school. 

CTB: What resources did Cristo Rey provide you with during the college admissions process?

Jonathan: Definitely a big resource at Cristo Rey was the college counseling. Luckily, my college counselor was Joanna Mena along with her counseling team. They have been amazing, they make sure you do your college essays, sign up for interviews, go visit colleges, have a good college list…They make sure that you get those resources so that you can be financially assisted and just focus on your education, on your classes, on your own life.

CTB: What has your experience been like during your first year at Arrupe?

Jonathan: There's just great people here at Arrupe, it's just so welcoming. There's no negative energy, nothing bad. How can you complain? It's just great. I love it. It's so diverse and I'm so thankful that it's diverse. Different races, cultures, traditions and food. I'm so happy because I really was looking for that.

CTB: Are there any academic tools or resources that you're using to stay on top of classes?

Jonathan: Academically, Arrupe helps you a lot. They have math fellows, bio fellows, and writing fellows. If you need help, you can just come to the office and do your homework and if you have any questions, you can ask them. They are there to help you out and it's a great space. It's where you hold yourself accountable. You're just there to do your homework. You're just there to focus, so you can be prepared before class begins the next day or in the next few hours.

CTB: Can you tell us more about the transition from high school to college? What changed for you?

Jonathan: At Cristo Rey, they taught us that college is going to be a big transition. I'm glad that some students from different colleges came to Cristo Rey and talked about their experiences and managing their free time. In high school, it's like a 9 to 5 type of thing.  You wake up, go to school, go to classes, and then go home, do homework and go to sleep. In college, it’s different. You really have to manage your free time. You have to do things for yourself and make sure you're on top of your things. 

CTB: What are your aspirations after Arrupe?

Jonathan: My whole life I’ve wanted to help people. And I know there's so many different ways of helping people out. But I think medicine has given me that big spark in life where it's not just being a surgeon or being a nurse or being a doctor. It's being able to help someone out so that they don’t have to worry about their complications or issues in life and more worry about their pursuit of happiness, the things that they want to do, their passions. 

Supporting First-Generation Students

Cristo Rey Jesuit High School and Arrupe College are remarkably successful at supporting first-generation students. How do they do it?

By Carlos Martinez, Assistant Director of Programs, Come to Believe Foundation

Navigating the path to higher education is a transformative journey, especially for first-generation college students who often face unique challenges. Two mission-aligned, Chicago-based institutions, Cristo Rey Jesuit High School (CRJHS) and Arrupe College of Loyola University Chicago, have created robust support systems tailored to these students to support them along this journey. CTB spoke with two leaders at these institutions, Isabel Hernandez (College Counselor at CRJHS) and Isabel Reyes (Associate Director of Admissions at Arrupe College), as well as with both Cristo Rey and Arrupe students, to get a sense of what makes these institutions–and their student-centered supports–so unique and powerful. 

Championing First-Generation Students

Both institutions are steadfast in their mission to uplift first-generation college students, many of whom come from low-income backgrounds. As Hernandez notes, “We [CRJHS] specifically work with low-income students who are predominantly first-generation students.” 

Arrupe is focused on the same population. Reyes explains, “Most of the students coming to Arrupe are first-generation college students and may not have a lot of experience [with the college process].” As a result, both institutions emphasize the importance of accompanying students and families through the unfamiliar terrain of higher education. 

Yet while students’ family members may not have attended college, they strongly appreciate the value of a postsecondary degree. As one Cristo Rey student said, “It’s always been said in my family that you get greater opportunities in society and in general when you go to college.” 

Furthermore, for CRJHS students, going to college is not only for their success and personal gain, but it is also a commitment to their community and their family. One CRJHS student told us, “I want to go to college to make my parents proud. They sacrificed a lot to give me opportunities they never had.” 

Moreover, these young students want to become a form of representation for their own families. Another student said, “As an older sibling, I want my brother to look up to me and follow in my footsteps.” 

Current Arrupe student and CRJHS Alum, Jonathan Grisalez, shared how education is highly valued in his family and among Latino communities more broadly. “As a Latino, families always try to prioritize education, and so that’s what I wanted to pursue as well. That just kind of motivated me to just continue pursuing education after high school.”

Jonathan also emphasized the role of Cristo Rey in shaping his mindset toward college, “Cristo Rey has become a big part of my life…They’re really big on you continuing your education after high school.” 

As institutions fully dedicated to first-generation student success, both Cristo Rey and Arrupe are uniquely focused on ensuring these aspirations can be met.

Overcoming Barriers

First-generation students are often unfamiliar with various elements of college admissions including complex processes such as the FAFSA application. One CRJHS student mentioned that “FAFSA was not hard for me because my mom has a social security number, I know for many of my friends, it was a struggle.” Another student mentioned, “Some of my friends are still waiting on their financial aid packages and haven’t been able to commit to a school.”

Both Arrupe and CRJHS recognize these hurdles and work proactively to find solutions to these barriers. When it comes to financial aid, staff members at both institutions–including Hernandez and Reyes–are able to provide clear guidance and high-touch, personalized support.

Grisalez agreed that this support made a big difference. “I remember when I had some trouble with FAFSA…I was really concerned. Luckily, [staff members at Arrupe] were able to help me out and offer me more scholarship aid.”

However, these barriers extend beyond finances. One CRHS student told us, “Failure is a big fear for me. College classes are harder, and I don’t have my family around for support.” Hernandez acknowledged this knowledge gap, highlighting that “It’s hard for them [at first] to understand what college can do.” 

Reyes echoed this sentiment, emphasizing the need for clear guidance through the admissions process and continuing throughout the entirety of students’ time on campus. With this in mind, both Cristo Rey and Arrupe are intentional with the supports they provide, backward planning them from the obstacles most likely to get in the way of student success. 

Moreover, Grisalez acknowledged the challenges of transitioning to college and how well Cristo Rey prepared him. “I can definitely say Cristo Rey has overprepared me, and I think they might have gone over the top. I feel like sometimes I'm just like, y’all didn’t have to go this hard.” He also discussed the shift in responsibility from high school to college: “In high school, teachers are on top of you… In college, it’s about you. If you don’t turn things in, you have to be responsible.”

A Holistic Approach to Guidance

As they work to address the barriers facing first-generation students, both institutions focus on supporting the "whole student." Academic readiness, personal circumstances, and career aspirations are integral to student support. This holistic method ensures that each student’s unique journey is considered, thereby fostering students’ confidence, clarity, and a sense of belonging in higher education. At both CRJHS and Arrupe, faculty and staff take time to get to know students, understand their needs and aspirations, and ensure they have access to the specific supports they need. 

Because of their experiences at CRJHS, students have learned how important holistic support is. One student stated, “Cristo Rey has a very good team of college counselors. They’re always in touch with us, supporting us with anything we need.” Furthermore, they have been fortunate to receive the right type of support, and even a student gave a shout-out to his college counselor. As one student said, “My college counselor helps me with everything, from the application process to finding scholarships.”

Grisalez also highlighted the role of college counselors at Cristo Rey. “My college counselor, Joanna Mena, and her team made sure I applied to the right colleges, signed up for interviews, and found scholarships.” 

He also acknowledged Arrupe’s support system. “[At Arrupe] they have math fellows, bio fellows, and writing fellows. If you have a hard time with a subject, they’ll help you…Talking to my professors and staff like Dean Keys and Viviana Arellano has made me feel so supported.”  Beyond the supports Grisalez mentioned, Arrupe also provides breakfast and lunch daily, a laptop for every student, on-site social workers, financial aid, and employer relations staff, and much more. 

This holistic support also extends to students’ families. For Cristo Rey, engaging parents in the college journey helps build a supportive home environment. “Parents need to understand what a college day looks like for their child to provide better support,” Hernandez shared. Arrupe also prioritizes family engagement, according to Reyes, hosting events and workshops to demystify the financial aid process. 

Closing Thoughts

In reflecting on his college journey, Grisalez reflected on his primary motivation: to be a role model. “I want to be that representation in my community… I want people to say, ‘Hey, I can be a doctor, a lawyer, a businessperson, too.’” 

As a first-year student at Arrupe, he stressed the importance of maturity in navigating college. “You have to build yourself up because it’s your life and your future. No one else is going to do that for you.” Nevertheless, his gratitude for Arrupe and Cristo Rey’s staff and faculty is seen not only through his words but also through his commitment to his success and the well-being of his community.

Reflections on Seton College’s First Semester

As of this week, Seton College’s first semester is in the books! To reflect on this important milestone, we asked various members of the Seton College community three questions:

1. How would you describe Seton College in one word?

2. What is your favorite thing about Seton College?

3. What is a favorite memory or accomplishment from the first semester?

Here’s what they said…

Leadership Reflections

Members of the UMSV Leadership team, including President Susan Burns (second from right) and Seton College Dean Jason Ford (second from left)

Susan Burns, President, University of Mount Saint Vincent

1. Seton in one word? Possibility

2. Favorite thing about Seton? Seton College gives hope and a home to students who are looking to invest in imagining a different future.

3. Favorite memory or accomplishment from this semester? A favorite memory is more about a series of experiences than one specific moment. Over the course of the fall semester, I have had the opportunity to bring several visitors and guests to our newly renovated space for Seton College, and I love seeing students actively engaging in their studies when walking past the new classrooms and enjoying time together in the Carson Commons gathering space between classes - building community and bonds with each other. 

Jason Ford, Dean, Seton College

1. Seton in one word? Transformative

2. Favorite thing about Seton? The community that we have worked to establish. Seeing students make connections with faculty and staff and feel the support and encouragement that the students receive from them.

3. Favorite memory or accomplishment from this semester? Opportunities to sit with students at lunch or during a free period and get their honest feelings about what we are doing and how we are doing in our inaugural year.

Student Reflections

Students in Seton College’s inaugural class, including Jaden Baldeon (far right)

Angelina Manning, Seton College Class of ‘26

1. Seton in one word? Family.

2. Favorite thing about Seton? Meeting new people and making new friends.

3. Favorite memory or accomplishment from this semester? Receiving Seton’s ‘Student of the Month’ Award! l never thought l would accomplish that in college. 

Jaden Baldeon, Seton College Class of ‘26

1. Seton in one word? Transformative.

2. Favorite thing about Seton? The community, hands down. It’s a place where peers feel like family, staff are such genuine people, and great mentors.

3. Favorite memory or accomplishment from this semester? Presenting my Intro to Psych final slideshow to the entire Seton community. Sharing ideas with peers who aren’t just classmates but dreamers chasing an opportunity, brought together by an amazing faculty who continuously strive to support and elevate us and, most of all, to constantly improve the program. It was a celebration of ambition, making history and completing the first-ever semester at Seton College.

Faculty & Staff Reflections

Members of the Seton College Community at the Tour de Bronx event, including Sharon Ortega (left), Anthony Rooney (center), and Felix Paulino (right).

Sharon Ortega, Associate Dean for Student Success and Engagement

1. Seton in one word? Community.

2. Favorite thing about Seton? My favorite thing is the sense of community. As we continue to weather through circumstances with our students, we are deeply rewarded by our connection to each other and sense of community.

3. Favorite memory or accomplishment from this semester? My favorite memory was riding the Tour De Bronx with students and staff. Seton was part of a cycling event in the Bronx with thousands of Bronx residents.

Katie Alexander, Associate Dean for Academics

1. Seton in one word? Becoming.

2. Favorite thing about Seton? Seeing the students transform into scholars. This semester, students participated in mock board room meetings, created original business plan proposals, modeled revenue forecasting for Fortune 500 companies, and read Shakespeare. In all these experiences, we witnessed students develop their analytical reasoning skills and discover that what they learn in the classroom can be applied to their personal and professional lives.

3. Favorite memory or accomplishment from this semester? My favorite memory is of a student who, at the start of the semester, was adamant about not wanting to attend college. Even the thought of coming to class made the student miserable. We encouraged the student to persevere for just one semester before making a final decision. Gradually, the student came to class each day, put more effort into assignments, and by the end of the semester they had a change of heart and were fully committed to continuing their studies at Seton College. 

Felix Paulino, Assistant to the Dean

1. Seton in one word? Ignition. Because our goal is to help them find that spark that gets students going. That spark to succeed and be great. 

2. Favorite thing about Seton? My favorite thing about Seton is the students and watching them take full advantage of the opportunities available. I believe we are fostering an environment where students can truly grow and thrive.

3. Favorite memory or accomplishment from the first semester? My favorite memory is witnessing the moment when students experience a shift in mindset, the "click" where they realize, "I can do this. I can be great if I apply myself." Seeing them embrace college life and what it has to offer is incredibly rewarding. Also, as someone very involved on campus as an undergrad, it was great to see how the students found that balance between academics and extracurricular activities such as clubs and part-time jobs!

Marsha Alejandro, Clinical Assistant Professor of Business

1. Seton in one word? Welcoming

2. Favorite thing about Seton? Engaging with students 

3. Favorite memory or accomplishment from the first semester? A student's appreciation for the guidance and growth they experience is what truly makes this work meaningful to me.

Omar Ortiz, Community Wellness Advocate

1. Seton in one word? Optimistic 

2. Favorite thing about Seton? The staff and faculty are committed and eager to support each other. 

3. Favorite memory or accomplishment from the first semester? Building connections with students.

Anthony Rooney, Career Services Specialist

1. Seton in one word? Innovative 

2. Favorite thing about Seton? The supportive and communicative administration and hygienic work environment.

3. What is your favorite memory or accomplishment from your first semester at Seton? Hosting Seton College’s "Career Mixer" on October 10th.

CTB Kicks Off Third Design Grant Cohort

Members of the CTB team were joined by design team members of our third design grant cohort at Arrupe College in October 2024.

In September, Come to Believe began its work with its third design grant cohort, comprised of four institutions: the Catholic University of America (DC), Hollins University (VA), Saint Mary’s College (IN), and the University of Detroit Mercy (MI). The design grant program, first implemented in 2022, was designed to allow postsecondary institutions to explore the CTB model in depth and evaluate the feasibility of replication on their campuses.

The Structure of the Design Grant Program

As part the design grant program, each institution puts together a design team—a cross section of leaders with representation across key departments relevant to the CTB model including enrollment, advancement, student life, and career services—led by a designated project manager. This structure allows for institutions to build consensus and tap into expertise across campus.

In the fall, CTB works with design teams to explore the CTB model in depth, helping participants understand the various components of the model and how CTB model colleges achieve their exemplary results. In the spring, programming shifts to a customized feasibility study focusing on how the model could be replicated in each unique institutional context. CTB provides each participating with grants of up to $30,000, covering the full cost of the model.

Campus Visits

This year, as part of our fall programming, CTB will visit each participating institution twice—once in the early fall (these visits happened in late September and early October) and in mid-November.  These visits are an integral part of our work with participating institutions—they provide crucial context about each institution and allow us to build strong relationships with all design team members. They also provide an early opportunity to envision what a CTB model college might look like on each campus—including touring buildings that might one day house new two-year colleges!

CTB’s Carlos Martinez offered the following reflections on our first round of campus visits:

“Going to Hollins truly amplified the importance of community and belonging. Meeting one of the student ambassadors for the campus tour gave me amazing insight into the culture of togetherness that Hollins has been able to instill in its students and the entire community. At CUA, I saw spaces for deep reflection on how faith plays a role in the lives of students around the country. The leaders at CUA have been able to forge a space where students from all walks of life and diverse faiths come together to better themselves. At UDM, we were taken back to CTB’s roots which stem from the Jesuit tradition, immersing ourselves in their beautiful campus we got the privilege to see firsthand how impactful a Jesuit education can be. SMC, along with having a beautiful campus, represents a wonderful space to connect with individuals that truly value a holistic approach to Catholic higher education.”

Site Visit to Arrupe College

There is truly no replacement for seeing the model in action. Thus, CTB invites design teams to Chicago each fall for a visit to Arrupe College, where CTB President/CEO Steve Katsouros, SJ, served as founding dean. During this visit, design team members hear from Arrupe leadership, faculty, staff, and students about their experiences and expertise. This year, our Chicago visit also included panels featuring early supporters of Arrupe College, Arrupe alumni, and the leadership team of Dougherty Family College in Minneapolis.

Carlos adds, “Taking part in this year’s Arrupe site visit was wonderful because the cohort members and myself got the amazing opportunity to hear from the CTB community members.  In particular, for me, it was amazing to moderate the Alumni panel, as an Arrupe alum myself. Hearing all the amazing stories my peers shared truly reminded me of how impactful the Arrupe community has been in my formation as a person for others.”

What’s Next

CTB is looking forward to our second campus visits in mid-November. After that, we look ahead to the next phase of the process, as we shift from exploring the model to evaluating its potential fit on our cohorts’ campuses. This is always an exciting time for the CTB team as we begin to see the model take shape in new places, with the potential to serve students who wouldn’t otherwise have access to higher education. We can’t wait to see what the future holds for this year’s cohort!

Embracing the Promise of Opportunity

From left to right: CTB's Gieriet Bowen (Director of Advancement and Communications), Carlos Martinez (Assistant Director of Programs), and Amy Jo Dowd (Chair of the Board) at the blessing and dedication of Seton College of the University of Mount Saint Vincent. 

By Carlos Martinez, Assistant Director of Programs at CTB & Arrupe College Alum ‘19

On Tuesday, August 27th the CTB Team and I got the wonderful opportunity to attend the blessing and dedication of Seton College on their first day of classes. Then, after speaking to Seton College leaders as well as to some of the amazing students who make up the inaugural class of Seton College I realized this:

Every opportunity leads to a new chapter, filled with the potential to change our lives in ways we don’t often think of. It's that feeling of hope that fuels our dreams, the spark that lights our path forward. Even when the road ahead is uncertain, the promise of what could be gives us the courage to take that first step.

The hope that new opportunities bring reminds us that we are not bound by our past, but are free to shape our future. The Associate Dean of Academics, Dr. Katie Alexander, shared with us that her “hope is that our students find a love of learning so that they want to be lifelong learners, that they feel like they belong here, that they feel fully a part of the community, and that they go on to become leaders in their communities.” It was powerful for me to hear this because Dr. Alexander’s aspirations for Seton’s students represent what higher education has been for me: a community where I found a sense of belonging. Similarly, Israel (Seton ‘26), a Hispanic & African-American student who plans to major in business and support his mother and siblings shared, “I am not going to lie, I feel amazing here, feel welcomed and loved here. It’s an amazing environment for me”. This feeling is the true essence of the CTB model, which is now felt in the Bronx, just as I felt it in Chicago during my time at Arrupe. 

Nevertheless, along with this feeling of belonging comes the commitment to planting the seeds of growth, pushing each other beyond our comfort zones to discover strengths we never knew we had. Thus, Seton College also aspires to be a place where students learn, grow, and feel cared for. Sade (Seton ‘26), a Dominican American student who aspires to study Economics and become a real estate agent shared that she felt that Seton College “really cared, because I know the transition from high school to college is a bit different, they let go of you more, and you're more on your own. But I like that when it came to the acceptance, they delivered my letter to my school. It made me feel like they cared, I felt more appreciated, rather than just getting it through the mail.” This is why Sade chose Seton: because of how much the faculty and staff are committed to pouring into all students' success and well-being.

Moreover, when you embrace an opportunity, you're not just opening a door; you're stepping into a world of possibilities where hope transforms into reality. When I think of my time as an Arrupe student, I think not only of the path that I walked but also my role in helping shape a path for those who came after me. Jaden (Seton ‘26)–the oldest child from a single-mother household who hopes to merge his passion for Business with Psychology in the future–told me that being part of Seton’s inaugural class is the perfect chance for his peers and him to leave a great “scoring record” (Yes, he is also a basketball fan) as the first to graduate from Seton. This is their legacy, the chance to shape a path for those who will come after the first ever to not only attend but eventually graduate from Seton College.

Seton College and the entire CTB community are meant to not only give underserved students access to high-quality liberal arts education but also provide a space for them to feel like they can be themselves entirely. In the words of Jaremir, (Seton ‘26) –from South Bronx, and, like Jaden, an avid basketball fan– told us, “The school that chooses you should feel like home, and Mount Saint Vincent felt like home.” At the CTB Network, we believe in the power of opportunity, and so do our faculty, staff, and students. The Associate Dean for Student Success and Engagement, Sharon Ortega, concluded with this message of hope for the Seton students: 

“My hope is that throughout this year they will gain a ton of confidence; that they will challenge themselves, that they will challenge us, their faculty and administration; that they’ll ask questions, that they’ll push themselves. My biggest hope is that our students will feel connected and plugged into the University of Mount Saint Vincent. I want them to be part of that community.”

Let this be a reminder for all of those of us who get to be part of the higher education ecosystem that with every opportunity comes the chance to rise, to create, and to become the best version of yourself.

Congratulations to the University of Mount Saint Vincent, to the new faculty and staff at Seton College, and most importantly to the students of Seton College. We cannot wait to see the ways you all embrace the promise of opportunity.

In Their Own Words: Seton College Students on their First Day of Classes

On the first day of the first year of Seton College at the University of Mount Saint Vincent, CTB sat down with four members of the inaugural class to talk about why they chose Seton and their hopes for the future.

Note: Responses have been lightly edited for length and clarity.

Israel A.

“When Ms. Infinite [Seton College’s Admission Counselor] came to my school and she talked to me about this program, and told me what it offered, I'm like, ‘I can't let it slip away.’ I must do this, because nobody in my family graduated from college. I want to break that cycle. And to start, I said, let me see how the associate degree goes. Let me see how my two years go. And if it goes very well, I'm going straight to a four-year and then I’m going to keep going, because I don't want to stop.”

Sade N.

“Seton College is designed so I can graduate debt free, and then I can continue on to my four-year degree, or I could just continue with the associate degree that I'll have at the end of the second year. But I also really felt like this college really cared, because I know the transition from high school to college is a bit different, they let go of you more, and you're more on your own. But I really like the fact that when it came to the acceptance, they delivered my letter to my school. It made me feel like they really cared, I felt more appreciated, rather than just getting it through the mail.”

Jaden B.

“I selected Seton because I knew that it was something being implemented for the first time. There wasn’t a graduating class from here yet. I love basketball, and I looked at it as, let's say, a jersey. That’s the best way I can explain it. I feel like there's a chance to have your jersey retired first. There's a chance to have a scoring record…And I want to leave something behind, to set the bar, and students coming in could say, ‘He graduated from here,’ and that could be a goal, something to strive for. And I feel like it could foster a lot of growth within the students, within the College, and just growth in general.”

Jaremir S.

“My advisor told me, ‘The school that chooses you should feel like home,’ and Mount Saint Vincent felt like home. I like the environment, the campus, the opportunity that they gave me with Seton, I couldn't give it up…I'm excited to be in college. I feel like this is a whole new, different environment than high school. And this is real life, this is my next big step into my next chapter.”

Finding Meaning in the Missions: Summer Reflections from Steve Katsouros, S.J.

Fr. Steve Katsouros, SJ, President & CEO of CTB, in the snake gaiters he wears around Manhattan.

“Tis the season for vacations,” wrote New York Times columnist Nick Kristof on August 10th, “so let me make my pitch that the best travel is not lounging at a beach resort but rather journeying into a different world. We all need relaxation at times, but nothing beats the thrill of a trip of discovery and the education that comes with it.”

Nick Kristof describes the trip my friend and brother Jesuit Steve Mitten and I undertook this summer, when the two of us traveled to Paraguay. Steve is a faculty member at Loyola University Chicago’s School of Environmental Studies, where he teaches, among several classes, ornithology. He is a most enthusiastic birder, and he was drawn to Paraguay because of the opportunity there to see species he had previously not encountered. I’ve gone birding with Steve before, and I enjoyed reading Amy Tan’s THE BACKYARD BIRD CHRONICLES, so I was game for this expedition.

Come to Believe Board Member, Fr. Steve Mitten, SJ, pictured with a burrowing owl.

Our extraordinary guide, Oscar Rodriguez, led us across his beautiful country and introduced us to the great black hawk, the black-collared hawk, the savanna hawk, the zone-tailed hawk, and the Harris hawk. Oscar was soon praying to St. Francis of Assisi, which at first offended Steve and me since Francis was not a Jesuit, but who of course was known for preaching to the birds. Oscar’s prayer to Francis was more of an intercession to help us locate more exotic birds. Soon, I was adept at differentiating the calls of a picazuro pigeon from a great kiskadee from a yellow chevron parakeet. At the beautiful Bella Vista Reserve, I learned the difference between a large-tailed antshrike and a variable antshrike. We spotted tyrannulets and tyrants and tinnamous and tanagers. By the end of our two-and-a-half-week tour, we had seen 345 different species of birds. Steve was in heaven, and I was enjoying my new-found proficiency with E-bird and the Merlin bird ID. St. Francis of Assisi delivered!

But there was more to what Kristof describes as “journeying into a different world” for Steve Mitten and me. As Jesuits, we knew of our order’s history in Paraguay. Before I became a Jesuit, I saw the film THE MISSION, starring Robert DeNiro and Jeremy Irons with a memorable musical score from Ennio Morricone. THE MISSION chronicles the experiences of Jesuits from Europe in the 18th century and the indigenous people they encountered in Paraguay. I had always wanted to see some of the missions inhabited long ago by the Jesuits and the indigenous people called the Guarani.

Our faithful guide Oscar arranged for us to visit the ruins of two of the Paraguayan missions, one called Trinidad and the other named Jesus. We found these sites moving. I was moved by the colegios, the schools that were always a part of any mission. I was also moved because—both within and outside of the colegios—the Guarani and the Jesuits seemingly collaborated and built community, because the Guarani influenced the Jesuits, because leadership and responsibility seemed to be shared. Those colegios were forerunners to the Jesuit educational institutions I’ve taught at or served as an administrator at. The link between the colegios of the 1700s and the schools and universities where I have worked was powerful for me.

Pictured: a Paraguayan colegio—part of the Jesuit mission and still used for classes today.

Oscar accompanied us to a third mission, named to honor two saints, Cosmas and Damian. Here our guide was a gentleman named Jorge. As opposed to Trinidad and Jesus, the mission of Cosmas and Damian was still functioning. Mass is celebrated there regularly. Jorge was married there, and his two children were baptized in a font designed and crafted by both Jesuits and Guarani. Jorge teaches catechism in classrooms that had been built in the 18th century. He showed us religious art that combined western, Christian symbols with images that were meaningful to the Guarani. He also told us about a Jesuit astronomer Buenaventura Sanchez, who built telescopes and a still-functional sundial at the mission.

Fr. Steve Mitten, SJ (left) and Fr. Steve Katsouros, SJ (right) next to a statue of Jesuit Astronomer Buenaventura Sanchez

The Jesuit missions we visited in Paraguay are outstanding representations of a distinct social situation in which two very different cultures valued each other and worked together. In a book that Steve gave to me called BLACK ROBES IN PARAGUAY, author William F. Jaenike observed, “the average Guarani felt he was part of an egalitarian collective.” My Jesuit roots reinforce the emphasis of this experience of the collective, of different cultures valuing one another and collaborating. This dynamic remains central to my work now. My Come to Believe colleague Gier Bowen recently asked two other CTB colleagues, Arrupe grads Carlos Martinez and Asya Meadows what words sum up their experiences at Arrupe. “Community,” Carlos and Asya both agreed. “Transformative,” continued Asya. “Success, and belonging,” Carlos contributed. All words that could be used to describe the missions that Steve and I visited.

Nick Kristof is right. It is indeed thrilling to embark on discovery during vacation. Whether it’s discovering new species of birds or discovering a long-ago culture that continues to influence who you are today, my travels to Paraguay, shared with a wonderful friend, made for a most memorable vacation. I hope your own summer included a vacation that was a journey into a different world. And I hope your vacation was a collaboration with your traveling companion and a discovery of something new that now somehow influences you.

At Seton College, Students Can Earn Their Degrees Debt-Free

Infinite Henry is the Assistant Director of Admissions at Seton College of the University of Mount Saint VIncent in Riverdale, NY.

At Come to Believe (CTB), we believe finances should not come in the way of students reaching their full potential. Our two-year college model is affordable and gives students the credits and skills they need to transfer seamlessly into a four-year degree program. Still, knowing how to pay for college is not easy. Fortunately, schools that follow the CTB model, like Seton College at the University of Mount St. Vincent, have a number of resources available to students to help make planning for college more accessible. 

Seton College will welcome its first-ever class in the fall of 2024. We spoke to Seton College’s Assistant Admissions Director, Infinite Henry, about how she and the other faculty at the school are helping students finance their education and graduate debt-free. 

Q: What is your advice for first-generation college students who might not know how to approach applying for financial aid?

When it comes to financing college, it can be really tough if you are the first one in your family to go through the process. If you don’t know where to start, you can reach out to Seton College and talk with one of our qualified faculty members to get some guidance on applying for financial aid. If you’re a New York resident, the main documents you must fill out are the Free Application for Federal Student Aid (FAFSA) and the New York State Tuition Assistance Program (NYS TAP). Seton advisors can help you fill out these forms because we want you to graduate from our program debt-free. We also host plenty of information sessions throughout the week where we can answer any questions you may have. The walk-in Wednesdays, virtual information Thursdays, and Seton Saturdays programs are designed to get information about our school and financing to students and their families. 

Q: What are other ways I can help fund my college education?

There is a widespread misconception that college means loans and debt. Seton proves that this is not always the case. Some students don’t think to ask for help on how to finance school, but that’s actually one of the best things you can do. Seton College wants to teach students financial literacy, so we have counselors to help students and their families find information about college costs, grants and scholarships before their enrollment. I always recommend that students be proactive and contact the school’s financial aid office to ask about more opportunities for aid. You’d be surprised how often this works out for students. 

Q: How does Seton help students save money while attending college?

In addition to its low tuition, Seton wants students not to worry about the burdensome extra costs of a college education. Seton provides every student with a laptop for their studies, daily access to breakfast and lunch on campus, free bus passes, and a campus shuttle to New York City. Seton also runs on a three-day-a-week schedule, meaning students can have days to work and save money. This flexibility is super unique to our school.

Q: How does Seton save students money in the long run?

Seton doesn’t just want to help students save while they attend our college; we want them to use the financial literacy skills they have learned throughout the rest of their lives. By getting their associate’s degree at Seton, students will save in the long run, especially if they go to a four-year university after graduation. The first two years of a four-year college are usually general requirements, no matter where you go. So getting these credits at a school like Seton, where tuition is very affordable or free for our students, is much more cost-effective. We also have plenty of resources to support students looking to attend a four-year college, whether they want to improve their application materials or are looking for assistance with financing. 

Khadra Sharif's Journey at DFC Extends Beyond Graduation

Khadra Sharif, an 2021 graduate of Dougherty Family College, went on to earn a bachelor’s degree from the University of St. Thomas and now works as an Executive Team Lead at Target.

Khadra Sharif never imagined that she would attend college. She was born in Saudi Arabia and raised in Turkey before moving to the Twin Cities area, and her family and older siblings hadn’t graduated from college. Initially, her plan after high school was to continue working at Starbucks—until her ‘College Possible’ counselor introduced her to Dougherty Family College (DFC) of the University of St. Thomas.

When her last-minute application was accepted, Khadra enrolled at DFC. "It was the best decision of my life," she said.

At DFC, Khadra found more than just a place to study—she found a second family. From the lively orientation activities to the late-night study sessions, Khadra cherished every moment spent with her fellow students. If classes ever became too challenging, she turned to her DFC peers for homework help. Beyond academic support, DFC offered many fun events that allowed her to connect with the rest of the student body. 

"The diversity at DFC was amazing," she recalls. "People from all over, with different talents and backgrounds—it felt like home. I even met my best friend" 

DFC and other CTB model colleges are designed for students like Sharif, who may not initially see themselves in higher education but can thrive in college if they have the right support.

"The support at DFC was unlike anything I had ever experienced," Sharif explains. "Whether it was the tutors, the mentors, or just a friendly face in the hallway, I always felt like I had the resources I needed to succeed. I especially appreciate the one-on-one time I got with my professors and advisor.” 

This sense of belonging gave Sharif the confidence to pursue her passions, leading her to discover her love for business. The summer after freshman year, she was matched with an internship at Target. She completed two more internships at the company, and was offered a full-time position after she graduated from University of St. Thomas with a bachelor’s degree. 

Through these internships, along with DFC’s professional development classes, Sharif gained valuable experience and forged connections that would shape her future. "DFC opened doors for me that I never knew existed," she says.

When Sharif graduated from DFC and entered the workforce, the support didn't end—it only grew stronger. She continues to return to campus to speak to her professors and DFC’s Dean, Dr. Buffy Smith.

Today, as an executive team lead at Target, Khadra's journey is a testament to the transformative power of education and community. She loves her job, and is even mentoring a fellow DFC alum at Target.

"Even now, years later, I still feel connected to DFC," she says. "My professors and mentors are truly amazing—they still check in on me and offer their support."

Arrupe College Bridges the Gap for Undocumented Students

Undocumented students in the United States face extra hurdles in applying to and attending higher education institutions. Many don’t qualify for the same level of state and federal aid, and some schools won’t accept undocumented individuals at all. 

Valeria is an Arrupe alumna from the class of 2020. Her journey echoes the struggles faced by many undocumented students. Born in Guadalajara, Mexico, and raised in Chicago, Valeria did well in school but didn’t think she could afford—or be accepted into—college. Then a teacher told her about Arrupe College, a new college within Loyola University Chicago that might be accessible for her. 

“I couldn’t apply for FAFSA because I’m undocumented,” she said. “My teacher told me this new school was giving out a lot of financial help to make degrees feasible for people in my situation.” 

One of the driving principles behind Arrupe College, the school where Come to Believe’s model was first developed, is to make college affordable, ensuring that students like Valeria graduate with little or no debt. 

Beyond financial aid, Valeria was drawn to Arrupe because of its holistic approach to admissions. The college didn't just welcome students; it embraced their families. Admissions officers took the time to guide Valeria's parents through the process, giving them a sense of belonging within the larger Arrupe community. This wrap-around support later led to both of her sisters also deciding to attend Arrupe. One is now a student at Loyola, and the other is a freshman at Arrupe. 

For Valeria, attending Arrupe was life-changing. She not only found a second home and met close friends, but she also developed deep relationships with faculty and staff. She got involved in student government, eventually becoming Class President. If she ever struggled with a class, she knew she could turn to her advisor, professors or peers to get the academic support she needed.

“Arrupe is truly like no other college, with the amount of help they give their students,” she said. “The staff wants what’s best for you and will tell you when you’re slipping up. I felt cared for, but also challenged.”

Now a graduate of Loyola University Chicago, Valeria is currently focusing on staying home with her new daughter. But in the future, she plans to enroll in law school to pursue a passion for social justice—a passion that she credits to attending Arrupe.

“Arrupe made sure we were proud of where we came from and accepted for who we are,” she said. “This made me and my peers driven to do more—not just for ourselves, but also for our community.”

The Importance of Affordability: Financial Aid & The CTB Model

Even before the issues with the recent FAFSA rollout, college affordability and student loans have loomed large within the US higher education system. The rising cost of college, coupled with the complex web of financial aid options and borrowing opportunities, has created a significant student debt crisis for students (and alumni) across the country.

In this crisis, however, innovative approaches are emerging to help students navigate the many issues that can occur while figuring out how to finance their education. One such approach is the CTB Model, which aims to address the student loan crisis by providing affordable, higher education options for students from low-wealth backgrounds.

Let's delve into the background surrounding college affordability and explore how the CTB Model is making a difference.

Understanding the Current Landscape

Before we dive into solutions, it's crucial to understand the current state of postsecondary affordability in the United States. Rising tuition costs, coupled with stagnant family incomes, have made it increasingly difficult for students to afford college without taking on significant debt. As a result, student loan debt has reached staggering levels, with billions of dollars borrowed each year to finance higher education.

In a recent interview, Assistant Director of Admission at Seton College, Infinite Henry, noted that families and students grapple with fear and confusion when navigating the financial aid process. As an admission professional within a CTB model college, her role is to help students and families understand their options, and especially the reality of not having to take out loans for the Seton College two-year program.

The Role of CTB Model

The Come to Believe model itself represents a paradigm shift regarding affordability in higher education. This innovative approach focuses on providing students with rigorous academics and comprehensive wrap-around supports but does so without burdening students with high tuition costs and allows them to avoid taking out loans. By providing resources such as laptops, meals, internships and transportation support, the CTB Model addresses both the many financial barriers that often deter students from pursuing higher education.

Best Practices for Navigating Student Loans

While the CTB model offers a promising solution, there are also best practices that students and families can employ to navigate student loans more effectively:

1. Research Intensively: Before committing to a college or university, research the institution's tuition costs, financial aid options, and potential for scholarships. Compare multiple schools to find the best financial fit.

2. Maximize Financial Aid: Take advantage of all available financial aid options, including grants, scholarships, and work-study programs. Fill out the Free Application for Federal Student Aid (FAFSA) to determine eligibility for federal aid programs.

3. Seek Support: Utilize support systems provided by colleges and universities, such as admissions offices and financial aid counselors. The CTB model employs specialized admissions and financial aid counselors for exactly this reason. These professionals can offer guidance and assistance throughout the application and financial aid process. 

The affordability crisis in America is a complex issue with far-reaching implications for students and families. However, innovative approaches like the CTB Model offer hope for a brighter future. By implementing best practices for navigating student loans and exploring alternative pathways to higher education, students can pursue their academic goals without succumbing to overwhelming debt.

As we wrap-up college enrollment season in the coming months, let's continue to advocate for affordable and accessible higher education opportunities for all. Together, we can build a future where students can pursue their dreams without being burdened by insurmountable debt.

DFC’s Katia Colón-LaCroix Helps Transfer Students Reach the Finish Line

Katia Colón-LaCroix, Dougherty Family College’s College Persistence Counselor

Dougherty Family College (DFC), the first replication of the CTB model, boasts a proven track record aiding students in not just attaining their associate’s degrees, but also transferring to and completing bachelor’s programs. Part of the University of St. Thomas campus in Minneapolis, DFC has an exceptional graduation rate—thanks to wrap-around services that support students before and after graduation. Since its inception in 2017, DFC has had over 81% of its graduates transition to four-year institutions, with 74% either graduating or currently enrolled in bachelor’s programs.

In addition to equipping students with the skills that they need to transfer, DFC has a secret weapon: Katia Colón-LaCroix, College Persistence Counselor. Katia’s work begins once students have graduated from DFC. 

“Students leave DFC well-prepared for future studies, however, transfer students still need to learn how to adjust to a new campus and learning environment,” Colón-LaCroix says. “Many need help with financial challenges or finding out ways to meet people in a larger school.”

Colón-LaCroix’s wealth of knowledge from working with youth for nearly 25 years means she’s well-suited to advise students about what to expect from a four-year university and how to be successful in a new program. She previously worked both as an educator and as an administrator—roles that made her passionate about dismantling barriers that students face to achieving a university degree.

While Colón-LaCroix is part of the DFC staff, she works with students who continue on to all sorts of four-year programs, not just those at University of St. Thomas. To accomplish this, she tries to visit every campus where DFC alumni have transferred. Colón-LaCroix uses an intrusive advising approach that prioritizes proactive engagement.

“I start by trying to understand each student’s goals. We do things like review syllabuses and talk through best practices in time management. We also make a plan to reach graduation, even if it takes longer than four years,” she says.

Beyond academic support, Colón-LaCroix says transfer students face more financial challenges than other populations. Much of her job consists of identifying grants or emergency funding for students who need extra financial help.

She also helps students find their niche on campus. While the CTB model focuses on belonging, transfer students sometimes suffer from imposter syndrome when they begin at a new school. Colón-LaCroix addresses this feeling by suggesting clubs, events and organizations that students might be interested in, based on her knowledge of their interest areas. 

“Students can feel too intimidated to join clubs and attend events. But once you can get them to go to one event, they often stick with it,” she says.

Colón-LaCroix loves the impact she is able to make through her job, but knows that not all transfer students have a counselor like her to turn to on their campuses. Schools often offer transfer student orientations, but leave students to mostly fend for themselves afterward.

“Faculty and staff across higher ed should be more trained about transfer students and what they need,” she says. “And all schools should look into hiring a position like mine to make sure that this important demographic can reach graduation.”