CTB Community Spotlight: Christopher Johnson , President of TWU Dallas

Christopher Johnson, President of Texas Woman’s University - Dallas

In August, the Texas Woman’s University Board of Regents unanimously voted to move forward with the launch of a Come to Believe model college as part of its Dallas campus. That vote was the result of a year-long effort at TWU led by Christopher Johnson, the recently appointed President of TWU’s Dallas campus. Christopher has been at TWU for more than sixteen years and most recently served as Vice Chancellor for Strategy and Chief of Staff to TWU’s Chancellor. CTB’s Carlos Martinez sat down with Christopher to discuss his background and road to higher education leadership, his participation in CTB’s design grant program, and his vision for TWU Dallas. You can listen to the full coversation on CTB’s podcast channel.

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

Please introduce yourself and tell us about your background including your path to higher education.

My name is Christopher Johnson and I am the president of Texas Woman's University in Dallas. TWU has three campuses, one in Denton, one in Dallas, and one in Houston. I was just named president here in Dallas about a month ago, but I have been at Texas Woman's University in other capacities for more than 16 years now.

Let me start back with where I grew up, because I think that will highlight my pathway into higher education. I grew up commercial fishing in rural Alaska. I was the oldest of six children, and neither of my parents had a college degree, so I definitely fit the definition of a first-generation college graduate. But I will say that my household and my parents were very big into reading and education. And I don't think it was necessarily because of what they hoped it would do for me economically, but because they believed it would make me a fuller human being and a stronger contributor to the common good.

And then my grandmother grew up in Chicago. She was born in 1919, in an era where a lot of women didn't have a lot of opportunities, but she brought to rural Alaska all that intellectual and artistic culture from the city. One example is she wanted me to learn to play the piano. So she bought a piano in rural Alaska, and I learned to play the piano because of that.

So juxtaposing that commercial fishing, rural, hard-work livelihood with the intellectual, cultural, classical music component, I think we all learned to love learning. I became good at mathematics and it eventually became my discipline.

I'll also add that none of my brothers and sisters currently have a bachelor's degree. I think they're all extraordinary and capable people, but they just didn't have those opportunities that I lucked into, and I have watched them struggle sometimes with the barriers that not having a credential puts in the way of them getting opportunities.

One thing higher education gave me was opportunities I couldn't have imagined growing up in rural Alaska. But it has also allowed me to continue doing something that my family taught me, which was to value lifelong learning, and learning as a way of becoming a fuller human being.

In your previous role as chief of staff to TWU's chancellor and vice chancellor for strategy, you had a unique vantage point on TWU's mission and how it's implemented in practice. In your view, what's most special about TWU?

Where to begin? I think back to the founding in 1901, when it was very much about providing an educational opportunity for a population that was systematically excluded from higher education, namely women. What I love about that story is that it's about our founding, but you can still see it in who we serve today and how we operate.

TWU has this remarkable ability to look at a student not for their pedigree but for the potential that they have. At an institution where women routinely see other women in leadership, in labs, in health professions, business, research, etc., it's been really eye-opening to see the impact that has on the young women who start here, young women and men I should say, since we are coeducational.

For the last 16 years that I've been here, I've really recognized that mission probably matters more in practice than anything else. We have a tagline now that TWU is breaking barriers, but I don't think it's just a tagline. I think it's really woven into our essential purpose. And that's what we've been doing for 125 years.

CTB and TWU began working together last fall. Do you remember your first thoughts when you heard about CTB for the very first time?

In some ways it sounded simple, but when you start looking at what it's doing, it's also pretty radical. CTB began with the premise not that something's wrong with students, but that something might be wrong with the pathways we've built for them. When you put a small college inside a four-year university, you keep those expectations high, and then you surround students with that extraordinary support, it just makes the outcomes work, right? And those outcomes were one of the things that really started to spark my interest, because having an idea is one thing, but having outcomes is something else entirely, especially when you're trying to convince other people to implement a model.

I really saw it as that startup incubator concept. In Silicon Valley, people talk about moving quickly because they're trying to change things, and huge organizations are really hard to change. That's very much true for higher education. Institutional policies and systems are very difficult to redesign at scale. What this college does is allow us to build things differently from the beginning: try new approaches in a concentrated environment and rewrite university policies in a specific way. And what I'm most excited about is what those could do in terms of scaling across the institution later. What we are able to implement and show works in this college will then allow us to expand those benefits to our broader population.

My hope is that this college does not just transform the lives of 300 students a year, but that it's going to teach TWU how we can better serve all 16,400 students we have here through the best practices we learn from the CTB model.

As part of this partnership, you and some of your TWU colleagues visited Dougherty Family College in Minnesota in October 2025. What stood out to you from that visit?

So many things. I think that was really when my eyes opened. It's one thing reading about something and thinking theoretically about outcomes, but seeing them, talking to the students, alumni, faculty, and administrators, it was absolutely a collection of support that was really inspiring.

The other thing that stood out to me was how the team at DFC set the expectations for students high. They emphasized over and over again: this is not about remedial education, and it is not about lowering the bar. It was a model that said, let's set high expectations with high support. And I don't think that's something that happens often enough in higher ed. We oftentimes think that doing high support means we should lower expectations at the same time. But that is absolutely not what DFC did, and that was super inspiring.

One of the students said something that resonated with me, and still today I remember it just like it was yesterday. She said DFC gave her hope she didn't know she needed. That is absolutely an inspiring part of what this could be. You don't see that kind of quote in the metrics or in the numbers, but you see it in the stories that they tell.

So I left thinking, how could we make this work at TWU? We are not a private institution. We're a public institution. But in a similar way we have a distinctive mission, as St. Thomas does, as Loyola does, and so there are a lot of parallel things I think we could learn. What I took away from that first visit was: This is amazing. How can we adapt it for the Texas environment? How can we adapt it for our mission? How can we adapt it for a public environment? It was such an inspiring visit.

You're now the president of TWU's Dallas campus. Can you tell us about your vision for TWU Dallas and how CTB fits into it?

My vision is pretty simple: create an urban university campus. And that's not just a university built in a city location. Dallas itself should become part of the educational experience, whether it's the hospitals and health care systems, the businesses, the nonprofit organizations, the cultural organizations, the neighborhoods, or the civic institutions we have here. I don't envision a traditional campus surrounded by a fence, or even contiguous at all, but one really connected into this urban footprint. Our presence is here in the Southwestern Medical District, we have emerging opportunities elsewhere in the city, and now we're going to have space in downtown Dallas.

CTB is really important because it gives us permission to participate in that vision downtown, which is something I wanted to do anyway, and this gives us a way to do it in a really strong and powerful way. That's super exciting to me. I just think we should build a stronger university presence in Dallas, not just for the sake of TWU, but for the sake of Dallas and the students it has to serve.

There are just so many opportunities. I'll give an example. So often residential campuses think student life is about creating programming on campus for students to engage in. But in Dallas, we have the Dallas Opera, the Dallas Museum of Art, incredible things. We have the largest downtown arts district in the nation. We should be engaging those students in all of those cultural opportunities. We have the Latino Cultural Center just on the east side. We have so many rich, unique opportunities to engage in the life of a city and in humanity more broadly, because cities like Dallas, Chicago, and Minneapolis attract some of the best talent in the country and the world. Using that epicenter to connect our students with those talented folks, to encourage and inspire them, is exactly what I think an urban university campus is all about. It's about leveraging what the city has for the benefit of students who might not even know about the great talent that comes to Dallas all the time.

CTB Community Spotlight: Brianne Wetzel, Dean of Seton College

Brianne Wetzel, Dean of Seton College of the University of Mount Saint Vincent

Now beginning its third year, Seton College of the University of Mount Saint Vincent benefits from the strong leadership of its dean, Brianne Wetzel. Brianne joined Seton in September of 2025 and made an immediate impact. In particular, Brianne’s strategic acumen and commitment to student success have led to measurable gains in attendance and retention rates. CTB’s Carlos Martinez sat down with Brianne to discuss her first year as dean, her reflections on the Seton College community, and her goals for the future. You can also listen to their full conversation on CTB’s podcast channel.

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

Please tell us a bit about your background and what led you to your role as the Dean of Seton College.

I have spent my career up until now working within a network called the NativityMiguel Coalition of Schools, which is a network of full-scholarship middle schools that work with students all the way through college. I started as a volunteer teacher, and then I was a teacher, a principal, a head of school, and ultimately an executive director, and now I get to be the dean here at Seton.

NativityMiguel Schools are all about providing access to opportunity for students and expanding that opportunity. So for me, coming to Seton College and being a part of the Come to Believe network felt really like an extension of that mission of access, of opportunity, of opening up possibility and providing an environment where students can really tap into all of the gifts that they bring. Come to Believe feels like that mission in action in college.

If you had to describe your first year as dean of Seton College in just three words, what would they be and why?

First, I'd say whirlwind, because it really was a whirlwind: getting to know higher education, getting to know Seton College, understanding our students and our faculty and staff and our mission, and really getting grounded in who we are and how we fit into the larger picture of higher education. I spent 20 years in K–12, and you're always learning as an educator, as a human. You're learning all the time.

Second and third, I would say mission and community. That is how I feel about this first year. It's been about finding my place in community, learning who our students are and what our mission at Seton is, getting really clear strategically on what we want to accomplish, and grounding myself in Seton, in the Come to Believe model, and in the people that make this possible. That is really what I came back to at the end of the day, after all of the different things you're navigating, whether it's challenges that come up or just the daily operations of the organization. I always came back to this: this year is about the community, really understanding it and being a part of it.

What has been your favorite memory or proudest achievement from the past year?

I was blessed that I got to be a part of our inaugural graduation, the graduation of our first class. Of course, graduation is special, and just to see the joy on our students' faces. In the events leading up to graduation, we hosted a family brunch and that was really fun—to hear from our parents about how much their students have grown and the impact that Seton had on their students over the last two years, the opportunity that was provided and that was seized, because they really seized this opportunity in a special way.

And then I was able to announce names at graduation. It was that moment of seeing them on stage, of being there with them in that last moment of anticipation before they walked across the stage and really got to celebrate this accomplishment. And then we gathered as a community afterwards, all of Seton. We had a space where we met up with families, with our students, our faculty, and our staff, and just to see the community and be a part of that and witness that. I imagine if you ask me next year what my favorite part of the year was, I'm probably going to say graduation again. But to see the first one for Seton and our students, who have described themselves as trailblazers, as they truly are, that hands down was my favorite moment of the year. Nothing can top that.

Stepping into institutional leadership always comes with a learning curve. What was the biggest challenge you faced this year, and how did you and your team overcome it together?

One of the things we really looked at during my first year was how students were persisting: from fall-to-spring, fall-to-fall, and ultimately to graduation. And I remember when I first met Father Steve, he shared some wisdom with me that I won't forget. He said, "If I were you, I would be laser-focused on retention and completion." And I thought, yes, that’s it: how do we support our students in persisting through college?

We did a lot of initiatives around retention, including a big student support initiative that was all hands on deck: regular check-ins with students, regular progress reports, really leaning in on the strength of a small community, knowing everyone, knowing how to reach out and build relationships with students, find out what's going on and how we can be of support.

I am very proud of what these initiatives accomplished. We saw a 12% increase in persistence in fall-to-spring retention compared to Seton’s first year. We've already increased the number of students who will return in the fall, and that number continues to grow. We have at least three students who stopped out in their first year who are coming back next year because of those relationships, because of that outreach. So I am really proud of that—it was something I saw as I came in, I heard it from our students, and we all worked together and made some great progress.

A college is only as strong as its community. How have you approached building trust and connecting with students, faculty, and staff over the past year?

I think the beautiful thing about the Come to Believe model is that we're built on community. I often say to prospective families that when you choose Seton, you choose to be noticed. You choose to be known. And that is unique. It shouldn't be, but it's our superpower: to notice, to know who our students are and really build those relationships. So that's what I tried to do. This year, and it'll continue next year and so on, was really about understanding individually who we are and how we fit in collectively.

I'm lucky that at Seton we have an office suite where all of the faculty and staff are together, so I get a chance to really connect with folks. I spent a good amount of my first semester in Carson Commons just wandering and sitting down with students, hearing about their experience and how things were going.

I've really just tried to find ways to connect, informally and formally: bringing people together, attending events, whether it was things our student council sponsored, our mentorship events, or any student engagement events I could be a part of. I felt it was really important to be there. That is the best part of the day, finding time to connect with a student or our faculty and staff and just say hello and ask, "Tell me what's on your mind." And I'll continue to do that, and I'll think of more ways to do it formally as I get into my second year, whether that's starting a dean's council for our students or other ways to consider leadership with them.

I've also appreciated very much the opportunity to connect with Come to Believe peers through the convenings and the meetups. During my interview, actually, one of the things our faculty shared was that we were part of a larger network and could connect with peers who could share their experiences. That really is a gift, because you have folks who've been there, who've navigated it, who've built a college like we're trying to do here at Seton. So it's the community within, and then it's the bigger community we have as a part of the network, which has been really wonderful to get to know.

When you look at the trajectory of Seton College a few years down the line, how do you hope this first year will have set the stage for its future?

I'm going to come back to this idea of persistence and completion: that students will know that when they start at Seton College, they will finish. And not only will they finish, they will have a plan for their next step. They'll have started to cultivate that vision for their future. And that goes for every student who starts. That really is my goal.

As I think about the future, I also think we have something really special to offer here at Seton College, and there are so many students who don't yet know about us. So I see Seton, five years from now, being a space where students aspire to join us starting in their freshman year of high school, where they're thinking, how do I become a Seton student, and what does that mean? Where our alums are fully engaged in the life of the college, giving back to Seton and really impacting the next generation of Seton alums. We've talked so much about community in this conversation, and if I think about the long-term vision of Seton, it is a growing and expanding community, building on that value and that joy that we have here.

From Intention to Impact: Reflections on the First Semester of Founder’s College

By Carlos Martinez, Assistant Director of Programs

When Founder’s College opened its doors, it did so with a bold promise: to remove chance from student success and replace it with intentional design, deep community, and meaningful opportunity. On the first day of classes, students, faculty, staff, and partners gathered not just to launch a new academic program, but to affirm a shared commitment: we are here for you.

Now, as the inaugural semester comes to a close, that promise has taken shape in lived experiences, quiet moments, personal breakthroughs, and collective wins.

To reflect on this first chapter, we reconnected with members of the Founders College community – including students, faculty, staff, and Founding Dean Dr. Carolyn Gentle-Genitty – and asked them to share their reflections on what Founder’s College has meant to them so far, in the form of three questions:

1. How would you describe Founder’s College in one word?

2. What is your favorite thing about Founder’s College?

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

What emerged was a powerful portrait of a college that is already doing exactly what it set out to do.

Leadership Reflections

The ribbon cutting ceremony at Founder’s College, featuring Associate VP for Transformation Stephanie Hinshaw (far left), Butler President Jim Danko (center), and Founding Dean Carolyn Gentle-Genitty (second from right).

Carolyn Gentle-Genitty, Founding Dean

1. Founder’s in one word? "Intentional" or "Opportunity"

2. Favorite thing about Founder’s? Removing the randomness of student success. 

3. Favorite memory or accomplishment from this semester? The first day of class when employers and Butler students alongside faculty and staff welcomed the inaugural class of Founder’s students, stating that they are here for them throughout the journey.

Stephanie Fernhaber, Associate Dean for Academic Affairs

1. Founder’s in one word? Impactful

2. Favorite thing about Founder’s? The students!

3. Favorite memory or accomplishment from this semester? There is no one big thing that stands out, but rather all of the little wins - when we figure something out, adapting, coming together as a team, hearing laughter in the common area.

Rob Williford, Associate Dean for Student Success

1. Founder’s in one word? Illuminating

2. Favorite thing about Founder’s? The environment we are co-creating with students, faculty, and staff to ensure that every day is spent with purpose and deliberate actions, both inside and outside of the classroom. These students have so many stories to share, and our faculty and staff come together to solve problems effortlessly.

3. Favorite memory or accomplishment from this semester? No memory stands out against the next, but I can tell you that every small, quiet moment spent helping a student navigate something new, make decisions about their life, make a plan for getting on track, or having a lightbulb moment is what sticks with me from this first semester. So much of Student Affairs is found in the quiet moments. I hold these moments close to remember the purpose of the work we do every day.

Student Reflections

Students in Founder’s College’s inaugural class

Karmani Burton, Founder’s College Class of ‘27

1. Founder’s in one word? Blessing.

2. Favorite thing about Founder’s? The community. I am surrounded by faculty, staff, and peers who genuinely care about my future and my success. Everyone respects and supports one another, and that creates an environment where students feel valued and encouraged to grow. My professors and the dean consistently introduce me to new opportunities and connections through resources like our Bridge and Bond events. These events allow students to meet professionals from different companies, learn about various industries, and gain real-world insight through conversations and interviews. At Founder’s College, every student feels seen, supported, and empowered.

3. Favorite memory or accomplishment from this semester? One of my favorite accomplishments from my first semester has been building meaningful connections through our Bridge and Bond events. Meeting so many inspiring individuals and continuing to stay connected with them through meetings and mentorship has had a huge impact on my growth. Their guidance, encouragement, and shared experiences have motivated me to apply what I learn both academically and personally. Another accomplishment I am especially proud of is becoming a Student Brand Ambassador for Founder’s College. This role has allowed me to be more intentionally involved on campus and in the community by touring prospective students, representing Founder’s, and serving as a guide and inspiration for others. I truly love being able to share my experience and help others envision their own journey here.

Daviam Alamo, Founder’s College Class of ‘27

1. Founder’s in one word? Blessing.

2. Favorite thing about Founder’s? The sense of community and support. Being surrounded by motivated staff who genuinely care about our growth has made a big difference in my academic and personal journey.

3. Favorite memory or accomplishment from this semester? Pushing myself outside of my comfort zone by speaking in front of the class for different projects and starting conversations with classmates I didn’t know before, and realizing how much I am capable of when I stay focused and committed to my goals.

Faculty & Staff Reflections

CTB’s Carlos Martinez with Founder’s Staff & Students

Dr. Adrianna Ernstberger, a.k.a. Dr. E., Faculty

1. Founder’s in one word? Illuminating.

2. Favorite thing about Founder’s? As cliche as it may be....the students. They make it all worthwhile.

3. Favorite memory or accomplishment from this semester? Getting to see, in real time, the moment students understood a complex concept in Psychological Inquiry (Classical and Operant Conditioning). Watching them wrestle with it, wrestle with me, and then finally wrestle with themselves to work through the challenge was extremely rewarding. 

Abby Martin, Social Worker & Library Assistant

1. Founder’s in one word? Transformative.

2. Favorite thing about Founder’s? The sense of belonging and support we create for students. Founder's College meets students where they are and helps them thrive personally and academically. Every interaction feels intentional and meaningful because we’re building a community that truly cares about student success.

3. Favorite memory or accomplishment from this semester? Watching students grow in confidence and begin advocating for themselves when they need help. Over the semester, I’ve seen relationships deepen and students navigate both exciting milestones and challenging times. A standout memory was taking a group to a professional event and watching them light up as they introduced themselves and engaged with others. Seeing them put the skills we’ve been working on into practice, and realizing they belong in those spaces, was incredibly rewarding.

Concluding Thoughts

At the end of the semester, the message of Founder’s first day has not faded – it has been reinforced.

Founder’s College is no longer just an idea introduced on day one. It is a lived experience shaped by intention, strengthened by relationships, and measured by the confidence students are building in themselves.

As Founder’s College looks ahead to future semesters, one thing is already clear: when student success is designed with care, community, and purpose, impact follows.

Pell is Essential: Alumni Profile - Shanneal Young

As Congress considers the level and structure of funding for federal need-based grant aid as part of the appropriations process, 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 Shanneal. I graduated from DFC in May of 2025 and I'm now a junior at the University of St. Thomas and I'm pursuing my bachelor’s degree with a major in business administration and potentially a minor in real estate. I also have a summer internship lined up at Pentair.

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

So DFC was very affordable, even though it wasn't completely free. I had to still pay something, but definitely not what I would have to pay compared to another school. But I also knew that I was getting a lot more than just a scholarship: a free laptop, free meal swipes every day, and a lot of other supports.

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

Overall, not having to worry about having to pay thousands more that other students might have to pay was definitely a huge relief because I could focus more on studying while I was at DFC. Plus, they helped me find paid internships while I was enrolled as well. As soon as I started at DFC, I knew that I wanted to keep my grades up because I knew that there was a chance I could get the Excellence Scholarship [full ride scholarship to the University of St. Thomas]—that was the end goal for me. I always tried my best even when there were difficulties to keep my grades up and it paid off because I did get the Excellence Scholarship. So I'm very fortunate that I won't have to take out loans compared to other students that really struggle or might have to pay back loans. So I'm incredibly grateful for that.

How did attending DFC impact your life overall?

DFC helped me grow personally and academically. In high school, there was a lot going on, a lot of people not being motivated to do homework, myself included. When I came to DFC, that changed. There was different coursework and different people around me, but there was always motivation. I had six friends that I was really close with in my cohort and we would always try to study together and four of those individuals also earned the Excellence Scholarship.

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

I had an internship with three other students from DFC at US Bank. I loved that internship because I was working with people that I knew which made it really impactful being able to come into work and know that I knew someone and I could work with them on projects and we could all collaborate together. It also opened the door for future opportunities for me like the internship that I have this summer. Overall, just gaining the ability to know how to reach out to people, knowing how to be a little bit more independent after having resources and trying to develop myself professionally and personally—It helps me become a more confident person where I can do those things on my own and not have to rely on the people around me.

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

I would say that financial aid is really important for people that really are determined to do big things and want to impact the world, especially people that have different perspectives and want to help out communities that are less fortunate. And if you're not letting those people that might be in the less fortunate category continue with their studies and put their best foot forward, then how are we going to have a diverse world where everyone is supported and feels welcome? And overall, the opportunity for me to study at DFC was only possible because of the financial aid that was given to me that covered textbook costs, tuition, technology, food. Without it, it would have definitely made school very difficult and I probably wouldn't have gotten that scholarship.

CTB Hosts Design Grant ‘Site Visit’ at Dougherty Family College

Pictured: a reflection notecard from an attendee at CTB’s site visit to Dougherty Family College of the University of St. Thomas (MN)

“There is no substitute for IRL.”

There are many defining elements of CTB’s work, but our belief in the power of community and belonging—powered by spending time together in person—might sit alone at the top of the list. This belief, which influences every aspect of the CTB model, from instructional practices to student activities to the physical location of CTB colleges, also applies to our work with colleges and universities themselves. Over time, CTB’s design grant program—our primary vehicle to engage with potential host institutions for the CTB model—has evolved to place greater and greater emphasis on spending time in person with leaders from participating colleges and universities.

Perhaps the most important example of this is our annual site visit, in which members of our design grant cohort get to visit an existing CTB model college in person to experience the model in action. Every year the site visit receives the highest rating on our feedback surveys, and universities that have gone on to launch their own CTB model colleges often point to the site visit as key turning point in the process of exploration and discernment.

This year, for the first time, we visited Dougherty Family College of the University of St. Thomas in Minneapolis Minnesota. DFC is led by its visionary dean, Dr. Buffy Smith. She generously opened DFC’s campus to CTB’s design grant cohort on October 20-22, 2025.

Site Visit Components

Day 1

The site visit begins every year with a dinner for all design grant participants. CTB also hosts its fall board meeting every year on the first day of the site visit, to allow board members to attend the dinner. Breaking bread with members of each institution’s design team—the group of leaders dedicated to exploring the CTB model at each campus'—is a great way to start the visit off with a focus on community and belonging.

Day 2

The next day is spent on site at the existing CTB college. This year, we spent all day learning from and engaging with a variety of leaders, faculty, staff, and alumni of DFC. Ultimately, the objective is to provide a comprehensive view of the college’s unique, holistic approach to education and student support. Programming included:

• Leadership Panel

• Academic Affairs Panel

• Alumni Panel

• Admissions & Financial Aid Panel

• Student Success Panel

• Campus Tour

The day concluded with another group dinner, allowing for participants to digest their lessons from the day’s activities in dialogue with one another.

Day 3

The final day of the site visit included virtual programming to complement the in-person activities from the day before. This year, it featured leaders and alumni from Arrupe College as well as philanthropic supporters of existing CTB model colleges.

Summing It Up

This year’s site visit was a resounding success. It was hard not to depart from DFC without feeling energized and enthusiastic about the future of higher education based on the example set by Dean Smith and the DFC team. One participant summed it up best during a reflection activity following the day spent at DFC (pictured above):

“Why is this not way higher ed is carried out across the country? The data speaks volumes as do the personal experiences of the participants.”

We’re (admittedly) biased, but we couldn’t have said it better ourselves!

Exploring Possibility: A Cross-Campus Journey through CTB’s Design Grant Program

From left to right: Montclair State University (NJ), St. John Fisher University (NY), and the University of the Incarnate Word (TX)

By Carlos Martinez, Assistant Director of Programs

For several days at the end of September and beginning of October,  my colleague Sam Adams and I embarked on a multi-site trip to the three institutions currently participating in CTB’s design grant program. We visited Montclair State University in Montclair, NJ; St. John Fisher University in Rochester, NY; and The University of the Incarnate Word in San Antonio, TX. Each visit followed a common structure: a set of introductory conversations about CTB, the design grant program, and our two-year college model with a group of leaders from the institution, followed by tours of campus and conversations with student ambassadors. Together, these engagements left us with a sense of immense possibility and enthusiasm for the institutions in this year’s cohort and the work to come. 

Setting the Stage: Introducing the Design Grant

In each meeting, we began with the same story: who we are, why CTB exists, and what the design grant process offers. We walked each institution’s design team–comprised of leaders from a cross-section of departments across campus–through our two-year college model and how it structures student support, how it weaves affordability and retention into its DNA, and how it aims to transform students’ educational opportunities.

We explained that the design grant  represents more than funding: it is a partnership. As part of the process, CTB aims to provide a substantive learning and discernment experience followed by a customized feasibility study. We emphasized that our role is to collaborate, understand, and build upon each campus’s strengths, constraints, and opportunities. 

What struck me in all three presentations was how quickly conversations turned not toward theory, but toward real trade-offs: how this would align with (or conflict with) existing structures, what new data would need to be gathered, which campus units would need to collaborate to make it feasible. These conversations represent precisely the kind of design thinking we hope to catalyze.

Walking the Grounds, Meeting with Students

After the presentations, we walked around each campus. At Montclair State, we walked around the leafy campus, which led us past clusters of students lounging between classes, passing by the really vibrant and lively student life which spoke to the energy and scale of the campus. At St. John Fisher, we enjoyed the tight-knit feeling of community  and we got to see their newly renovated library! In San Antonio, the Incarnate Word campus is warm and inviting under the Texas sun (95 degrees Fahrenheit!), with green courtyards spread between academic buildings and student life zones.

During each tour, student ambassadors guided us around campus, sharing their personal stories: how they arrived at their institution, what supports have mattered most (academic advising, financial aid, social activities), and what they wished the university would do differently. These conversations grounded our visit in lived reality. One student at St. John Fisher told us that his passion for his institution and his community has helped him realize that his passion lies in connecting with others and how he aspires to realize this passion as a future businessman. At UIW, our guide described how the campus culture and student population really helped build community and allowed her to find a sense of belonging on campus. These candid reflections became fuel for our collaborative journey at these unique universities.

Reflections: What We Learned

At the end of each site visit, I found myself reflecting on both the promise and complexity of this work. A few themes stood out:

• Context is everything. No two campuses look the same. Financial resources, institutional culture, governance structures, and student demographics vary widely. Our job is to understand and customize.

• Relationships matter most. The staff, faculty, and students we met were curious, earnest, and excited for innovation. They also immediately recognized potential concerns or roadblocks.  It is only through building trust–earned through listening, transparency, and humility–that we are able to work together to leverage strengths and address barriers. 

• Student voice is a north star. Repeatedly, students reminded us that the best planning must integrate their lived perspectives–not as afterthoughts, but as co-designers.

Looking Ahead: From Exploration to Planning

These visits depend on our excitement for what’s possible with the 2025-26 Design Grant cohort. As announced earlier this year, Montclair State, St. John Fisher, and UIW have received design grant funding from CTB. In the coming months, we will work alongside them through phases of inquiry, prototyping, and planning–with the goal that some may ultimately become full partner colleges in our CTB Network.

I left each campus energized –and mindful of how honored we are to be trusted with this work. The design grant is where dreams meet practical conditions, and that tension is where real innovation is born. Our role will be to stay curious, stay responsive, and help each institution imagine its own version of “better normal” in higher education.

Pell is Essential: Joaquin Guzman

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? What are you up to now? What are your academic/professional goals?

My name is Joaquin Guzman, and I currently live in Chicago, Illinois. I graduated from Arrupe College in 2021 with an associate’s degree in liberal arts, where I worked as an orientation leader and math tutor. I continued my academics at Loyola University Chicago where I received a bachelor’s degree (2023) and a master’s degree (2024) in public health. I currently work as a data analyst for the Office of Students with Disabilities at Chicago Public Schools.

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

Affordability played a key role in my decision to even apply to Arrupe College. I remember being intimidated by the application process and generally avoiding applying to any colleges. However, one of my uncles told me about an open house that Arrupe College was hosting. I was immediately sold by their mission and am especially grateful that they helped me start my application process right then and there.

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

I lived in Aurora, Illinois while I was attending Arrupe in Chicago, so transportation was a big issue at the time. When I voiced my concerns to one of the Deans, they helped me find the resources to cover my monthly train pass. My tuition was often covered by financial aid and scholarships, which gave me the privilege of focusing solely on academics. Arrupe provided us with breakfast, lunch, and a community pantry we could use for groceries and other utilities. It’s honestly a list that goes on and on of supports we received.

How did attending Arrupe impact your life overall?

Arrupe had such a large impact on the trajectory of my life. Outside of what one might generally get from attending college, I felt that Arrupe helped me by preparing me to succeed in higher education. My decision to become a math tutor and pursue public health was due to suggestions from my advisor who happened to also be my math professor. Arrupe College then helped me connect with the Parkinson School of Public Health at Loyola University Chicago, where they continued to advocate for my financial support even after I had graduated. There were so many staff and administration in my corner, and I know I wouldn’t be where I am without them. I will forever be grateful to Arrupe for that.

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

I remember I would have afternoon classes during my first year. Still, I’d take the train early morning to hang out with some of the students from the morning cohort and eat my breakfast. Then, I’d hang out with professors in their offices, spend time with other students who were also in the building, or take time to get some work done. The culture at Arrupe was so welcoming that I loved being there outside of just time in the classroom.

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

Every student that I have ever met has been impacted by support from financial aid. I could not be at the point in my life that I am today without the financial aid I received while in school. This is especially important to students coming from low-income backgrounds. It is a privilege to have the means and time to dedicate ourselves to our academic aspirations. This is what financial aid grants us.

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.