Business Leader of the Year 2017

Kathleen Getz, Dean of the Sellinger School of Business and Management, highlights this year’s Business Leader of the Year event. Sellinger senior Blythe Cassidy shares her reflections on the event and her Loyola experience.

Michael Hankin photo

On November 16, Loyola will honor Michael Hankin, President and CEO of Brown Advisory as the 2017 Business Leader of the Year. Each year, Loyola recognizes one individual as the Business Leader of the Year. Mr. Hankin was nominated by a committee of the Board of Sponsors of the Sellinger School of Business and Management and selected by Fr. Brian Linnane, S.J. Annually, the award recognizes those whose vision, dedicated effort and commitment to the highest ideals of business have distinguished them and their organizations as among the best in the nations, and have marked them as exemplars of the principles and values Loyola endeavors to instill in its students.

Mr. Hankin has led employee-owned Brown Advisory since 1998. He also serves in several leadership roles for non-profit organizations focusing on the environment and land conservation, education, and health care. As chair of the Baltimore Waterfront Partnership and Management Authority, he has challenged the city to achieve a goal of making Baltimore’s Inner Harbor swimmable and fishable by 2020. In addition, Mr. Hankin serves as a trustee of The Johns Hopkins University, trustee and vice chairman of Johns Hopkins Medicine, and chair of the board of managers of the Applied Physics lab at Hopkins. He is president of Land Preservation Trust, a trustee of the Chesapeake Conservancy and the Center for Large Landscape Conservation, as well as a director for the National Steeplechase Association. He also serves on the boards of directors of Stanley Black & Decker, Tate Engineering Services and The Wills Group.

Mr. Hankin will deliver an address at the annual Business Leader of the Year Award Dinner. Proceeds from the Award Dinner will be used to create the Brown Advisory scholarship, which will be awarded annually to a Sellinger student. Blythe Cassidy, Sellinger senior and this year’s featured student speaker, reflects on the event and her Loyola experience:

blytheAs a student, the Business Leader of the Year award dinner gives me something tangible to look towards. I can see how hard work and dedication can catapult someone in many directions and truly shape who they are. I am grateful that Loyola chooses successful and innovative businesspeople for students to emulate. I get to see why I am studying business and the kinds of people that I can meet and eventually impact. It is a great time as well, because the food is delicious and students get to chat with potential employers.

The dinner also is a space where students can sit with and get to know local businesses. Many of these businesses are smaller and students might not know about them before attending. Last year, I sat with a local architecture firm with an engaging staff. It helped me learn that my business degree doesn’t limit me to a cubicle, but I can truly go anywhere and do anything. I spent the evening chatting and laughing with the staff and got to listen to an amazing honoree and student speaker.

I am grateful for the honor of speaking on behalf of students at the dinner. I get to share my own experience, but hopefully the experience of many of my peers in the process. I can show the attendees that their devotion to Loyola matters and has tangible results. I would not be where I am without their support, and neither would many other students. Everyone there has one common goal in mind, to make Loyola the best school it can be.

Isn’t that what we are all really here for? We want to make Loyola the best because then students like me can go out and do even better things. I get to meet people, learn by example, and see how this can all impact me so I can in turn impact the world. I know other students like me get a lot out of this dinner, so if you want to register, don’t forget to sign up!



HIP Hauber Summer Research Program & Fellows

The coolest place at Loyola in the summer is wherever the Hauber scholars are. Hear about the amazing work of these budding scientists from Dr. Bahram Roughani, Associate Dean of Natural and Applied Sciences.

It is obvious that summer is here when having a seat at Starbucks or finding a parking spot does not require planning and perfect timing. Also, the usual buzz and the flurry of activities involving students comes to a halt during the summer break.  However, the exception might be the buzz at Donnelly Science Center and the bustle of research activities by the Hauber Fellows deeply engaged in their research work with their faculty mentors.

Hauber Fellows and Mentors 2017
2017 Hauber Fellows and Mentors

Hauber Summer Research Program is an annual summer initiative that started in 1988 to provide the opportunity for mathematics, sciences, and engineering undergraduates to work one-on-one with faculty mentors. This program is named in honor of Father Edward S. Hauber, S.J., professor of chemistry at Loyola from 1942 to 1966. Initially Fr. Hauber raised funds for chemistry majors to conduct summer research with faculty mentors. After his death in 1985, additional funds were raised through philanthropic supports and external grants that resulted in the introduction of the Hauber Summer Research program in its new form in 1988 and expanded support for summer research projects to all disciplines in the natural and applied sciences.

Wednesdays are special, because Hauber Fellows present their research work during lunch in front of a packed room. The audience is comprised of faculty, staff, students, and sometimes industrial sponsors who have provided research funding support. The 2017 Hauber Summer Research presentations were the outcome of the research work done by fifteen Hauber Fellows, twelve faculty mentors from Biology, Chemistry, Computer Science, Engineering, Mathematics and Statistics, and Physics, one Philosophy Department faculty member, and a Kolvenbach Fellow. A recent article by Loyola Magazine provides an insight about the diversity of research topics that were investigated and presented by 2017 Hauber Fellows.

Hauber 2017 Local Air Quality
L-R: Hauber Fellows Thomas Howard and Nicole D’Andrea, with Hauber Faculty Mentor Dr. Elizabeth Dahl and Kolvenbach Fellow Michael Comer. They presented a talk on “Local Air Quality: The Green & Gray” as a joint effort between Hauber and Kolvenbach Programs.

The National Survey of Student Engagement (NSSE) has identified undergraduate research as one of the High Impact Practices (HIPs), as well as learning communities, community-based projects and service-learning, co-ops and internships, field experiences, student teaching and clinical experiences, study abroad, culminating senior experiences (capstone courses, senior project or theses, comprehensive exams, portfolios, etc.). Loyola University has institutionalized many of the so called HIPs, with Hauber Summer Research Program being a prime example.  One may ponder about the common factors among various High Impact Practices (HIPs) that make them so effective.  In my opinion there are three important common factors among the variety of HIPs: Purpose, Autonomy, and Mastery.

In the end, not only is Hauber Summer Research Program “HIP,” so are our Hauber Fellows. First, they are engaged in their research project with a sense of Purpose defined by their motivation and determination to find an answer to a research question. They are fueled by the passion for having a positive impact through scientific discoveries.  Second, they work with fair amount of Autonomy, because faculty mentors are there to foster the intellectual growth of the Hauber Fellows as independent thinkers. Finally, they achieve Mastery of knowledge through scientific exploration, making observations, asking the right questions, conducting background research, forming hypotheses, testing the hypotheses through reproducible and verifiable experiments, analyzing the data, drawing conclusions, and finally accepting or rejecting the hypotheses and modifying the hypotheses if necessary.  Furthermore, Hauber Fellows prove their communication skills when presenting complex scientific ideas to an audience with diverse backgrounds in a masterful display of “eloquentia perfecta.” This makes both the Hauber Summer Research Program and the Hauber Fellows HIP!

Prepare, Engage, Reflect, Research – Global Scholars in the Making

Maiju Lehmijoki-Gardner, Director of Pre-Health Programs, shares about The Jennings Family International Summer Research Scholarship, which offers every summer four to five undergraduate students an opportunity to engage in a global internship and research.

El Salvador, Dominican Republic, India, Bolivia, Chile, South Africa, Turkey, Ghana – these are a few of the destinations where Larry and Katherine Jennings International Summer Scholarship has taken Loyola students since summer of 2014. Larry and Katherine Jennings have generously created an opportunity that blends spirit of independence and adventure with responsibility toward the global community. Once again, I had the privilege to experience vicariously the sense of wonder and joy when I received the travel pictures and update from Alyson Forgione,’19, Marisa Gochie,’19, Marie Louis-Charles, ’19, Sierra Quimby, ’18, and Jillian Skerchak,’19. Alyson volunteered at a special education school in Thailand, Marisa learned about renewable energy in Costa Rica, Marie focused in photojournalism in Nepal, Sierra practiced her speech-pathology skills in Ghana, and Jillian learned about health care in Nepal.

I have had the privilege to mentor three generations of Jennings scholars through their entire cycle of learning that peaks at the summer travel experience itself but is surely not limited to it. In fact, I have come to discover that a genuine engagement with one’s experience calls for intentional planning, for reflection, and, as Jennings scholarship has it, for research. I have found that Jennings scholarship uniquely prepares the students to grow in their awareness of their personal and professional goals as well as in their knowledge of prominent issues that shape the twenty-first-century world. These scholarship winners head out on their own to join an internship program of their choice. They have the freedom to choose their destination and their program, and in their application they articulate personal and professional reasons behind their choice. Dr. André Colombat, Dean of Loyola’s International Programs, and I, work with students to make sure that the programs are of high value to the student and trustworthy. Over the years, the Jennings students have placed with such programs as Child Family Health International, Global Crossroad, CIEE, and Projects Abroad.

A careful deliberation of one’s motives and goals creates a foundation for the students to begin their journey before their plane departs for its distant destination. Importantly a mindful preparation deepens the student’s commitment from adventuresome exploration to ethically rooted engagement with the host country and its people. Nearly all programs that students use require pre-boarding training in ethics and cultural competence. Additionally, all Jennings scholars with a pre-health background complete University of Minnesota’s training, Global Ambassadors for Patient Safety. The motto of Child Family Health International captures the wisdom that Jennings scholarship also aims at: “Let the world change you.” It has. Students come back with stories of children and adults whose kindness has amazed them and several have made fast friends with their home-stay families. One of the Jennings Scholars of summer 2016, Rachael Martines, even returned to celebrate the New Year with her Guatemalan host family and has plans to see them soon again.

This year’s Jennings scholars have now met with me to reflect on their experience and we are preparing a slideshow to share over the dinner with Larry and Katherine Jennings. This will be an opportunity for Alyson, Marisa, Marie, Sierra, and Jillian to learn from each other and the Jennings family, experienced travelers themselves. We have already moved to the research side of the experience, for the scholarship also calls for a submission of a presentation or poster proposal for Loyola’s Undergraduate Research Colloquium in April. This year’s topics will range from emissions trading in Costa Rica to barriers in early autism intervention in Ghana. Previous years’ projects have provided insight to telehealth in Bolivia, physician shortage in India, and Turkey’s presidential election in 2014. One could say that intentional reflection supports the students in their personal growth through the global encounters, whereas the research project helps them to deepen their professional capacity and purpose.

Global fellowship and cultural competency is built upon a long-term cultivation of one’s engagement with new cultures and people of the world. Just as I have done in the past years, I have already asked this year’s Jennings students this question: “How about you apply for a Fulbright scholarship as your next step? Would it not be great to do research or teach English abroad for a whole year?” Many of the past Jennings students have already said yes and many more have returned to deepen their understanding of their international experience in their graduate school applications and graduate studies.

The Big Dig II: Unearthing Dirt of a Different Kind

Today’s blog post is brought to you by Mark Osteen, Director of the Center for the Humanities and Professor of English.

How do Loyola students occupy themselves during the summer? Do they head to the beach and catch rays? Take a road trip through the 50 states? Sign up for diving lessons? Some may partake of one or all of these activities, but not Hunter Flynn, Matthew Rossi and Kelly Mueller. These three students, each of whom won a Summer Research Fellowship from Loyola’s Center for the Humanities, spent their summers digging—not through dirt, but through historical archives, books and maps—and interviewing wise men and women. Their digging unearthed some dirt of a different kind. Attend the Big Dig II on October 7, at 1 pm in the 4th Floor Program Room, and learn what they found out. We promise it will surprise and stimulate you!

After the student panel, Dr. Jean Lee Cole, Professor of English, will give a diving lesson. We’re not talking about swimming, however. This year’s Nachbahr Award Winner for Outstanding Research in the Humanities, Dr. Cole will deliver a fifteen-minute talk entitled “Diving into the Wreck,” a thought-provoking essay on living the life of the mind.

After all that delving and plunging you will likely be hungry and thirsty. No worries: food for thought will give way to food for stomachs, as a reception featuring hors d’oeuvres and beverages will follow Dr. Cole’s talk. Faculty members from every department in the humanities will be on hand to chat and mingle with students and parents. Plus, during the reception, the Center for the Humanities will award the annual Affiliate Faculty Teaching Award to Dr. Inas Hassan of the Department of Modern Languages and Literatures.

What a delightful way to celebrate student and faculty excellence! Come dig and dive with us on October 7th.

Giving Community-Engaged Research a Leg Up

Today’s post from Jean Lee Cole, Director of Community-Engaged Learning and Scholarship and Professor of English, highlights recent faculty & student projects supported by the new Engaged Scholarship Funds mini-grant program offered through Academic Affairs and CCSJ.

What can $1000 do?

This was a question I had in mind when we established the Engaged Scholarship Funds program this past January. Could $1000 really help Loyola faculty and students do meaningful research in–and with– the community? And what forms would that scholarship take?

I initially envisioned faculty and graduate students using the money to fly to conferences where they could present their research, or to purchase equipment or supplies needed for surveys and other community-based research tools. While the funds have certainly been used for this purpose, I’ve been most energized and inspired by some of the more creative ways this money has been spent.

Multilingual Baltimore, one of the most ambitious projects we have funded, has just been completed by faculty and students from the Modern Languages department. This 45-minute video features subtitled interviews conducted by students– in Spanish, French, Italian, Chinese, and Arabic– of immigrants living in Baltimore. In the end, over 40 people, including students, faculty, staff, and community partners, have gotten involved with this project.

Most of the interviewees are over 50 years old. Faculty members Patrick Brugh and Andrea Thomas thought these older immigrants would be interested in talking with young people about their personal histories and cultural differences. They had originally hoped that students would interview their own relatives, but when not enough of them volunteered, they shifted their focus to immigrants living in Baltimore, and found subjects through the Esperanza Center as well as through local churches and personal contacts in the area.

With this new focus on Baltimore, the project was eligible for Engaged Scholarship Funds, which they used to purchase video equipment to create a training video featuring Spanish faculty member Emma Cervone, on oral history and qualitative research methodology. This video helped student interviewers to develop interview questions and conduct strong interviews.

Receipt of the Engaged Scholarship Funds also helped Patrick and Andrea win an additional $1000 grant from Maryland Humanities to fund the completion of the Multilingual Baltimore video and organize a screening in Baltimore. The video will be screened on campus on October 5, 2017, and at the Creative Alliance on Oct. 12.

Multilingual Baltimore flyer

Andrea says that through the Multilingual Baltimore project, faculty and students alike “met new people in our community who were eager to share their stories.” By videotaping, curating, subtitling, and screening these interviews, this project enables the entire community to learn about Baltimore history, immigrant and youth culture, assimilation, and integration. “This project has become a way to increase linguistic and cultural tolerance,” she said.

The Department of Modern Languages hopes to develop free, short grammatical and vocabulary exercises as companion pieces for these videos so they may be used not only in the screening but in the future to promote discussion both on Loyola’s campus and outside at other community organizations.

Emma Muir ’17 used Engaged Scholarship Funds for another exciting project. As a student intern at Baltimore’s Esperanza Center, she noticed that the organization was beginning to see Arabic-speaking students in their ESOL classes, but the center had no materials for Arabic speakers or instructors who spoke any Arabic. Emma had transferred to Loyola in part because Arabic was offered here; last spring, she was a student in Dr. Inas Hassan’s AB 104.

She proposed using Engaged Scholarship Funds to help her develop ESOL materials for Arabic speakers. With the grant, she was able to commute several times each week from her home in Westminster, MD to the Esperanza Center in East Baltimore, and over the course of several months, she translated the primarily Spanish-language materials used by the Esperanza Center, working with Arabic-speaking clients, many of whom were recently relocated refugees from Syria. She also created lesson plans that were written in English and in transliterated Arabic, so that non-Arabic-speaking volunteers could still use the materials with Arabic-speaking students.

“The funds made an incredible difference in my project,” said Emma. “This type of personal, community work is not supported in a ‘regular’ classroom. I had to be outside the school, and break free from the role of a ‘tutor’ in order to create a more lasting connection with my students, many of whom I regularly met with outside of class. . . . I would highly recommend such an experience to any student who is willing to be vulnerable and learn from others.”

I hope this post gives you some ideas about what you might do. It turns out that even $1000 can have a big impact on our entire community–faculty, students, and the off-campus community alike.

The Engaged Scholarship Funds and Campus-Community Partnerships in Knowledge Grants offered through CCSJ are direct responses to the Ignatian Compass strategic plan to “promote thoughtful and active civic and global engagement among all members of our community.” See the CCSJ website for grant guidelines and a link to the application form– and get engaged.