Q. What are some of the significant moments that led you to serving as a university president?
A. I started my first job at Loyola after having a pretty secular graduate student experience. At that point, I had not made any real connection between being Catholic and being a professor and literature scholar. At one of the first faculty meetings, a bunch of faculty members were grumbling that the Catholic identity of the school had been completely lost. Before I knew what I was about to say, especially as an untenured faculty member, I asked, “Are you serious?” As an outsider, I could see how much the Jesuit Catholic identity really underwrote everything that was going on there, especially in the very strong emphasis on the full development of the student, as well as a very strong core curriculum that really was core and included serious study of philosophy and theology.
Having not come from that experience, I found myself gravitating toward conversations about Catholic mission and identity. When a senior colleague (who really was an authority on Jesuit education) had to step aside from serving on the National Seminar on Jesuit Higher Education, he nominated me to take his place. And so, as a junior faculty member, I ended up at the table with an amazing group of people — Monika Hellwig, David O’Brien, and John Padberg, SJ, for example — and ended up editing the Seminar’s publication, Conversations, for six years. It was like getting a master’s degree in Jesuit Catholic higher education. Also during those years, Collegium was very formative for me in providing opportunities to explore the intersection of faith and intellectual life. Back at Loyola, I began to accept opportunities to play an increasingly broader role in university-wide initiatives that related to mission and identity.
From your experience, what would you say to someone who is aspiring to a leadership position in Catholic higher education?
Going back to my own story, I think all about the mission and identity. I did not set out to be a president so much as I wanted to make a difference in efforts to sustain Catholic higher education. For someone to be successful in leadership at a Catholic school, they really have to have a passion for the mission of that particular institution. And then it’s all about fit, especially what the institution needs at the time. You can do this with a background in education or law or business, as long as you have that core passion for the institution, its particular charism, history, and place in the world. Authentically telling the story and being passionately committed to the mission are essential when asking people to support the school.
As the world becomes more complex from a financial point of view, a president must be able to recognize his or her own limitations. No one can cover all the areas that need to be covered in a university. If you are a team builder, it doesn’t matter what door you enter. You just need to make sure that if area A is not your strong suit, you have to have someone who is really smart and experienced in area A.
As the world becomes more complex from a financial point of view, a president must be able to recognize his or her own limitations.
Manhattan College has a diverse student body. Of its 4,000 students, 31% are minorities (20% Hispanic), 33% are first-generation, and more than 60 countries are represented. In a time when we have become more aware of its need, what advice would you offer in regard to efforts to promote diversity, equity, and inclusion?
I’m afraid that I’m being a one note samba, but it keeps going back to mission. Back in the 1990s when we were talking about Catholic identity, there was a constant tension, with some people saying that we needed to become more diverse and others who wanted us to become more Catholic, as if these two were antithetical to each other. If you take Catholic incarnational theology seriously — and you really do believe that all human beings are imbued with dignity flowing from the fact that they are made in the image and likeness of God — then you need to be committed to diversity and inclusion, not in spite of your Catholic identity, but because of your Catholic identity.
We are blessed at Manhattan College with the diversity of New York City. But whether you are here or elsewhere, you are not fulfilling what you are claiming to be as a Catholic institution if you do not fully embrace all who come to study as brothers and sisters. Speaking this way is distinct from sociological or political ways of speaking, and this is a gift to share. It’s not easy, and it’s not becoming any easier, but when people tell me that brotherhood and sisterhood paint too rosy of a picture, I kind of scratch my head. I don’t know about their family, but my family is not always easy.
There is a traditional liberal arts college at Manhattan College, but you also have graduate and pre-professional programs. Three-quarters of your students participate in an internship or field-based experience. As students and their families make decisions about the value of higher education, especially in light of the COVID-19 pandemic, how important is it to offer a range of degree options and real-life experiences?
Manhattan College was founded by the De La Salle Christian Brothers in 1853, the first university founded by the order. From its very beginning, it was intended as a place that combines the best of the liberal arts with the disciplines of a polytechnic institute. We were one of the first Catholic colleges in the country to have an engineering school and it continues to be one of our best-known schools nationally. As the dean of that school says when potential students ask why they should study engineering at Manhattan College, he says that it is because you are coming not just to an engineering school but to a university that will provide a comprehensive education. Here you will be challenged not only to be an excellent engineer but also to ask important questions about yourself as a human being and what it is that you will do as an engineer for your fellow human beings.
Post-pandemic, I think that certain technology for remote learning will continue to be useful. Our challenge is to use it thoughtfully, in the service of the deep interpersonal relationships that are the core of our approach to teaching and learning. We were forced to make a quick switch to remote learning back in March and since then, our faculty have been very creative to ensure that the care for each student is sustained through virtual learning. In Catholic higher education, I don’t think online learning will supplant face-to-face instruction, but I think that it can augment it, especially if it helps us broaden our offerings to nontraditional students.
In Catholic higher education, I don’t think online learning will supplant face-to-face instruction, but I think that it can augment it...
For someone who is unfamiliar with Saint John Baptist de La Salle, would you describe the Lasallian charism as it relates to Catholic higher education?
Having had experience in both Jesuit and Lasallian schools, [I feel] there is so much more in common among the charisms than differences. But if I were to point to something distinctive about the Lasallian charism that I find particularly sustaining, it’s the fact that we really do have a long tradition of excellence in teaching, pedagogy, and the psychology of our students. Unlike many of the religious orders, the Christian Brothers were founded to be teachers, and John Baptist de La Salle is the patron saint of teachers. Lasallian institutions honor and respect the sacred duty of teaching and the sacred bond between teacher and student. I frequently ask our faculty and students to consider what it means that our institution was founded by people who considered themselves brothers to one another. We take the notion of brotherhood and sisterhood very seriously at Manhattan College and people notice the very strongly united faculty culture when they come to campus.
As an active contributor to national and international conversations about the current state and future prospects of Catholic higher education, what is the single most significant challenge we face? And what is your proposed response?
We are not drawing on the same student body anymore. The demographics have shifted in a way that we can no longer count on the Catholic school pipeline. The sociological reality is that many families who attended Catholic schools are now sending their children to elite, non-Catholic [colleges]. Many new faculty members have not been formed by a personal experience of Catholic education. But all of this is both a challenge and an opportunity. The way forward is being as authentically Catholic as we can, which means authentically inviting anyone of good will into this project.
As a professor of English, what do you recommend as one book that every college student should read before they graduate and why?
When I was a sophomore, I remember reading Moby Dick, and as soon as I got to the last page, page 500 or something, I immediately started reading it over. There’s not one particular book that I think students need to love. I am happy if students find a book that they love deeply enough to carry with them through their life. The only criteria is that the book delights them as much for how it is written as for what it says. I’ve taught healthy doses of Shakespeare over the years. You can’t reduce Shakespeare to a plot summary of what happened. It’s all about the language and [helping] students to get excited about how things are said.
William K. Thierfelder
Position: Bill Thierfelder is the 20th president of Belmont Abbey College in Belmont, North Carolina, a position he has held since 2004.
Career highlights: Prior to his appointment as president, Thierfelder led York Barbell Company, providing sales, marketing, product development, and logistical services to mass merchants and major sporting goods retailers throughout the United States and Europe; was principal in Joyner Sports Medicine Institute, a physical therapy corporation; and served as national director of sports science at NovaCare, as well as executive director of the Player Management Group, a sports representation company for professional athletes in the NFL, MLB, NBA, and NHL. He has also helped thousands of athletes, including over a hundred at the Olympic and professional levels, achieve dramatic improvements in their athletic performances.
Education: B.A. in Psychology from University of Maryland, College Park (1982); M.Ed. and Ed.D. in Sports Psychology and Human Movement from Boston University (1989). Thierfelder is also a licensed psychologist.
Family: Born and raised in New York City, Thierfelder currently lives just outside Charlotte, North Carolina with his wife, Mary, and their ten children.
Fun Fact: Thierfelder is a former NCAA Division I Coach, Olympian (did not compete due to injury), National Champion, and two-time All-American from the University of Maryland. He participated in the 1980 U.S. Olympic Trials in Eugene, Oregon and was a medalist at the 1981 U.S. Track & Field Indoor National Championship.
Q. How did you find your way to leadership in Catholic higher education?
A. It's a story of divine providence, because becoming a college president is the last thing in the world that I would have ever thought myself doing. But one day, as I was reading an article, out of the corner of my eye, I caught the word Benedictine, and I've always had a real affinity for Saint Benedict. It was an advertisement for the president of Belmont Abbey College, a school that I had never heard of before this. For some reason, I cut out the advertisement, something that I'd never done before.
Over the next five days, the advertisement kept turning up. I'd see it in a folder or find it in one of my pockets. So, finally, and I don't know why, but I felt compelled to call the number. I told the man who answered the phone, “I'm not looking for a job. But can you tell me more about this position?” After 45 minutes on the phone, he tells me that I am the person for the job and that he needs to meet me two days from now. I tell him that I can't because I have a meeting in Pittsburgh on that day. In the next breath, he tells me that he will also be flying through Pittsburgh on the same day and that we can meet in the airport. After two hours of conversation in the airport, he asks me if I am still interested in the position, and I could hear myself say “yes,” even though I have no idea of why I'm saying it. I placed it in God’s hands, and after almost forgetting about it, found myself and my wife Mary visiting the campus six weeks later. We stopped in the Basilica before meeting anyone because we were really praying for discernment. We experienced such a sense of peace there. We had a beautiful life in Hershey, Pennsylvania. We had eight children at the time, I was president of a company, we lived in a beautiful house, we had good neighbors, a good parish — the whole thing. There was every reason to stay in PA but when we visited Belmont Abbey College, it felt like we were meant to be there. All I can say is that almost 17 years later, I'm still feeling the call, except that it's exponentially stronger today than when I first arrived.
Almost 17 years later, I'm still feeling the call, except that it's exponentially stronger today than when I first arrived.
What advice would you give other presidents of Catholic colleges and universities that want to hire for mission?
I was upfront and very clear with the Board of Trustees when I arrived. I said “yes” to this position because it is a Catholic college, because it is a Benedictine college with a Benedictine monastery. I had no desire to run a small, secular, liberal arts college. Every corporation, any secular business, has a mission. The only way you can build a business or anything else is if the people working there believe in the mission. Take the University of Chicago, for example. If you want to study economics there, you have to accept that they have a certain philosophy of economics. If you don’t agree with it, you go someplace else, but no one would expect the University of Chicago to change their viewpoint because you have arrived.
When I started at Belmont Abbey College, our enrollment was really low. Very quickly, we doubled our enrollment and we had to hire a lot of new people. I created a video for prospective employees that spoke about our history, mission and vision, and Catholic identity. I met with every candidate and asked them about why they wanted to work here. The Benedictine charism is one of hospitality. We welcome everyone, regardless of their background, in-persona Christi, as Christ. It is because of our deeply held religious beliefs that we can welcome people from all faith backgrounds while remaining a steadfastly Catholic college. In fact, our welcome of every person is predicated on our incredible devotion to Jesus Christ.
We are conducting this interview in the midst of the ongoing COVID-19 pandemic. You have recommended a prudent, practical, and reasonable response. Can you describe life at Belmont Abbey College today?
I made it clear from the beginning that we were going to hold classes in-person. Our faculty, staff, and coaches responded in the most charitable and extraordinary ways. The administrators here are incredibly mission-driven, intelligent, skilled, hardworking, entrepreneurial, and completely trustworthy individuals. Right now, we have zero positive cases. To do what we have done is a tribute to the excellence and virtue of the people here — faculty, staff, coaches, students, monks, even the volunteers who helped pack and deliver meals— and their willingness to sacrifice for others. Prudence tells us to be reasonable, to examine the situation carefully, to take our obligations seriously, and then to make a prayerful, prudential judgement.
Prudence tells us to be reasonable, to examine the situation carefully, to take our obligations seriously, and then to make a prayerful, prudential judgement.
Belmont Abbey College has set new records for the number of incoming students, total enrollment, and retention rates. To what do you credit this trend?
When people come to visit, whatever their faith, whatever their background, it’s pretty clear that everything we do here is so that God is glorified in all things. On the practical side, we have a very high acceptance rate into the medical fields. I would put our honors college on par with the best in the country. We have new majors, we have a stunning campus, we are 15 minutes from uptown Charlotte, the weather here is great, and there is a real sense of southern hospitality. Everyone says this, but the welcome here is profound.
At its essence, I’d say that it’s about real presence, real relationships with each other. Students meet our faculty and they fall in love right from the start. I know you can make friendships anywhere, but the friendships that are formed here are Aristotle’s friendships — those rare, long-lasting friendships where you only care about the other’s good. If you have one friendship like this, you are blessed. Our graduates leave with many, and it’s a remarkable thing to witness.
You have written about the importance of sport. Plato and Aristotle wrote about sport. Saint Paul used athletic imagery. What is the relationship among sport, faith, and education?
All the greatest minds had something to say about this thing called play. Play is essential to who we are as human beings. Every human being since the beginning of time has played. Play — and sport as the competitive form of play — has the potential to lift us up to contemplate the highest things. Normally, we only think great works of art, cathedrals, or nature can do this, but I’ll give you an example. When I watched David Rudisha break the 800-meter world record at the London Olympics, and it was almost unbelievable (the beauty of that man running, his form, courage, focus, determination, perseverance). What came to my mind was that God made this man in his image and likeness.
Unfortunately, this is not always what we see in sports. We see the greed, the vices, and then we make the mistake of labeling sport or play as the problem. When I first started talking to coaches about sport and virtue, some feared that they were going to have to give up performing at a high level. Not so! Here at Belmont Abbey College, we are competing at a really high level. Many of our teams are nationally ranked and yet we focus on the development of the whole person in body, mind, and soul. We have very large rosters but we make it a great experience for the student athletes, because our coaches are teachers and mentors first.
Where better than at a Catholic college to show what sport can be? This is not about non-competitive play, where everyone wins a trophy and says a prayer afterwards. Sport properly directed is always highly competitive, virtue forming, and ultimately done for the service and praise of our Creator. If you take two world-class athletes of equal ability, one filled with virtue and one filled with vice, I guarantee you that the one with virtue is going to out-perform the one with vice every time.
Where better than at a Catholic college to show what sport can be?
With all the challenges that presidents of Catholic colleges and universities face, what keeps you hopeful about the future of Catholic higher education?
We know how the story ends, and that gives me a lot of hope. We just don’t know everything in between. I am sure that it will involve a cross. I don’t know how big it will be, but I do know how the story ends.
And I go back to real presence. I’ve always believed in the real presence of Jesus in the Eucharist. But until a conversation about technology a few years ago, I had never considered our real presence. My aha moment was, “There is no substitute for real presence.” How to integrate technology and real presence is the next frontier in higher education, and Catholic colleges and universities should be blazing the trail forward.
Linda M. LeMura
Position: Linda LeMura is the 14th president of Le Moyne College, a position she has held since 2014.
Career highlights: With advanced degrees in applied physiology, LeMura is a highly published researcher in the field of pediatric obesity. She is also the first laywoman to be appointed president of a Jesuit college or university in the United States.
Education: Niagara University (B.S.); Syracuse University (M.S., Ph.D.)
Family: Husband Dr. Lawrence Tanner is a professor of geobiology and environmental science; daughter Emily is a graduate of Fordham and Syracuse universities.
Fun Fact: While an undergrad at Niagara University, LeMura played point guard for the basketball team.
Q: You were previously a professor and researcher, so what made you want to switch over to administration?
A: Originally, I was asked to help administer the college of arts and sciences on a temporary basis. After that, it was recommended that it would be good for me to do an administrative fellowship. This occurred while I was a professor in Pennsylvania. After doing the fellowship, I really enjoyed doing creative work outside my discipline. At the same time, I loved being a professor and having a graduate program and graduate students, but I found the creativity of working with different departments really intriguing.
Do you feel you have more creativity now in your work than you did as a teacher and researcher?
I think I had tremendous opportunity to be creative in the classroom and in the laboratory, but going beyond my own discipline, I definitely have more latitude now to be creative and experimental and to encourage those things at a time when innovation is absolutely key to sustainability and success.
Speaking of sustainability, how is Le Moyne College handling these times of COVID-19?
Thankfully, we entered this unprecedented stress from a position of strength. For a young school, we have been very disciplined in terms of how we budget and how careful we are in the distribution of resources. A careful cultivation of our alumni and donors allowed us to grow our endowment such that our financial ratios were solid pre-COVID. During COVID, we know that we have a cushion, if you will, but we can’t take that for granted. We still have to be meticulous with how we manage our resources and prepare the campus not only financially and economically, but also psychologically, for unprecedented shocks to the system. We place a premium on flexibility in planning, so not to set a strategic plan in stone. We have shortened the strategic planning cycle to ensure that there is a measure of flexibility in all of the initiatives that could change on a dime due to intense volatility in the world around us.
We still have to be meticulous with how we manage our resources and prepare the campus not only financially and economically, but also psychologically, for unprecedented shocks to the system.
What has been your approach to reopening?
We moved online in March and placed all of our summer sessions online. We opened [early] for our freshman this past August, to get them acclimated for a two-week period before the upperclass students arrived on campus. We are teaching face to face, hybrid, and online courses. All of our students will be coming to us on campus unless they have a preexisting condition.
How is the Le Moyne College community coping with all this?
We worked since March on a reopening plan and given the size of our campus, and the nature of the community that has been cultivated since the college’s founding, if anyone could pull this off, we believed that we could. We also have very good relationships in the community with our neighbors, with the city, with the county, and with [nearby] Syracuse University. We’re all working together and helping one another through this unprecedented stress. And essentially, we’ve challenged our students to go down in history as one of the greatest generations of all time and really emphasize behavior on behalf of the greater good. It’s early yet though, admittedly, but so far, so good.
...We’ve challenged our students to go down in history as one of the greatest generations of all time and really emphasize behavior on behalf of the greater good.
Do you feel like Catholic colleges are in a better position to handle something potentially catastrophic coming out of the blue, like the current pandemic?
I do. I say that because we have relied heavily on the tenets of Catholic social teaching to help serve as a guidepost, and in our case, the teachings of Saint Ignatius of Loyola. In terms of Catholic social teaching, we concluded that given the number of Pell and first-generation students — roughly 30 percent — that we owed it to them, as well as to the community in which we reside, to try to open if the data made sense. And given that in our community, the numbers [of positive cases] are incredibly low, we thought that the science allowed us to open safely. Insofar as our Jesuit charism is concerned, we thought long and hard, using the principles of Jesuit discernment, to weigh all of the different options. We wanted to be responsive to different groups on campus. Since we concluded we could accommodate a wide range of individual teaching preferences, we decided we should re-open the campus.
I imagine your health care background has played a huge role in your decision making, as well.
I think it helped a lot. I was able to have epidemiological conversations with the health scientists on our campus. We have a comfort with data and data analytics, and a good grounding in epidemiology. The consultations allowed us to reach a good conclusion.
How has being the first lay woman president at a Jesuit institution influenced the way you handle your position?
I think that as the first lay woman in Jesuit education, I’ve been able to bring in my experiences not only as a professor and a department chair, a dean, a provost, but also as a mother, as a parent. It has helped me tremendously in communicating with other families that I understand the anxieties as well as the exhilaration that’s associated with selecting a college, and thriving as a result of that choice. Also, with regard to how I interact with students, it’s a very comfortable place for me because I love being around young people and I think I understand and deeply appreciate the developmental differences from the vantage point of being a mom.
How has being a first-generation college student helped you meet the needs of other first-gens, and students in general on campus?
This is one of the things that attracted me to Le Moyne as the youngest Jesuit institution in the United States. The youthfulness of the institution is palpable and I think it serves first-generation students exceptionally well. I have a sense, because of my own experience, of what students need to do to be successful. Students need to have an array of educational experiences, and at the same time, colleges need to be willing to try new things. The combination of being a youthful Jesuit institution, with the intellectual architecture of enduring a 500-year-old tradition, puts us in a unique entrepreneurial space.
Do you think if Le Moyne was older, you wouldn’t have as much flexibility as you do?
Yes, I do think that some of the more venerable institutions, as wonderful as they are, sometimes have to move mountains, so to speak, to make changes, to try new things. That’s not always the case, of course, but we’re not bound by those conventions or by the desire to be highly elite while constantly worrying about how status impacts rankings. Naturally, we’re concerned about excellence and we more than hold our own, but there’s still a youthful, entrepreneurial spirit that I think was born when the college was founded — it was the first [Jesuit college] to open as co-ed for instance. It’s always been a part of the Le Moyne experience to be different, to try new things, and to learn and not to be afraid to fail.
It’s always been a part of the Le Moyne experience to be different, to try new things, and to learn and not to be afraid to fail.
You’ve been quoted as saying “education is an act of faith.” What have you done as president to earn the faith of the Le Moyne community?
As you well know, the academy has a reputation for moving at a glacial pace and yet we’re all, every one of us, whether we’re venerable or not, sitting on tectonic plates in higher education. The shifting that’s occurring could be perceived to be frightening or threatening, but I view it as exhilarating, the chance to rewrite the script in terms of how to offer a high-quality education. I love exploring new partnerships, I love to experiment with new pedagogies, I love to mix up the revenue streams of the institution, to keep it fresh and always forward looking. Naturally, there are parts of the academy that we believe fervently are so strong and so important that we don’t want to change them, for example, offering a liberal arts education. But how we do that can be very creative and done in new and exciting ways in order to continue to be relevant to different generations over time. So, in the case of Jesuit education, originally there was something called the Ratio Studiorum, or Plan of Studies. It was a very rigorous, unambiguous plan where you had to study geometry and astronomy and Latin and Greek. We don’t do that today, and yet Jesuit education continues to endure. Why? Because by its very nature, it was entrepreneurial. And that’s what I love about this form of education.
You’ve accomplished quite a bit since you’ve been president, so what would you say is your most important accomplishment?
Well, we’re closing in on our capital campaign, which was record-breaking for the college. That’s lovely, but I think more to the point, my most important accomplishment was to reassure our faculty colleagues that change is not the enemy and that entrepreneurial thinking is the liberal arts and sciences on steroids. I love to think in unconventional ways, tapping into community and institutional partners with an eye toward collaboration to serve our students. I think that’s a major and important shift for Le Moyne, and for all institutions in higher learning.
Marc M. Camille
Position: Marc Camille is the 14th president of Albertus Magnus College, founded by the Dominican Sisters of Peace in 1925.
Career Highlights: Currently in his fourth year as president, Marc has 31 years of higher education experience, including two decades in senior leadership positions at Catholic colleges and universities. Prior to his presidency, Marc’s career included extensive leadership experience in college admissions, financial aid, institutional research, and marketing and communications.
Family: Two children, Katie, 23, an alumna of Loyola University Maryland; and Ryan, 21, a senior at College of the Holy Cross
Fun Facts: Marc once appeared on Food Network’s “Diners, Drive-ins, and Dives” show. He also hit a homerun at the Baltimore Orioles’ Camden Yards Stadium during a corporate sponsorship event.
Q: How is Albertus Magnus College handling COVID-19?
A: For the fall, the start of the college’s 95th anniversary, we’ve welcomed our students back to campus. We’re in Connecticut and comparatively speaking, Connecticut is in pretty good shape as a state. Most institutions in the state are conducting classes in some combination of face-to-face and hybrid modalities. The majority of our 1,500+ students come from Connecticut. At the traditional-aged undergraduate level, we have roughly 550 students and those classes will be hybrid — including face-to-face, but in order to de-densify classroom sizes for social distancing, if a class is Monday and Wednesday, half of the students will be in the classroom on Monday and the other half will participate virtually, and then it will flip on Wednesday.
In addition, we have approximately 1,000 adult learners at undergraduate and graduate levels and the vast majority of those courses are online. The Good Lord willing and knock on wood, this semester will go smoothly, and our plan, like many colleges across the country, is to be done with our face-to-face learning right before Thanksgiving, and then our residential students will head home, finishing the last couple weeks online. At this point, our plan is to not have students return to campus until the spring semester begins, likely in January.
This fall’s class is going to be right around 200 students, so on the one hand, it’s 20 percent smaller than last year, however, it will still be the second-largest class in the college’s history.
What effect has COVID-19 had on enrollment?
Well, it’s had a negative impact for sure, and it’s brought what I believe will be a temporary pause to the enrollment growth we’ve been achieving. In the fall of 2019, we enrolled the largest incoming class in the college’s history. To put context on that for you, the year I arrived, fall of 2017, the incoming class size was about 120 and the incoming class last fall was 250. So in three years’ time, we doubled the size of the class. This fall’s class is going to be right around 200 students, so on the one hand, it’s 20 percent smaller than last year, however, it will still be the second-largest class in the college’s history. We originally budgeted to replicate the fall 2019 class size, and we were on pace in January/February to set an all-time record for applications, which we did. Things were trending exactly the way we wanted them to going into March, and then the pandemic hit, requiring us to adjust our original projections and forecasts. Considering all the challenges associated with the pandemic, to actually enroll 200 new students is a testament to our enrollment management teams and faculty and staff across the campus, and frankly I think it continues to affirm the relevancy, appeal, and value of an Albertus Magnus College, Catholic, and Dominican education. Indeed, the pandemic is seriously impacting our budget and ability to meet expenses, while fulfilling our education mission. But at the same time, as a community and institution, we have not been as negatively impacted as might be the case elsewhere.
What advice would you give to colleges that have been hit really hard by this?
Obviously that’s going to be contextualized for each individual institution, and it has to begin with prioritizing the safety, health, and well-being of students, faculty, and staff. But I think for those of us that are tuition-dependent — and frankly that’s most colleges in this country, especially the Catholic schools with very few exceptions — the advice is you have to do what you can to try to maximize enrollments and still communicate value. I think that’s what we tried to do here. We did arguably a very good job last spring of shifting on a dime to online learning, but because in our adult space, we do so much of that to begin with, the change for us was maybe a little less traumatic than it was for other colleges that teach primarily in-person classes. We did that last spring and so all summer long, our planning has been around how do we deliver on an Albertus Magnus College education in this changed, pandemic-impacted environment — how do we effectively infuse technology into our teaching? How do we take what were face-to-face courses and translate that into a hybrid model or a virtual model and still communicate value?
You’ve written about ethics and strategic enrollment management. From your perspective, what does ethical enrollment management mean and how do you implement it?
Ethical strategic enrollment management means that you keep the students, and their best interests, front and center in your strategy and in your planning and in your tactics. For example, if enrollment managers become entirely data-driven, a predictive model that prioritizes standardized test scores or net revenue might suggest not even considering admitting a particular student or group of students. While the science behind the model indicates a preferred outcome, if you bring the human element into the equation, which models obviously have trouble accounting for, maybe there’s something about a student where there’s grit and academic gifts that aren’t accounted for in the model, or perhaps they have other financial resources enabling them to pay.
I’m just trying to paint a picture of some of the challenging decisions that enrollment managers face. And by the way, I’m not sure that there’s a tougher job on the college campus than to be the chief enrollment officer, as they’re often tasked with meeting enrollment objectives that have competing priorities, such as, “We want to enroll more students from the lowest socioeconomic statuses, so that we make our education available to students regardless of need, but we don’t want to spend more in institutional financial aid.” Enrollment managers face scenarios like this all the time. In that example, an enrollment manager grounded in values or ethics is going to see the tensions inherent in those types of competing priorities and will make sure that leadership is aware: “Hey, if we can’t spend more on financial aid, we’re not going to be able to achieve that objective” or “If we’re not going to fund students at sufficient levels, they might not be able to afford four years with us.”
I’m not sure that there’s a tougher job on the college campus than to be the chief enrollment officer, as they’re often tasked with meeting enrollment objectives that have competing priorities...
Do you feel that the approach to enrollment at a Catholic institution is different from the approach at a secular one?
I do, or maybe I’ll suggest it probably should be. On the one hand, the art and science of going out and recruiting students, there will be commonalities in strategies that look very similar [at different types of institutions], but at a Catholic institution, there’s a Catholic identity and mission element at play that is likely not at play at a secular, nonsectarian institution. I’ve always argued and really believed that at the highest levels, mission informs everything that we do, it inspires it. Then, market has to be overlaid against mission — and if you want to build out that equation, then enrollment managers also need to focus on margin, meeting net revenue goals. But there’s no question in my mind that enrollment management at Albertus Magnus College is likely different than it is at the local state institution, if for no other reason than we have our Dominican mission and Catholic identity informing all we do.
How do you feel the years you spent in admissions have shaped the way you handle your presidency?
The first thing that comes to mind in the context of our enrollment management discussion is, I think I have a pretty good appreciation for the pressures faced by those who work in enrollment management here. I’ve lived in their world and I think — and I hope our vice president would concur on this— that’s a good thing. On one hand, I appreciate the pressures of the work that she and her teams undertake, and I certainly inform it from a strategy perspective at the highest levels. But I also realize I am not the vice president for enrollment management.
The other thing is, I started 31 years ago as an admissions counselor and I worked for a college that doesn’t exist today, Mount Ida College. At the time, it was a private college that had just gone from two-year to four-year and was basically open admission and so I, out of necessity during my four years there, really learned the importance of work ethic. I just say that because that shaped me from day one, and so I think that number one, I’m all in on this job. I don’t know any other way. I have very high expectations of all of our community members, but particularly those who report directly to me. You don’t do anything other than with your best effort, and if at the end of the day you can say that you gave it your best, even if it didn’t achieve the result you wanted, at least you can go to sleep and say, it’s not like I left something on the table.
There is no more important work than mission integration and deepening our engagement with our Dominican tradition and mission.
How has your presidency at Albertus Magnus College been a reflection of the four pillars of the Dominican tradition (study, prayer, community, and service)?
The four pillars speak to our Dominican mission and Catholic identity, and our mission dates to 1925, the year the college was founded by the Dominican Sisters. Everything we do here emanates from that mission. Our chief mission officer is a Dominican Sister who reports directly to me. There is no more important work than mission integration and deepening our engagement with our Dominican tradition and mission. During my tenure, we’ve been intentional in increasing the number of Sisters on campus, and we’ve brought back a chaplain, who is a Dominican Friar. We’re doing more programming around mission than we were doing, and from my first days as president, I’ve made it very clear that first and foremost, we are a Catholic, Dominican institution. That is a differentiator, it’s who we are, it’s why we’re different, and it’s not only valuable in the marketplace, it’s needed in the marketplace, because at our core, we are a values-based institution. Our Catholicity will resonate with our Catholic and Christian students. But our student body also includes Muslim, Jewish, and Hindu students, and I think part of why we are as diverse as we are, and part of why students are attracted to and feel comfortable at Albertus Magnus College, is because our mission calls us to embrace you for who you are, respect the dignity of you as an individual human being, and give you opportunities to explore and deepen your faith and spirituality. Fostering and championing the four pillars are a real priority for me.