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:
How would you describe Seton College in one word?
What is your favorite thing about Seton College?
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
Seton in one word? Possibility
Favorite thing about Seton? Seton College gives hope and a home to students who are looking to invest in imagining a different future.
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
Seton in one word? Transformative
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.
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
Seton in one word? Family.
Favorite thing about Seton? Meeting new people and making new friends.
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
Seton in one word? Transformative.
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.
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
Seton in one word? Community.
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.
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
Seton in one word? Becoming.
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.
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
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.
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.
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
Seton in one word? Welcoming
Favorite thing about Seton? Engaging with students
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
Seton in one word? Optimistic
Favorite thing about Seton? The staff and faculty are committed and eager to support each other.
Favorite memory or accomplishment from the first semester? Building connections with students.
Anthony Rooney, Career Services Specialist
Seton in one word? Innovative
Favorite thing about Seton? The supportive and communicative administration and hygienic work environment.
What is your favorite memory or accomplishment from your first semester at Seton? Hosting Seton College’s "Career Mixer" on October 10th.
CTB Kicks Off Third Design Grant Cohort
Members of the CTB team were joined by design team members of our third design grant cohort at Arrupe College in October 2024.
In September, Come to Believe began its work with its third design grant cohort, comprised of four institutions: the Catholic University of America (DC), Hollins University (VA), Saint Mary’s College (IN), and the University of Detroit Mercy (MI). The design grant program, first implemented in 2022, was designed to allow postsecondary institutions to explore the CTB model in depth and evaluate the feasibility of replication on their campuses.
The Structure of the Design Grant Program
As part the design grant program, each institution puts together a design team—a cross section of leaders with representation across key departments relevant to the CTB model including enrollment, advancement, student life, and career services—led by a designated project manager. This structure allows for institutions to build consensus and tap into expertise across campus.
In the fall, CTB works with design teams to explore the CTB model in depth, helping participants understand the various components of the model and how CTB model colleges achieve their exemplary results. In the spring, programming shifts to a customized feasibility study focusing on how the model could be replicated in each unique institutional context. CTB provides each participating with grants of up to $30,000, covering the full cost of the model.
Campus Visits
This year, as part of our fall programming, CTB will visit each participating institution twice—once in the early fall (these visits happened in late September and early October) and in mid-November. These visits are an integral part of our work with participating institutions—they provide crucial context about each institution and allow us to build strong relationships with all design team members. They also provide an early opportunity to envision what a CTB model college might look like on each campus—including touring buildings that might one day house new two-year colleges!
CTB’s Carlos Martinez offered the following reflections on our first round of campus visits:
“Going to Hollins truly amplified the importance of community and belonging. Meeting one of the student ambassadors for the campus tour gave me amazing insight into the culture of togetherness that Hollins has been able to instill in its students and the entire community. At CUA, I saw spaces for deep reflection on how faith plays a role in the lives of students around the country. The leaders at CUA have been able to forge a space where students from all walks of life and diverse faiths come together to better themselves. At UDM, we were taken back to CTB’s roots which stem from the Jesuit tradition, immersing ourselves in their beautiful campus we got the privilege to see firsthand how impactful a Jesuit education can be. SMC, along with having a beautiful campus, represents a wonderful space to connect with individuals that truly value a holistic approach to Catholic higher education.”
Site Visit to Arrupe College
There is truly no replacement for seeing the model in action. Thus, CTB invites design teams to Chicago each fall for a visit to Arrupe College, where CTB President/CEO Steve Katsouros, SJ, served as founding dean. During this visit, design team members hear from Arrupe leadership, faculty, staff, and students about their experiences and expertise. This year, our Chicago visit also included panels featuring early supporters of Arrupe College, Arrupe alumni, and the leadership team of Dougherty Family College in Minneapolis.
Carlos adds, “Taking part in this year’s Arrupe site visit was wonderful because the cohort members and myself got the amazing opportunity to hear from the CTB community members. In particular, for me, it was amazing to moderate the Alumni panel, as an Arrupe alum myself. Hearing all the amazing stories my peers shared truly reminded me of how impactful the Arrupe community has been in my formation as a person for others.”
What’s Next
CTB is looking forward to our second campus visits in mid-November. After that, we look ahead to the next phase of the process, as we shift from exploring the model to evaluating its potential fit on our cohorts’ campuses. This is always an exciting time for the CTB team as we begin to see the model take shape in new places, with the potential to serve students who wouldn’t otherwise have access to higher education. We can’t wait to see what the future holds for this year’s cohort!
Embracing the Promise of Opportunity
From left to right: CTB's Gieriet Bowen (Director of Advancement and Communications), Carlos Martinez (Assistant Director of Programs), and Amy Jo Dowd (Chair of the Board) at the blessing and dedication of Seton College of the University of Mount Saint Vincent.
By Carlos Martinez, Assistant Director of Programs at CTB & Arrupe College Alum ‘19
On Tuesday, August 27th the CTB Team and I got the wonderful opportunity to attend the blessing and dedication of Seton College on their first day of classes. Then, after speaking to Seton College leaders as well as to some of the amazing students who make up the inaugural class of Seton College I realized this:
Every opportunity leads to a new chapter, filled with the potential to change our lives in ways we don’t often think of. It's that feeling of hope that fuels our dreams, the spark that lights our path forward. Even when the road ahead is uncertain, the promise of what could be gives us the courage to take that first step.
The hope that new opportunities bring reminds us that we are not bound by our past, but are free to shape our future. The Associate Dean of Academics, Dr. Katie Alexander, shared with us that her “hope is that our students find a love of learning so that they want to be lifelong learners, that they feel like they belong here, that they feel fully a part of the community, and that they go on to become leaders in their communities.” It was powerful for me to hear this because Dr. Alexander’s aspirations for Seton’s students represent what higher education has been for me: a community where I found a sense of belonging. Similarly, Israel (Seton ‘26), a Hispanic & African-American student who plans to major in business and support his mother and siblings shared, “I am not going to lie, I feel amazing here, feel welcomed and loved here. It’s an amazing environment for me”. This feeling is the true essence of the CTB model, which is now felt in the Bronx, just as I felt it in Chicago during my time at Arrupe.
Nevertheless, along with this feeling of belonging comes the commitment to planting the seeds of growth, pushing each other beyond our comfort zones to discover strengths we never knew we had. Thus, Seton College also aspires to be a place where students learn, grow, and feel cared for. Sade (Seton ‘26), a Dominican American student who aspires to study Economics and become a real estate agent shared that she felt that Seton College “really cared, because I know the transition from high school to college is a bit different, they let go of you more, and you're more on your own. But I like that when it came to the acceptance, they delivered my letter to my school. It made me feel like they cared, I felt more appreciated, rather than just getting it through the mail.” This is why Sade chose Seton: because of how much the faculty and staff are committed to pouring into all students' success and well-being.
Moreover, when you embrace an opportunity, you're not just opening a door; you're stepping into a world of possibilities where hope transforms into reality. When I think of my time as an Arrupe student, I think not only of the path that I walked but also my role in helping shape a path for those who came after me. Jaden (Seton ‘26)–the oldest child from a single-mother household who hopes to merge his passion for Business with Psychology in the future–told me that being part of Seton’s inaugural class is the perfect chance for his peers and him to leave a great “scoring record” (Yes, he is also a basketball fan) as the first to graduate from Seton. This is their legacy, the chance to shape a path for those who will come after the first ever to not only attend but eventually graduate from Seton College.
Seton College and the entire CTB community are meant to not only give underserved students access to high-quality liberal arts education but also provide a space for them to feel like they can be themselves entirely. In the words of Jaremir, (Seton ‘26) –from South Bronx, and, like Jaden, an avid basketball fan– told us, “The school that chooses you should feel like home, and Mount Saint Vincent felt like home.” At the CTB Network, we believe in the power of opportunity, and so do our faculty, staff, and students. The Associate Dean for Student Success and Engagement, Sharon Ortega, concluded with this message of hope for the Seton students:
“My hope is that throughout this year they will gain a ton of confidence; that they will challenge themselves, that they will challenge us, their faculty and administration; that they’ll ask questions, that they’ll push themselves. My biggest hope is that our students will feel connected and plugged into the University of Mount Saint Vincent. I want them to be part of that community.”
Let this be a reminder for all of those of us who get to be part of the higher education ecosystem that with every opportunity comes the chance to rise, to create, and to become the best version of yourself.
Congratulations to the University of Mount Saint Vincent, to the new faculty and staff at Seton College, and most importantly to the students of Seton College. We cannot wait to see the ways you all embrace the promise of opportunity.
In Their Own Words: Seton College Students on their First Day of Classes
On the first day of the first year of Seton College at the University of Mount Saint Vincent, CTB sat down with four members of the inaugural class to talk about why they chose Seton and their hopes for the future.
Note: Responses have been lightly edited for length and clarity.
Israel A.
“When Ms. Infinite [Seton College’s Admission Counselor] came to my school and she talked to me about this program, and told me what it offered, I'm like, ‘I can't let it slip away.’ I must do this, because nobody in my family graduated from college. I want to break that cycle. And to start, I said, let me see how the associate degree goes. Let me see how my two years go. And if it goes very well, I'm going straight to a four-year and then I’m going to keep going, because I don't want to stop.”
Sade N.
“Seton College is designed so I can graduate debt free, and then I can continue on to my four-year degree, or I could just continue with the associate degree that I'll have at the end of the second year. But I also really felt like this college really cared, because I know the transition from high school to college is a bit different, they let go of you more, and you're more on your own. But I really like the fact that when it came to the acceptance, they delivered my letter to my school. It made me feel like they really cared, I felt more appreciated, rather than just getting it through the mail.”
Jaden B.
“I selected Seton because I knew that it was something being implemented for the first time. There wasn’t a graduating class from here yet. I love basketball, and I looked at it as, let's say, a jersey. That’s the best way I can explain it. I feel like there's a chance to have your jersey retired first. There's a chance to have a scoring record…And I want to leave something behind, to set the bar, and students coming in could say, ‘He graduated from here,’ and that could be a goal, something to strive for. And I feel like it could foster a lot of growth within the students, within the College, and just growth in general.”
Jaremir S.
“My advisor told me, ‘The school that chooses you should feel like home,’ and Mount Saint Vincent felt like home. I like the environment, the campus, the opportunity that they gave me with Seton, I couldn't give it up…I'm excited to be in college. I feel like this is a whole new, different environment than high school. And this is real life, this is my next big step into my next chapter.”
Finding Meaning in the Missions: Summer Reflections from Steve Katsouros, S.J.
Fr. Steve Katsouros, SJ, President & CEO of CTB, in the snake gaiters he wears around Manhattan.
“Tis the season for vacations,” wrote New York Times columnist Nick Kristof on August 10th, “so let me make my pitch that the best travel is not lounging at a beach resort but rather journeying into a different world. We all need relaxation at times, but nothing beats the thrill of a trip of discovery and the education that comes with it.”
Nick Kristof describes the trip my friend and brother Jesuit Steve Mitten and I undertook this summer, when the two of us traveled to Paraguay. Steve is a faculty member at Loyola University Chicago’s School of Environmental Studies, where he teaches, among several classes, ornithology. He is a most enthusiastic birder, and he was drawn to Paraguay because of the opportunity there to see species he had previously not encountered. I’ve gone birding with Steve before, and I enjoyed reading Amy Tan’s THE BACKYARD BIRD CHRONICLES, so I was game for this expedition.
Come to Believe Board Member, Fr. Steve Mitten, SJ, pictured with a burrowing owl.
Our extraordinary guide, Oscar Rodriguez, led us across his beautiful country and introduced us to the great black hawk, the black-collared hawk, the savanna hawk, the zone-tailed hawk, and the Harris hawk. Oscar was soon praying to St. Francis of Assisi, which at first offended Steve and me since Francis was not a Jesuit, but who of course was known for preaching to the birds. Oscar’s prayer to Francis was more of an intercession to help us locate more exotic birds. Soon, I was adept at differentiating the calls of a picazuro pigeon from a great kiskadee from a yellow chevron parakeet. At the beautiful Bella Vista Reserve, I learned the difference between a large-tailed antshrike and a variable antshrike. We spotted tyrannulets and tyrants and tinnamous and tanagers. By the end of our two-and-a-half-week tour, we had seen 345 different species of birds. Steve was in heaven, and I was enjoying my new-found proficiency with E-bird and the Merlin bird ID. St. Francis of Assisi delivered!
But there was more to what Kristof describes as “journeying into a different world” for Steve Mitten and me. As Jesuits, we knew of our order’s history in Paraguay. Before I became a Jesuit, I saw the film THE MISSION, starring Robert DeNiro and Jeremy Irons with a memorable musical score from Ennio Morricone. THE MISSION chronicles the experiences of Jesuits from Europe in the 18th century and the indigenous people they encountered in Paraguay. I had always wanted to see some of the missions inhabited long ago by the Jesuits and the indigenous people called the Guarani.
Our faithful guide Oscar arranged for us to visit the ruins of two of the Paraguayan missions, one called Trinidad and the other named Jesus. We found these sites moving. I was moved by the colegios, the schools that were always a part of any mission. I was also moved because—both within and outside of the colegios—the Guarani and the Jesuits seemingly collaborated and built community, because the Guarani influenced the Jesuits, because leadership and responsibility seemed to be shared. Those colegios were forerunners to the Jesuit educational institutions I’ve taught at or served as an administrator at. The link between the colegios of the 1700s and the schools and universities where I have worked was powerful for me.
Pictured: a Paraguayan colegio—part of the Jesuit mission and still used for classes today.
Oscar accompanied us to a third mission, named to honor two saints, Cosmas and Damian. Here our guide was a gentleman named Jorge. As opposed to Trinidad and Jesus, the mission of Cosmas and Damian was still functioning. Mass is celebrated there regularly. Jorge was married there, and his two children were baptized in a font designed and crafted by both Jesuits and Guarani. Jorge teaches catechism in classrooms that had been built in the 18th century. He showed us religious art that combined western, Christian symbols with images that were meaningful to the Guarani. He also told us about a Jesuit astronomer Buenaventura Sanchez, who built telescopes and a still-functional sundial at the mission.
Fr. Steve Mitten, SJ (left) and Fr. Steve Katsouros, SJ (right) next to a statue of Jesuit Astronomer Buenaventura Sanchez
The Jesuit missions we visited in Paraguay are outstanding representations of a distinct social situation in which two very different cultures valued each other and worked together. In a book that Steve gave to me called BLACK ROBES IN PARAGUAY, author William F. Jaenike observed, “the average Guarani felt he was part of an egalitarian collective.” My Jesuit roots reinforce the emphasis of this experience of the collective, of different cultures valuing one another and collaborating. This dynamic remains central to my work now. My Come to Believe colleague Gier Bowen recently asked two other CTB colleagues, Arrupe grads Carlos Martinez and Asya Meadows what words sum up their experiences at Arrupe. “Community,” Carlos and Asya both agreed. “Transformative,” continued Asya. “Success, and belonging,” Carlos contributed. All words that could be used to describe the missions that Steve and I visited.
Nick Kristof is right. It is indeed thrilling to embark on discovery during vacation. Whether it’s discovering new species of birds or discovering a long-ago culture that continues to influence who you are today, my travels to Paraguay, shared with a wonderful friend, made for a most memorable vacation. I hope your own summer included a vacation that was a journey into a different world. And I hope your vacation was a collaboration with your traveling companion and a discovery of something new that now somehow influences you.
At Seton College, Students Can Earn Their Degrees Debt-Free
Infinite Henry is the Assistant Director of Admissions at Seton College of the University of Mount Saint VIncent in Riverdale, NY.
At Come to Believe (CTB), we believe finances should not come in the way of students reaching their full potential. Our two-year college model is affordable and gives students the credits and skills they need to transfer seamlessly into a four-year degree program. Still, knowing how to pay for college is not easy. Fortunately, schools that follow the CTB model, like Seton College at the University of Mount St. Vincent, have a number of resources available to students to help make planning for college more accessible.
Seton College will welcome its first-ever class in the fall of 2024. We spoke to Seton College’s Assistant Admissions Director, Infinite Henry, about how she and the other faculty at the school are helping students finance their education and graduate debt-free.
Q: What is your advice for first-generation college students who might not know how to approach applying for financial aid?
When it comes to financing college, it can be really tough if you are the first one in your family to go through the process. If you don’t know where to start, you can reach out to Seton College and talk with one of our qualified faculty members to get some guidance on applying for financial aid. If you’re a New York resident, the main documents you must fill out are the Free Application for Federal Student Aid (FAFSA) and the New York State Tuition Assistance Program (NYS TAP). Seton advisors can help you fill out these forms because we want you to graduate from our program debt-free. We also host plenty of information sessions throughout the week where we can answer any questions you may have. The walk-in Wednesdays, virtual information Thursdays, and Seton Saturdays programs are designed to get information about our school and financing to students and their families.
Q: What are other ways I can help fund my college education?
There is a widespread misconception that college means loans and debt. Seton proves that this is not always the case. Some students don’t think to ask for help on how to finance school, but that’s actually one of the best things you can do. Seton College wants to teach students financial literacy, so we have counselors to help students and their families find information about college costs, grants and scholarships before their enrollment. I always recommend that students be proactive and contact the school’s financial aid office to ask about more opportunities for aid. You’d be surprised how often this works out for students.
Q: How does Seton help students save money while attending college?
In addition to its low tuition, Seton wants students not to worry about the burdensome extra costs of a college education. Seton provides every student with a laptop for their studies, daily access to breakfast and lunch on campus, free bus passes, and a campus shuttle to New York City. Seton also runs on a three-day-a-week schedule, meaning students can have days to work and save money. This flexibility is super unique to our school.
Q: How does Seton save students money in the long run?
Seton doesn’t just want to help students save while they attend our college; we want them to use the financial literacy skills they have learned throughout the rest of their lives. By getting their associate’s degree at Seton, students will save in the long run, especially if they go to a four-year university after graduation. The first two years of a four-year college are usually general requirements, no matter where you go. So getting these credits at a school like Seton, where tuition is very affordable or free for our students, is much more cost-effective. We also have plenty of resources to support students looking to attend a four-year college, whether they want to improve their application materials or are looking for assistance with financing.
Khadra Sharif's Journey at DFC Extends Beyond Graduation
Khadra Sharif, an 2021 graduate of Dougherty Family College, went on to earn a bachelor’s degree from the University of St. Thomas and now works as an Executive Team Lead at Target.
Khadra Sharif never imagined that she would attend college. She was born in Saudi Arabia and raised in Turkey before moving to the Twin Cities area, and her family and older siblings hadn’t graduated from college. Initially, her plan after high school was to continue working at Starbucks—until her ‘College Possible’ counselor introduced her to Dougherty Family College (DFC) of the University of St. Thomas.
When her last-minute application was accepted, Khadra enrolled at DFC. "It was the best decision of my life," she said.
At DFC, Khadra found more than just a place to study—she found a second family. From the lively orientation activities to the late-night study sessions, Khadra cherished every moment spent with her fellow students. If classes ever became too challenging, she turned to her DFC peers for homework help. Beyond academic support, DFC offered many fun events that allowed her to connect with the rest of the student body.
"The diversity at DFC was amazing," she recalls. "People from all over, with different talents and backgrounds—it felt like home. I even met my best friend"
DFC and other CTB model colleges are designed for students like Sharif, who may not initially see themselves in higher education but can thrive in college if they have the right support.
"The support at DFC was unlike anything I had ever experienced," Sharif explains. "Whether it was the tutors, the mentors, or just a friendly face in the hallway, I always felt like I had the resources I needed to succeed. I especially appreciate the one-on-one time I got with my professors and advisor.”
This sense of belonging gave Sharif the confidence to pursue her passions, leading her to discover her love for business. The summer after freshman year, she was matched with an internship at Target. She completed two more internships at the company, and was offered a full-time position after she graduated from University of St. Thomas with a bachelor’s degree.
Through these internships, along with DFC’s professional development classes, Sharif gained valuable experience and forged connections that would shape her future. "DFC opened doors for me that I never knew existed," she says.
When Sharif graduated from DFC and entered the workforce, the support didn't end—it only grew stronger. She continues to return to campus to speak to her professors and DFC’s Dean, Dr. Buffy Smith.
Today, as an executive team lead at Target, Khadra's journey is a testament to the transformative power of education and community. She loves her job, and is even mentoring a fellow DFC alum at Target.
"Even now, years later, I still feel connected to DFC," she says. "My professors and mentors are truly amazing—they still check in on me and offer their support."
Arrupe College Bridges the Gap for Undocumented Students
Undocumented students in the United States face extra hurdles in applying to and attending higher education institutions. Many don’t qualify for the same level of state and federal aid, and some schools won’t accept undocumented individuals at all.
Valeria is an Arrupe alumna from the class of 2020. Her journey echoes the struggles faced by many undocumented students. Born in Guadalajara, Mexico, and raised in Chicago, Valeria did well in school but didn’t think she could afford—or be accepted into—college. Then a teacher told her about Arrupe College, a new college within Loyola University Chicago that might be accessible for her.
“I couldn’t apply for FAFSA because I’m undocumented,” she said. “My teacher told me this new school was giving out a lot of financial help to make degrees feasible for people in my situation.”
One of the driving principles behind Arrupe College, the school where Come to Believe’s model was first developed, is to make college affordable, ensuring that students like Valeria graduate with little or no debt.
Beyond financial aid, Valeria was drawn to Arrupe because of its holistic approach to admissions. The college didn't just welcome students; it embraced their families. Admissions officers took the time to guide Valeria's parents through the process, giving them a sense of belonging within the larger Arrupe community. This wrap-around support later led to both of her sisters also deciding to attend Arrupe. One is now a student at Loyola, and the other is a freshman at Arrupe.
For Valeria, attending Arrupe was life-changing. She not only found a second home and met close friends, but she also developed deep relationships with faculty and staff. She got involved in student government, eventually becoming Class President. If she ever struggled with a class, she knew she could turn to her advisor, professors or peers to get the academic support she needed.
“Arrupe is truly like no other college, with the amount of help they give their students,” she said. “The staff wants what’s best for you and will tell you when you’re slipping up. I felt cared for, but also challenged.”
Now a graduate of Loyola University Chicago, Valeria is currently focusing on staying home with her new daughter. But in the future, she plans to enroll in law school to pursue a passion for social justice—a passion that she credits to attending Arrupe.
“Arrupe made sure we were proud of where we came from and accepted for who we are,” she said. “This made me and my peers driven to do more—not just for ourselves, but also for our community.”
The Importance of Affordability: Financial Aid & The CTB Model
Even before the issues with the recent FAFSA rollout, college affordability and student loans have loomed large within the US higher education system. The rising cost of college, coupled with the complex web of financial aid options and borrowing opportunities, has created a significant student debt crisis for students (and alumni) across the country.
In this crisis, however, innovative approaches are emerging to help students navigate the many issues that can occur while figuring out how to finance their education. One such approach is the CTB Model, which aims to address the student loan crisis by providing affordable, higher education options for students from low-wealth backgrounds.
Let's delve into the background surrounding college affordability and explore how the CTB Model is making a difference.
Understanding the Current Landscape
Before we dive into solutions, it's crucial to understand the current state of postsecondary affordability in the United States. Rising tuition costs, coupled with stagnant family incomes, have made it increasingly difficult for students to afford college without taking on significant debt. As a result, student loan debt has reached staggering levels, with billions of dollars borrowed each year to finance higher education.
In a recent interview, Assistant Director of Admission at Seton College, Infinite Henry, noted that families and students grapple with fear and confusion when navigating the financial aid process. As an admission professional within a CTB model college, her role is to help students and families understand their options, and especially the reality of not having to take out loans for the Seton College two-year program.
The Role of CTB Model
The Come to Believe model itself represents a paradigm shift regarding affordability in higher education. This innovative approach focuses on providing students with rigorous academics and comprehensive wrap-around supports but does so without burdening students with high tuition costs and allows them to avoid taking out loans. By providing resources such as laptops, meals, internships and transportation support, the CTB Model addresses both the many financial barriers that often deter students from pursuing higher education.
Best Practices for Navigating Student Loans
While the CTB model offers a promising solution, there are also best practices that students and families can employ to navigate student loans more effectively:
1. Research Intensively: Before committing to a college or university, research the institution's tuition costs, financial aid options, and potential for scholarships. Compare multiple schools to find the best financial fit.
2. Maximize Financial Aid: Take advantage of all available financial aid options, including grants, scholarships, and work-study programs. Fill out the Free Application for Federal Student Aid (FAFSA) to determine eligibility for federal aid programs.
3. Seek Support: Utilize support systems provided by colleges and universities, such as admissions offices and financial aid counselors. The CTB model employs specialized admissions and financial aid counselors for exactly this reason. These professionals can offer guidance and assistance throughout the application and financial aid process.
The affordability crisis in America is a complex issue with far-reaching implications for students and families. However, innovative approaches like the CTB Model offer hope for a brighter future. By implementing best practices for navigating student loans and exploring alternative pathways to higher education, students can pursue their academic goals without succumbing to overwhelming debt.
As we wrap-up college enrollment season in the coming months, let's continue to advocate for affordable and accessible higher education opportunities for all. Together, we can build a future where students can pursue their dreams without being burdened by insurmountable debt.
DFC’s Katia Colón-LaCroix Helps Transfer Students Reach the Finish Line
Katia Colón-LaCroix, Dougherty Family College’s College Persistence Counselor
Dougherty Family College (DFC), the first replication of the CTB model, boasts a proven track record aiding students in not just attaining their associate’s degrees, but also transferring to and completing bachelor’s programs. Part of the University of St. Thomas campus in Minneapolis, DFC has an exceptional graduation rate—thanks to wrap-around services that support students before and after graduation. Since its inception in 2017, DFC has had over 81% of its graduates transition to four-year institutions, with 74% either graduating or currently enrolled in bachelor’s programs.
In addition to equipping students with the skills that they need to transfer, DFC has a secret weapon: Katia Colón-LaCroix, College Persistence Counselor. Katia’s work begins once students have graduated from DFC.
“Students leave DFC well-prepared for future studies, however, transfer students still need to learn how to adjust to a new campus and learning environment,” Colón-LaCroix says. “Many need help with financial challenges or finding out ways to meet people in a larger school.”
Colón-LaCroix’s wealth of knowledge from working with youth for nearly 25 years means she’s well-suited to advise students about what to expect from a four-year university and how to be successful in a new program. She previously worked both as an educator and as an administrator—roles that made her passionate about dismantling barriers that students face to achieving a university degree.
While Colón-LaCroix is part of the DFC staff, she works with students who continue on to all sorts of four-year programs, not just those at University of St. Thomas. To accomplish this, she tries to visit every campus where DFC alumni have transferred. Colón-LaCroix uses an intrusive advising approach that prioritizes proactive engagement.
“I start by trying to understand each student’s goals. We do things like review syllabuses and talk through best practices in time management. We also make a plan to reach graduation, even if it takes longer than four years,” she says.
Beyond academic support, Colón-LaCroix says transfer students face more financial challenges than other populations. Much of her job consists of identifying grants or emergency funding for students who need extra financial help.
She also helps students find their niche on campus. While the CTB model focuses on belonging, transfer students sometimes suffer from imposter syndrome when they begin at a new school. Colón-LaCroix addresses this feeling by suggesting clubs, events and organizations that students might be interested in, based on her knowledge of their interest areas.
“Students can feel too intimidated to join clubs and attend events. But once you can get them to go to one event, they often stick with it,” she says.
Colón-LaCroix loves the impact she is able to make through her job, but knows that not all transfer students have a counselor like her to turn to on their campuses. Schools often offer transfer student orientations, but leave students to mostly fend for themselves afterward.
“Faculty and staff across higher ed should be more trained about transfer students and what they need,” she says. “And all schools should look into hiring a position like mine to make sure that this important demographic can reach graduation.”
Insights from Arrupe and DFC on Supporting Transfer Students: A Conversation with Arrupe’s Mariaton Tate and DFC’s Amanda Yang
Arrupe College’s Assistant Dean of Student Success, Mariaton Tate (left) and Dougherty Family College’s College Transfer Counselor, Amanda Yang (right)
Come to Believe (CTB) exists to support students who may not have the academic qualifications or financial resources to begin college at a four-year university. We believe that with the appropriate support, these students can not only achieve an associate degree—they can transfer and graduate from a four-year institution. Our model assists students through the transfer process and equips them with the skills necessary to succeed in a bachelor's degree program. We believe this personalized attention is why our students have a higher average graduation rate than other transfer students.
We sat down with Mariaton Tate, Assistant Dean for Student Success at Arrupe College at Loyola University Chicago, and Amanda Yang, College Transfer Counselor at Dougherty Family College (DFC) of the University of St. Thomas to learn more about how the schools prepare students to transfer.
Q: How does the program help students to imagine their next steps after graduating with an associate degree?
Mariaton: In the past, our Transitions Coordinator, Colleen Clark, began to talk to students about transferring during their sophomore year. But she realized that she needs to begin the process earlier and get students thinking about their future from the beginning of their time at Arrupe. Now, she gets to know all students starting freshman year. During sophomore year, her support gets more intensive. Students fill out a survey about their plans, which triggers an appointment with Colleen to discuss next steps. Beyond working with Colleen, students have the opportunity to attend events where they learn about their options for transferring. For example, we recently hosted a fair with Illinois private colleges and universities.
Amanda: We work alongside the students to help plan their next steps. For students who want to attend a four-year degree program, we make sure they have everything they need to enroll. Our support begins during the summer enrichment program in their first year, during which we plant the seeds, but we work more closely with sophomores. We meet at least two times a semester—-walking through the admissions process and explaining how transferring college credits works. We help them choose a major and figure out which four-year program would be best for them. Transfer students often have barriers with money, so we recommend scholarships, including the full-tuition scholarship at University of St. Thomas. It helps that we are a small school, with 204 students this year.
Q: How does your college set students up for success as transfer students?
Mariaton: Our model is built around wrap-around services that ensure students are ready for life after attending our college. That’s why the Office of Student Services exists. Students are put into a cohort of 20-25 other students from the beginning who all have the same advisor. I know when I attended Illinois State University, I was one of a few hundred in my advisor’s caseload and didn’t always get their full attention. Our small cohort-based model helps students get personalized support they need to graduate from Arrupe and move into a bachelor’s degree program at Loyola or elsewhere. We have a dedicated group of people here who really want students to succeed. We constantly check in on our students. All the student support positions work together in a symbiotic way to help students graduate and know what to expect after Arrupe.
Amanda: Our office networks with college partners, both internally at University of St. Thomas and externally at other schools that would be a good fit for our alumni. We encourage admissions counselors at these schools to work with our students. Every year, we host two college fairs and a majors and career exploration fair. Additionally, my office attends cohort meetings at DFC to get students thinking about transferring. Our College Persistence Counselor, Katia Colón-LaCroix, works with students after they depart DFC to help them graduate from the school . She also talks with current DFC students about what to expect in their first semester of college, as well as what goes into different degree pathways. At DFC, we’re really focused on building relationships with our students to make sure they’re not overwhelmed.
Q: How can other higher education institutions better support transfer students?
Mariaton: I was previously a career advisor, so I know a lot about the challenges both students and institutions face. In that role, I met a lot of transfer students who were in their junior year, but they were having a totally new experience. It can be overwhelming to relearn everything. These students really need individualized attention and outreach. In higher ed, we need to walk the walk and put money behind helping them. We should hire people whose full-time job is working with transfer students—doing outreach and following up to make sure they’re on the path to graduation. The first three to four weeks of the semester are pivotal for this population. They need to learn where to get food, where to study and how to navigate the campus. Transfer offices also should assist students in locating off-campus housing, which can be hard to find if you’re new in town.
Amanda: Many higher ed institutions assume students are ready after a two-year program, but really, this demographic needs extra support. Just hosting an orientation isn’t enough; instead, schools should hire College Persistence Counselors like our Katia. Many four-year schools don’t ask students what they need or what their goals are so they can figure out how to best support them. Intrusive advising, where counselors proactively build relationships and suggest resources for students, is one way to address this issue. Additionally, this group faces financial challenges and really needs more grants, emergency funding and food insecurity support. Finally, schools should make it easier to transfer by working with two-year institutions to ensure credits transfer directly.
Navigating Higher Education: A Q&A with Butler University's Financial Aid Leader, Melissa Smurdon
Melissa Smurdon is the Executive Director of Financial Aid at Butler University, and a member of the working group that helped bring the CTB model to Butler.
Financial aid offices ensure students from all backgrounds have the chance to attend college, especially as higher ed expenses continue to rise. Come to Believe’s model is built around the importance of this financial support, providing the wrap-around resources that underserved students need while helping them graduate with minimal debt.
However, navigating the financial aid process can be confusing for young adults—especially ones who are first-generation college students, as most students in CTB colleges are. The CTB model ensures students are supported throughout the financial aid process, helping them fill out applications and clarifying any confusion points that come up.
One of CTB’s new partner institutions, Butler University, has a long history of working with students from backgrounds underrepresented in higher education. Butler was founded by an abolitionist who believed that people from all backgrounds deserved to receive an education.
We sat down with Butler’s Executive Director of Financial Aid, Melissa Smurdon, to learn more about the school’s approach to financial aid, as well as advice for students and families who are navigating the sometimes-difficult process.
Q: What is your background and how did you become interested in working in financial aid?
A: When I was in undergrad at the University of Indianapolis, I was an accounting major, and I also worked at the career services offices. I quickly learned I didn’t want to go into a typical accounting job, and I fell in love with working with students. Moving into a career in financial aid made sense because it married my interest in math with my love of helping students and the campus atmosphere. I received a master’s degree in higher education administration, and I’ve been at Butler at the financial aid office for 30 years!
Q: What is your favorite part of working in the financial aid office?
A: It’s the people. It’s the joy of talking with families and being reassuring to them during stressful times. I love playing the role of a trusted advisor in the process—taking students through how to compare offers and how to think about their loans. It’s also the incredible team and teamwork I have at Butler.
Q: Butler recently decided to open a new two-year college that follows the CTB model. From a financial aid office perspective, what are you most excited about with the new school opening its doors?
A: I was very excited when I heard of the Come to Believe model because it’s so access-driven. I’m a firm believer that education is an opportunity for people to change their lives. However, I also went through a journey from believing that education is an opportunity to realizing that it’s not the same opportunity for everyone. At a place like Butler, cost was a factor. Our university came together to figure out solutions to bring in more deserving students from more financial backgrounds to our campus. We’ll be opening Founder’s College in 2025, and I can’t wait to work with a new set of students!
Q: What are some of the top challenges that incoming college students face when trying to understand financial aid packages?
A: When my niece was considering colleges, I looked over her financial aid packages and thought, “How on earth does someone who doesn’t work in higher ed understand this?” Standardization between schools is really hard to achieve, and colleges tend to present their costs differently. There are also so many programs—between government grants, loans and institutional aid. At Butler, we try to make it as clear as possible by reducing the amount of loan and scholarship applications students need to fill out. For students of Founder’s College, we’re expecting to provide a lot of hands-on help to support students through the financial aid process.
Q: What sort of financial aid packages will students of the new Founder’s College receive?
A: Per the CTB model, students admitted to the school would have a high level of financial need. Most would be Pell-eligible, meaning they’d also qualify for state aid. The goal is for these students to graduate with little to no debt. If they don’t qualify for a grant, we would make an attempt to cover some part of tuition. For Founder’s College students, tuition would include books, a laptop and meals, reducing other out of pocket expenses. I believe that with this new demographic, personal relationships will be crucial. My office is committed to creating student support from the get-go. We’re hiring admissions and financial aid people this summer even though the college isn’t opening until 2025. I’m excited to see where this journey takes us and experience new ways for students to have success on campus
Finding Voice and Confidence: Cheyene's DFC Experience
Cheyene Bialke graduated from Dougherty Family College (DFC) in 2022 and is now a student at the University of St. Thomas (MN)
Cheyene Bialke is a first-generation college student and eldest sibling, so when it came to college, she didn’t know where to start. However, when she heard about Dougherty Family College (DFC) from teachers at her high school, she was intrigued by the prospect of getting her associate degree. She applied, getting guidance from the college’s admissions office when she needed it, and after months of hard work, she was admitted into the Class of 2022.
DFC is part of the University of Saint Thomas in St. Paul, Minnesota, and was the first replication of Arrupe College, the basis of the Come to Believe Network (CTB). CTB’s two-year college model propels students towards success by keeping class sizes small, helping students get the individual attention they need to persist and graduate.
To help keep classes small and build community, DFC assigns each student to a cohort of about 25 students. Students take their classes with their cohort, and for Bialke, this small group was integral to her learning.
“Having the small cohort was so impactful to my education because I always felt comfortable asking for help, and someone would always be there for me,” she says. “I went from getting consistent Cs and Ds in high school to getting As and Bs at Dougherty, and I think finding community got me there.”
The close-knit community not only helped Bialke succeed academically, but it also helped her become more confident. Usually a quiet person, Bialke was anxious to take a public speaking class. But after everyone told a personal story on the first day, her class’s willingness to share helped her feel at ease. Public speaking ended up being Bialke’s favorite class she took at DFC.
“I learned so much from that class, both the content itself and from my classmates,” she says. “That class helped me to be a better advocate for myself and be more confident speaking up.”
DFC also provided the resources that Bialke needed to succeed. When she struggled in her math classes, Bialke used the DFC tutoring services to catch up to her peers. The professional development class she took taught her how to create a resume and LinkedIn page, how to network and other skills that helped foster her professional growth. Thanks to DFC’s career services, Bialke also secured her first internship experience as a corporate responsibilities intern and her campus job at the University of Saint Thomas Newsroom.
Bialke is now working toward her four-year degree in journalism and media production at the University of Saint Thomas. Even after graduation, she still turns to the DFC faculty and her former classmates for support, whether it's academic help or career path advice.
“It’s crazy how a school I only attended for two years has become such an integral part of who I am,” she says. “They gave me such a great community, and it’s nice to know they're always there for me.”
Brandon Thomas Found a Love for Higher Ed at Arrupe
Brandon Thomas, a graduate from Arrupe College’s inaugural class, is now a higher ed professional working at the University of San Francisco.
Brandon Thomas was the very last person admitted to the inaugural class of Arrupe College of Loyola University Chicago. He was hesitant to apply at first; the college was brand new, and he didn’t know what to expect. However, this quickly changed when he saw that Arrupe was unlike any other program he had seen before.
“Before I even got to Arrupe, the admissions team reached out to me and told me that they thought I would be a great fit,” he says. “No other school did that for me. It made all the difference, because I badly wanted to attend college, but I didn’t know where I would belong.”
The Come to Believe (CTB) model is based on Arrupe College. CTB recognizes that college is more than an academic journey. By helping students feel like they belong in higher education, Arrupe and the Dougherty Family College at the University of Saint Thomas, currently the other member of the CTB network, empower students to graduate with a degree.
Every Arrupe student's college journey begins at orientation. This is a time for students to meet their classmates, deans, faculty, and advisors and get acquainted with the campus environment. Brandon remembers how nervous he was before getting out of his grandfather’s car on the first day of orientation. But the nerves quickly dissipated as he found his community at Arrupe. He met some of his closest friends and his best friend to this day.
“Creating community is such a big part of Arrupe, and having this support network around helps shape you into the person you want to be,” says Thomas.
After graduating from Arrupe in 2017, he earned his bachelor's in history from Loyola with a concentration in U.S. and African American history. Falling in love with the university experience, he received his masters from Loyola in higher education with a focus on student affairs and programming.
Thomas is still connected to the Arrupe community in many ways, though he’s since moved to California. He works as an off-campus community manager at University of San Francisco, helping connect current students to housing. Still, he often turns to his Arrupe network of advisors, faculty and fellow alums for advice.
University of Mount Saint Vincent in the Bronx and Butler University in Indianapolis are preparing to open new colleges based on CTB’s model. This expansion means more students like Brandon will get the benefits of supportive resources and a welcoming community as they begin their college education journey.
“At Arrupe, we had our friends to encourage us, our community to support us, and countless resources at our disposal to help us succeed,” says Thomas. “All we needed to do after that—was just do it.”
Makeda Lands is Helping Build a Diverse Campus at Butler University
Makeda Lands, second from right, is the Associate Director of Admission, Diversity Equity and Inclusion at Butler University.
Makeda Lands’ path to Associate Director of Admission, Diversity, Equity and Inclusion at Butler University took many twists and turns—a background she says is helpful when advising incoming students who come from diverse backgrounds. After high school, she began college but never found a major that sparked her passion. She left school to pursue an acting career, worked as a teaching artist and early childhood education administrator and eventually found her way back to higher ed to get her bachelor’s degree.
“The second time around, my advisor was really intentional about getting to know me and helping me find my path as an adult,” Makeda says. “I decided to go into admissions because I wanted to be of service to students in that same way—so they know they have someone to support them.”
She found a school equally committed to the student experience when she joined Butler University. In the past 15 years in particular, the school has become intentional about finding opportunities to best support students and families—especially ones who might not feel welcome at a selective university like Butler. For example, the school adopted a holistic review process for student applications and conducted more high school outreach.
Butler wanted to do even more to attract diverse students, and decided to partner with Come to Believe to launch a two-year college in 2025. By bringing CTB’s model for a supportive two-year program to its campus, Butler can serve more students who might not have the on-paper qualifications or financial resources to attend a selective school.
“The CTB approach enables us to connect with all students, not just those who are affluent or have the best resume,” says Makeda.
A member of Butler’s design team, the working group that participated in CTB’s design grant program, Makeda was involved in bringing CTB to campus from the beginning. She hosted focus groups and learned of the deep need for a supportive two-year degree program in the Indianapolis area. When the school opens, Makeda is excited to be able to offer the same DE&I supports that students have on Butler's main campus, including access to the Diversity Center and the opportunity to join the Black Student Union and Latinx Student Union.
Bringing the CTB model to campus caused Butler to examine how it can better support its current students. Professors are rethinking their teaching styles, mentorship game plans, and advising strategies, all with the goal of making every student feel at home.
"We want Butler to be a place where every single student feels welcome,” Makeda says. “That’s how Butler approaches diversity and inclusion.”
Join CTB for an Upcoming Panel on Affordability and Value in Higher Ed
Join the Come to Believe Network for its upcoming virtual discussion, “A Smart Investment? Affordability & Value in Higher Ed” on February 28th, 2024 from 11:00 AM until 12:00 PM EST.
The event will begin with a conversation between CTB President/CEO Steve Katsouros, SJ, and New York Times bestselling author Paul Tough about his recent work on Americans’ perceptions of the value of higher education. Next, President Susan Burns of the University of Mount Saint Vincent and President Jim Danko of Butler University will join the conversation to discuss their institutions’ recent commitments to affordability and access, including the upcoming launch of CTB model colleges at both campuses. Finally, we will have time for audience Q&A. We hope to see you there!
You can register here. Even if you can’t join during the event, you can register to gain access to a recording of the event (distributed afterward).
If you have any questions about the event, please contact Sam Adams at sadams@ctbnetwork.org.
Looking Back at 2023, Looking Forward to 2024
This past year marked a period of significant growth for Come to Believe. In 2023, we welcomed Butler University and University of Mount St. Vincent (UMSV) to our network—joining Arrupe College of Loyola University Chicago and Dougherty Family College of the University of St. Thomas in accompanying young people who are underrepresented at selective colleges.
CTB’s Carlos Martinez (far left) and Steve Katsouros, SJ (second from left) at the press conference announcing Butler’s new two-year college.
Butler and UMSV were both part of our 2022-2023 Design Grant cohort, CTB’s annual initiative that offers institutions the opportunity to explore our model and see if it’s a fit for their campuses. After learning more about how the CTB model provides a pathway for underserved students to receive four-year degrees, these two universities determined there was a need for two-year colleges in their communities—and that they could successfully open and sustain these colleges.
Thanks to our generous community, CTB also celebrated raising over $1 million to support our mission at the end of 2023 through the Bezos Match. Mike and Jackie Bezos offered to donate $500,000 to our cause if other donors could match—and CTB supporters more than met the match! We’re thrilled to use this generous gift to help other higher ed institutions bring our model to their campuses.
As we kick off 2024, CTB is continuing to work with our latest cohort of Design Grant universities. Participating institutions are hard at work evaluating the feasibility of bringing the CTB model to their communities, aided by CTB’s customized support.
CTB’s 2023-2024 Design Grant cohort visited Arrupe College in October
In the coming months, Butler will hire its founding dean and move toward enrolling its inaugural class for its CTB model college in 2025. This spring, Seton College at UMSV will send out its acceptance letters for its inaugural class, who will begin their journey as Seton students in the fall. We continue to collaborate withButler and UMSV and look forward to sharing their upcoming milestones–and student success stories
Meet Jason Ford, Founding Dean of Seton College at Mount Saint Vincent
Jason Ford was working in higher education when he first learned about the Come to Believe (CTB) model. Arrupe College had just opened, and several of his coworkers forwarded a press release about the new two-year school, suggesting that his institution should consider something similar.
"I was excited about the concept then and knew there was a great need in New York for higher education institutions that could meet the needs of underserved students," says Ford. "Fast forward to today: It's amazing that I've been hired as the Founding Dean of Seton College, the new two-year school at the College of Mount Saint Vincent based on CTB’s model."
Ford's career journey to Founding Dean took several turns, but all equipped him with the skills needed to successfully launch the two-year college. Ford has worked in education for decades, including at Iona College, where he focused on student affairs and enrollment, and at various high schools as a principal and teacher. Because of this background, Ford understands what it takes to get students to enroll at Seton College and how to make their experience at the school positive.
Immediately before joining CMSV, Ford worked for the Sisters of Charity—the Roman Catholic religious congregation who founded the college—in another capacity. He served as Vice President for Properties at the Sisters’ Housing Development Corporation, where he oversaw affordable senior housing buildings. In that role, he frequently collaborated with government agencies, managed social services, and dealt with Section 8 funding. This experience will be invaluable in starting a CTB model school, which has a heavy focus on providing students with support services and government-funded financial aid.
"My new position brings together what I've spent my whole career doing while allowing me to continue serving a population that is underrepresented and overlooked," Ford shares.
As Seton College takes shape, Ford's primary focus is on fostering student success and making the school a beacon of opportunity and achievement. He has already begun hiring the college’s first staff members. While taking steps to open Seton College’s doors in Fall 2024, Ford is looking to the colleges already established under CTB’s model—Arrupe College and Dougherty Family College—as benchmarks for the type of success he'd like to achieve.
"My dream is that Seton will fulfill the mission it was set up to serve: to help students succeed," says Ford.
Butler University’s Path to a Two-Year College
Social justice is at the core of Butler University's educational mission. Founded by abolitionists in 1850, Butler holds the distinction of being the second school in Indiana and the third in the country to admit both men and women.
It was with this history of expanding educational access in mind that Brooke Barnett, Provost and Vice President for Academic Affairs at Butler University, and her team pursued bringing Come to Believe’s model to Butler’s campus. Barnett worked along with the school’s Transformation lab, which is devoted to finding new educational models and innovative partnerships that can advance the school into the future, to see if CTB would be a fit for Butler.
Stephanie Hinshaw, Executive Director of the Transformation Lab, notes that CTB's model left an immediate impression because it aligned with Butler’s goal of making education more affordable.
“At Butler, we’ve long had a goal of making our school more accessible by adding a ‘$10,000 degree’ or another affordable program,” added Hinshaw. “As soon as we were introduced to the CTB model, we thought we needed to learn more and see if it would be a fit for our school.”
Butler staff joined the inaugural CTB Design Grant cohort to evaluate the feasibility of establishing a two-year college in Indianapolis. Hinshaw assembled a diverse working group of faculty and staff—a design team—to ensure all perspectives were considered during the exploration process. CTB’s resources, guidance and support enabled Barnett, Hinshaw and the design team to thoroughly examine the model.
“We had great admiration for what Come to Believe was doing, but we weren’t sure if we could pull it off,” says Barnett. “I’m so delighted that we always found ways around barriers and impediments.”
The team rigorously examined the practicalities of introducing the CTB model to Butler, including assessing its financial feasibility and determining if Butler could provide the comprehensive wrap-around support services essential to the two-year college. They also surveyed Pell Grant-eligible high schoolers in the Indianapolis area, confirming a significant demand for the CTB model and indicating that local students would benefit greatly from a new two-year college option.
At every step of the way, the Butler team turned to CTB staff for guidance and to help evaluate Butler’s plan of action. After looking at the model from every angle and developing a five-year financial plan, the Butler staff realized a two-year college was not only feasible—it was the right thing to do for their community. The college—which is yet to be named—will be housed in Butler’s existing College of Education building. Following renovations to the space, Butler will welcome its first class in the Fall of 2025.
“Higher education is meant to be a great equalizer and to help reduce generational poverty, but with rising costs, it sometimes doesn’t fulfill this mission,” says Hinshaw. “At Butler, we’re changing that. We’re thrilled that students in the Indianapolis area will soon have an affordable, accessible path to a degree.”