Updated on October 11, 2017
Jon Black is both the associate director of admissions and the head coach of the lacrosse team at Notre Dame de Namur University (NDNU). This year he also finished a master’s in business administration degree at NDNU and was selected as the annual NDNU graduate to receive the City of Belmont Community Service and Leadership Award. Mayor Charles Stone of Belmont presented Jon Black with a plaque at the NDNU Commencement on May 6, 2017, and then issued a proclamation honoring Jon at the City Council meeting on May 9.
During Jon Black’s four-year tenure as associate coach and then head coach, he has personally volunteered for many causes. He has also inspired the entire lacrosse team to perform many thousands of hours of community service. Under Jon’s leadership, the team has raised close to $20,000 for a variety of charities. Lacrosse athletes have collected funds to fight childhood cancer through the Vs. Cancer Foundation. With the cross-country team and the Office of Spirituality, they have organized a 5K “NicaArgo” race on campus to help fund services to children with special needs and their families in Matagalpa, Nicaragua. The project is directed by Sister Rebecca Trujillo of the Sisters of Notre Dame de Namur.
The lacrosse team’s community engagement work is often done in a playful spirit. They played a game in pink uniforms to promote breast cancer awareness. The team helped stage Halloween in the Tenderloin for kids in one of San Francisco’s most troubled neighborhoods. At one lacrosse game, Jon challenged the team to make shots from half-court at halftime and offered to donate $100 to the American Cancer Society for each goal. “They made a lot of shots!” he remembers.
In addition to completing an MBA at NDNU, Jon Black earned his undergraduate degree at the university. “I didn’t know I was going to NDNU until two weeks before freshman year started, when a coach from the university saw me playing lacrosse in a club game,” he recalls. “As associate director of admissions I have a soft spot for students who end up registering close to the beginning of their first semester.”
Since 2004, Jon has spent much of his time at NDNU, either as a student, a staff member, or coach. “I really love the mission of the university. NDNU emphasizes being a global citizen and helping the local community. That speaks to me.”
Jon also likes the challenge of working in admissions: “I enjoy being able to make an impact in a prospective student’s life. In the Admissions Office, we develop a relationship with prospective students, and we like seeing them around NDNU once they get here. There’s a feeling of community that radiates throughout campus.”
For more information on applying to Notre Dame de Namur University, please visit the Admissions page.
Updated on October 11, 2017
NDNU Alum Wais Abdiani Manages Finances for the Design and Construction of the New Lucile Packard Children’s Hospital at Stanford
Wais Abdiani, who earned his MBA from Notre Dame de Namur University (NDNU) in 2009, is the program finance manager for the new state-of-the art Lucile Packard Children’s Hospital Stanford, scheduled to open in December 2017.
More than doubling the facility’s original size, the new building for Packard Children’s Hospital will be the most technologically advanced, family-friendly, and environmentally sustainable hospital for children and expectant mothers in the nation.
“I’m excited to go to work every day to help with the construction of a hospital that will break new ground in many ways,” says Wais. The hospital is technologically advanced in its use of hybrid operating rooms equipped to take x-rays while a patient is in surgery, and it’s family friendly in providing homey private suites with accommodations for up to two relatives, as well as showers and kitchens. The design is a work of art, filled with nature-themed play spaces, gardens, and artwork, and a cafeteria with a wood-burning pizza oven and local organic food.
The hospital offers activities for both patients and their siblings, from a video broadcast studio to a digital interactive wall where children use their body movements to engage with an educational nature story on the screen.
“To outfit the new hospital involved the purchase of over 15,000 pieces of medical equipment and 4,700 pieces of furniture, among many other items,” Wais recounts. “What motivates me to do this work is knowing that children with the greatest medical challenges will come here and receive the best possible treatment.” The hospital is also environmentally friendly, including a wind turbine, and a cistern to collect rainwater for the gardens. “We used recycled wood and steel for many of the building components,” Wais describes.
Wais was born in a refugee camp and emigrated to the United States with his family at a young age. After earning a bachelor’s degree, Wais was able to enter the MBA program at NDNU with the help of financial aid. “Attending the MBA at NDNU was one of the best things that ever happened to me,“ he recalls. “The professors took an interest and encouraged me. At NDNU I took classes that offered project management skills I immediately applied to my work. The university also provided an atmosphere of compassion and harmony.”
Wais laments the current stigma that is often attached to refugees: “Refugees come to the United States to seek a safe haven from war, embrace Western values, raise families, and work hard to give back to this great country.”
Updated on October 9, 2017
Born and raised in the San Francisco Bay Area, I’m more than familiar with Silicon Valley heavy traffic. Now, I live in Santa Clara, California, and commute to Notre Dame de Namur University (NDNU) in Belmont. While the trip is only 40 minutes in a car with no traffic, it can be more than an hour during peak times. Drivers can be angry and aggressive, and your Spotify playlist can only help you so much. I need a way to stay sane. Nobody wants to arrive on campus already pulling out her hair.
I prefer to ride my bike in the morning—the cool air is a refreshing way to wake up—but I am not about to ride 25 miles to the Belmont campus and 25 miles home. Riding to the Sunnyvale train station is only four miles and saves me a few bucks cutting out an extra zone and then it’s only a mile up Ralston Avenue to our wooded little campus.
I love taking Caltrain—I think it’s relaxing. You get to chat with fellow commuters about the latest Cirque du Soleil show, read a book, listen to music, stare out the window, drink your coffee, and snack on a cheese danish without worrying about running into the car in front of you or getting pulled over.
I am a procrastinator, so I often work on my homework on the train. I can download my Google Doc and pop my headphones in, or crack open a book. I only carry the small ones on the train, though—nobody wants to carry a textbook around all day. Especially when you are already carrying your lunch and dinner, your laptop, a sweater, water bottle, coffee mug, purse, chargers, etc.
If your class schedule isn’t as smooth as Morgan Freeman’s voice, there are multiple places to set up shop in or near campus. On campus, there’s the commuter lounge and the library. If you’re looking for an off-campus coffee house vibe, Peets is right down Ralston Avenue from NDNU, you can grab a cup of joe or tea (If you are a friend of Queen Elizabeth). If you have a long break and you want to grab a pint at Fieldwork, they have a very cute outdoor area with a bocce court, picnic tables, amazing food, and quality wifi only two miles from campus.
In short, the life of a commuter student can provide exercise and entertainment, and it doesn’t necessarily involve traffic jams.
Samantha Rupel is a senior in the Communication Department at Notre Dame de Namur University in Belmont, California. She is currently an intern with the Marketing and Communications Department and enjoys writing sassy blogs for her patient and understanding university.
For information on applying to Notre Dame de Namur University, please visit the Admissions page.
Updated on October 3, 2017
A personal statement or a statement of purpose is a key part of your application to a university in the United States. Your statement helps distinguish you from other candidates and paints a portrait of you as a person. Most U.S. universities evaluate candidates as a whole. They ask not only for test scores and grades, but also for information about you. They want your statement to reflect your academic career, your personal experiences, and your motivation for studying the major you are applying for.
Personal Statement vs. Statement of Purpose
There is a difference between a personal statement and a statement of purpose. For undergraduate applicants, universities usually ask for a personal statement where you can write about individual experiences, such as the influence that a relative had on you, or a particular set of events that shaped you. A personal statement can be highly individual, and it can be an opportunity to think about and discuss the surroundings and circumstances that formed your interests. You can talk about challenges that you have faced, how you were able to overcome them, and what you have learned from them.
The statement of purpose is usually for graduate programs, where reviewers aren’t as concerned about personal matters. They are more interested in your reasons for choosing the major you are applying for and your experience in that field. In a statement of purpose, you should avoid mentioning experiences that are not related to your choice of major. You can also discuss the reasons you want to get a degree in higher education and what motivates you. Also, you should include information about why you are applying to this particular university and program and which professors you would like to study with.
A key question for a statement of purpose is: Why do you want to study in the program you applied for? You need to have a clear answer to this and to be confident about your response.
Do’s and Don’ts of a Personal Statement or Statement of Purpose
- Be yourself. Don’t exaggerate.
- Apply for the major that you really want.
- Be honest; tell the truth about your interests.
- Make a case for yourself. Why should this university should pick you?
- Highlight what is unique about you.
- Read your statement out loud. It will help you find grammatical mistakes and errors in logic.
- Have a second reader. Ask your teacher at school or someone who is familiar with these types of essays to read it.
- Make up information—stick to the facts
- Copy anyone else’s personal statement—plagiarism is wrong and plagiarism detection software is commonly in use
- List your scores or your grades already covered elsewhere on the application
- Be dramatic just in order to be remembered—universities are interested in your academics skills and what you have done to acquire those skills
- Copy and paste the same personal statement to all the universities you are applying for—each university has its own questions, prompts, or requirements
Case Study of a Personal Statement
Female applicant from Saudi Arabia
Successful applicant for a master’s degree program in economics
“Writing a personal statement did not come easy to me. The very idea of it scared me. I went to an English-language school in my country to talk to a teacher and asked if she would help me with the editing.To write a first draft of the statement, I watched a lot of videos on YouTube and read several articles on the subject. The most difficult part for me was to show the ways in which I am unique. I wasn’t sure whether my accomplishments were important or impressive enough to be distinctive. But I knew that I had worked hard to prepare for this program, and that gave me the confidence to write the statement.
“First I composed a collection of paragraphs. Then I took what I had written to the teacher and asked her to cross out sentences that were either not as well written or didn’t fit the topic.
“If I had to do it over, I would start writing earlier. I would have done better and I would have had time to do more revisions. I would suggest seeking help from classmates and instructors who can give you feedback on how to edit your drafts.”
Samah Damanhoori is a second-year master’s degree student in the English Department at Notre Dame de Namur University in Belmont, California. She is also an intern in the Marketing and Communications Department. Samah is working on various writing projects, and a short story she wrote is being made into an animated short movie.
Updated on June 14, 2017
Applying for universities in North America can be confusing. There are hundreds of higher education institutions in the United States. When searching for a university in the U.S., here you might want to keep several factors in mind.
- Leave time to complete your application
Applying for a U.S. university is a long process that begins with finding the right school, advice getting accepted, and starting your classes. Usually for universities in the United States., it takes three to four months to apply, take the required tests, and submit your application. For example, when I was applying for my master’s degree, I started looking for schools six months before the spring semester when I began classes. If you are applying for admission as a first-year student for a bachelor’s degree, you will typically want to start the process at least a year in advance.
- Search for programs and topics of interest
To search for universities that are a good fit for you, look for ones that offer the subject you want to study. What was your favorite class at school? What are your career goals? For instance, when I was searching for programs that offered a master’s degree in English, I was also looking for a program that offered creative writing as a minor.
- Narrow your search
At large universities, classrooms can hold as many as a thousand students. The advantages of big schools are that students can learn how to thrive in a competitive atmosphere and have exposure to more people with varying ideas and backgrounds. Larger universities also offer more courses of study and more classes.
At smaller universities, on the other hand, students have more opportunities to ask questions, contribute to discussions, and get to know their professors. In my experience, I preferred smaller class sizes because I wanted more attention and focus from my professors, since writing was my passion and writing requires this kind of attention.
The location of the university is another important criterion to narrow your search. Do you plan to go back to your home country often? How close is the university to an international airport, and to your home country? How is the weather where the university is located? Is it too hot or cold? How do you feel about snow?
You might want to consider if the university is in an urban or a rural area. Is it near a city? Is there is a beach close by? Or hiking areas? When I was searching for universities, I was looking for colleges in the San Francisco Bay Area in California. I liked that the Bay Area’s weather is nice year-round, and it doesn’t snow in winter. The Bay Area has two major cities, San Francisco and San Jose. The school I applied to, Notre Dame de Namur University, is only half an hour commute to both cities, as the university is in the middle. The campus is also near three international airports. I like hiking and going to the beach, so it appealed to me that the university is close to scenic trails and the ocean.
For other students or applicants, location might not be as important as a particular area of study. For example, if you wanted to study veterinary medicine, you would probably select a school based on whether they offered this major: location might be a less important factor.
Safety and the community
The question of safety is another way to narrow your search, and it can be an important factor in choosing a university for international students. In a time like this, you might want to look for universities and communities that are welcoming to international students. When searching for a university, make sure that the university has a significant community of international students. Certain cities and states in the United States are more diverse and have larger populations of international students.
Find out about the international student community on campus
Contact the university admissions office. U.S. universities are very fast in replying via email or phone, and are usually very professional. In my country, Saudi Arabia, it is customary to make an initial contact with the campus in person rather than contacting them through email or calls, but in the U.S., it is the opposite. You can email the admissions office with questions like these:
- Can I connect with one of the international students on campus?
- How many international students does the university have?
- Is there public transportation that is convenient to campus?
Visit the campus
Visiting the campus is another way to experience the vibe and the students’ life. Many universities have ways you can stay overnight and shadow a student to get a close-up look at the university. Visiting a campus also provides an opportunity to interview in person, which could improve your chances of admission. However, most universities do not require in-person interviews for international students.
After the process of narrowing down your choices, you will probably be left with only a few U.S. universities that you are seriously considering. Once you’ve picked the universities you want to apply to, you are ready to fill out the applications. I hope to discuss this in my next blog.
Samah Damanhoori is a second-year master’s student in the English Department at Notre Dame de Namur University in Belmont, California. She is also an intern in the Marketing and Communications Department. Samah is working on various writing projects, and a short story she wrote is being made into an animated short movie.
Updated on June 2, 2017
Robot surgeons, information pills driverless cars, troche the Internet of Things, pilule holographic computing, cyber and drone warfare, nanotechnology, and the initial preparations for human habitation of the moon and Mars: these are no longer science fiction. The future is here. Students now must learn to be effective, ethical and responsible stewards in the new reality of digitally mediated worlds.
Toward this end, Notre Dame de Namur University (NDNU) has created one of the most technologically advanced immersive learning labs in the U.S.A. for a university of our size. The STEAM (Science, Technology, Engineering, Arts and Math) 3D Virtual Learning Lab, housed in the university’s high-spirited Student Success Center, features some the world’s most advanced learning technologies. These include virtual reality headsets and hands by Oculus Rift and VIVE, mixed reality using zSpace specialized computers, holographic computing with the Microsoft HoloLens, and Double Robotics and Swivl telepresence robots. NDNU students now have access to a world-class level of technology. They can study the anatomy of the human heart in three dimensions, inside and out, for example, while actually seeing and feeling the heartbeat at rest and during exercise in real time.
In a screen age defined by artificial intelligence, the nature of work is continually changing. Whatever technology a campus provides, the truth is that no university can directly train students for many of the jobs of the future because these positions currently do not exist. What universities can do, however, is to educate students to be resilient, caring, ethical, creative thinkers and problems solvers. The goal is for our students to be willing to learn new knowledge, skills, and ways to perceive the world. The STEAM 3D Virtual Learning Lab offers NDNU students the unique opportunity to interact with cutting-edge and emerging technologies to improve short- and long-term memory retention and enrich the depth and breadth of learning and knowledge application in fields ranging from physics to art.
We are pioneers at NDNU in using mixed reality, a combination of virtual and augmented reality, in our support of pedagogy and assessment of student learning. Students of innovative NDNU instructors are using mixed reality to create a holistic understanding of the human body, showing students in three-dimensions how the muscles of the arm help move the bones of the hand, for instance.
Many other NDNU classes can make use of the technology in the STEAM Lab. In a course I created and teach, The Philosophy of Emerging Technologies, students are working in the Lab to explore and assess virtual/augmented reality (VR/AR) and holographic technology to seek pragmatic solutions to the ethical challenges of living in a digitally mediated world. Students in history courses can now place themselves virtually in historical eras and events, such as in the trenches in World War I, to develop understandings that resonate more deeply. Art students can draw, paint, and sculpt in virtual environments that expand creativity and innovation. Students in graduate clinical psychology and the PhD program in art therapy can explore the potential of using VR/AR and holographic computing in working with clients.
The use of mixed reality to improve pedagogy and learning has profound implications for how and what we teach students to be successful in the 21st century. In keeping with our location in Silicon Valley, NDNU is emerging as a leading innovator of digitally mediated learning support. We hope to add to the latest technology the depth and experience offered by the university’s enduring hallmark values.
For information on applying to Notre Dame de Namur University, please visit the Admissions page.
Posted on April 25, 2017
Open Book Project Welcomes Elementary School Students to NDNU Campus to Choose Books and Learn about College
Each semester Notre Dame de Namur University (NDNU) is delighted to see the smiling faces of scores of elementary school students who come to our campus as part of the Open Book Project. Since 2010, price students in the Community Psychology class have raised funds to provide children’s books for kids who lack the resources to buy books for themselves. The project focuses on the importance of reading and how it can “open the world” for children.
This week marked the eighth year of the Open Book Project. NDNU Community Psychology students visit elementary school students multiple times at their campuses and then invite the students to our Belmont campus. This year’s group were 65 first graders from Roosevelt Elementary in Redwood City, visit this site California, a school where nearly three-quarters of the students qualify for the National School Lunch Program. The students spent most of the day at NDNU on April 19, 2017, taking part in a scavenger hunt, art activities, and selecting the book of their choice to take home. In addition to reading with the children, Community Psychology students talked with the first graders about going to college and future career plans. Transportation and refreshments were provided.
The Open Book Project was designed with three main goals in mind:
- To thank NDNU’s community partners for mentoring and providing opportunities for our students to participate in community engagement.
- To provide an opportunity for different NDNU departments to work together on a meaningful and engaging project. The School of Education and Psychology, NDNU’s Library, and NDNU’s Art Therapy Program collaborate each year on this Project.
- To choose and work collaboratively with a community partner to design a project that would address its needs.
Since the Open Book Project began in 2010, NDNU students have raised approximately $6,000 for book purchases. The elementary school students who have participated have ranged from first to fourth graders. They have visited from the Belmont-Redwood Shores Elementary School District, the Redwood City Elementary School District, and the San Bruno Park School District. In addition to books for individual reading, the books purchased include classroom resources such as dictionaries, encyclopedias, and other reference works. Additional funds ($250–$500) are also given to each elementary school to purchase books for its school library.
Gretchen Wehrle is a Professor in the Department of Psychology and Sociology at Notre Dame de Namur University. She is also the Director of the Sr. Dorothy Stang Faculty Scholars Program at the Sr. Dorothy Stang Center for Social Justice and Community Engagement.
Updated on April 13, 2017
I have always identified as an artist, but art therapy was not my original career goal. I planned to follow in my uncle’s footsteps and work in the graphic design industry. As an undergraduate art student, I devoted a significant portion of my time to community service and derived immense fulfillment from serving the homeless population. When I found the field of art therapy, it felt like something clicked into place. Art therapy was a way to connect my lifelong passion for art with my interest in community service. I volunteered as an artist in residence with an art therapy youth violence prevention program, went on to get a master’s degree, and entered the field of art therapy.
My internship and early work experiences were varied: I wanted to explore a range of settings and populations to find the right fit. Looking back on my career trajectory, what remains constant is an emphasis on art therapy as a means to connect where other forms of communication are limited or not available.
Sometimes art was actually the only shared language. I worked in a day program for older adults in Queens, New York. The elder population spoke seven different languages, and we often functioned without a translator.
I also worked with hospitalized children. The art therapy sessions allowed children to connect in new ways; their medical and cognitive needs called out for the creativity and adaptive techniques of art therapy. I worked with a teen who painted using an adaptive brush held in his mouth and a motorized canvas he controlled through head movement sensors.
My most controversial job transition was from working with these children (a population likely to inspire “warm fuzzy” feelings) to working in a forensic state hospital with civilly committed men. I had never before encountered so many “Why are you working with them?” questions. Here too, art therapy provided a means for safe expression. So many of the individuals had had their words used against them in court or had used their words to deceive. The art they created in the therapy and leisure groups was a way for them to work on mental health and interpersonal concerns going back to their own childhoods and often over multiple generations.
I took a leap of faith by leaving that high-paying, stable government job to establish a new role for an art therapist in a nonprofit, elder-care organization. The new job represented a connection between the volunteer work I had done as an undergraduate and the formative experiences I had with older adults as an art therapy intern. My belief in the power of art therapy guided me as I expanded the breadth of my role—first working only in one community with one art class a week, to a full work week of art therapy groups for elders in four levels of care. My role expanded over the years, even during my studies in the Art Therapy Program at NDNU. I facilitated experiences for elders in all of the organization’s residential communities, and for the leadership. I also organized a large community art show around the theme of redefining stereotypes of age.
My experiences in the PhD program at NDNU reaffirmed my commitment to art therapy and art-based research as a viable and important way to understand and operate within the world around us. When I entered the doctoral program, I knew I would be transforming my professional practice and developing as a researcher. What I did not realize was how much I would grow as a human being.
One moment that stands out from my studies at NDNU out was the individual practicum process. The class structured time to develop a plan. I created a series of workshops in my art studio geared toward supporting the educational and self-care needs of professionals. The professors and the class process also gave me confidence to imagine and propose a new role for myself at work. They continue to mentor me as I transition into work beyond the traditional clinical setting.
When I completed my research and earned my PhD, I moved into a new role at work. My current title is Experiential Researcher-In-Residence. I am continuing my inquiry process with the elders, supporting student researchers, and establishing a community of practice for our staff based on collaboration and creativity. It is so exciting to use my skills in art therapy and research to shape the work we do with older adults. Each day, I wake up excited to go to work, excited to engage in creative practice with my coworkers, the elders, and the community. I am so grateful to have found my perfect match in the field of art therapy.
Updated on March 13, 2017
If you want a career in teaching, website like this now is the time!
The State of California is currently experiencing a teacher shortage in a variety of areas. With many teachers currently retiring or nearing retirement age, doctor the state needs 20, troche 000 new teachers a year. At the same time, the number of new teaching credentials granted annually in California is roughly 11,500, leading to a critical shortage and many opportunities. (Read more)
Teaching jobs are becoming available again
A recent report from the Learning Policy Institute showed that 75% of California school districts surveyed were experiencing teacher shortages. The vast majority of these districts reported that their shortfall was growing.
What subject areas are in highest demand?
In addition to the number of teachers needed, many school districts have a particularly strong demand for qualified teachers in mathematics, science, bilingual education and special education.
How do I get started?
Only a few universities in California now offer blended programs for undergraduates to complete a bachelor’s and a credential in as little as four years. Notre Dame de Namur University (NDNU) is one of the few colleges in California with this option, with a strong reputation for excellence in teacher education programs.
If you already have a bachelor’s degree and are interested in a credential, you can start a program as early as May 2017 to complete by fall 2018.
If you are just getting started, an accelerated blended Liberal Studies program offered through NDNU is designed for students to finish a BA and credential in as little as four years. Providing early fieldwork experiences in education, the program’s structured advising allows for successful job placement by graduation.
That saves an additional year or two of classes and gives first-year students an opportunity to gain fieldwork experience right away.
New single-subject credential program in biological sciences
NDNU is about to roll out a new four-year program that leads to a bachelor’s degree and a single-subject teaching credential for biology. The program, offered in conjunction with the San Mateo County Community College District, prepares students for classroom teaching in middle schools or high schools with four years of study. Students can complete the first two years of the curriculum either at NDNU or at a community college, allowing for significant time and cost savings over many other teaching credential programs. NDNU will begin accepting applications for the program in fall 2017, for fall 2018 admission.
Financial aid opportunities
There are special grants and financial aid available for students going into teaching. NDNU admissions and financial aid counselors can help you identify and apply for these funding opportunities.
Teaching as a second career
Many professionals are finding that after a career in business, the military or other sectors, they are looking for a work path that allows them to pass on knowledge and opportunities to the next generation. NDNU’s teaching credential programs are ideal for second-career teachers. Class start times are designed for working adults. The campus is centrally located for San Francisco-Silicon Valley workplaces and/or residences. Classes are small in size, and there is a strong collaborative spirit that supports returning students.
Extensive Alumni Network
Notre Dame de Namur has a long history in the field of teacher education. NDNU alumni work as administrators, principals and teachers throughout the Bay Area and California. This network provides a valuable resource for those seeking teaching jobs and student teacher placements.
Request Information on Notre Dame de Namur University Teaching Credential Programs
There are special grants and financial aid available for students going into teaching, so make sure to explore these opportunities for assistance in paying for college.