ACT vs. SAT: Questions to Ask Yourself

Once upon a time, certain colleges preferred certain tests. That’s no longer the case! Virtually any college that accepts the SAT also accepts the ACT, and vice versa. While this is freeing in a lot of ways, it can also present a conundrum for students who don’t know which test to take. Here are some questions to help guide your decision-making so that you can take the test that presents you in the best possible light!

Am I a science person?

The ACT has a science exam. Before you dismiss this and move on to the next question, consider “science” from the ACT’s point of view. Not all students will have taken exactly the same science curriculum. Thus, the science section can only really test scientific reasoning and a few (very few) facts. You can succeed on ACT science if you can think like the test, and the only way to know if you can is to try it out. I’m living proof that you can succeed on ACT science without being a scientist. (You don’t want me to be your surgeon. Trust me on this —and my high school biology teacher.)

Would I rather answer slightly easier questions faster or slightly harder questions slower?

This may sound like six of one, half a dozen of the other…but actually, most of us have a preference. The best way to figure this out is to take a practice exam under timed conditions for each test. The ACT provides less time per question, generally (50 seconds vs. 1:10 for the SAT)—but also is ever so slightly easier in terms of reading level and question complexity/trickiness. On the other hand, the SAT provides slightly more time per question, generally, but also can throw in some curveballs that can be anxiety-provoking for some test-takers.

Would I rather read shorter, harder passages or longer, easier passages?

SAT passages tend to be slightly shorter, but grade-level ranges from 9th grade up to early college. There are also more of them (5 vs. 4). ACT passages are longer, but grade-level ranges from around 10th-grade only up to about 11th-grade level.

How much do I like graphs?

Or rather, how good are you with them? The SAT was revised in 2016 to put more of a graphic emphasis on the reading section. If you’re not a visual learner, this may be more challenging. On the other hand, this is countered on the ACT by the science section, so practice tests will help you decide!

How comfortable am I without my calculator?

Calculators are allowed for ACT math. However, the questions come at you quicker, so mental math is a major plus. There is no calculator allowed on some of the SAT math, but you can use it for other problems. Again, try this out on practice tests… (okay, I’ve said my peace!).

How much do I rely on the multiple-choice format?

20% of SAT math problems are grid-ins, meaning that you have to provide the answer. If your math score is extra-important (you’re interested in pursuing a math-heavy program or math is your weaker area), this may be a factor in your decision about which test to take.

Would I rather analyze or debate? Am I better at analysis or debate?

Many schools require the writing portion of the SAT or the ACT: the essay. On the SAT, you’ll do more analyzing. On the ACT, you’ll work more with opinions.

At the end of the day, isn’t this all moot? Shouldn’t I take both tests?

No. Almost nobody should do this. You know how scientists have recently found that multitasking isn’t really a thing, it’s just switching back and forth between two things, doing them both kind of badly? That. It’s far better to take the test that comes more naturally to you, twice if necessary. Study for it, prep your best, take it—and if you don’t get the score you want, take it again. Work on your weaker areas in the meantime. Work on test strategy. The way to become a great athlete is not to train as a runner for a month and then train as a swimmer for a month (granted, it would get you into great shape, but that’s beside the point). Figure out where your strengths are and focus on them.

Rachel Kapelke-Dale blogs about test prep and admissions for Magoosh. She has a BA from Brown University, and did her graduate work at the Université de Paris VII (Master Recherche) and University College London (PhD). She has taught and written about test preparation and admissions practices for more than a decade.

For more information on applying to Notre Dame de Namur University (NDNU), please visit the admissions page.


Wildlife on the Campus of Notre Dame de Namur University

Deer eat the windfall from fruit trees on campus

The first sight you see when you arrive on the campus of Notre Dame de Namur University (NDNU) is often a family of deer grazing, complete with fawns. One spot the deer gravitate to is the area in front of New Hall student residence, where there are apricot, plum, and pear trees. When the fruit is on the branches, the deer come to eat the windfall off the ground. “They also like the cherries that grow by the student apartments,” remarked Chris Komahrens, NDNU’s director of facilities. Probably these tame deer find NDNU a congenial place because just up the hill from the classrooms and residential buildings there is a large natural area with plenty of secluded places.

Acorn woodpeckers on NDNU campus. Photo by Jennifer Rycenga, Sequoia Audubon Society

In addition to deer, there are multitudes of birds at NDNU. On a recent birding walk around campus  guided by volunteers from the Sequoia Audubon Society, twenty-three different bird species were spotted in a short time. The sightings included a red-tailed hawk, Anna’s hummingbird, a black phoebe, and an acorn woodpecker.

Red-shouldered hawk on campus. Photo by Jennifer Rycenga, Sequoia Audubon Society

Some of the birds feed on the campus’s population of salamanders and alligator lizards (tiny reptiles that look like miniature alligators, only a few inches long).

Other species on campus include three different types of squirrels, among them a rather rare black squirrel. The nature area of campus also has a nocturnal population of coyotes and raccoons who avoid human contact. Spotting one is an unusual event, unlike sighting of the deer, who often play and scamper up and down the hills of NDNU.

For more information on applying to Notre Dame de Namur University (NDNU), please visit the admissions page.

Interview with Tom Stang, Brother of Dorothy Stang

Tom Stang is the brother of Dorothy Stang (1931–2005), Sister of Notre Dame de Namur, alum of Notre Dame de Namur University (NDNU), and activist for social change. She lived and worked for forty years in the Amazon rainforest in Brazil, starting a farmers union in Pará State, helping to set up twenty-three schools, and teaching sustainable farming techniques. Sister Dorothy was assassinated at the age of 73, shot by gunmen hired by local landowners.

Q: Could you tell us a little about your family and the world that Dorothy Stang grew up in?

Tom Stang, Brother of Dorothy Stang

Tom Stang: We were a family of nine brothers and sisters, living in the countryside near Dayton, Ohio. It seemed like every two years our parents would have some more fruit on the vine. There were two sets of twins, girls who were four years older than I was, and me and my brother. Dorothy was one of the oldest children, and she and our sister Mary were the nursemaids, the caregivers for the younger ones.

Q: What kind of school did you attend?

Tom Stang: We went to a nearby Catholic school. The building had very few conveniences. There were outdoor privies, and two grades in each classroom, but lots of love from the Sisters of Notre Dame de Namur.

Q: How did the family react when Dorothy announced that she wanted to enter the convent at age 17?

Tom Stang: We were a religious family. There were aunties who were nuns, and uncles who were priests. Dorothy was nurtured and educated by Sisters of Notre Dame de Namur from an early age. When she decided to join the convent, it was a normal, natural thing.

Q: What were some of the influences that shaped her spiritually and politically?

Sister Dorothy Stang (1931–2005)

Tom Stang: There were two major influences in Dorothy’s life: the first was the changes in the church that happened as a result of Vatican II [the Second Vatican Council, 1962–65, which called on the faithful to work for justice and bring the values of the Gospel into the world]. The second influence was Dorothy’s sabbatical where she studied creation spirituality with Matthew Fox—her interest in preserving the rainforest was related to that. For Dorothy, creation spirituality worked hand in hand with liberation theology.

Q: What do you think is the legacy of Dorothy’s life?

Tom Stang: I think it’s beautiful that her legacy is being kept alive through the Sister Dorothy Stang Center for Social Justice and Community Engagement at Notre Dame de Namur University. There’s also the Sister Dorothy Stang Scholarship at NDNU. [The scholarship is awarded to formerly incarcerated women living in a residential program and working toward a university degree; or to students who are refugees, undocumented, or former foster and other emancipated youth in financial need.]

Q: How would you describe Dorothy’s approach to life?

Tom Stang: Dorothy’s purpose in life was to serve others. Our whole family was brought up with that value: two of our sisters became nurses, one became a teacher, two entered the convent. My twin and I both became priests, though I eventually left the priesthood. The other two brothers served in the military during World War II.

Q: What were some of the main focuses of Dorothy’s work?

Tom Stang: She worked to preserve the land rights of poor farmers.

She was also very pro-woman. Dorothy had a reputation for serving the needs of women who were harassed or oppressed, which she did in Brazil. She worked for women’s equality. Sadly, prostitution was also common in the part of Brazil where she chose to live, and Dorothy worked with the prostitutes to educate them and to give them hope. She always tried to be of assistance to those who got off the track.

It hurt Dorothy dearly to see what was going on with deforestation in the Amazon rainforest. She also had a total identification with, and love of the people. Dorothy was a creature in love with God’s creation.

Help preserve Dorothy’s legacy by donating to the Sister Dorothy Stang Scholarship at Notre Dame de Namur University. To make a donation, visit this secure page and select the Sr. Dorothy Stang Scholarship Fund from the drop-down menu.

The Sister Dorothy Stang Center for Social Justice and Community Engagement at Notre Dame de Namur University

When I entered the office of the Sister Dorothy Stang Center for Social Justice and Community Engagement on the Notre Dame de Namur University (NDNU) campus, I found so much more than I had anticipated. The Stang Center is a haven of warmth, tea, and good conversation—and yes, social activism. The staff and students affiliated with the Stang Center work towards social justice and community engagement in many different arenas.


Sister Dorothy Stang (1931–2005)

Dorothy Stang, Sister of Notre Dame de Namur

Sister Dorothy Stang

Who was Sister Dorothy Stang? She was a leader in community engagement and social justice both locally and globally. Sister Dorothy, who graduated from NDNU in 1964, was active in community organizations in the area around the university in San Mateo County, California. But she is best known for almost four decades of work in the Amazon River Basin in Brazil. There she helped to provide education, taught sustainable farming, and defended land rights of the poor in communities pushed into the rainforest. Sister Dorothy was tragically assassinated by gunmen hired by loggers and ranchers.

Call to Action Day

One main focus of the Stang Center is organizing NDNU’s annual Call to Action Day, which comes around every fall semester. During Call to Action Day, over 300 students, faculty, and staff join together in teams to learn through community service projects. They work with a variety of community partners around the San Francisco Bay Area, from food pantries to parks in need of cleaning or plantings.

Bonner Leaders

The Stang Center is the campus’s hub for the national Bonner Leader program. The program supports, trains, and recognizes students who do the heavy lifting in local communities, helping shelters, community homes, and at-risk students, among others.

Bringing students together

The Stang Center also builds bridges among communities and cultures in an effort to open and encourage channels of communication. Last year, for example, I attended a Roundtable on Palestine organized to encourage Palestinian-American students to voice their stories. By the end of the student-led talks, the room felt like everyone was among friends, making it comfortable to ask questions that continued the Q&A session well beyond the scheduled time.

In general, the Stang Center serves as a focus for faculty, students, and staff who want to connect with others engaged in social change, and with organizations serving the community.

Samantha Rupel is a senior in the Communication Department at Notre Dame de Namur University. She interned in fall semester of the 2017–18 academic year with the Marketing and Communications office.

For more information on applying to Notre Dame de Namur University (NDNU), please visit the admissions page.

My Experience as a Resident Assistant: From Knockout to Mom Jeans

Joscelyn Q. Pardo

An easy way to figure out what a resident assistant (RA) does is to think about your mom. You know how you call your mom when you’ve got a problem you can’t solve yourself, like taking a stain out of your favorite shirt? So, residents call their RA and ask them how to drop a class after the deadline. RAs are also placed in residence halls in order to stop karaoke night running into quiet hours, among other possible sources of mayhem. At Notre Dame de Namur University, where I’m an resident assistant, RAs also build community by organizing “walkovers,” events where we attend a chocolate fest or a lacrosse game as a group; or the RAs host “do nut stress” study breaks, where students drop in for a treat during finals.

I applied for an RA position at the end of my first year in college. I was ready to put on my mom jeans and guide freshmen through their ­­initial year at university. Instead, I was assigned to be in charge of a hall with upperclassmen (third- and fourth-year students). I looked at my list of residents and I was “shook”—everyone was older than me. Being an RA for students who already have gone through their first two or three years of college was intimidating, because they would have experience and wouldn’t need me in the way I expected.

My challenge the first few months of being an RA was earning the respect of all my residents, despite my age. How do you tell someone who’s old enough to be your uncle to turn down the music?

Then one day I was attending Argo Madness, the annual basketball season kickoff in the gym. The event featured a game of knockout with a duffel bag stuffed with gear as the prize. My residents dragged me onto the court, probably thinking I was going to embarrass myself and they would get a good laugh when I was the first eliminated. They didn’t know I had been on the basketball team in high school. As the competition went on and I stayed in the game, my residents started cheering me on from the sidelines. When I eliminated the last player, there was a big cheer and we all danced together to celebrate.

From that day forward, my residents saw that we had something in common—in my case, it was basketball, but any number of things could have built that tie. After creating a connection, I noticed my residents trusted me more, and the respect was building. They began to come to me with issues, which I helped them solve; and with their accomplishments, which I shared their pride in.

As an RA, it’s not easy to be an authority when dealing with your peers. During the day everyone is just a student, but at night my role shifts. It’s difficult when I’m documenting a student violating a policy and then the next day I have to act like nothing happened as we’re in class together discussing the reading.

It’s not my job as an RA to get people in trouble, or as my residents like to say, to be “the feds.” I try to explain to my residents and peers that whatever I do is part of the job that helps me stay enrolled in college. That breaks the tension a little. Besides, it’s more paperwork and less sleep for me to document incidents, so I just ask, please follow the rules.

There are some personal rewards to being an RA. At Notre Dame de Namur University, we have a tradition that parents or other loved ones write a letter to new students when they drop them off at the residence halls at the beginning of the semester. The RA keeps the letters until midterms, a stressful time for all students. I get to be the one who knocks on their door and surprises them with this note of encouragement from their closest loved ones. It’s not unusual for both the student and the RA to shed a tear when they read that letter.

Joscelyn Q. Pardo is a student worker in Marketing and Communications at Notre Dame de Namur University, a sophomore majoring in psychology, and an RA in a residence hall.

For more information on applying to Notre Dame de Namur University (NDNU), please visit the admissions page.

From Yearbook Editor to College Student

I was talked into joining yearbook my sophomore year of high school after realizing I was not Michael Jordan—my dream of a basketball career was heading out the window. I had never designed a single spreadsheet or photographed a senior portrait in my life, but I was excited to start something new. (Plus someone told me the whole staff gets to travel around the country, and who doesn’t love to travel?) Diving into yearbook taught and surprised me with life skills I still use in college.

Joscelyn Q. Pardo

Social Skills

I never considered myself a social butterfly. My friends were my teammates and my mom was the one who knew all the chisme, or gossip. Talking on the phone made me as nervous as giving a speech on live television.

Yearbook forced me to overcome all that awkwardness. I had to ask people to come in for face-to-face interviews, I invaded students’ privacy with a camera in their face, and I got over my fear of public speaking. Coming out of my shell took some time. After my adviser appointed me coeditor-in-chief, I learned more skills than just how to talk to people—I learned how to be a leader. I was able to manage a staff to the point of winning first place for the National Scholastic Press Association (NSPA) Best of Show award two years in a row. These skills have helped me land student leader positions my first year of college. I am now a resident assistant, an orientation team leader, and I know nearly everyone who lives on campus.

Technical Skills

You didn’t think winning first place was easy, did you? I learned the tips and tricks of Adobe Photoshop and InDesign after two years of sobbing in front of a computer screen because I forgot to save my latest design. Knowing the little things like how many picas are in an inch, or the rule of thirds has helped me get to where I am today.

During my time in high school I was able to use my new technical skills working at a local photography studio. In college I continue to use my skills for photographing events and adventures, designing Snapchat Geofilters, and being hired in the Marketing and Communications department here at Notre Dame de Namur University.

How to Work Hard

Being apart of the yerd (yearbook nerd) community, I discovered what it means to work hard. I spent countless days in the yearbook room working on designs and editing photos only to go home and study for a final the next day or go to work. Deadlines and events came whether I was ready or not. Finding the time, motivation, and most efficient way to do things was always a struggle.

In college, I’ve also had to deal with time management challenges. Assignment due dates are in the syllabus, but actually reading it is another story. Studying until 3:00 a.m. for an 8:00 a.m. exam is the worst idea, but it always happens. Balancing school, work, club involvement, a social life, and being a resident assistant is hard, but it’s nothing I can’t manage. Becoming a hard worker is something I developed in yearbook with time management and motivation, but it’s something I still continue to work on.

Joscelyn Q. Pardo is a student worker in Marketing and Communications at Notre Dame de Namur University and a sophomore majoring in psychology. In high school, she coedited the yearbook at James C. Enochs High School in Modesto, California.

For more information on applying to Notre Dame de Namur University (NDNU), please visit the admissions page.


The Career of an Art Therapist

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.

Erin Partridge with Poster

Dr. Partridge presenting her research at the conference of the American Society on Aging, March 2017

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.

Erin Partridge with client

Dr. Partridge with client

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 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.

For information about graduate study in Art Therapy at NDNU please visit the webpage of the MA or the PhD program.


The Zen of Education: Meditation at Notre Dame de Namur University

College students are under a lot of pressure to finish school in a tight four years, maintain enough extracurriculars to build a Johnny Bravo-buff resume, and live the kind of social life only seen in movies.

Samantha Rupel, NDNU student

Samantha Rupel, NDNU student

My first semester at Notre Dame de Namur University (NDNU), I took the course Mindful Meditation with Amy Jobin. I hoped it would help ease me into my heavy workload. I had some vague familiarity with the practice of meditation, but I had never committed to sitting down Yoda-style with any consistency to see if it could help me reduce stress. In articles and on various websites, I kept reading how meditation practices produced the same striking list of results:

  • Improvements in concentration and attention
  • Improvement in focus under pressure
  • Improvements in academic achievement
  • Increase in self-awareness and overall emotional well-being
  • Improvements in sleep quality

NDNU has been adding mindful meditation events and resources to encourage students to take care of themselves, actively reducing their stress and anxiety using meditation. The university now offers the Mindful Meditation course, Freshman Seminar professors have been incorporating mindful breathing into the curriculum, and the campus’s Virtual Reality (VR) Lab is providing guided meditation.

Mindful Meditation is a one-unit course with Amy Jobin, who teaches students the history of meditation and traditional practices, as well as the application of mindful living. Students learn both seated and walking meditation, and can choose which they prefer to practice throughout the semester. This intimate course is not more than 10 students, making for interesting, open-floor conversations during class meetings. The class provides a good working knowledge of meditation, and helps students form a simple routine to maintain the habit.

Patti Andrews wears many hats at NDNU. She is the Student Success Center program director, Freshman Seminar director, and a history and political science professor. She incorporated more mindful meditation and mindful breathing exercises into the Freshman Seminar after discovering that an assignment to “hang out with a tree” became an unprompted habit for stressed-out students. This encouraged her to start incorporating mindful breathing into the beginning of her evening history courses: “When I see that students need to focus their energy, I might do a two-to-three minute guided meditation. Students really like it and get excited when they know it’s coming.” She watches her students giddily straighten up, folding their hands in their laps to get ready to relax and focus their energy before they dive into class.

The VR Lab offers a mindful meditation program where you can step into a fluorescent-lit room; pull on the squishy, padded visor with audio ear covers; and all of your surroundings disappear. You are dropped into one of five peaceful places of your choosing, like a Toy Story alien being chosen by The Claw to go on to a better place. The program is simple, it takes you to a quiet place and begins to guide your breathing using visual cues. The program is long enough to bring you to a calm state of mind without being so long that you are more stressed about losing valuable work time.

For me, meditation is a short and sweet way to maintain sanity through college and beyond. Notre Dame de Namur University has realized the effectiveness of meditation programs and is increasing access to these offerings for students, using yoga, seed-saving workshops, and guided meditation with live acoustic guitar. Students receive notification of these events through the Student Weekly Update from the Marketing and Communications Department.

As for the list of positive effects of meditation, I do find myself more focused and relaxed under pressure academically and personally. However, my sleep quality is not as high as promised. I thank the mindful meditation course and I blame my nocturnal, energetic cats.

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 more information on applying to Notre Dame de Namur University (NDNU), please visit the admissions page.

For International Students: Learning Styles at Universities in the U.S.A.

Teaching styles in the United States are different than in other countries. Your unique thoughts and ideas count in the U.S. Professors here accept a variety of opinions. In other countries, such as Saudi Arabia, for example, where I come from, respecting instructors and their way of teaching is more important than anything else. Here in the U.S., you get to experience learning from another perspective.

Samah Damanhoori

Teamwork/study groups

Universities in the U.S. appreciate teamwork. In many classes, it is essential for students to get the best out of their program. Teachers and students sometimes work on projects together, discussing and sharing ideas and opinions.

In Saudi Arabia, teamwork was based on dividing students into groups of four to five students. Usually, teamwork is all about getting high grades, and not for the sake of the projects. Instructors would give the students projects that had been already done, so the teachers would not expect much originality.

Class discussions

In the U.S., talking and discussing are a must in seminar classes. Professors welcome and are glad to hear students’ opinions and to learn more about students’ perspectives.

When I first started classes here, I was very quiet. I was a listener more than a talker.  The teachers were so open. I remember the first time I spoke after weeks of being silent: the professor was very happy and supportive of my point of view. She made me feel that my opinion is important.

Share your opinion/your opinion matters

If a thought comes to mind, you can say it out loud in a U.S. class. Where I come from, you ask permission to talk and you have to give an opinion that is considered correct. Here at Notre Dame de Namur University (NDNU), I share my opinion freely, which has also helped me in gaining confidence outside of class.

Learning more than memorizing

U.S. universities focus on the learning experience rather than memorizing a lecture. Professors here are trained to show you the way to blossom. They focus on you as an individual and on how much you understand; the teachers evaluate themselves based on the students’ understanding.

Adding variety to the classroom

In the United States, you are a new color added to the rainbow in the class. For the most part, U.S. universities welcome international students with open hearts. U.S. students are often thrilled to learn about your culture, knowledge, and perspectives. If you land in the right place, you will feel that you are living in your second home.

Use the library

I come from a country where libraries are only for men. Coming here and being able to have access to libraries whenever I wanted was overwhelming! I can use a variety of materials, from research papers, to books, to encyclopedias, and more. I can go to the library for my classes or for pleasure.

Study groups

Study groups are a gathering of students who meet regularly to work together and explore a topic or class. They are usually classmates or they share the same major. Sometimes the study group is based on the students’ interest. Study groups can help students understand and explore lectures. It’s a way to keep students on track and help them do their homework successfully.

Professors’ office hours

Office hours are a time when a student can have a one-to-one meeting with a professor. They are a useful way for students to ask questions about a lecture or a reading assignment, brainstorm about topics for a paper or a project, or just to pose questions that arise during a course.

Though it may seem intimidating at first to meet with a professor one-on-one, office hours are an important chance to benefit from an instructor’s knowledge and to network about educational and professional opportunities that the professor may suggest.

Samah Damanhoori is a second-year master’s student in the English Department at Notre Dame de Namur University in Belmont, California. Samah is working on various writing projects, and a short story she wrote is being made into an animated short movie.

For more information on applying to Notre Dame de Namur University (NDNU), please visit the admissions page. Information on international students at NDNU is here.

Experiences as a Transfer Student: Notre Dame de Namur University Edition

When I got into Notre Dame de Namur University (NDNU), I was so happy I ugly cried on the phone with my transfer counselor. He was talking me through the details of transferring, but everything he said was muffled by my joy, like Charlie Brown listening to his teacher. NDNU had the Communication program I wanted most, with the student services I have grown to value so highly.

Samantha Rupel, NDNU transfer student

The application process alone with other schools was traumatizing, I could never get ahold of anyone for help with my paperwork or arrange a meeting longer than five minutes to discuss the details of my transfer application. When I applied to NDNU, I got a call from my admissions counselor letting me know when my application was being reviewed, and again at each step moving forward. My hand was held all the way through the transfer process, and I always had a quick response whenever I got nervous.

This experience convinced me that a small university was the right choice for me in finishing the last two years of my education. I signed my commitment forms on Argo Day (NDNU’s welcome day for admitted students), got my Polaroid picture taken with the NDNU Argonaut mascot, received my first NDNU T-shirt, and spoke with some students who would soon be my peers in the Communication Department.

When I got through the bureaucracy and into the school, I was assigned a guidance counselor, Leah Ferrari, to help lay out my two-year plan for graduation. She is incredibly attentive and careful with the details to ensure there is plenty of time and wiggle room for each of her students. This makes me feel looked after and comfortable to enjoy my top-of-the-line education, while trusting her to make sure I’m taking all the classes I need.

Brooke Becton’s transfer experience led her to be a transfer ambassador for NDNU’s Office of Admissions. “If you’re thinking about transferring, then take the next steps,” she says. “Also, if there are ever any doubts or questions during the transfer process, don’t be afraid to reach out to the counselors because they are great resources.”

NDNU promises to look at the applicant as a whole, and not just as a set of statistics, and they keep their promise. I transferred in with a 2.6 GPA, thinking I didn’t have a chance anywhere because no school would look beyond my below-average number. The people in the Admissions Office listened to me, they read what I wrote, and they took a leap of faith that would lead to my current 4.0 GPA.

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 transfering to Notre Dame de Namur University, please visit the Transfer Admission page.