Author: Otterbein Editorial Staff

Dishing up a NEW DINING EXPERIENCE for students

What’s ON THE Menu?

With Phase One complete, the modernization of the Campus Center continues. Up next: Phase Two and a new dining experience for Cardinals.

“We’re looking to make big changes to the dining experience – from the dining space to the kitchen layout and program offerings,” said Bill Fox, vice president for student affairs and Otterbein lead on this project. “We are exploring what we can do to make the Campus Center and the dining experience more inviting, more modern, and certainly a more meaningful space for our students and our community to dine, connect, relax, study, and make memories.”

An 18-member committee, which includes student leaders and Otterbein staff as well as external project architects and collaborators, meets regularly to share ideas and concerns, and discuss progress.

Some of the biggest changes on tap include creating a new open-concept dining experience with multiple stations featuring a variety of food options along with a complete overhaul of the dining room. “Whether it’s the memories students make around a big table or a quiet place to study in between classes, we want this space to be a destination for our students and campus,” Fox said.

Fox said the goal is to have a new dining experience ready for full use by January 2025.

Current Dining

Proposed Dining

The Dining Room Experience

  • Phase Two focuses on 9,500 square feet of the Campus Center to create an open, welcoming university destination to bring Cardinals together.
  • Fostering connection and community, the space will be flexible in its configurations to ensure a sense of comfort, whether hosting a small group or a full-capacity event.
  • A re-imagined 1847 Dining Room will offer unique space to accommodate from 12 to 40 people and enhanced event synergy in space that adjoins the Taylor Lounge.

The Flow

  • As important for efficiencies and reduced lines, the use of food stations will also allow students the chance to see the variety of what’s offered.
  • A variety of fixtures and furniture will create space that is aesthetically pleasing and warm while also meeting student use of space whether loud and happy meals with friends around a big table or a smaller table for quiet studying.
  • Grab-and-go features will respond to student preferences and schedules.

Nutrition and Clean Dining Options

  • Just as modernized space enhances efficiencies, it will reinvigorate the approach to student well-being.
  • Awareness of food sensitivities translates to amplified attention to food preparation, selection, and quality to mind dietary and allergen considerations as well as cultural sensitivities.

Back of House

  • The modernization of space will increase energy efficiencies and improve sustainability with improved building systems and new equipment.
  • The kitchen staff experience will be enhanced to further contribute to an improved student dining experience.

Blaine Bishop ’25, a senator for Student Government and member of its Dining Advisory Board, said he’s excited about the improved nutritional visibility. “A clear listing of ingredients will take out a lot of the guesswork for students,” he said. Bishop said students are also looking forward to the updated facilities. “It’s all going to feel comfortable and more home-like.”

SHOWCASE YOUR OTTERBEIN LEGACY FAMILY

As part of Phase Two, we’re creating a unique opportunity to showcase our Otterbein Legacy Families by giving these multi-generational families an opportunity to make a lasting impact. For more information, please contact Stephanie Clark, senior director of development, at clark35@otterbein.edu or 614.823.1953.

“Every design question, every hope or idea for the new spaces, and every bit of investment is intended to improve the experience of our current and future students.”

–Bill Fox
Vice president for Student Affairs

Teaching Awards

TEACHING AWARDS

Each year, Otterbein honors outstanding teachers for their impact on their students, colleagues, and the University. These dynamic and dedicated full- and part-time faculty contribute so much to the Otterbein community both in and outside the classroom. They help students find their calling and grow as young professionals; celebrate their colleagues’ achievements; and show their support for the staff who are often working behind-the-scenes.

Teacher of the Year – David Sheridan

David Sheridan, Biology, Teacher Of The Year

“One thing I want my students to take from my classes is to be inquisitive and always keep learning. I always learn something new every time I teach a course.”

David Sheridan

Associate Professor of Biology

“Sheridan made his animal systems physiology class especially interesting and engaging by using a variety of teaching methods to discuss a normal and diseased state. He described asthma, gave a demonstration, and then had students simulate the experience by providing small straws to breathe through. It was obvious that he held the interest of all students in the classroom.”

– from nomination

How would you describe your teaching style?
Fast paced, energetic, mostly flipped-classroom model. Students do the readings and take a pre-quiz prior to discussing the material in class. It allows us to tackle the difficult subject matter in class with mini-lectures and then follow up applications like a case study.

What inspires you to teach?
Most of my students are going into nursing, medicine, veterinary medicine, physical therapy, dentistry, etc. I remember taking anatomy and physiology and was fascinated by it. I hope I am helping them start their journey into their future careers that are heavily rooted in anatomy and physiology with that same fascination and base knowledge.

What do you hope your students take from your classes?
An appreciation for the body and its processes, be it human or animal, and the fact that we are all similar, but the uniqueness of each person or species is amazing.

Why are you passionate about the subjects you teach?
Anatomy and physiology are at the crossroads of so many disciplines — biology, chemistry, physics — and we can see these structures and functions and processes in our own bodies.

What is your favorite class to teach?
All of them, but mostly whichever one I am currently teaching. I always learn something new every time I teach a course.

What do you think students get from Otterbein faculty that they can’t get anywhere else?
Access.

What is one lesson you want students to carry with them not related to the subject matter?
Be inquisitive and always keep learning.

New Teacher of the Year – Bennett Grooms

“When I teach a course, I view it as an opportunity to connect with future peers and colleagues. My teaching style is very discussion- and application-based. I focus on providing students opportunities to take what they have learned and use that knowledge in real-world scenarios tied to their career interests. I want my class to be a space of mutual learning, where I ask questions and have conversations to guide students into new areas of thought.”

Bennett Grooms

Assistant Professor of Biology

“Dr. Grooms is most likely one of the best things to have happened to the Zoo and Conservation program just because he is so passionate about what he is teaching. His attitude and devotion to animal work is contagious and makes me want to be a better student.”

– from student course evaluation

David Sheridan, Biology, Teacher Of The Year

How would you describe your teaching style?
When I teach a course, I view it as an opportunity to connect with future peers and colleagues who will be joining the field shortly. Under that mindset, my teaching style is very discussion and application based, and I work to go beyond just “learning the material.” Instead, I focus on providing students opportunities to take what they have learned and use that knowledge in real-world scenarios tied to their career interests. Additionally, I prioritize discussion and tying material to previous experiences. I never want a class to be just me talking “to” students, rather, I want my class to be a space of mutual learning, where I ask questions and have conversations to guide students into new areas of thought.

What inspires you to teach?
Mostly it’s the passion and enthusiasm I see from the students. I’m very fortunate to work in a field where there are so many opportunities for students to pursue individual interests. Having a student share about their favorite animal to work with or about their internship experiences is so enjoyable to hear. Similarly, hearing the aspirations these students have for helping wildlife and conservation, and witnessing their immense talent while working in class makes teaching a truly enjoyable experience that I look forward to doing every day.

What do you hope your studentS take from your classes?
One of my primary goals for students who take my classes is help them understand that success is so much more than just a grade or title. I believe success is progressive movement towards a worthy goal, and I try to emphasize to my students how worthy of an endeavor it is for them to think about what they want to do with their lives and trying their best to achieve those goals. If students leave my classes more confident in their knowledge of the world, as well as feeling more confident in themselves, then I consider that a very successful class.

Why are you passionate about the subjects you teach?
I truly love working in conservation, and think it is critical to the health of our planet to connect people to wildlife and nature. I come from a family that is wildlife-oriented and spent much of my time growing up visiting zoos, state parks, and going camping. There is so much diversity in the animals and plants we share this planet with, and I find it fascinating to work with students in understanding how those animals behave, and what we can do to best conserve them. It’s a very rewarding experience to come full circle with my passion for wildlife conservation, and now be on the side of engaging students in this material and work.

What is your favorite class to teach?
My Animal Behavior (BIO3050) course; it’s so much fun between the in-class discusses, lab experiences, and film project that I have students do. I’m constantly thinking of topics and field experiences for the course.

What do you think students get from Otterbein faculty that they can’t get anywhere else?
Compared to other universities, I would say Otterbein students receive an awesome benefit of becoming part of a professional community almost immediately in their program. Considering my department alone, we have students as early as their freshman year working with faculty to take care of aquariums and animals, conduct research, collect field data, and present their own research at conferences. Faculty also see students regularly through organizations, events, and research projects, which makes it feel like we are building connections vs. just pushing students out into the workforce.

What is one lesson you want students to carry with them not related to the subject matter?
That their self-worth goes far beyond their grades or academic performance. I hope students will remember that everyone is worthy of feeling confident in themselves without judgement or comparisons, and that everyone has something worthwhile to share and learn.

Excellence in Part-Time Teaching – Amy Karns

David Sheridan, Biology, Teacher Of The Year

“Teaching is more than the simple transfer of knowledge from one individual or group to the next. As a classroom leader, it’s my job to create a learning environment in which students belong — feeling valued and respected. A sense of classroom community is crucial to form a safe learning environment where students may consider other perspectives with growth, empathy, and kindness.”

Amy Karns

Psychology Instructor

“I would advise any student, psychology or not, to take this course because it really solidified my understanding of the topic of development, and it was a very fun and interactive course!”

– from student course evaluation

How would you describe your teaching style?
My teaching style is student-focused and highly interactive. I believe learning happens through various methods, including lecture, discussion, problem-solving, and real-life situational labs. I strive to engage the class while giving many opportunities to learn from one another.

What inspires you to teach?
I am motivated by the shared experiences in the classroom integrating course content to real-life application. I enjoy helping students problem-solve, think critically, and challenge their own perspectives while encouraging them to try something new or step out of their comfort zone. I hope my love and excitement for the field of psychology encourages personal growth and lifelong learning as it relates to their personal career goals.

What do you hope your students take from your classes?
I hope that students leave my class feeling accomplished in their knowledge of how human behavior and mental processes affect their lives each day. I hope they look back and remember how fun the process of learning can be even if it requires them to think past the traditional way of college teaching.

Why are you passionate about the subjects you teach?
There is a common myth that psychology only encompasses the diagnosis and treatment of mental health disorders. I love teaching how human behavior and mental processes are relevant in day-to-day interactions through relationships, motivation, emotion, attention, and our abilities (intelligence).

What is your favorite class to teach?
This is tough as I enjoy different classes for various reasons. My favorite is probably introduction to psychology for many of the reasons listed above. I get excited to debunk many of the myths associated with the field of psychology — especially with students who take psychology to check off a requirement.

What do you think students get from Otterbein faculty that they can’t get anywhere else?
We care about the whole student. Otterbein is a family. Faculty and employees care about each other and the well-being of students.

What is one lesson you want students to carry with them not related to the subject matter?
You do not have to be perfect to be successful.

Exemplary Teaching Award, United Methodist Church General Board of Higher Education – Cynthia Laurie-Rose

“I’m inspired by seeing the satisfaction on students’ faces when they have worked through a complex set of ideas, and they suddenly show understanding. I can see the students gain confidence in that moment and I know that they will begin to trust their ability to understand concepts or complete tasks that they may have previously felt were too difficult.”

Cynthia Laurie-Rose

Professor of Psychology

“It is staggering how dedicated she is to this high-impact practice of experiential learning. She does this work because research is essential for our students who wish to pursue graduate study, and Cindy wants to support them in that endeavor.”

– from nomination

David Sheridan, Biology, Teacher Of The Year

How would you describe your teaching style?
My teaching style is a hybrid of the traditional classroom lecture with a healthy mix of activities that illustrate the concepts I am teaching. When appropriate, I include independent research activities within the class. In an Honors course I teach, I ask students to conduct independent research using archival data; in my last seminar course on working dogs, the class conducted a study with college-aged participants and therapy dogs from Pet Partners.

What inspires you to teach?
I’m inspired by seeing the satisfaction on students’ faces when they have worked through a complex set of ideas, and they suddenly show understanding. I can see the students gain confidence in that moment and I know that they will begin to trust their ability to understand concepts or complete tasks that they may have previously felt were too difficult.

What do you hope your students take from your classes?
The excitement and fun of learning.

Why are you passionate about the subjects you teach?
I teach courses in experimental psychology. I enjoy showing students that research methods and core experimental courses such as physiological psychology and perception have relevance outside the classroom. As an example, I teach a unit on dyslexia in my physiological course, exploring its basic neurological underpinnings. I then introduce students to the surprising controversy of using dyslexia as a diagnosis in public schools. Owing to the tireless effort of grassroot parent organizations lobbying states to recognize the science, we end this unit discussing the new “dyslexia laws” requiring schools to use dyslexia as a specific diagnosis.

What is your favorite class to teach?
I love to teach perception. Perception is a topic students know very little about coming into the class. It is interesting that humans do not routinely reflect on how or why we see or hear the world the way we do. I enjoy introducing topics that are brand new to them and help them make connections between what they see and hear and the science behind those experiences. Students enjoy the many fun demonstrations in this class, including optical illusions.

What do you think students get from Otterbein faculty that they can’t get anywhere else?
Owing to our small classes, a community often emerges from our close work together. That sense of community persists long after the semester is over. We will see many of these students in other classes we teach, and some will work alongside us in our labs. We build long-lasting relationships with our students well beyond graduation. We continue to serve as mentors to our students and continue to help them in their professional endeavors.

What is one lesson you want students to carry with them not related to the subject matter?
In my classes, I emphasize the relationship between science and authority — whether that authority is religious, political, or societal. I want students to understand that science can be trusted and that they must become informed consumers of science and engaged citizens.

Faculty Excellence

Mary B. Thomas Award Honorees 2022

Tansey is the faculty adviser of the ASBMB student chapter at Otterbein, which won the Outstanding Chapter Award in 2023, 2018, 2014, and 2012 – more times than any other school.

Faculty Excellence

Faculty Excellence

At Otterbein University, where personal attention and mentorship is key, supportive instructors are preparing the next generation of scientists, teachers, leaders, and professionals to tackle the toughest issues with creativity and critical thinking. Through their own professional journeys, professors are showing students how to ask the right questions, look for the right answers, and work together to generate change — they are inspiring students to explore new ideas and build a better world.

National Fellow Inspires Students to Believe in Themselves

Chemistry Professor John Tansey, director of the Biochemistry and Molecular Biology Program, has been named a fellow of the American Society for Biochemistry and Molecular Biology (ASBMB). His laboratory examines the role the PAT proteins play in lipid storage and disease — and the work is conducted by undergraduates under his guidance.

How would you describe your teaching style?
My teaching style is interactive. I like to ask students a lot of questions that get them to think. Biochemistry can seem like a list of hundreds of things to memorize, but finding patterns and recognizing how life uses and reuses these patterns is essential to success. I also like teaching in the laboratory. I’ve had nearly 50 students conduct longer-term research projects with me and I’m very proud of them and their accomplishments.

How do you inspire your students to achieve their goals?
I think the main thing that students need to know is that while they may have lofty goals, they are attainable if they have a plan and work towards it. Advising students is key. Becoming a scientist, physician, veterinarian, or just about anything in life doesn’t happen overnight. There are many steps along the way. We help scaffold many of those experiences they need for success. It’s also important that people know they have someone in their corner. We believe in our students and their dreams. Sometimes it’s a case of getting them to believe in themselves.

How has your involvement with ASBMB helped you grow professionally?
My involvement in ASBMB has helped me develop a network of educators and scientists that has kept me on top of scientific advancements as well as shifts in teaching philosophy and pedagogy. My network has provided collaborators, but also access to experts who I can rely on if I have a question in the lab or classroom.

What does it mean to you to receive this national recognition?
Becoming a Fellow and being recognized by a society that I have value and respect for means so much to me. I’ve been a member of ASBMB for nearly as long as I’ve been at Otterbein, and I’ve attended meetings of the society and published in their journals going all the way back into graduate school. It’s also meaningful to me to be recognized as a scientist and educator. I’m so thankful to them and to those who nominated me.

How has your involvement with ASBMB helped you grow professionally?
My involvement in ASBMB has helped me develop a network of educators and scientists that has helped me immensely. It has kept me on top of scientific advancements as well as shifts in teaching philosophy and pedagogy. My network has provided collaborators, but also access to experts who I can rely on if I have a question in the lab or classroom. I’ve made lifelong friends through the society.

What do you hope students get from their involvement with ASBMB?
ASBMB is a fantastic organization for students in that it helps provide different opportunities for students depending on their interests. We have a student ASBMB chapter on campus that helps provide professional opportunities, networking, and scientific outreach. The society has scholarships, grants, and awards for students to conduct research, travel to meetings, and organize scientific outreach opportunities in their communities. Over 80 Otterbein students have attended the national meeting of ASBMB and have won awards for their research and outreach. ASBMB has a student honor society, Chi Omega Lambda, and Otterbein routinely has several students inducted each year. Otterbein has been awarded the national chapter of the year four times, more than any other school!

How would you describe your teaching style?
My teaching style is interactive. I like to ask students a lot of questions that get them to think. I’m not a fan of simply recalling facts. Biochemistry can seem like a list of hundreds of things to memorize, but finding patterns and recognizing how life uses and reuses these patterns is essential to success. I also like teaching in the laboratory. I’ve had nearly 50 students conduct longer-term research projects with me and I’m very proud of them and their accomplishments.

What inspires you to teach?
I really enjoy teaching. I had a lot of great, influential teachers growing up and they really helped shape my thinking and how I view science. I also had a few classes where I didn’t have the best experiences. I try to make sure everyone has a meaningful experience in my class and can use what they have learned in their life.

How do you inspire your students to achieve their goals?
I think the main thing that students need to know is that while they may have lofty goals, they are attainable if they have a plan and work towards it. Advising students is key. Becoming a scientist, physician, veterinarian, or just about anything in life doesn’t happen overnight. There are many steps along the way. We help scaffold many of those experiences they need for success. It’s also important that people know they have someone in their corner. We believe in our students and their dreams. Sometimes it’s a case of getting them to believe in themselves.

What is the benefit of teaching and learning at a small university like Otterbein?
I think the value of teaching and learning at Otterbein comes from the interactions and access you have with people. Students and faculty work closely together and know each other. I don’t think you can have those experiences at larger institutions with thousands of students. At Otterbein, it’s more a case of one-on-one mentoring. This happens both in the classroom and lab.

Investing in Their Future

Scholars and Scholarships are a bright pairing for these seniors from the Class of 2024.

These scholars have bright futures. Each admits to feeling a little overwhelmed right now, but mainly, they’re just excited about the future. They’ll tell you their hopes to better their communities and to make a difference in their professions. Each will also explain how the support of donors helped them discover their passions at Otterbein and how that has made all the difference.

Congratulations to the Class of 2024!

Olive Schnittker, whose pronouns are they/them, was set on medical school until they fell in love with organic chemistry. Their love of research followed during the summer between their sophomore and junior year. “If I wouldn’t have had the chance to do research, I wouldn’t have been able to discover what I want to do with the rest of my life.” Schnittker knows research is the focus of their future. “I’m extremely grateful for our donors, their support, and the awards that made it possible for me to do research.” They are the first member in their immediate family to earn a bachelor’s degree and an advanced degree in the sciences.

OLIVE SCHNITTKER ’24, Chemistry and Biochemistry/ Molecular Biology

Schnittker has already been accepted to four graduate school programs. They are deciding between a master’s degree or doctorate degree pathway with long-term plans to join research and development industry work in medicinal or pharmaceutical chemistry.

Olive Schnittker, whose pronouns are they/them, was set on medical school until they fell in love with organic chemistry. Their love of research followed during the summer between their sophomore and junior year. “If I wouldn’t have had the chance to do research, I wouldn’t have been able to discover what I want to do with the rest of my life.” Schnittker knows research is the focus of their future. “I’m extremely grateful for our donors, their support, and the awards that made it possible for me to do research.” They are the first member in their immediate family to earn a bachelor’s degree and an advanced degree in the sciences.

OLIVE SCHNITTKER ’24, Chemistry and Biochemistry/ Molecular Biology

Schnittker has already been accepted to four graduate school programs. They are deciding between a master’s degree or doctorate degree pathway with long-term plans to join research and development industry work in medicinal or pharmaceutical chemistry.

Did you Know?

Individual endowed
scholarships = $2.6 million

Otterbein works to match students with scholarships that support individual educational goals.

“My work with the New Student Transition Team ignited a spark in me to help introduce others to the potential they may not see in themselves.” Angel Proehl said she’ll miss the relationships she established here. “They saw something in me. It meant a lot to know the staff had faith in me.” An advocate herself, Proehl also works to make sure more students know about Otterbein’s Opportunity Scholarship.

ANGEL PROEHL ’24, Criminology and Justice Studies and Psychology

Proehl will begin work on a master’s degree in Social Work at Slippery Rock University in Pennsylvania. She plans to spend her career advocating for children in foster care and adoption services.

Lily Cowie says her Otterbein professors were spectacular. “They make me want to keep on learning.” She plans to work in a research position while she decides which graduate psychology program to pursue. Cowie also said were it not for all the scholarship support, she likely wouldn’t be here. “Thanks to our donors, I had an incredible experience.”

LILY COWIE ’24, Psychology and Women’s, Gender and Sexuality Studies

In addition to her studies, Cowie is a trained and certified OhioHealth Sexual Assault Response Network of Central Ohio (SARNCO) advocate and Coordinated Community Response Team member. She proudly served as the president of the Psi-Chi Honor Society and as co-president of Tri-Iota Honor Society.

“The experiences I’ve had really make you think how science rotates the world in a new direction. It’s enlightening to be around people who share the same goals.” Last year, Mason Nolan was inducted into the national honor society of the American Society of Biochemistry and Molecular Biology. This year, he’s in medical school. “I want to thank donors for giving us experiences, professional opportunities, and the chance to see things we ordinarily wouldn’t be able to see.”

MASON NOLAN ’24, Biochemistry and Molecular Biology

As part of the Early Assurance Program, Nolan will be finishing his first year of medical school at Ohio University’s College of Osteopathic Medicine around the same time he graduates from Otterbein. His 3+4 pathway is giving him an amazing experience and an early start on medical school.

“There is nothing better than the smile of an athlete after their first game back following an injury,” Conner Ruff said. “It’s very gratifying.” Ruff’s proud of the work he’s done on his clinical rotations in area high schools and with Otterbein’s trainers. “I want to thank the donors for giving me the opportunity to do what I love. Without their support, I wouldn’t be here.”

CONNER RUFF ’24, Athletic Training

Ruff will continue his studies at Otterbein to complete his master’s degree in Athletic Training. He hopes to return to his hometown to support his school’s athletic trainer who he regards as a vital role model.

The gift that continues ..

“Fourteen years ago, my family and I came to the United States as refugees from Nepal where we were living in refugee camps. All we had were some clothes and photographs. It feels unreal that I went from no hopes of finishing college to now having graduated with two majors. Today I am in my dream job. Donors don’t know how impactful they can be. Not only have they given me a life, they’ve given my family a life.”

BHAWANA KHATIWADA ’23, Computer Science and Communication

Khatiwada graduated a year early. She is an IT programmer analyst at Denison University in her dream job. She says without Otterbein’s support she wouldn’t be where she is today.

FAQs for the Common Good

The Coalition is truly something new.

A national system, unbound by geography, increasing access to a life-changing education.

Since Otterbein announced the creation of the Coalition for the Common Good (CCG) in August 2023, we have heard many positive comments, especially from the central Ohio business community, and a few questions and concerns. We’ve pulled together some of the most common questions to answer here. Before I jump into the Q&A, however, I want to address a few of the really wild rumors that we have heard as well.

It is important to understand that the CCG leadership isn’t reaping benefits through the creation of the system. All the CCG leaders, drawn from the leadership teams of Otterbein and Antioch Universities, serve as volunteers. No one is paid a salary or a bonus or any renumeration for their role in the CCG. Also, no faculty or staff positions have been eliminated as a result of the Coalition and no academic programs are being discontinued. The Coalition for the Common Good has been created to generate enrollment growth for both co-founding institutions and for future members. Now let’s get to the questions.

Why is Otterbein doing this?
Higher education is at a crossroads. The public is losing confidence in higher education, both due to concerns about rising costs and a national media that thinks the 100 most competitive universities accurately represent higher ed in America. The pool of traditional age (18- to 22-year-old) students is rapidly declining, but the number of colleges is not; Ohio has 194 approved higher education institutions. The solution to not having enough traditional age undergraduates is to focus on adult and graduate learners, however Otterbein is structured to best serve traditional undergraduates. Enrollment growth becomes possible through our work with Antioch and the Coalition.

The Coalition is truly something new. A national system, unbound by geography. The first system to align around a cause, increasing access to a life-changing education. The CCG will allow Otterbein to expand our excellent Graduate Nursing and Health and Sport Science programs to learners in California, Washington, and on the East Coast. It brings new academic programs to central Ohio, like Antioch’s Clinical Mental Health Counseling program that helps to meet the growing need for qualified counselors in Ohio and provides additional mental health resources to our undergraduate students.

Another benefit presented by the CCG is the opportunity to use the resources and faculty expertise of two universities to meet the workforce development needs of central Ohio employers. The CCG can directly assess the needs of employers and respond with certificates and stackable credentials, undergraduate degree completion and advanced degree opportunities that can be offered in modalities that meet the needs of both the employer and their employees.

Additionally, all Otterbein alumni, faculty and staff receive a 15% discount on tuition when they enroll in an Antioch University graduate program.

Why did you select Antioch University as your partner?
Antioch University helped develop the “university without walls” model of graduate and adult learner education, with expertise in offering classes as low-residency, in person, or online. With campuses in California, Washington, Ohio, and New Hampshire, Antioch has a national footprint. Because of the complimentary nature of our curriculum – only the Master of Business Administration and Master of Education are offered by both schools — the CCG immediately offers enrollment growth opportunities as we bring existing programs to new markets.

It has been amazing to watch how the Otterbein and Antioch faculty have come together to plan for these growth opportunities. The faculty have shown deep appreciation of the expertise that their new colleagues are bringing to the work we do. The enthusiasm has been incredible to see.

Why is Otterbein getting rid of our graduate programs?
By moving our graduate programs to the Coalition to be operated by Antioch University, Otterbein will be able to focus on the thing we do best: providing a life-changing education to traditional-age undergraduate students. As mentioned above, this move allows Otterbein’s highly regarded graduate programs to serve students across the country rather than just in central Ohio. It is a mistake to think of these program transfers as “getting rid of’ our graduate programs. The curriculum for Otterbein programs will remain the curriculum after the programs transfer. Otterbein faculty are likely to continue to teach in the programs after they transition, and in fact several Otterbein faculty members are joining Antioch University to run the programs once they transfer.

Antioch is investing in a new Graduate School of Nursing and Health Professions in order to offer these programs. They are also undergoing review by the Ohio Department of Higher Education and our accreditor, the Higher Learning Commission, as well as any specialized accreditation required to offer these programs. The academic rigor of the existing programs will be maintained once they are transferred to Antioch. The alumni of our graduate programs will soon be able to call new alumni of these programs across the nation “friends.”

Why is there so much emphasis on social justice?
Unfortunately, the term “social justice” has taken on a politicized meaning — lionized on one side and demonized by the other — that impacts how people respond. The Coalition for the Common Good is committed to education for a more just society. We believe in the power of education to change lives, to improve our communities, and to defend and protect our democracy. It is important, however, for our community to understand Otterbein’s past as an insight to our future. Founded by abolitionists in 1847, Otterbein has always put doing what is right over doing what is popular.

Truth be told, when Otterbein, at our founding, enrolled women in the same academic program as men and hired women faculty, that was a radical, innovative idea. When we enrolled African American students before the Civil War, that was a radical, innovative idea. When we enrolled students from Sierra Leone in 1896, that was a radical, innovative idea. When Otterbein enrolled Japanese American students from internment camps during World War II, that was a radical, innovative idea. When Otterbein created its Integrative Studies general education program in 1968, that was a radical, innovative idea. In the late 1960s and early ’70s, when Otterbein adopted a shared governance model with a University Senate comprised of students, faculty, and staff and made students voting members of the Board of Trustees, that was a radical, innovative idea. And the founding of the Coalition for the Common Good, a national system of private, non-profit universities, with a shared graduate and adult learner program is a radical, innovative idea. History has ultimately endorsed all these radical, innovative ideas and we believe that time will prove the CCG is the right thing to do as well.

What is the business model? How does Otterbein benefit?
Imagine the financial security of Otterbein as a four-legged stool, in which each leg bears some of the responsibility for creating long-term stability. The CCG has four legs that support our financial stability.

  • Traditional undergraduate enrollment – The costs and revenues associated with our traditional undergraduate enrollments are not shared. The CCG provides a number of benefits to Otterbein undergraduate students such as Graduate Early Admission Pathways that will strengthen our undergraduate enrollments.
  • Graduate/Adult programs – This is the centerpiece of the Coalition and is expected to be a major driver of expanded enrollment and revenue growth that will be shared among the affiliate members.
  • Strategic Initiatives and Business Partners – The Coalition for the Common Good can provide the necessary infrastructure, course design, and modalities to meet the needs of employers in each member’s community, delivering stackable credentials, certificates, adult degree completion and graduate degrees.
  • Support Services Organization (SSO) – The Coalition has created an SSO that will allow the identification of efficiencies in non-academic areas.

What is the difference between Antioch University and Antioch College?
While Antioch University and Antioch College have a shared history, they are very different institutions. Antioch University is one of the nation’s leading providers of low-residency and online graduate and adult learner programs with campuses in Los Angeles, Santa Barbara, Seattle, Keene, NH, and Yellow Springs, OH. The University has adult degree-completion programs, but does not serve traditional age undergraduates. It offers an array of master’s and doctorate programs in areas like Clinical Mental Health Counseling, Leadership and Change, Education, Non-profit Management and Business Administration. Antioch College has a separate, historic campus in Yellow Springs, and licenses the use of the name “Antioch” from the University.

How do Otterbein undergraduates benefit from the Coalition?
The Coalition provides Otterbein undergraduates with many exciting new opportunities. We have developed five Graduate Early Admission Pathways (GEAPS) for Otterbein undergraduates to Antioch graduate programs. The GEAPS allow an Otterbein undergrad to take three (3) graduate classes their senior year, at no extra cost, and students then apply those nine (9) credits to both their Otterbein undergraduate degree and their Antioch graduate degree, reducing the time and cost to earn their master’s degree. Five additional GEAPS are under review this semester.

Approved Graduate Early Admission Pathways:

  • Art Therapy
  • Clinical Mental Health Counseling
  • Human Services Administration
  • MBA
  • Non-profit Management
  • Athletic Training
  • Exercise and Health Sciences
  • Healthcare Administration
  • Individualized Studies in the Humanities
  • Individualized Studies in the Social Sciences
  • Athletic Training
  • Exercise and Health Sciences
  • Healthcare Administration
  • Individualized Studies in the Humanities
  • Individualized Studies in the Social Sciences

GEAPS in development:
We are also building special “Study Away” programs that will allow Otterbein students to take courses at one of Antioch’s campuses as part of their undergraduate course of study. These immersive experiences will range in length from several days up to an entire semester.

Prospective undergraduate students tell us they find the idea of the Coalition to be very exciting and that it increases the likelihood of their choosing to enroll. In a survey of high school seniors conducted in October 2021, 83% reported that an alliance like the CCG would increase their interest in a member school; 44% reported that it would “significantly” increase their interest. Students identified increased career and alumni networks, the opportunity to take courses at member institutions and accelerated pathways to a graduate degree as the most important benefits they seek, all of which the CCG now provides.

What happens if things do not work out?
Otterbein reserves the right to withdraw from the Coalition after three years, but we do not see that happening. We are already seeing positive outcomes of the Coalition, especially the work we are doing with local employers to meet their workforce development needs. All new initiatives need time to fully develop, and the CCG is no different, but the early outcomes are all positive.

Rather than being worried about failure, the CCG is looking to expand. A number of universities and colleges have reached out to the Coalition to learn more. We are building towards the day when the Coalition has three, four, or even more members.

What does the future hold for Otterbein?
Otterbein ranks in the top 20 in the U.S. News and World Report’s Best Colleges rankings for Midwest Regional Universities, along with recognition for our excellence in undergraduate teaching and as one of the region’s most innovative universities. We will continue to build on those strengths to provide our students with an affordable, life-changing education. We continue to believe that our ability to educate students that other universities don’t think belong in college (just like we believed in educating women in 1847) is the right thing to do. Non-profit universities are expected, as part of our non-profit status, to support the common good. The Coalition allows us to do that on a much broader scale.

CFTCG Logo
Jefferson Blackburn Smith

Jefferson Blackburn-Smith is the Executive Vice President for Strategic Initiatives, Otterbein University, and Vice President for Communications, Coalition for the Common Good. He has developed and implemented new partnerships with Central Ohio school districts and community colleges to create new opportunities to underserved populations to earn a higher education degree.

Faculty Sabbaticals

Sabbaticals can be a powerful tool in a professor’s toolbox. These semester-long leaves from campus are far from a vacation; they are a chance for professors to focus on research and creative work, develop new courses or programs, and acquire additional professional credentials and skills. When professors return from sabbaticals, they bring fresh ideas and concepts to share with their students.

Patricia Frick, Professor, Department of English

Frick’s spring 2021 sabbatical focused on 19th-century British women’s travel writings, particularly the travel chronicles of the proto-feminist and polymath, Maria Graham (1785-1842).

“I presented five scholarly papers on various aspects of Maria Graham’s travel journals at national and international conferences (virtually). I also created a new course for the English Department on Women’s travel writing entitled “Wanderlust,” which debuted in Spring 2023.”

“Another very exciting but unexpected outcome of my sabbatical was an interdisciplinary project that I co-curated with Janice Glowski, director of the Frank Museum of Art and galleries. The project, Lands Real and Imagined, invited five contemporary women artists from each of the countries represented in Graham’s journals to respond to her writings through original works of art. My sabbatical research project and the exhibition made their debut in Otterbein’s Fisher Gallery in spring 2022. Then, to commemorate the 200-year anniversary of Graham’s arrival in Chile, we were invited to take the project to Chile in June 2023, where the exhibition was presented, along with gallery talks and my research, at three distinguished museums in Valparaiso: the Museo Baburizza, the Museo del Grabado, and the Art Collective Casaplan. Building on this success, we have been invited to India in December 2024 to share the exhibition in several locations throughout India.”

“I think sabbaticals help our students understand the excitement underlying good research and why faculty love what we do. When we can share our passion for learning with them, it really makes a classroom sing! I feel so fortunate to have had the opportunity to “travel” with Maria Graham during the pandemic.”

See more at https://otterbein.libguides.com/doors21.

What was the focus of your sabbatical?
Because of the pandemic, the primary focus of my sabbatical became 19th-century British women’s travel writings, including their letters, diaries, and published journals. In particular, my research was inspired by the travel chronicles of the proto-feminist and polymath, Maria Graham (1785-1842). Graham stood out among her peers for several reasons. First, she was an interdisciplinary thinker and writer, who demonstrated within her travel memoirs a command of subjects normally associated with male domains of knowledge, for example history, geology, botany, politics, and naval trading routes. She also was an accomplished artist, whose engravings enhanced her verbal descriptions of the lands, peoples, and places she visited. But perhaps her most impressive accomplishment was the publication of her four travel journals of India, Italy, Brazil, and Chile, as well as a comprehensive history of Spain. Such a rich and successful publication history was most unusual for any woman of her time. And her journals of South America were among the first female-authored narratives of that unexplored continent.

What inspired the idea?
I love to travel, and women’s travel writings have always raised intriguing questions for me. Throughout history, why have women traveled? As they experienced new worlds and cultures, what drew their attention and how did their “gaze” differ from that of male travelers? What challenges did women face in the publication and reception of their travel journals and what narrative strategies did they devise to navigate these challenges? Are women’s travel writings now different from the narratives of women like Maria Graham or do we see any common threads?

What resulted from your sabbatical?
My sabbatical research resulted in several positive outcomes. I presented five scholarly papers on various aspects of Maria Graham’s travel journals at national and international conferences (virtually). I also created a new course for the English Department on Women’s Travel Writing entitled “Wanderlust,” which debuted in Spring 2023 and will be offered again in Spring 2024.

Another very exciting but unexpected outcome of my sabbatical was an interdisciplinary project that I co-curated with Art Historian Janice Glowski, director of the Frank Museum of Art and Otterbein’s galleries and collections. The project, Lands Real and Imagined, invited five contemporary women artists from each of the countries represented in Graham’s journals to respond to her writings through original works of art. In doing so, they generated new conversations about Graham, identified important intersections between travel and gender, and revealed the transformative power of travel itself.

My sabbatical research project and the exhibition made their debut in Otterbein’s Fisher Gallery in spring 2022. Then, to commemorate the 200-year anniversary of Graham’s arrival in Chile, we were invited to take the project to Chile in June 2023, where the exhibition was presented, along with gallery talks and my research, at three distinguished museums in Valparaiso: the Museo Baburizza, the Museo del Grabado, and the Art Collective Casaplan. Building on this success, we have been invited to India in December 2024 to share the exhibition and to participate in a scholarly colloquium on Maria Graham and travel writing through Artshila, a center for sharing immersive, educational experiences in art and literature in several locations throughout India.

Why are faculty sabbaticals important for the students’ educational experience?
I think sabbaticals help our students understand the excitement underlying good research and why faculty love what we do. When we can share our passion for learning with them, it really makes a classroom sing! I feel so fortunate to have had the opportunity to “travel” with Maria Graham during the pandemic. Her courage, curiosity, and interest in other lands inspired me during this very difficult time and expanded my sense of what a woman can achieve.

Grace McDaniel, Assistant Professor, Department of Education

McDaniel’s spring 2022 sabbatical focused on research and scholarly activities aimed at implementing a culturally responsive teaching framework in teacher education. As part of her work, she developed and co-facilitated educators of color teacher candidate networks across the state of Ohio.

“I was able to pull from my research findings to create prompts, activities, and readings to facilitate the Teachers of Color Statewide Network. Otterbein education candidates of color have an opportunity to engage with other students, administrators, and educators across the state of Ohio.”

“There is a direct correlation between my revised syllabus and how I have incorporated culturally responsive approaches that meet the needs of my diverse students. Revising course readings, addressing cultural needs, supporting student stories, and allowing space for healing are just a few of the approaches that have been highlighted in my courses.”

What was the focus of your sabbatical?
Stories, Perspectives, and Representation: Implementing a Culturally Responsive Teaching Framework in Teacher Education

What inspired the idea?
In Education, we focus on culturally responsive teaching practices for students in PreK-12th grade. Current initiatives in Education have called for an increase in diverse teachers in the classroom. Teacher Education has responded by offering many pathways to teaching for future educators, specifically addressing diversity.

What work did you do while on sabbatical?
During my sabbatical I was able to engage in research and scholarly activities:

  • Read current research on culturally responsive practices and teacher education.
  • Reviewed best practices and Culturally Responsive Teaching Rubrics.
  • Conducted interviews with teacher education faculty from diverse backgrounds and disciplines at Otterbein, OSU, and Texas A&M).
  • Developed and co-facilitated educators of color teacher candidate networks across the state of Ohio.
  • Interviewed practicing teachers and school administrators, including Otterbein alumni.

What resulted from your sabbatical? Did your sabbatical lead to anything unexpected or exciting?
I identified some themes from my research:

  • Faculty who are well-versed, experienced, and engaged in culturally responsive teaching continue to grapple making culturally responsive teaching transparent in their courses/syllabi when it comes to being responsive to teacher educators.
  • Faculty are engaged in culturally responsive teaching work.
  • Students continue to feel isolated and lack representation in their coursework.
  • Addressing racial trauma, the healing process (student stories) is central to our work AND the success of future educators of color.

As a result of my research, I am developing a Culturally Responsive Teaching Professional Learning Community for teacher education faculty. We will take a look at:

  • Session 1: Who are our teacher education candidates of color?
  • Session 2: Article Discussion – If You Listen, We Will Stay: Why Teachers of Color Leave and How to Disrupt Teacher Turnover.
  • Session 3: Syllabus revisions and a review of the “revised” Culturally Responsive Teaching Rubric for Teacher Education.

Why are faculty sabbaticals important for the students’ educational experience?
It is imperative that faculty have an opportunity to deeply engage in research and scholarly activities. Sabbaticals also afford faculty the opportunity to rejuvenate and reflect on their work resulting in a fresh perspective that benefits students.

How did your sabbatical work benefit students?
Through the Teachers of Color Statewide Network, we are able to address the needs of educators in a culturally responsive virtual learning environment. I was able to pull from my research findings to create prompts, activities, and readings to facilitate the network. Otterbein education candidates of color have an opportunity to engage with other students/administrators and educators across the state of Ohio. There is a direct correlation between my revised syllabus and how I have incorporated culturally responsive approaches that meet the needs of my diverse students. Revising course readings, addressing cultural needs, supporting student stories, and allowing space for healing are just a few of the approaches that have been highlighted in my courses.

Michael Hoggarth, Professor, Department of Biology and Earth Science

For his fall 2023 sabbatical, Hoggarth researched ecology and life history of freshwater mussels and water resource integrity (water quality, aquatic habitat quality, and biodiversity).

I have been re-sampling mussel communities in Ohio’s Scenic Rivers that were originally sampled 30-40 years ago by myself and colleagues. Over the past several years, my students and I have sampled the mussel communities of the Little Miami River and the Olentangy River. The Stillwater River and Greenville Creek were only systematically sampled once before (over 25 years prior) by my colleague who had recently passed away, and I wanted to honor his initial survey and see if the dismal report he gave remained. The mussel fauna in both Greenville Creek and the Stillwater River is amazing today with increased number of individuals, expanding biodiversity, and the occurrence of rare species. A paper describing the remarkable comeback has been submitted and is in review.

Over the years I have used what I gained from my sabbaticals to inform my own teaching and to provide examples of a point I was trying to make in lecture or lab. I have included numerous students as research assistants working with me on projects that were either part of the sabbatical or resulted from work done on a sabbatical. Some of these students were co-authors on papers and/or abstracts given at scientific conferences. All of them gained experiences they would never have gotten from a textbook. And I am just one faculty member who does this at Otterbein. It is an enriching experience for the faculty and for our entire community.

What was the focus of your sabbatical?
My research has been centered on the ecology and life history of freshwater mussels and water resource integrity (what some might call water quality, but also includes aquatic habitat quality, and biodiversity). Also, as part of the context for my answer, I have been re-sampling mussel communities in Ohio’s Scenic Rivers that were originally sampled 30-40 years ago by myself and colleagues: over the past several years, my students and I have sampled the mussel communities of the Little Miami River, the Olentangy River, and while on sabbatical this past fall, the Stillwater River. The next two years we will complete a study of the mussels of the Darby Creek system. As one might imagine, I have gained a great deal of insight into the status and ecology of the freshwater mussels of Ohio. In 2009 two colleagues at OSU and I wrote the book, The Freshwater Mussels of Ohio.

My sabbatical this past fall had the dual focus of writing A Naturalists Guide to the Freshwater Mussels of Ohio (Ohio Biological Survey) and completing a survey of the mussels of the Stillwater River and Greenville Creek. A paper describing the remarkable comeback of the mussel community of these two Ohio Scenic Rivers has been submitted and is in review.

What inspired the idea?
To be honest, the plan for the sabbatical was to write the book, which will be the fourth in the series. However, Ohio Biological Survey (OBS) is currently trying to finalize the current book in the series, A Naturalist’s Guide to the Odonates (dragonflies and damselflies) of Ohio, and did not have time to work with me on the mussel book. I have completed all but the species accounts and have had positive feedback from OBS. As soon as they finalize the Odonate book we will begin the mussel book to hopefully have it available by March 2025. The inspiration for the book was two-fold: 1) I was asked to write it by the Ohio Department of Natural Resources, Division of Wildlife, who is funding the series, and 2) I have the expertise and experience to write the book.

The mussel survey of the Stillwater River and Greenville Creek was the next stream that ODNR-Division of Natural Areas and Preserves, Scenic Rivers Program wanted me to study and as it was only systematically sampled once before (over 25 years prior) by my colleague and co-author of The Freshwater Mussels of Ohio, who had recently passed away, I wanted to honor his initial survey and see if the dismal report he gave of the mussel fauna of the system remained. As noted above, the mussel fauna in both Greenville Creek and the Stillwater River is amazing today with increased number of individuals, expanding biodiversity, and the occurrence of rare species.

What work did you do while on sabbatical?
Essentially I spent quite a number of hours sitting in my study at home and my office at the OSU Museum of Biological Diversity, Mollusk Division writing and 20 days or so canoeing down the Stillwater or gaining access to the river and creek at bridges and parks to survey the mussels. After completion of the fieldwork, I completed the report of the study and submitted it to Scenic Rivers and wrote the paper.

What resulted from your sabbatical? Did your sabbatical lead to anything unexpected or exciting?
I would say the surprising thing that came from my sabbatical was the documentation of the recovery of an animal fauna to a river: generally, we find the opposite.

Why are faculty sabbaticals important for the students’ educational experience?
A few students get the opportunity to work with me in the field, do independent research projects with me and colleagues from ODNR, OSU, and others, and get paid. All of the work I do for ODNR, U.S. Fish and Wildlife Service, etc., is grant-supported with stipends for students. All students, however, benefit from the new insights gained from the research faculty do and their passion for their work.

Is there anything you’d like to add?
This past sabbatical is my last; I will be retiring in May 2025. Over the years I have used what I gained from my sabbaticals to inform my own teaching and to provide examples of a point I was trying to make in lecture or lab. I have included numerous students as research assistants working with me on projects that were either part of the sabbatical or resulted from work done on a sabbatical. Some of these students were co-authors on papers and/or abstracts given at scientific conferences. All of them gained experiences they would never have gotten from a textbook. And I am just one faculty member who does this at Otterbein. It is an enriching experience for the faculty and for our entire community.

Michael Hudoba, Associate Professor and Chair, Department of Engineering, Computer Science, and Physics

In fall 2023, Hudoba began the development of a prep course for the Fundamentals of Engineering (FE) exam to be offered over summer to Engineering graduates in central Ohio. The FE exam is the first step engineering graduates can take towards earning their Professional Engineer license.

There are no longer any in-person prep courses for the FE exam offered locally. There are a lot of online options available, but the pandemic taught us that many students prefer the in-person learning experience. I thought this would be a great benefit for our Engineering students interested in taking the exam and help expand the reach and grow the reputation of Otterbein Engineering.

One unexpected outcome was that it gave me an opportunity to re-examine the content of my Otterbein Engineering courses. The FE exam is basically a collection of the expected knowledge of an engineering graduate. Studying those expectations has afforded me the opportunity to adjust my classes — adding content in some areas, removing in others.

What was the focus of your sabbatical?
Development of a Fundamentals of Engineering (FE) exam prep course offered over summer to engineering graduates in the central-Ohio area. The FE exam is the first step engineering graduates can take towards earning their Professional Engineer license.

What inspired the idea?
Once we earned accreditation for our Engineering programs, our graduates became eligible to take the FE exam. One of my old professors at Ohio State shared with me that there are no longer any in-person prep courses for the FE exam offered locally. There are a lot of online options available, but the pandemic taught us that many students prefer the in-person learning experience. I thought this would be a great benefit for our Engineering students interested in taking the exam and help expand the reach and grow the reputation of Otterbein Engineering.

What work did you do while on sabbatical?
My work was two-fold: Going through other company study preps (online courses, self-paced textbooks, etc.) to learn how the material was taught by a variety of different groups, as well as to develop and prepare the content for my own course. I am still working on my sabbatical spring semester 2024. The Otterbein MBA Program’s capstone course is helping to develop a business plan for the course I will plan to offer, called FEasy.

What resulted from your sabbatical? Did your sabbatical lead to anything unexpected or exciting?
I have created an FE exam prep course that I hope to offer as early as this summer to both Otterbein and non-Otterbein engineering graduates. One unexpected outcome was that it gave me an opportunity to reexamine the content of my Otterbein Engineering courses. The FE exam is basically a collection of the expected knowledge of an engineering graduate. Studying those expectations has afforded me the opportunity to adjust my classes, adding content in some areas, removing in others, etc., based on the expectations of the exam.

Why are faculty sabbaticals important for the students’ educational experience?
Many faculty members commit their sabbatical time to research in their field of expertise, which is slightly different from the goal of my sabbatical. However, I think that sabbaticals provide the opportunity for faculty to stay involved and up to date in their areas, whether it is teaching- or research-focused, keeping their knowledge and classroom content fresh and relevant. Sabbaticals can provide insight and ideas on new ways to teach a subject, new knowledge in a subject area, etc.

How did/will your sabbatical work benefit students?
I will be able to offer an in-person prep course for Engineering students interested in taking the FE exam after graduation. I also hope that non-Otterbein engineering students will take the course, which will hopefully expand our reach and improve the reputation of our excellent Engineering Program.

Otterbein Homecoming and Family Weekend September 20-21, 2024

HOMECOMING

& Family Weekend, September 20-21, 2024

Mark Your Calendar for Homecoming & Family Weekend!

Save the date to come back to the “nest” for every Cardinal’s favorite weekend on campus! This year’s celebration will feature many of your favorite events and more, including:

  • Class of 1974 Golden 50th Reunion.
  • Class of 1999 25th Reunion.
  • Alumni Awards and President’s State of the University Address.
  • Homecoming Parade, OtterFest, Cardy Zone, and Cardinals Football.
Homecoming Image

Make sure you have the latest Homecoming details by updating your email at: www.otterbein.edu/alumni/update-my-information.

Home coming Class of 1973 Reunion
Homecoming Gathering

Cardy’s Homecoming & Family Weekend WORD SEARCH

Puzzle Word List:

  • FOOTBALL
  • OTTERFEST
  • CARDYZONE
  • AWARDS
  • STUDENTS
  • FRIENDS
  • CARDY
  • ALUMNI
  • HOMECOMING
  • FACULTY
  • MUSIC
  • FAMILIES
  • PARADE
  • GREEKS
  • REUNIONS
  • STAFF
  • FOOD
  • MEMORIES

The first five readers to send us your completed Word Search will receive Otterbein swag bags! Send to: Otterbein Office of Engagement, ATTN: Alumni Office, 1 S. Grove St., Westerville, OH 43081. *Be sure to include your address!

HOMECOMING & FAMILY WEEKEND
FRIDAY AND SATURDAY
SEPT. 20-21

Learn more at www.otterbein.edu/homecoming

Cardinals Connect on the West Coast

Mary B. Thomas Award Honorees 2022

Left to Right: Mark Hower, provost and CEO, Antioch University Los Angeles; John Comerford, president, Otterbein University, and president, Coalition for the Common Good; Tylina Burdell ’18; Erica Holmes, associate program chair and director of the Psychological Trauma Studies specialization, Master of Arts in Clinical Psychology program, Antioch University Los Angeles; Alphonso Graves; Marcus Fowler, director of alumni and family programs, Otterbein University; Michael Echols ’80; Sandy Lee, COO, Antioch University Los Angeles.

Alumni and friends in the Los Angeles area gathered in early March to network and hear an update from President Comerford at the Antioch University LA campus. Next stop: Seattle in June 2024.

Visit our events page to let us know you’re interested in joining us in Seattle at www.otterbein.edu/alumni!

Get Involved and Help Students!

Are you looking for a new way to get involved with Otterbein? Consider joining one of these auxiliary groups!

The Otterbein “O” Club has supported Otterbein University’s athletic program by contributing to capital campaigns and special projects since 1955.
Learn more at: www.otterbeinoclub.com

The Westerville Otterbein Women’s Club was founded in 1921 to raise funds for Otterbein and its students. It runs the Thrift Shop on campus at 177 W. Park St.
Learn more at: www.otterbein.edu/thrift-shop

Founded in 1996, the Friends of Courtright Memorial Library supports the library and its students and patrons through events and fundraising.
Learn more at: www.otterbein.libguides.com/friends

CARDINAL SURVEY:
Share Your Thoughts

To better serve our alumni, families, and community, the Otterbein Office of Engagement is conducting a 2024 Cardinal Survey.

The survey is open to all Otterbein community members and contains questions about your Otterbein experiences, your feelings about the University, and more. The survey will be open through early May.

You can share your feedback at: www.otterbein.edu/alumni/cardinalsurvey.

Alumni Memories

As part of Otterbein’s 175th anniversary in 2022, nearly 1,000 alumni shared their most cherished memories about their time on campus.

“Many of my relatives went to Otterbein because it was a family school for us. The whole school had a sense of connectedness among students. The authenticity of the people, their openness to learning, and conversation made an impression on me. Otterbein was a basis for moving forward, learning, and keeping that learning continuous.”

– Lewis E. Frees ’58

“I chose Otterbein when I was a courier for FedEx. North Westerville was my delivery route. I used to say to myself, ‘If I ever go back to college, that’s where I want to go.’ After 19 years, I had an opportunity to return to college. I chose Otterbein and never looked back. While I was a student at Otterbein, I earned a fellowship to attend Ohio State University for free, and I got my master’s there.”

– Donna J. Williams ’99

Our sincere gratitude goes out to these alumni and friends who have recently made generous gifts to Otterbein

Otterbein Trustee David W. Fisher ’75 and his wife, Beth J. Fisher P’11, made a generous gift of $10,000 to support the Otterbein Fund, which benefits the areas of greatest need at the University

Robert “Bob” Weiler Sr., community activist and chairman of the Robert Weiler Company, made a generous pledge of $25,000 to establish the Weiler Family Fund for Student Success. This new fund will support students who are actively engaged in the multicultural community at Otterbein and who have applied for assistance.

Board of Trustees Chair Cheryl L. Herbert generously gifted $13,000 to benefit the Golf Team, the Student Emergency Fund, and the Otterbein Fund.

Through a generous $25,000 gift, Larry A. Kantner ’60 and Dr. Carl W. Morris created the Kantner/Morris Art Scholarship in 2021 for talented students pursuing a degree in fine art (studio and/or art education). Inspired by his art professors Lillian Frank and Earl Hassenpflug, Kantner went on to become a lifelong art educator who taught at Indiana University and the University of Missouri before his retirement in 2003. He also received an Otterbein Special Achievement Award in 2010.

Mark Plaumann P’22 and Marilyn Wilson P’22, parents of graduate Mason Plaumann ’22, recently gave a benevolent $15,000 gift for their named fund to support the Equine program and the Otterbein Fund.

Nadine Loop Vernon ’72 recently gave a generous second $25,000 gift to the Nadine ’72, Paulette ’60, and Clarence Loop Family Scholarship endowment. Her mother, Paulette Loop, began working at Otterbein in 1958, becoming a professor and teaching her native language, French, for more than 30 years. Paulette also encouraged students to further their language skills through study abroad opportunities in Strasbourg and Dijon, France, and beyond.

Continuing her support of Otterbein for nearly 40 years, Grace Rohrer Rymer ’48 recently supported the Otterbein Fund, helping the University with its areas of greatest need.

Otterbein received a generous gift from Betty Neff and Roger H. Neff P’83, P’85 to further support the Roger H. and Betty A. Neff Endowed Scholarship, which they established in 2005 to provide support for undergraduate students with a preference for those pursuing international studies or studies that reflect a global perspective.

In support of the Class of 1973 Endowed Scholarship, Frank S. Bright ’73 honored his late wife, Linda Newlun Bright ’73, with a generous gift inspired by their 50th Golden Reunion in 2023. In his gift commitment to Otterbein, Frank noted, “she would have wanted to do this as much as I do. Thank you!” Frank also volunteered his time to serve on the Class of 1973 Legacy Reunion Committee.

The Roush Family Foundation made a gift of $50,000 to be allocated to the Campus Center Gift Fund as part of a very generous $250,000 pledge toward the renovation of our Campus Center.

Marsha Scanlin ’74 has continued her meaningful support of the Rice Family Endowed Scholarship in Nursing as well as the Otterbein Fund. Scanlinʼs class will celebrate its Golden 50th Reunion this year at Homecoming and Family Weekend!

Evelyn Bender Vance ’51, P’80 gifted an impactful donation to support scholarships in the areas of science and education for future Otterbein students. Both Evelyn and her late husband, Robert Vance ’49 (son of former Otterbein President Floyd Vance, Class of 1916), are members of legacy families, with multiple generations of graduates at the University.

The Hargis Family Foundation recently made an additional $50,000 investment in the Otterbein READY program. Gretchen Freeman Hargis ’77 and Jonathan R. Hargis ’79, were pleased to support the launch of this initiative with their first ever donation from the family foundation in 2021.

Jae Ellen Benson Van Wey ’71, P’99 and Nathan Van Wey ’72, P’99 honored Otterbein initiatives with gifts that will benefit the track program, The Promise House, and the Otterbein Fund.

Clara Liesmann Warren ’50 supported the Otterbein Fund and her family’s named endowed fund with a generous gift. Clara, the first in her family to earn a college degree (followed by her sister Anne ’54), established the Clara Liesmann Warren ’50 and Anne Liesmann Clare ’54 Endowed Scholarship in 2021. Knowing that tuition can be a barrier for many bright and capable students, she was inspired to help future students.

Cardinal Couple and loyal donors Pamela Hudson Dominici ’68 and Robert Dominici ’67 continued their impactful support of the Otterbein Fund with a $10,000 gift recently.

Pamela Hudson Dominici ’68 and Robert Dominici ’67
Pamela Hudson Dominici ’68 and Robert Dominici ’67

Deborah Ewell Currin ’67 and William A. Currin ’67 have given a generous gift to support the Otterbein Fund, the unrestricted fund that benefits all areas of campus.

Nursing emerita faculty member Mary Ann Bradford Burnam H’19 and her husband, Paul Burnam, have donated an additional generous gift to support the Dr. Mary Ann Bradford Burnam H’19 and Paul Burnam Undergraduate Nursing Scholarship, established in 2022. In addition, the couple are loyal supporters of the Lifelong Learning Community and LLC Scholars Program at Otterbein.

Alan R. Goff ’75 and Coral Harris H’23, generously supported The Promise House, The Lifelong Learning Community Scholars Award, The Lifelong Learning Community at Otterbein Endowed Program Fund, Library DEIB Fund, and the Friends of the Library Fund.

Your Giving Has Impact at Otterbein

MORE THAN
2,000
alumni, families, and friends make gifts to support Otterbein each year.

THE OTTERBEIN FUND provides nearly $1 million in support each year to:

  • Fund students pursuing their educational dreams and goals.
  • Ensure that our campus is beautiful and safe.
  • Support our faculty.

The generosity of our donors allows us to offer more than $2.6 million in endowed scholarship support annually, making an Otterbein education accessible and affordable for current and future students.

$3.3 million of Otterbein’s annual operating budget is funded by the University’s endowment, which currently stands at just over $118 million.

532 individual funds make up Otterbein’s endowment, many were established by a generous donor or group of donors who desired to make a difference for students in perpetuity.

FEATURED FUND: Dr. Shirine Tabatabai Mafi Student Emergency Fund

The Dr. Shirine Tabatabai Mafi Student Emergency Fund is dedicated to supporting Otterbein students facing unforeseen financial crises, and can be a lifeline for students in need, helping them overcome unexpected hurdles and continue their educational journey uninterrupted. Dr. Shirine Mafi taught in the Department of Business, Accounting, and Economics for 34 years, retiring in 2020.

If you would like to support Mafi’s fund, please visit www.otterbein.edu/giving and:

  • Select “Make a Gift.”
  • Under the “Designation” field, select “Other.”
  • Input “Shirine Mafi Fund” and complete the rest of the giving form.

Grants, Corporate, and Foundation Support

Grants help to provide essential funding for new programs, research, and other areas that directly impact our students at Otterbein. Our faculty and staff have recently been awarded grants from several organizations, including those listed below.

Department of Justice: Office of Violence Against Women

Sexual Violence Prevention in Central Ohio: Interrupting Sexual Assault, Domestic Violence, Dating Violence, and Stalking on Campus, Continuation Grant

AMOUNT: $400,000

Otterbein, in collaboration with Sexual Assault Response Network of Central Ohio (SARNCO) and the Westerville Division of Police will continue to provide multiple approaches to combat domestic and dating violence, sexual assault, and stalking on campus. The grant continues funding for educational programming for students, and faculty and staff training on reporting requirements and victim-centered response protocols.

State Library of Ohio

Sensory Friendly Study Rooms

AMOUNT: : $30,228

The Courtright Memorial Library has been awarded a grant to support the creation of three additional private study spaces that will include helpful items to offer additional support to students with sensory issues.

Ohio Department of Higher Education

Mental Health Support

AMOUNT: : $122,476

This funding will allow Otterbein to expand student mental health services by renovating the campus-based health clinic into a new counseling clinic. The renovation of space will allow for expanded staffing offered through our partnership with Antioch University’s Clinical Mental Health Counseling faculty and graduate students. The facility renovation will create therapeutic spaces suitable for one-on-one and group meetings.

Martha Holden Jennings Foundation

NExT Hub Year Four

AMOUNT: : $35,900

Through connections with other community partners, NExT Hub connects teachers with other like-minded educators in the purpose of wellness and community. In this fourth year, the program continues to offer hallmark programs, such as professional development networks for educators, classroom exchanges, and Beyond the Book Clubs.

Philanthropy in Action – Spring 2024

The Otterbein Fund:
New Ways to Support Your Passion!

Academics
Support for this fund provides the academic programs at Otterbein with resources to enhance the learning experience for our students.

Student Life
Support for this fund ensures that all students have a positive campus experience with access to essential services and facilities, leadership opportunities, and extracurricular activities that enhance their time as a student.

Athletics
Support for this fund gives all students – regardless of whether they compete in sanctioned athletic programs or participate in club and recreational activities – access to safe, clean, and state-of-the-art facilities, equipment, and programming.

Scholarships
Support for this fund makes it possible for the University to enhance student financial aid packages that can make a critical difference in a student’s ability to attend Otterbein.

Specific Academic Divisions or Key Programs
Support for academic divisions or key programs allows donors to give broadly to areas such as STEM education, arts and humanities, etc., or key programs that the University has identified for support.

No matter which fund(s) you support, all gifts make a difference for Otterbein students and community. Support your passions at www.otterbein.edu/giving and make your selections under the “Designation” field. Thank you!