3 Archives - Page 2 of 12 - Otterbein University Towers

Men’s Basketball, Men’s and Women’s Tennis Travel Abroad

Some lucky Cardinal athletes found adventure and competition abroad over the summer.

Members of the men’s basketball team, along with coaches and families, traveled to Costa Rica for team bonding and exhibition games. In addition to victories over a pair of Costa Rica’s top professional teams — Roswell (W 63-60) and San Ramon (W 78-74) — the team enjoyed whitewater rafting, zip lining, and saw a volcano and hot springs.

Members of both the men’s and women’s tennis teams, coaches, and relatives traveled to Italy for sightseeing and exhibition games unlike anything they have played before — on red clay courts, a surface that most Otterbein players had never been able to hit on before. (Clay courts accentuate spin and put a higher premium on both slice and topspin.) The group had free time in Rome, Vatican City, and Florence.

17th Century Painting Donated to Otterbein Collection

The Tiger Hunt (after Peter Paul Rubens).

Donors, faculty, staff, and art enthusiasts from the community came together in June to celebrate the donation of the 17th century painting, The Tiger Hunt (after Peter Paul Rubens), to the Otterbein collection by Colette M. Masterson ’05. Masterson is the associate director of experiential learning in Student Success and Career Development at Otterbein.

Reception held at the Frank Museum with Colette M. Masterson ’05 standing at the side of The Tiger Hunt painting.

The donated artwork will be preserved in the Frank Museum of Art and will play a significant role in future Integrative Studies (INST) courses, bringing the departments of chemistry and art together. Students in these courses will explore the intersection of chemical processes and artistic techniques, gaining a deeper appreciation for both disciplines.

The reception in June marked a promising start to this innovative educational journey and underscored the University’s appreciation for donors like Masterson.

Learn more about the Frank Museum at: www.otterbein.edu/art/frank-museum

Belonging is This Program’s Purpose

L-R: Joshwa Goshay ’27, Dezmon Howard ’27, Demetrius Howard ’27, Jennatta Mensah ’25, Kelsy Gibson ’23

BELNG HERE

BELONG HERE

Building Community and Confidence through Mentorship

At Otterbein University, the sense of belonging is more than a feeling — it’s a mission. To that end, the Office of Social Justice and Activism (OSJA) created a new mentoring program for students from marginalized backgrounds and first-generation students, helping them carve out their place and flourish within the campus community.

Launched in fall 2023, Campus Compass is a tiered mentoring program that gives under-represented students the direction, encouragement, and strategies they need to overcome obstacles to graduation. Students benefit from an entire network of peer, professional, and community mentors.

First-year students, who can be stressed as they acclimate to the challenges of the university experience — especially if they have not had a parent or sibling attend college before them — are paired with third- and fourth-year student mentors who can provide advice, support, and friendship as the new students become oriented, gain confidence, and make friends.

“I had an amazing time my first year at Otterbein but having Campus Compass made my first year much better . . . I didn’t have to stress or figure things out on my own,” said Nina Goodlett ’27. “With Campus Compass, college didn’t feel like I was thrown in with the sharks, but rather just getting my feet wet.”

The program is equally valuable to the student mentors, who are supervised by Otterbein alumni and develop the leadership and professional networking skills that will prepare them for life after college.

“The Campus Compass program has offered me invaluable opportunities for growth as a student, a person, and, most importantly, a mentor,” said Kelsy

Gibson ’23, who was key to the program’s success, both as an OSJA staff member and a mentor.

“I take immense pride in mentoring my incredible mentees,” she added. “I am grateful and privileged to assist them in any capacity and witness their transformations from high school seniors to fully engaged and successful college students.”

After a successful first year, Campus Compass is already expanding. In fall 2024, first-year students will become mentors themselves, working with pre-college students in Westerville and surrounding areas.

While Otterbein is a predominantly White institution (PWI), approximately one-third of its student body self-identifies as being from a different background, so the OSJA seeks to make certain that every Otterbein student — regardless of race, ethnicity, sexual orientation, gender identity, or any other characteristic — finds their community here. At Otterbein, “Belonging” is not just a buzzword; it is a promise.

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

Portrait Project Illustrates Immigrants’ Stories

Westerville Central High School students with Otterbein student portrait artists at reception held at Otterbein on Jan. 16, 2024.

Otterbein students mingled with immigrant high school students and their families, talking, laughing, and admiring paintings at a reception at the Taylor Lounge in the Campus Center. One high school student introduced her entourage to her teacher, stating, “This is my father, my mother, and my artist,” with a huge smile on her face.

Pablo Chignolli (left) with Louise Captein (right)

When Pablo Chignolli, a Spanish teacher at Westerville Central High School, approached the Otterbein Department of Art and Art History with an idea to recognize cultural diversity at his school, Associate Professor Louise Captein answered the call. Chignolli, a native of Peru, wanted to create a way for WCHS students from across the world to tell their stories in a creative and supportive way.

Captein, a native of the Netherlands, organized a group of 10 Otterbein students who volunteered to paint portraits of these “New American” high school students during their free time. Each Otterbein student was paired with a high schooler to work through a weeks-long process that included multiple sketches, photos, and finally, paintings. While the Otterbein students were painting, the WCHS students were writing their memoirs.

On Jan. 16, the portraits debuted with a month-long interactive exhibition that included QR codes linked to the memoirs and a video about the project. Chignolli compiled the memoirs and art into a book available online, THE ONES AMONG US: Memoirs of Culturally Diverse High School Students in America.

Reflecting on the project, the Otterbein students said they gained more than new art skills from the experience, they gained new insights and perspectives.

“It just reminds you how everyone has a story. Everyone is unique and has their own experiences and they may be completely different from your own. But at heart, we are all still alike — we are all still human and want our voices to be heard.”

— Alina Baer ’25, Art and Journalism and Media Communication double major

“There is not a lot of representation in the media of immigrant people. Being able to see yourself in art is a way to boost self-esteem and confidence. When you see beautiful photographs or paintings of people you want to look for yourself in them.”

— Sarah Farmer ’24, BFA major with a Painting concentration and Art History minor

Faculty Excellence

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

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.

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.

Esports and Women’s Wrestling Gearing Up for Fall

Two programs announced last summer have been hard at work recruiting students and preparing for competition starting fall 2024.

Nevin Horne, the inaugural director of Esports, said interest has been strong among current and prospective students. “I have had students who have recently been admitted into Otterbein already reach out to me to find out how they can be involved in the program and tell me what they want to do,” he said.

Additionally, more than two dozen current students expressed interest on the social media platform Discord, the first week it was available. Horne’s goal is to have 30 students signed up by the fall.

Chris Kline, Otterbein’s first head women’s wrestling coach, has seen a lot of interest for the first collegiate program in central Ohio and expects a strong team of recruits next fall. “We have been able to bring in over 25% of the high school senior women wrestlers in the state of Ohio for campus visits,” he said. “Otterbein hosted our first women’s wrestling prospect camp on campus in January and had 37 wrestlers attend.”

Learn more at: otterbeincardinals.com

Provost Named to Columbus Women’s Commission

Wendy Sherman Heckler, provost and senior vice president

Provost and Senior Vice President Wendy Sherman Heckler has been named to the Columbus Women’s Commission by Mayor Andrew J. Ginther and First Lady Shannon Ginther. The Commission, first seated in January 2017, works to dismantle barriers and reduce gender- and race-based inequities to improve the economic position of women in our community.

“The Columbus Women’s Commission plays a vital role in advancing the strength and well-being of women across the city, from promoting pay equity to advocating for fair and just housing protections,” said First Lady Ginther. “Each of our new commissioners brings diverse experiences and expertise to the table, enabling us to continue serving the women of Columbus in 2024 and beyond.”

The Columbus Women’s Commission focuses on three areas that are key to women’s economic security in our community: gender equity in the workplace, affordable housing and evictions, and financial empowerment.

Global Scholars Continue Studies at Otterbein

Beginning in the fall of 2024, high school students who complete the Global Scholars Diploma program through the Columbus Council on World Affairs are eligible for a renewable $19,000 scholarship from Otterbein.

Approximately 2,000 students from more than 20 school districts and private academies participate in the program, which develops globally competent students by building the awareness and skills needed to take action on global issues and to become responsible citizens of the world. Throughout the three-year program, high school students communicate and collaborate face-to-face with global community partners, businesses, civic leaders, and people of varying cultural backgrounds.

The Global Scholars Diploma is a not-for-profit, experiential learning-based program provided by the Columbus Council on World Affairs with the help of community partners, members, and sponsors. With the Global Scholars Diploma Scholarship, Otterbein not only recognizes the educational promise of students who participate in the program, but also makes it possible for students to attend a university and become part of a community that shares the values of the program.

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.

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.