ā€œChemistry is everywhere and everything,ā€ he says. 

Over time, Dr. Gallaher has come to see teaching as more than delivering information. He strives to reach the point of discovery where an idea just clicks. ā€œWhat keeps me here is the opportunity to work with students every day and see those moments where something clicks for them,ā€ he says. ā€œIn science we call that the ā€˜ahaā€™ moment.ā€ 

Those moments have shaped his career just as much as the science itself. What began as a traditional approach to teaching evolved into something more student-centered, influenced by the community at Carlow and the individual needs of the students in his classroom. Now, as Dr. Gallaher prepares to be recognized at Carlowā€™s Celebration of Service for his 25 years with the University, we sat down with him to reflect on a career built on discovery, curiosity, and connection.

What first drew you to chemistry?

What drew me to chemistry was really my own experiences in school. I had always been interested in science. I had chemistry sets, erector sets. That was what I did growing up, so I had a natural curiosity about it. 

But what really sparked the idea that I could do this as a career was my high school teacher, Brother Eric Henderson at Seton LaSalle. He had a very inclusive approach: Everybody could do it. Chemistry is all around us. Itā€™s everywhere and everything. The way he presented it made me curious about the possibilities. He was very supportive of his students, included us in different activities, and just showed us what was possible. Thatā€™s what made me think about chemistry as something I could pursue. 

What brought you to Carlow?

Iā€™m a Pittsburgh native. Iā€™ve done all my schooling and professional development here. When I was an undergraduate at Pitt, I would ride the bus every day and go past Carlow, so I always knew about it. 

Iā€™m also Catholic by faith tradition, and Iā€™m a product of Catholic education. I went to Catholic grade school, Catholic high school, and Duquesne for my graduate work. So it was important for me to stay in that system, and Carlow being an institution of Catholic higher education was definitely a deciding factor. The values were a big part of that decision. In some ways, theyā€™re subtle, but theyā€™re infused in everything we do. The way we speak to each other, the way we think about problems. Itā€™s more of a continuous underpinning than something thatā€™s always explicitly stated.

How do you approach teaching chemistry, and how has that evolved over time? 

When I first started, I had just come from a doctorate and a postdoc at a research-heavy institution. I always had a passion for teaching, but I came in with a certain mindset. I thought I needed to be the content expert, the sage on the stage. I learned pretty quickly thatā€™s not what students are looking for. They want a leader, a guide, someone who can walk them through the material and help them understand it from different perspectives. 

Carlow really helped me learn how to teach. Because of the diversity of the students and their different experiences, I had to adjust how I presented things. That made me a much better teacher over time. 

A lot of students come in saying they donā€™t like chemistry, or that they struggled with it before. When you talk with them, itā€™s usually not the discipline itself. Itā€™s how it was taught. So I try to meet students where they are. Chemistry builds on itself, so itā€™s important to make sure they feel confident with the fundamentals before moving forward. Every student is an individual, and you have to present the material in a way that speaks to them. 

How do you see Carlowā€™s mission reflected in your work? 

It starts with recognizing that every student is an individual, and that every person has the dignity of human existence. Everybody is deserving of mercy. It’s about remembering that every individual creation is an example of the respect and dignity of creation. That shapes how I interact with students and how I approach teaching. Itā€™s about respect for the individual and making sure that everyone has the opportunity to learn. 

I also think the sciences play a role in that broader mission. Scientific exploration is one way to get at truth. By applying the scientific method and problem-solving, we can arrive at truth, and thatā€™s one way to connect to that idea of building a more just and merciful world. 

What impact have you seen your students have beyond the classroom? 

Weā€™re really fortunate to be in Pittsburgh because itā€™s such a hub for science and technology.Ā Our students go onĀ to doĀ a lot of different things in the region.Ā Weā€™veĀ had graduates work for the state police, processing evidence that has helped close cold cases and bring justice to victims.Ā Weā€™veĀ had students working with the Pittsburgh Water and Sewer Authority, doingĀ the chemicalĀ testing that ensures people have clean drinking water.Ā SoĀ the impactĀ isnā€™tĀ always visible or well known, butĀ itā€™sĀ far-reaching and foundational. Our students are contributing in ways that really matter to the community.Ā 

What has kept you at Carlow for 25 years? 

I felt like I fit in almost immediately. Of course I was nervous when I started, but I love chemistry and I love teaching it. The community here, the faculty, the staff, and especially the students, made it feel like the right place. Over time, you realize this kind of work is not a sprint. Itā€™s a journey. You have to pace yourself and think about it long term. 

What keeps me here is the opportunity to work with students every day and see those moments where something clicks for them. In science we call that the ā€œahaā€ moment. Seeing a student struggle with a concept and then finally understand it, that never gets old.

The post 25 Years of ā€œAhaā€ Moments: Dr. David Gallaher on Teaching, Discovery, and Carlow appeared first on Ā鶹¾«Ę·.

Still, the field is broader than it might appear. An early childhood education degree can lead to work in classrooms, leadership roles, and community-based programs that support children and families. At its core, this is work centered on transformation. It begins with individual students, but often grows into something larger. 

At Ā鶹¾«Ę·, undergraduate and graduate programs in early childhood education are designed with that scope in mind. The careers below highlight some of the most common paths, along with a few that extend beyond the traditional classroom. Each offers a different way to shape early learning and support the next generation. 

Preschool, Kindergarten, or Elementary School Teacher 

For many graduates, the classroom is the starting point. Teaching young children means helping to shape them at a stage when learning is closely tied to routine, discovery, and relationships. Educators are constantly adjusting, responding to how students engage and where they need support. 

Preparation plays a major role in gaining the insight and flexibility necessary to navigate that work. Through classroom apprenticeship and close mentorship, Carlow students learn to navigate real teaching environments before stepping into full-time roles. Certification requirements vary by state, but the goal is consistent. Graduates enter the field ready to lead with intention and respond to the needs of each student. 

Childcare Provider (Center-Based or Private) 

Early learning does not begin and end in a traditional classroom. Childcare providers create structured environments where children build social, emotional, and cognitive skills well before formal schooling. These settings require planning, consistency, and an understanding of development. 

Graduates with an early childhood education background often bring a unique perspective to this work, designing activities that support growth and create stability for young learners. It may not be a traditional teaching setting, but the impact can be just as meaningful. 

Childcare or Preschool Center Director 

For those interested in leadership, this role offers the chance to shape an entire learning environment. Center directors manage staff, guide curriculum decisions, and build relationships with families while ensuring programs meet required standards. The role calls for both educational insight and practical decision making. 

Most professionals step into this position after time in the classroom. Some pursue a masterā€™s degree to strengthen their leadership skills. For Carlow graduates, this path often builds naturally on earlier experience, expanding their influence from a single classroom to an entire center. 

Early Learning Program Administrator 

Program administrators work at a broader level, often across multiple sites or organizations. Their focus includes staffing, program design, and access to early learning within a community. The work moves beyond individual instruction and looks at how systems support both educators and families. 

Experience in the field is essential, and many roles call for graduate study. An MEd in early childhood education can deepen knowledge of leadership and program development. This path is well suited for those who want to shape how early learning is delivered on a larger scale. 

Instructional Coordinator or Curriculum Specialist 

Some educators become interested in how learning is structured across classrooms. Instructional coordinators and curriculum specialists design materials, support teacher development, and work to improve student outcomes across programs or schools. 

These roles usually require a masterā€™s degree along with classroom experience. The shift allows educators to move from teaching students directly to guiding how learning happens more broadly. In areas like literacy and early development, that influence can have a lasting effect. 

Educational Consultant 

Educational consultants work with schools, organizations, or families to strengthen early learning practices. Their responsibilities may include advising on curriculum, evaluating programs, or supporting educators in the field. The work varies, but it is grounded in experience and applied knowledge. 

This path often develops over time, supported by continued learning and professional growth. It offers a way to stay connected to education while working across different settings and challenges. 

Where This Degree Can Take You Next 

Some graduates choose to build on their early childhood education background and move into related fields, such as social work, school counseling, child life services, or higher education. Others pursue roles in early intervention or family support. 

These paths require additional degrees or certifications, but they highlight the flexibility of the field. A strong foundation in early childhood education can lead in many directions, each connected by a shared focus on supporting growth and development. 

The post What Can You Do with an Early Childhood Education Degree? appeared first on Ā鶹¾«Ę·.

Her path to Carlow began almost by chance. As an undergraduate, Laurie visited campus for a class assignment and was introduced to the Montessori classroom for the first time. Not long after, she was offered a position. 

ā€œIf youā€™re willing to believe in me,ā€ she remembers responding. They were, and she stayed. 

What began as a first step into teaching became something more lasting, shaped by mentorship, community, and a deep connection to her students. ā€œIā€™ve always felt like Iā€™m here for a reason,ā€ she says.   

Today, as Laurie prepares to be recognized at Carlowā€™s annual Celebration of Service for her 25 years with the University, we sat down to for a conversation about her impact in the classroom, and the countless students, families, and future educators she has helped shape along the way.

What first brought you to Carlow? 

I started at Carlow in March of 2000 as an assistant teacher. At the time, I was still doing my undergraduate degree, and one of my classes required us to come to Carlow on a Saturday morning to observe a Montessori classroom. I wasnā€™t even sure if I wanted to be a teacher yet, but I fell in love with the room and the philosophy right away. 

Two weeks later, I got a call saying they were looking for an assistant. Sister Mary Paul brought me into her office and asked if this was something I thought Iā€™d like to do. I said yes, I would love to give it a try if they were willing to believe in me. And they were. I started as a Montessori assistant and stayed in that role for about four and a half years before pursuing my training. 

What was the transition like from assistant to teacher? 

That transition was really hard at first. As an assistant, I always had someone to look up to. I had the head teacher, and I had Sister Marilyn Freilich, who founded the Montessori program, as an inspiration. 

When I first became a full-time teacher, I felt overwhelmed. But I also had such strong role models to guide me. Sister Marilyn was always there for me. I could go to her about anything, whether it was classroom behavior, how to set up the environment, or how to communicate with parents. She really helped shape the kind of teacher I became. 

What has it meant to you to be part of Carlow and the Campus Laboratory School? 

Being part of the larger Carlow community has really been a gift, both for me and for the children. There are so many opportunities that come from being connected to the University. Weā€™ve had departments come into our classrooms, like Occupational Therapy, Physical Therapy, and apprentice teachers. Iā€™ve also had the chance to work with education students and share the Montessori philosophy with them. 

Thatā€™s especially meaningful to me because thatā€™s how I started. I didnā€™t know about Montessori education until I experienced it here. To now be able to give that back and be part of someone elseā€™s learning process feels like everything has come full circle. 

What is the most important lesson youā€™ve learned as a teacher? 

Patience, overall. And that everything will work out in the end.

What advice would you give to students or new educators starting out? 

Give yourself some grace. Give yourself room to grow. I am still growing and still learning after 25 years. Confidence comes with experience, but in the beginning you donā€™t know everything, and thatā€™s okay. Itā€™s important to listen to the people around you and really observe. 

If it was not for the people here who guided me, I wouldnā€™t be where I am today. So be open to learning and give yourself the time to develop. 

What has kept you here for 25 years? 

I have always felt like Iā€™m here for a reason. I truly believe I would not be here if it wasnā€™t for Sister Mary Paul. She believed in me and helped me pursue my Montessori training when I didnā€™t think it was possible. She told me that as long as I gave back to the school, and here I am 25 years later. I still love what I do. I love walking into the classroom every day and seeing the impact I can have. When you spend three years with these children, they really do become like family. 

What keeps you inspired in your work today? 

People sometimes ask what else I would do, and I honestly donā€™t know. This is what I know and what I love. There are hard days, especially during the school year, but Iā€˜ve learned that you have to take care of yourself and find that balance. When you do, everything else comes more naturally in the classroom. 

As long as I can still get down on the floor with the children and be part of their world, Iā€™m happy to be here. 

The post ā€œIā€™m Here for a Reasonā€: Laurie Laird on 25 Years at CarlowĀ  appeared first on Ā鶹¾«Ę·.

Early childhood is a time of firsts, first questions, first friendships, and first discoveries about the world and oneā€™s place in it. It is also a time when high quality education matters most. What happens in these early years shape not only academic success, but confidence, relationships, and a lifelong love of learning.

Behind every thriving child is an educator who sees possibility. Early childhood and elementary educators do far more than teach. They listen, guide, encourage, and create environments where children feel safe to explore and grow. They build the foundation for how children understand themselves as learners and as members of a community. Their work requires deep knowledge, intentional practice, and an unwavering commitment to equity and inclusion. It also requires heart!

As we celebrate the Month of the Young Child, we are reminded that this work is both deeply meaningful and increasingly complex. Todayā€™s educators must be prepared to support diverse learners, implement evidence-based practices, and create inclusive classrooms where every child is valued, supported, and loved. They must be ready not only to teach, but to lead, advocate, and adapt in a constantly evolving field.

This is why educator preparation matters.

At Ā鶹¾«Ę·, we believe that learning to teach should be as dynamic and meaningful as the work itself. Our Early Childhood and Elementary Education programs are intentionally designed to prepare educators who are confident, connected, and ready to make a difference from their very first day in the classroom.

Students do not wait until their final year to step into schools. They begin engaging with children and classrooms early in their program, building skills and confidence over time. They learn within a unique, campus based educational ecosystem that includes a laboratory school, early learning center, out of school time program, and dyslexia center, as well as Montessori and Reggio inspired environments. This immersive approach allows students to connect theory to practice in authentic and meaningful ways, guided by our mission and scholar-practitioner framework.

Equally important are the relationships students build along the way. Faculty at Carlow are not only instructors, but mentors, and champions of success. They are experienced educators, leaders, and advocates who bring real world insight into every course. In small, supportive classes, students are known, challenged, and encouraged as they grow into professionals who understand both the science and the heart of teaching.

Graduates leave Carlow prepared not only with knowledge, but with purpose and passion. They enter classrooms ready to educate and care for children, partner with families, and contribute meaningfully to their communities. Many begin their careers in the very schools and programs where they trained, confident, capable, and already connected to the field.

The Month of the Young Child is a celebration, but it is also a call to recognize the importance of early childhood education and to invest in those who make it possible. Whether you are a future educator considering your path, a family member supporting a childā€™s learning, or a community member who values education, you are part of this shared work.

At Ā鶹¾«Ę· and within the College of Education and Social Work, we are proud to prepare educators who will carry this work forward with knowledge, compassion, and a deep commitment to children and families. Together, let us celebrate the magic of childhood and continue building a future where every child is seen, supported, and inspired to thrive.

Dr. David Price is an assistant professor and program director for Early Childhood Education at Ā鶹¾«Ę·. He teaches undergraduate, graduate, and doctoral coursework in pedagogy, teacher education, and early childhood leadership and supervision. David serves as a higher education accreditation reviewer for the National Association for the Education of Young Children and is dedicated to advancing and professionalizing the field of early childhood education. In this capacity, he leads accreditation teams to colleges and universities across the nation seeking to accredit associate, bachelor, and masterā€™s degree programs.

The post Celebrating Young Children and the Educators Who Shape Our Future appeared first on Ā鶹¾«Ę·.

Dr. Taylor speaks with the kind of enthusiasm that suggests he has thought deeply about Ā鶹¾«Ę· and what itā€™s meant in his life. Ask a simple question about his time as a student and the answer quickly becomes something larger: a reflection on resilience, faith, community, and the responsibility to use what you have learned to serve others. 

For him, Carlow was not simply the place where he earned his degrees. ā€œĀ鶹¾«Ę· saved my life,ā€ he says. ā€œI felt like I had been adopted into a family. When I showed up to class, I felt like people genuinely wanted to see me succeed.ā€ 

Years later, that experience continues to shape the way he thinks about education and leadership. We sat down with Dr. Taylor to discuss his journey from attending to teaching at Carlow, being the first African American male  graduate in the University’s history, and the ways heā€™s making an impact in his community today. 

What first brought you to Carlow? 

I lost my job during the recession in 2009. At the time I was serving as a nursing director at a rehab facility in Pittsburgh and also working at UPMC Montefiore. When that job disappeared, I had no idea what I was going to do. We had a mortgage, four kids, and suddenly everything felt uncertain. 

My wife had already earned her bachelorā€™s degree at Carlow and was working on her masterā€™s there. One day she rolled over and said, ā€œWhy donā€™t you go back to school at Carlow?ā€ 

My first reaction was disbelief. I thought, how am I supposed to go back to school with no job and a family to support? But I applied, and when I was accepted I remember standing there and just crying. It was overwhelming. Being at a university was something I had only ever dreamed about. 

Why did that moment seem so unattainable? 

To understand what that moment meant to me, you have to understand where I came from. I grew up in Homestead, Duquesne, and McKeesport. Section 8 housing, food stamps, the projects. 

I was taken away from my mother when I was four years old, reunited with her when I was fourteen, and she died when I was seventeen from a combination of substance abuse and cancer. I did not have a father who was present in my life. 

In the environment I grew up in, just getting an associate degree felt like the highest level of education I could ever realistically achieve. I became an LPN first and then an RN in 2004, but I never truly believed a university degree was possible for someone like me.

You mentioned that Carlow changed your life. In what way? 

One of the most transformative experiences I had at Carlow was actually a theology course, Introduction to the Old Testament. At the time I remember thinking, why do I have to take this? I am here for a nursing degree. But the class ended up changing my life. 

We were reading the Book of Hosea, and something about that story spoke directly to my situation. I realized I had made my career and my paycheck my source of identity. When I lost my job, it felt like everything had collapsed. 

That class helped me see the moment differently. Sometimes you have to be broken in order to be repositioned for something greater. That realization shifted my entire mindset. 

How did the program structure help you balance school, work, and family? 

Once I started at Carlow, I did not take the opportunity for granted. I was excited just to be there. 

The CAP program was a big reason it worked for me because the courses were condensed into eight week sessions. That allowed me to take multiple classes in a term while still balancing work and family responsibilities. 

I started in September of 2009 and completed my  by December of 2010. During that time my advisor suggested I take the three Ps, pathophysiology, pharmacology, and physical assessment, at the graduate level so they could count toward a masterā€™s degree later. Once I finished my bachelorā€™s, it made perfect sense to keep going. 

What led you to eventually teach here? 

After completing my masterā€™s as a family nurse practitioner in 2012, something unexpected happened. The day of graduation, Dr. Karen Cummins, who directed the Family Nurse Practitioner program, walked up to me and said, ā€œI am here because of students like you. I want you teaching here.ā€ 

She saw something in me that I did not fully see in myself yet. About a year later, after gaining clinical experience, I started teaching as an adjunct faculty member in the graduate nursing program at Carlow. Being able to teach students the same way my professors had taught me was incredibly meaningful. 

Dr. Barron Taylor (second from right) with his DNP cohort

You went on to earn a doctorate from Carlow as well. What did that milestone mean to you? 

I eventually went on to pursue my , and when I graduated, I became the first African American male DNP graduate in Carlowā€™s history. 

What is interesting is that I knew years earlier that I wanted to do that. When I graduated with my bachelorā€™s degree in 2010, the university was celebrating its first doctoral cohort. I remember looking at those graduates and saying to my wife, ā€œI am going to go get one of those gowns.ā€ 

From that moment forward I watched every cohort come through the program until the day I walked across the stage myself. 

What are you doing professionally today? 

Today I serve as a senior educator on the national clinical education team for Humanaā€™s primary care organization. My role is to teach nurse practitioners, physician assistants, and physicians across the country about value-based care and how to transition into that model of medicine. 

For me, it is a full circle moment. I am a kid who grew up in very difficult circumstances, and now I am helping educate clinicians across the country. 

When I look at my career, I know without hesitation that I would not be where I am today if it were not for Ā鶹¾«Ę·. 

The post “Participating in My Own Rescue”: Dr. Barron Taylorā€™s Carlow Journey appeared first on Ā鶹¾«Ę·.

What makes the theme ā€œUplift. Defend. Transform.ā€ so fitting is that it captures the remarkable breadth of social work practice. Social workers operate across multiple levels of practice and serve a wide range of populations. At the micro level, practitioners work directly with individuals and families to support healing, stability, and growth. At the mezzo level, they collaborate with groups, organizations, and communities to build supportive systems and expand access to resources. At the macro level, social workers engage in policy advocacy, research, and systemic change to address the root causes of social challenges. Together, these levels illustrate how social work is both deeply personal and broadly transformative.

Many people enter the field assuming social workers primarily make an impact through one-on-one engagement with individuals. While this is certainly true, social work is grounded in the person-in-environment perspective, which emphasizes that individual well-being is shaped not only by personal circumstances but also by the social systems and environments surrounding a person. I entered the world of social work more than two decades ago when I began my MSW studies because I wanted to help people. I quickly learned that uplifting, defending, and transforming the lives of individuals is deeply connected to uplifting, defending, and transforming the places and spaces where they live, as well as the policies that shape their daily lives.

Over the course of my career, I have had the opportunity to engage in social work practice across each of these levels. At the micro level, I worked with adults and their families in hospital and hospice settings to assess how illness and injury were affecting their lives and intervened in ways that helped support quality of life despite new or ongoing limitations. At the mezzo level, I facilitated a support group for individuals living with ALS that allowed those affected by this debilitating, life-limiting disease to find support, friendship, and education within a community they might not otherwise have encountered. At the macro level, I worked as a congressional advocate for Alzheimerā€™s disease, partnering with elected officials to advance policy changes that positively impacted the lives of millions of Americans impacted by the disease. These federal policy efforts expanded access to care, increased funding for research, and strengthened support for millions of unpaid caregivers who have historically received little recognition or community support.

Experiences like these reflect the wide range of roles social workers can take on throughout their careers. My own professional interests have centered on healthcare, but social workers serve in nearly every sector of society, including healthcare, mental health, schools, child welfare, criminal justice, employee assistance programs, and public policy, among many others. At Ā鶹¾«Ę·, our social work programs are designed to prepare students for this breadth of practice by grounding them in the professionā€™s core values while equipping them with the skills needed to support individuals, strengthen communities, and influence systems. Our BSW and MSW programs promote a trauma-informed approach to social work practice, offer a variety of specialization options, and assist students in securing coursework and field placements in settings that align with their unique interests. Throughout their educational journey, students are guided by a faculty advisor who provides personalized mentorship through regular meetings each semester. Faculty in Carlowā€™s Department of Social Work bring a wide range of professional experiences and strive to uplift, defend, and transform the student experience, carrying their professional social work values into their roles as educators.

The theme ā€œSocial Workers: Uplift. Defend. Transform.ā€ captures not only the spirit of the profession, but the calling that draws many people to this work. Social workers uplift individuals and families during some of the most challenging moments of their lives. They defend the dignity and rights of those who are too often marginalized or unheard. And they work to transform communities, systems, and policies so that future generations can thrive. Whether working with individuals, strengthening communities, or advocating for policy reform, Carlow graduates carry forward the mission of social work in ways that uplift, defend, and transform the world around them.

Carrie L. Stott, PhD, LSW, joined the faculty of Ā鶹¾«Ę· in January 2020 as an assistant professor with the Masters of Social Work Program and has served as the MSW Program Director since 2022.

The post Social Workers: Uplift. Defend. Transform. appeared first on Ā鶹¾«Ę·.

ā€œItā€™s not just, ā€˜put bubble wrap in a box and call it a day,ā€™ā€ Gabi said. ā€œYouā€™re thinking about materials, shipping, safety, and what happens to the package after the product is used. Itā€™s the whole process.ā€   

Before this semester, Gabi didnā€™t realize packaging science was even a field. She knew packaging design existed, but the idea that scientists helped determine the process hadnā€™t crossed her mind. That changed when she found herself immersed in a 12-week, industry-led certificate program focused on corrugated packaging and sustainability. 

A Conversation That Opened a Door 

Gabiā€™s introduction to packaging science came from Dr. Allison DeLuca, a professor in Carlowā€™s Computational and Chemical Sciences department who has worked closely with Gabi throughout her time at the University. When Allison learned about a nationally funded certificate program focused on packaging science and sustainability, she immediately saw a connection. 

ā€œAllison knew my interests and my background,ā€ Gabi said. ā€œShe told me about the program and said, ā€˜I really think this would be a good fit for you.ā€™ā€ 

For Allison, those conversations are central to her approach as an educator. ā€œOne of the biggest advantages we have at Carlow is that we really get to know our students,ā€ she said. ā€œBecause our classes are small, I can sit down with them and talk about opportunities like this; things they might never be exposed to otherwise. I want them to know there isnā€™t just one path. There are so many ways a chemistry background can lead to meaningful, interesting work.ā€ 

That kind of one-on-one guidance stood out to Gabi, especially when she compared her experience at Carlow to friends attending much larger universities. ā€œIā€™ve had one-on-one conversations with every single chemistry professor here,ā€ she said. ā€œI have friends at Pitt who never even talk to their professors. Sometimes they only see a TA. At Carlow, youā€™re seeing your professors every day. They know you.ā€ 

Learning Beyond the Lab 

The program Gabi entered was the Certificate of Mastery in Packaging Management (CMPM), a 12-week, PhD-led certificate sponsored by the International Corrugated Packaging Foundation and offered through The Packaging School in partnership with Clemson University. The inaugural cohort included just nine students from five universities, representing majors ranging from chemistry and engineering to graphic design and supply chain management. 

Unlike a traditional academic course, the program was built around real-world application. Students completed a series of online modules, worked closely with industry mentors, and developed a semester-long Packaging Development Plan designed to mirror the challenges professionals face in the field. 

Julie Rice Suggs, who works with The Packaging School and helped guide the program, emphasized that packaging science thrives on interdisciplinary thinking. ā€œChemistry is such a good fit,ā€ she said. ā€œUnderstanding how materials behave, how they perform under different conditions, and how sustainability factors into those decisions is critical in packaging.ā€ 

For Gabi, the experience quickly expanded her understanding of how her chemistry training could apply outside the lab, connecting scientific principles to logistics, design decisions, and environmental responsibility in ways she hadnā€™t previously considered. 

Designing With Impact in Mind 

Rather than focusing on theory alone, the CMPM program asked students to think through the entire lifecycle of a package. 

ā€œWe started with questions like, ā€˜Whatā€™s the goal of the product?ā€™ā€ Gabi said. ā€œIs it being sold in a store? Shipped directly to a customer? How far is it traveling? Once you answer those questions, everything else follows.ā€ 

For her semester-long Packaging Development Plan, Gabi focused on the Lush brand, known for its bath bombs and commitment to environmentally responsible practices. The project pushed her to think beyond the chemistry of the product itself and into the systems surrounding it, like cardboard materials, inks, manufacturing processes, transportation methods, and end-of-life disposal. What was a simple box became a series of interconnected scientific and ethical decisions. 

ā€œIā€™m really interested in environmental science, even though itā€™s not my major,ā€ Gabi said. ā€œThis was a way to connect that interest with chemistry and actually see how it plays out in the real world.ā€ 

Reimagining What a Chemistry Degree Can Lead To 

For Allison, experiences like this one highlight how flexible and far-reaching a chemistry degree can be, especially when students are encouraged to look beyond traditional pathways. 

ā€œThere are so many opportunities in chemistry that people donā€™t always hear about,ā€ she said. ā€œStudents might think their options are limited to the lab or academia, but thatā€™s not the case.ā€ 

Gabiā€™s success in the program reinforced that point. She’s currently preparing to present her final project to a board of packaging professionals as part of the programā€™s capstone experience. After completing the program and graduating from Carlow, she plans to commission into the U.S. Air Force through ROTC, where sheā€™ll serve as an officer before eventually transitioning into a chemistry-related career. While she doesnā€™t know exactly where that path will lead, packaging is now firmly on her radar. 

ā€œThis opened my eyes to a career field I didnā€™t even know existed.ā€Ā 

The post Thinking Outside the Box: A Carlow Student Discovers an Unexpected Career Path appeared first on Ā鶹¾«Ę·.

Lyric Knepshield, Maggie Lindway, Sydney Rummings, and Samantha DeGore have been awarded the Vira Heinz Scholarship, a merit-based grant that funds international study for sophomore and junior women who have never traveled abroad. The scholarship provides $5,000ā€“$6,000 to support a minimum 28-day immersive experience focused on academic growth, leadership, and global engagement. 

Here, close faculty mentorship, individualized support, and mission-driven innovation prepare students to step confidently into opportunities like this. While most participating institutions receive three awards, Carlow was granted four this year in recognition of the strength of its applicants. This summer, our Vira Heinz scholars will travel to multiple continents, pursuing clinical, linguistic, and service-based experiences that expand their education far beyond the classroom, living out Carlowā€™s devotion to service and preparing to contribute to a more just and merciful world through globally engaged learning. 

Lyric Knepshield 

Sophomore Nursing Major | Hometown: Beaver, PA | Destination: San JosĆ©, Costa Rica 

Lyric Knepshield, a sophomore nursing major with a minor in child development, will spend her summer in San JosĆ©, Costa Rica, participating in a service-learning based program. She first learned about the Vira Heinz Scholarship through Carlowā€™s Center for Global Engagement. ā€œI actually found out about it my freshman year,ā€ she said. ā€œI was handed a little postcard with the application details. But itā€™s specifically for sophomores and juniors, so I held on to it.ā€ 

For Lyric, the appeal of the program was both practical and personal. ā€œThe scholarship varies depending on where you go,ā€ she explained. ā€œIf you chose a European country, it was $5,000. Outside of Europe, it was $6,000. That influenced me to choose Costa Rica because the cost of living is much cheaper, and I got more money, so it took me further. All of my program is covered, which is amazing.ā€ 

Lyricā€™s connection to Carlow began well before college. As a high school sophomore, she attended a healthcare summer camp on campus. ā€œThatā€™s when I fell in love with it,ā€ she said. ā€œI knew the rest of high school, this is where Iā€™m going.ā€ 

She credits faculty mentorship with encouraging her to pursue opportunities like Vira Heinz. Speaking about her advisor, Dr. Janice Nash, Lyric said, ā€œShe just finds endless opportunities for me. Iā€™ll mention one thing casually that Iā€™m interested in, and sheā€™ll be like, ā€˜I know someone you can connect with.ā€™ā€ 

ā€œIf youā€™re involved in the community, it gives back to you,ā€ she said. ā€œCarlow doesnā€™t just say itā€™s a community. They really mean it.ā€ 

Maggie Lindway 

Junior Neuroscience Major | Hometown: Allison Park, PA | Destination: Salamanca, Spain 

Maggie Lindway will travel to Salamanca, Spain, this summer, where the junior neuroscience major will spend 33 days studying Spanish through a full-immersion program. ā€œIā€™ll be there for 33 days taking Spanish,ā€ she said. ā€œIā€™m choosing to stay with a host family because I feel like that full immersion factor is important.ā€ 

Maggie transferred to Carlow after beginning her college career at a much larger university. Reflecting on the difference, she said, ā€œBefore I transferred in, I had never left an advising meeting not crying and being upset. My first advising meeting here, I found out I needed to take some courses over the summer, and I was very happy. I got answers. Even though I had to take classes over the summer, I didnā€™t care. I had answers.ā€ 

Despite significant family responsibilities, including supporting her father through multiple cancer treatments, Maggie is preparing for a service-centered career. Under the mentorship of Carlow Biology professor Amy Romesberg, she is pursuing both neuropsychology and intraoperative neurological monitoring tracks. ā€œShe really knows quite a lot,ā€ Maggie said of Dr. Romesberg. ā€œYou can tell she has a passion for it.ā€ 

Balancing academics with  Maggie describes the scholarship as an opportunity to step outside her comfort zone. ā€œFor me, this is like a big step out of my box,ā€ she said. ā€œBeing able to actually do something for myself thatā€™s not within the bounds of this state ā€” thatā€™s huge.ā€ 

Sydney Rummings 

Junior Nursing Major | Hometown: North East, PA | Destination: Palermo, Italy 

ā€œFor the first two weeks, Iā€™m going with Carlow,ā€ explained Sydney Rummings, a junior BSN nursing student. ā€œWeā€™re doing shadowing clinical experience at the ISMET hospital over there. Itā€™s a transplant hospital. Iā€™m hoping to see some things that I havenā€™t seen before.ā€   

Sydney will be traveling to Palermo, Italy, where she will complete clinical shadowing at aĀ ±«±Ź²Ń°ä-²¹“Ś“Ś¾±±ō¾±²¹³Ł±š»åĢż“Ś²¹³¦¾±±ō¾±³Ł²ā.Ā Ā After Carlowā€™s faculty-ledĀ portionĀ concludes, Sydney will remain in Italy to fulfill the scholarshipā€™s four-week requirement.Ā 

She first learned about the Vira Heinz Scholarship through the womenā€™s . ā€œMy freshman year, [a soccer teammate] was a recipient,ā€ she said. ā€œThen last year, [another teammate] was the recipient, and we were roommates. So, I got to witness all of it.ā€ 

Now, she will experience it herself, including her first flight. ā€œIā€™ve never even been on a plane,ā€ Sydney said. ā€œSo itā€™s going to be my first time ā€” 12 hours across the Atlantic.ā€ 

With multiple clinical rotations already completed in Pittsburgh-area hospitals, Sydney is eager to compare healthcare systems. ā€œThe U.S. healthcare system is different than the universal healthcare system they have over in Italy,ā€ she said. ā€œIā€™m interested to see how that works and work with teams from everywhere.ā€ Her long-term goal is emergency medicine, possibly as a life flight nurse. ā€œEver since freshman year, I thought being a life flight nurse would be the coolest thing ever.ā€ 

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Junior Nursing Major | Hometown: Bethel Park, PA | San JosĆ©, Costa Rica 

Samantha DeGore will spend her summer in Costa Rica participating in a community engagement program that blends cultural immersion with hands-on service; an experience that she feels closely aligned with both her nursing path and Carlowā€™s commitment to serving others. 

ā€œI knew I wanted to do something community engagement or healthcare related,ā€ she said. 

Her interest in healthcare was shaped early by watching her mother, a nurse, and later solidified during high school when her grandmother was diagnosed with cancer. ā€œMy grandma got really sick, and my mom and I would always go over to help,ā€ she said. ā€œAfter she passed, I knew I wanted to care for people when theyā€™re sick and in need.ā€   

Now a junior nursing major working at UPMC Childrenā€™s Hospital, Samantha plans to pursue pediatrics after graduation, with pediatric oncology currently at the top of her list. 

For Samantha, the Vira Heinz Scholarship is an opportunity to practice the kind of compassionate, service-centered care that first drew her to nursing. In Costa Rica, she hopes to live with a host family, stepping outside her comfort zone in order to better understand another communityā€™s daily life and culture. ā€œIā€™ve never applied for anything like this before or put myself out there like this. Iā€™ve always wanted to study abroad, and it felt like the perfect opportunity.ā€ she said. ā€œIā€™m really excited.ā€ 

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She described a faculty member using LUMI, an AI-powered tool in Brightspace, for the first time. Students in her Foundations of Writing class were struggling with thesis statements; a hurdle for many first years. ā€œInstead of spending hours creating extra practice materials,ā€ said Dr. Macklin, ā€œI suggested she try LUMI. I watched her eyes widen as her course content was almost instantly transformed into flashcards, practice quizzes, and study plans.ā€

This led to the faculty memberā€™s students creating their own personalized study guides and support materials, uploading course content into tools like CoPilot and ChatGPT. These arenā€™t the higher-ed applications of AI that tend to make headlines, but they are the building blocks of more accessible future forms of learning.

Alexis summed it up perfectly: ā€œThe real innovation isnā€™t the tech itself. Itā€™s the way we teach people to use it.ā€

Redefining Innovation

Every university talks about innovation. But at Carlow, it means something different.

Innovation here isnā€™t defined by the size of a lab or the sophistication of our tools, though weā€™re proud of both. What makes Carlow unique is how our students learn to harness technology. They gain technical fluency, yes, but they also learn to apply it toward creating a better future for their communities.

Our mission has always been rooted in creating a more just and merciful world. Our values donā€™t change just because the tools evolve. Of Carlowā€™s five values, Mercy is the heart, and the lens through which we learn to see the world.

You can see Mercy in the way we are preparing students not just to adapt to a changing world, but to lead it with empathy, creativity, and integrity. Thatā€™s the thread connecting every story, every lab, and every classroom at Carlow.

Behind the Scenes: Telling the Story

Earlier this year, our marketing and creative teams partnered with CTRL to produce a video showcasing Carlowā€™s approach to innovation. I spent time listening to faculty and seeing firsthand how technology is being used across disciplines.

I walked away inspired ā€” not just by the tools, but by the human stories behind them:

These were the stories we wanted to capture on film ā€” not just a showcase of what Carlow has, but a reflection of who Carlow is.

Looking Ahead

I keep thinking about the story Alexis told me about the faculty member using AI for the first time. It wasnā€™t just about the rush of seeing teaching materials created instantly that would have taken hours to put together; it was about realizing she had the power to inspire curiosity and possibility in her studentsā€™ lives and help them take responsibility for their own learning journey. Thatā€™s what innovation looks like at Carlow. While the technology itself is certainly impressive, what Iā€™m truly moved by is the way our students and faculty bring it to life with purpose. Itā€™s the intention behind every lesson and every breakthrough.

For me, thatā€™s what makes this work so rewarding. Every time I hear stories like this, Iā€™m reminded why telling Carlowā€™s story matters. Because behind every piece of technology, thereā€™s a human story. And at Carlow, those stories are shaping the future.

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Maybe itā€™s a class discussion you still think about to this day, a mentor who asked the right question at the right time, or a perspective that reshaped how you lead, serve, or show up for other people. Even years later, those moments still feel familiar because theyā€™re part of what it means to be a Celtic alum. 

This spring, weā€™re creating more of those moments with Alumni Hour, a new virtual series designed to bring alumni together for thoughtful conversations, meaningful connections, and a closer look at the people and ideas shaping our community, and the world. 

Carlow is in a season of growth, innovation, and renewed energy, and our alumni remain an essential part of that story. Alumni Hour is a way to keep our community connected to that story, and to one another. Itā€™s also a celebration of what the members of Celtic Nation carry forward, and the impact you continue to make in your work, your communities, and your families. 

Upcoming Alumni Hour Sessions 

Some dates and registration details are still to be determined. For now, hereā€™s a preview of whatā€™s ahead: 

February 19: Sabrina Saunders Mosby Interviews John Cardone 

Our first Alumni Hour conversation features Carlow alum Sabrina Saunders Mosby in discussion with John Cardone, Carlowā€™s Vice President of Marketing and Communications. Together, theyā€™ll explore the storytelling, strategy, and momentum behind how Carlow is showing up across the region, and how a mission-driven university builds a footprint in a way that still feels unmistakably Carlow. 

March (TBD): National Reading Month: Deon Butler on Dyslexia and Determination 

In honor of National Reading Month, former NFL player Deon Butler will share his personal experience navigating dyslexia ā€” and the persistence it took to succeed at the highest levels of competition. Heā€™ll be joined by Val Piccini, director of Carlowā€™s MEd Reading Specialist program, for a conversation on literacy, learning differences, and the power of the right support at the right time. 

April (TBD): Meet the Deans with Dr. Rhonda Maneval 

In April, Alumni Hour turns toward Carlowā€™s academic leadership with a Meet the Deans session featuring Rhonda Maneval, PhD, dean of Carlowā€™s College of Health and Wellness. This conversation will highlight the direction of Carlowā€™s programs, student-centered learning, and whatā€™s ahead as the University continues to grow in ways that serve learners and the region. 

Stay Close to Whatā€™s Next 

Celtic Nation is made up of more than 22,000 alumni whose lives and careers reflect the strength of a Carlow education. From campus leaders to accomplished alumni and inspiring guests, Alumni Hour celebrates the power of this community – past, present, and future. 

To stay connected between Alumni Hour sessions, follow  for alumni stories, campus updates, and opportunities to engage with fellow Celtics. 

Event details and registration information will be coming soon. We canā€™t wait to welcome you back. 

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