鈥淚 could not kick this feeling that I wanted to create,鈥� she says. 

What followed was a gradual process of learning to trust her instincts. With the support of faculty, classmates, and the creative community she found at Carlow, Emily began building the confidence to pursue art seriously, eventually shifting her focus toward studio art and public murals. 

Now, just a few years after graduating in 2020, she is working full-time as a creative, producing murals and large-scale public artwork鈥攐ften with spray paint鈥攚hile continuing to explore painting, digital media, and design. Earlier this year, her work was featured in , a 麻豆精品 Art Gallery exhibition showcasing faculty and alumni artists. 

鈥淲hen I was at Carlow, it was a dream to show at the Carlow Gallery,鈥� she says. 鈥淭he fact that I have a piece in there now feels totally full circle.鈥�&苍产蝉辫;

In the conversation below, Emily reflects on creativity, community, trusting intuition, and the path that led her from student athlete and biology major to full-time artist. 

What originally brought you to Carlow? 

Growing up, my sister and I always knew that we wanted to excel and dream bigger for ourselves. I came from an environment where there were not always a lot of options, so when it came time to think about college, I really tried to be intentional about the kind of experience I wanted. 

One of the biggest things for me was community. I knew I wanted a smaller university where I could actually know my professors and feel connected to the people around me. A huge part of that was also that Carlow is women-centered. That was probably the number one thing for me at the time, and honestly, it feels even more important now. 

I also wanted to continue  collegiately, and Carlow gave me the opportunity to do that too. It just felt like a place where I could find my community and really grow into myself. 

You originally started as a biology major. What changed? 

I came into Carlow as a biology major because I always wanted to help people in some way. I thought maybe that meant medical school or something in healthcare. 

But by the time I got to my sophomore year, I could not shake this feeling that I wanted to create. I had always loved art, but I struggled to understand how art could be something meaningful or useful, or how I could actually help people through it. 

Then eventually I just hit this point where I was like, 鈥淵ou know what? We鈥檙e gonna do what makes you happy.鈥�&苍产蝉辫;I decided to add studio art as a major, and honestly that changed everything for me. I started realizing that all the things you are naturally drawn toward are there for a reason. If you actually listen to those instincts, you can build something you never expected for yourself. 

How did you become interested in public art and murals? 

That interest was always there, even back in high school, but I never really gave myself permission to explore it seriously. Carlow helped create that safe space for experimentation where I could try things and build confidence in my ideas. 

One of the biggest moments for me was working on the metal panel installation on the fifth floor of the University Commons. I was one of the student artists who helped create those panels, and looking back now, that was definitely an early push toward public art. 

A lot of those opportunities came directly from faculty believing in me and trusting me with real creative work.

What role did the gallery and faculty mentorship play in your experience? 

A huge one. My first internship was actually with Sylvia Rhor when she was working in the gallery, and later I worked closely with Amy Bowman-McElhone as well. I just loved being in that environment and learning how artists build careers and creative practices. 

Amy especially was incredibly accessible and hands-on. She really allowed me to experiment and take ownership of ideas. During COVID, we were even planning possible student-curated exhibitions before everything changed. 

What Carlow gave me was this space where I could try things without feeling afraid to fail. That is so important as a creative person because the world can really undervalue what artists do. You have to build a kind of mental toughness to keep going. 

Carlow gave me opportunities to work in galleries, give tours, handle artwork, and experiment with public art. All of that helped me leave feeling confident enough to pursue this professionally. 

What did Carlow teach you creatively and personally? 

The biggest thing I learned at Carlow was to trust my intuition. 

I think, especially as a young creative, there can be a lot of fear around whether pursuing art is realistic or sustainable. For a long time, I felt ashamed of wanting to be an artist because it did not always feel practical. But Carlow helped me understand that you can build a meaningful life doing creative work. You really can. 

I also learned how important it is to move through college with intention. Everybody鈥檚 path looks different and everybody figures things out on their own timeline, but taking your work seriously and trusting yourself makes a huge difference. 

What does it mean to now exhibit in the Carlow gallery as an alum? 

When I was at Carlow, it was a dream to show at the Carlow Gallery. The fact that I have a piece in there now feels totally full circle. I also just feel really honored to be included in a show with so many faculty members and alumni artists whose work I respect so deeply.   

For this exhibition I created a new large-scale mural installation based on work I originally developed during an artist residency in Costa Rica. I wanted to challenge myself by bringing something unconventional into a fine art gallery space. 

What are you working on now? 

Right now, I鈥檓 working full-time as a creative, which honestly still feels surreal to say out loud. 

I do a little bit of everything. Murals and public art are the main focus, but I also work in web design, digital marketing, painting, ceramics, and illustration. As a freelance creative, you kind of have to become a multi-tool. 

For a long time I was balancing creative work with day jobs and trying to figure out how to make it sustainable. This year I finally took the leap into doing it full-time, and I really do not want to go back. It鈥檚 challenging, but it feels right. 

The post Full Circle: Emily Paige Armstrong on Art, Intuition, and Finding Her Path at Carlow聽 appeared first on 麻豆精品.

Held in Rome and Vatican City from June 1鈥�5, the seminar brings together presidents and senior leaders from Catholic colleges and universities for dialogue, reflection, and engagement with Vatican officials, scholars, and Church leaders.  

Organized by the ACCU in collaboration with The Lay Centre in Rome, this year鈥檚 program includes a private audience with Pope Leo XIV, along with discussions centered on Catholic identity, artificial intelligence, migration, sustainability, synodality, and Catholic social thought. For Dr. Humphrey, the opportunity represents both a professional responsibility and a deeply personal experience grounded in faith and mission.  

鈥淲e have a unique opportunity to speak to the vital role Catholic higher education continues to play in shaping compassionate leaders, strengthening communities, and advancing the common good in our country,鈥� said Dr. Humphrey. 鈥淚 am especially passionate about discussing how Catholic Universities can fully live their mission every day, integrating our values and charisms into every aspect of our work while creating communities that honor human dignity, embrace service, and deeply respect the diverse backgrounds and beliefs of others.鈥�&苍产蝉辫;

According to Dr. Humphrey, the opportunity to engage directly with Pope Leo XIV during the first year of his papacy makes the experience especially profound. 

鈥淭o have the opportunity to meet personally with the Holy Father and engage in meaningful conversation about the future and importance of Catholic higher education in the United States, particularly with him being the first American Pope is extraordinary,鈥� she said. 鈥淗is perspective and leadership at this moment in history carry tremendous significance for Catholic institutions across the country. I am deeply honored to be part of this delegation and this historic experience.鈥�&苍产蝉辫;

Dr. Humphrey said the seminar鈥檚 focus aligns closely with Carlow鈥檚 Mercy mission, and singled out its focus on emerging issues, including artificial intelligence and ethics, as especially meaningful at this moment for Catholic higher education. 

鈥淥ne of the statements Pope Francis often made is that 鈥榓ll are welcome,鈥� and I think about how we ensure that聽idea聽is truly聽realized聽in our work as a Catholic institution,鈥� she said. 鈥淢y job is to make sure Carlow always lives up to who we say we are.聽We are not just helping students get degrees. We are sending out a generation of individuals who are committed to creating a more just and merciful world.鈥澛�

About 麻豆精品 

Carlow is a private, co-educational, Catholic university located at the hub of Pittsburgh鈥檚 most cutting-edge industries. Founded by the Sisters of Mercy in 1929, Carlow鈥檚 curricula and partnerships reflect its strong commitment to forward-thinking leadership and impactful service to the community.  

At 麻豆精品, we strive to create an experience that is not only life-changing, but world-changing. Carlow graduates are prepared to be pioneers in workforce development, healthcare, education, business, the arts, and more. They are part of a聽nearly one-hundred-year聽tradition of ethical leaders with聽empathy聽and spirit to create meaningful societal change. Rooted in unity and led by compassion, we are redefining what a leader looks like鈥攁nd it looks like a Carlow graduate.聽聽

Contact 

麻豆精品    
John Cardone, VP of Marketing and Communications    
412-578-6100    
jvcardone@carlow.edu 

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鈥淚t was kind of the clich茅 response,鈥� she said. 鈥淚t鈥檚 something I wanted to do ever since I was a little kid. I鈥檝e always been a caring person, always wanting to take care of people.鈥�&苍产蝉辫;

What she found at 麻豆精品 made it easy to stay. After earning her Bachelor of Science in Nursing, she continued on for her master鈥檚 and doctorate, eventually returning as a faculty member. Today, as Program Director of Undergraduate Nursing, she leads the same program that shaped her. 

鈥淎s a student, you felt so supported,鈥� she said. 鈥淎nd that鈥檚 how I want all of my students to feel.鈥�&苍产蝉辫;

A Community Built on Support 

That sense of support is not incidental. It is built into the structure and culture of the program. 

Although it varies by semester, the student-to-faculty ratio in Carlow鈥檚 BSN program is around 8:1, allowing students to form close relationships with their instructors. For Dr. Cole, that connection begins with something simple. 鈥淏eing able to just pop into my office without an appointment,鈥� she said, 鈥渢hat really shows how comfortable students feel and how approachable we are.鈥�&苍产蝉辫;

Those relationships extend beyond coursework. Students visit looking for help with assignments, but also for reassurance and mentorship: 鈥淚 want them to feel like they can come to me with anything. Not just a nursing course question, but for advice, for guidance.鈥�&苍产蝉辫;

Growing Through the Experience 

That support becomes especially important as students move through the demands of the program. Many arrive straight from high school, excited but unsure of what lies ahead. The first year introduces them to the academic rigor of nursing, laying the foundation for what is to come. 

As they progress into their sophomore and junior years, the pace intensifies. Students begin applying their knowledge in simulation labs and clinical settings, learning to translate theory into practice. 

鈥淲e鈥檙e not just treating them like they鈥檙e here to take courses and go home,鈥� said Dr. Cole. 鈥淲e鈥檙e really supporting them, making sure they feel welcome, they feel guided.鈥�&苍产蝉辫;

鈥淵ou see them day one, year one, when聽they鈥檙e聽frustrated and feel defeated, like, 鈥楥an I really do this?鈥欌�澛爏he聽continued. 鈥淎nd then you see them in their senior year, preparing for graduation, accepting jobs.聽Just seeing how much聽they鈥檝e聽come in that short four-year聽period of time…聽it really shows the why of what we do.鈥�

Learning in Real Settings 

Hands-on experience is central to that growth. Students spend time in skills and simulation labs, where they practice clinical scenarios in controlled environments before entering real healthcare settings. Faculty members work continuously to refine those experiences, incorporating new technologies and updating scenarios to reflect current practice. 

鈥淲e鈥檙e always trying to find out what鈥檚 new, what鈥檚 up and coming, so that we鈥檙e staying current,鈥� said Dr. Cole. 

Many faculty also continue to practice in clinical settings, bringing real-world insight directly into the classroom. Those connections extend to hospital partners, where students complete their clinical rotations. 鈥淵ou know, our clinical partners are saying they recognize Carlow nursing students apart from others,鈥� she said. 鈥淚 think it鈥檚 the care, the compassion, the empathy that our students are showing. They鈥檙e leaving that impact on the patients and the nurses that work there.鈥�&苍产蝉辫;

The human-first perspective influences how students are taught to care for their patients, considering not just physical needs, but emotional and social ones as well. It also shapes how faculty approach their students. The same level of attention and care expected in clinical practice is reflected in the classroom. 

鈥淲e鈥檙e rooted in Mercy values,鈥� Cole said. 鈥淲e want our nursing students to be compassionate. We鈥檙e not just nurses. We鈥檙e healers.鈥�&苍产蝉辫;

From First Day to First Job 

By the time students reach their senior year, the pieces begin to come together. Clinical experiences deepen, confidence grows, and the transition into the workforce begins to take shape. Students interview for positions, receive job offers, and prepare to take the NCLEX licensure exam. 

鈥淲hen they鈥檙e in the thick of it, sometimes it doesn鈥檛 feel like it鈥檚 worth it,鈥� Dr. Cole said. 鈥淏ut then getting that feedback from them, hearing that they passed their NCLEX on the first try, that they鈥檙e in the workforce, it makes it all worth it.鈥�&苍产蝉辫;

For聽Dr.聽Cole, those moments are personal. She has lived the same journey herself, from uncertain聽student聽to practicing聽nurse聽to聽educator聽and聽leader:聽鈥淚 feel聽like I鈥檓 where聽I鈥檓 supposed to be.鈥澛犅�

Now, she helps guide the next generation through that same process, ensuring they leave not only with the knowledge and skills to succeed, but with the confidence to step into their roles. Students arrive with a goal. Over four years, they gain experience, build relationships, and grow into professionals ready to make an impact from the very start.

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Rows of graduates聽waited for聽their turn, scanning the crowd, pointing, smiling as they spotted familiar faces.聽As the聽calling聽of聽names and degrees聽began, family and friends聽had聽crowded up near the front of the stage as if聽anticipating聽an arena concert headliner.聽Each name carried its own reaction.聽Most聽drew a burst of聽loud聽applause;聽others a sustained cheer that echoed across the聽huge convention hall聽before the next graduate stepped forward.聽

The People Behind the Moment 

Early in the ceremony, Carlow President Kathy W. Humphrey, PhD, paused to recognize the people who helped make all of this possible. 鈥淭he journey to this day rarely involves traveling alone,鈥� she said. 鈥淏ehind nearly every one of our graduates stands someone who has provided motivation, or words of encouragement, or support in times of need.鈥�&苍产蝉辫;

At her request, graduates stood and turned toward the audience. Across the Convention Center, families rose to their feet in response. Some waved. Others held up phones, trying to capture the moment as it unfolded. 

Later, when first-generation students were asked to stand, the reaction came quickly. Around the room, graduates stood for themselves and for the families whose paths they were helping to change. 鈥淢y favorite part of commencement is when the first generation students stand up,鈥� said Sarah Shotland, chair of Carlow鈥檚 Department of Art, Communication, and English. 鈥淚t shows what a difference this institution is making in people鈥檚 lives and families.鈥�&苍产蝉辫;

The Stories That Led Here 

Physical Therapy doctoral graduate Yousef Tamimi stepped to the podium and looked out across the room before beginning his remarks. 鈥淗ardship does not define your future,鈥� he said. 鈥淵our response to it does.鈥�&苍产蝉辫;

As he spoke, the room quieted. His words reflected a journey from war torn Iraq to the United States, marked by profound loss and responsibility at a young age. But they also resonated beyond his own story. Around him were classmates who understood what it meant to adapt, to persevere, and to continue forward even when the path was uncertain. 

For Alora Borovich, a graduating English major, the past year brought its own challenges as she balanced coursework while preparing for the arrival of her first child. 鈥淭his past year was a lesson in resilience,鈥� she said. 

She credited faculty with helping her stay on track, particularly Dr. Sigrid King. 鈥淭hey showed me what Carlow鈥檚 mission really means,鈥� Alora said. 鈥淭hey were merciful, definitely.鈥�&苍产蝉辫;

Across the hall, Briana Fitzgerald waited for the ceremony to begin. This time, she was returning to the stage to receive an MEd in Early Childhood Education, having previously graduated from Carlow as an undergraduate. 鈥淚鈥檓 excited to walk across the stage for the second time,鈥� she said. 鈥淚 can鈥檛 wait to get out and serve the kids in my community.鈥�&苍产蝉辫;

What You Carry Forward 

When Sister Sheila Carney took the podium for her keynote address, she began with a story. 

She spoke about two groups of travelers setting out under very different conditions; one weighed down by what they chose to bring, the other guided by a clear sense of purpose. The story moved between past and present, eventually returning to the graduates seated in front of her. 

As she described what was worth carrying forward, the room remained still. 鈥淎s you move on now to the next chapter of your life story, it鈥檚 so very important to pack thoughtfully,鈥� she told graduates. 

Following her remarks, Dr. Humphrey returned to close the ceremony: 鈥淲e hope you will take this education, which was inspired by Mercy values, and play a significant role first in your own families, and then in your community鈥� and endeavor to create a more just and merciful world.鈥�&苍产蝉辫;

After the closing festivities, Carlow鈥檚 largest graduating class ever stood one by one, turned their tassels, and began to make their way out of the hall, greeted by the same cheers that had followed them across the stage. 鈥淐lass of 2026,鈥� Sister Sheila had said, just moments earlier, 鈥測ou are cleared for takeoff.鈥�&苍产蝉辫;

The post 鈥淐leared for Takeoff鈥�: Celebrating聽Carlow’s Commencement 2026 appeared first on 麻豆精品.

This year鈥檚 commencement marks several milestones for Carlow鈥攁 university founded by the Sisters of Mercy in 1929 and known for empowering students to lead with compassion, integrity, and a commitment to service. Spring 2026 marks the graduation of Carlow’s very first  cohort, and their 78^th School of Nursing cohort. Whether studying in new, cutting-edge programs or widely respected legacy disciplines, this year鈥檚 graduates reflect the mission-driven community Carlow is proud to serve, representing a broad range of academic disciplines and professional pathways. 

Sister Sheila Carney, RSM, Carlow鈥檚 Special Assistant to the President for Mercy Heritage & Service, will deliver the keynote address. A proud alumna (class of 1967), Sister Sheila has been instrumental in advancing Mercy identity, deepening mission integration, and expanding community-engaged initiatives across campus. As a Sister of Mercy for 58 years, she has served the Church and her community in a wide range of leadership, educational, and ministerial roles at the local, regional, national, and international levels.  

鈥淪ister Sheila embodies the very best of us,鈥� said Carlow President Kathy Humphrey, PhD. 鈥淗er impact on Carlow is both profound and deeply personal. As a trusted member of our leadership community, she has helped define what it means to live our mission each day. As our graduates prepare to take the next step, they will hear from someone who has spent her life putting mercy into action.鈥�&苍产蝉辫;

The ceremony will also include presentations of awards and honors, the conferral of degrees, and remarks from student leaders who exemplify Carlow鈥檚 mission of mercy, leadership, and lifelong learning. Christian Rotundo, winner of this year鈥檚 Joseph G. Smith award for undergraduate academic achievement, will speak, as will Graduate Student Excellence awardee Yousef Tamimi. 

The Class of 2026 will enter the workforce at a time when the Pittsburgh region鈥攁nd the nation鈥攏eeds skilled, ethical leaders more than ever. Carlow graduates are uniquely prepared to meet that need. From healthcare and education to business, social work, and beyond, they are filling essential roles across Western Pennsylvania and driving positive change in their communities. Carlow continues to serve as a key pipeline for regional talent, with a commitment to workforce development rooted in compassion. 

Family, friends, and supporters not already planning to attend are encouraged to view the livestream. Information, including logistics, accessibility, and streaming details can be found at carlow.edu/commencement. 

Find Commencement highlights and coverage this Saturday on Carlow鈥檚 social media channels (@carlowuniversity).

About 麻豆精品 

Carlow is a private, co-educational, Catholic university located at the hub of Pittsburgh鈥檚 most cutting-edge industries. Founded by the Sisters of Mercy in 1929, Carlow鈥檚 curricula and partnerships reflect its strong commitment to forward-thinking leadership and impactful service to the community. 

At 麻豆精品, we strive to create an experience that is not only life-changing, but world-changing. Carlow graduates are prepared to be pioneers in workforce development, healthcare, education, business, the arts, and more. They are part of a nearly one-hundred-year tradition of ethical leaders with the empathy and spirit to create meaningful societal change. Rooted in unity and led by compassion, we are redefining what a leader looks like 鈥攁nd it looks like a Carlow graduate. 

Contact

麻豆精品   
John Cardone, VP of Marketing and Communications   
412-578-6100   
jvcardone@carlow.edu 

The post 麻豆精品 to Celebrate Milestones, Including its Largest Graduating Class in History, at 2026 Commencement appeared first on 麻豆精品.

The search led him to healthcare, and eventually to Carlow. While his first attempt at finding the right fit didn鈥檛 go as planned, he stayed, drawn in by the community he found on campus: 鈥淚 knew I wanted to stay at Carlow.鈥�&苍产蝉辫;

With the guidance of faculty and a willingness to keep exploring, Kat found his place in the Behavioral Neuroscience program and began preparing for a career in intraoperative neurophysiological monitoring, a field focused on making surgery safer in real time. 

Just weeks after graduation, Kat was already working in hospitals across the Pittsburgh region, applying what he learned in the classroom directly in the operating room. In our conversation, he reflects on finding the right path, the support that helped him get there, and how his time at Carlow shaped his career and his confidence. 

What led you to Carlow? 

I originally thought I was going to study computer science when I was in high school. But once COVID happened, I started to realize that sitting behind a computer all day was not really the life I wanted for myself. 

My mom is a nurse, so that pushed me to start looking into healthcare. That led me to Carlow through the nursing program. It didn鈥檛 end up working out the way I expected, and for a little while I felt kind of stuck trying to figure out what to do next. But I knew I wanted to stay at Carlow. I liked the environment and the people there, so I started looking into other options. 

How did you end up in the Behavioral Neuroscience program? 

I ended up talking with Dr. Ammer in the biology department, and he really helped me explore different paths. 

We looked at a few options, and I landed on neurophysiology with the intraoperative neurophysiological monitoring specialization. Once I got into it, I realized it was exactly what I was looking for. It gave me a way to stay in healthcare and still be involved in what鈥檚 happening during procedures. I have loved it ever since. 

For those who might not be familiar, what does that field involve? 

During our final year, we complete an undergraduate clinical where we rotate through hospitals across the Pittsburgh area, mostly through UPMC. 

In that setting, we are working in the operating room and learning how to聽monitor聽the nervous system during surgery. We use different techniques to track things like motor function, sensory pathways, and brain activity depending on the type of procedure.聽The goal is to make surgery safer. We are there to help聽identify聽any potential issues in real time so the surgical team can respond right away.

What was your experience like at Carlow? 

I struggled a lot in the beginning, especially when I was in the nursing program. There were definitely moments where I was not sure if I was going to make it through college at all. I was not a very outgoing person. But being here pushed me to get more involved. Over time, I started to feel a lot more confident in myself. 

The biggest thing for me was how connected everything felt. Carlow is small enough that you really get to know people. I got involved in a lot of different things. I had a bunch of work study positions. I worked in the nursing lab, the cadaver lab, and with Advancement. I was also part of Trio, did first year experience work, and helped start a games club. 

Dr. Frank Ammer, Dr. Amy Romesberg, Michael Martucci, Dr. Allison Rice and Mark Barsic from the Biology and Chemistry departments, everyone from Trio, Janet Guidas in Advancement, Meredith Webber in First-Year Experience, and Dr Stephen Calme in Theology – all these faculty and staff members have made an impact on me personally and each of them mean a lot to me not only as mentors but as colleagues. 

I am the first person in my family to graduate college, so there was a lot of pressure, and at times it felt overwhelming. But Dr. Romesburg, Dr. Ammer, and others really pushed me and helped me stay on track. They did not let me fall behind, and they helped me figure things out. 

What are you doing now? 

I started in January with the same company I completed my clinical experience through. I鈥檓 working in hospitals across the UPMC system, including Presbyterian, Montefiore, Mercy, and Children鈥檚. It still feels a little like I am in school because the work is so hands-on and you are constantly learning, but now I am doing it as part of my career. 

It feels great to already be working in the field I studied. 

The post Finding the Right Path: Carlow Alum Kat Chipps on Discovery, Growth, and a Career in Neurophysiology appeared first on 麻豆精品.

A Carlow alum, Sister Sheila has served for the past 18 years as the University鈥檚聽Special Assistant to the President for Mercy Heritage & Service. In this role, she has been instrumental in advancing Mercy identity, deepening mission integration, and expanding community-engaged initiatives across campus.聽As a聽Sister聽of Mercy of the Americas for 58 years, she has served the Church and her community in a wide range of leadership, educational, and ministerial roles at the local, regional, national, and international levels.聽

鈥淪ister Sheila embodies the very best of us,鈥� said Carlow President Kathy Humphrey, PhD. 鈥淗er impact on Carlow is both profound and deeply personal. As an alum, a Sister of Mercy, and a trusted member of our leadership community, she has helped define what it means to live our mission each day. As our graduates prepare to take the next step, they will hear from someone who has spent her life putting mercy into action.鈥�&苍产蝉辫;

Among her many contributions at Carlow, Sister Sheila founded the Carlow Food Pantry, serving both the campus and the surrounding community, and secured grant funding from McAuley Ministries to establish The Braided Community, an intergroup dialogue initiative bringing together the Sisters of Mercy, Carlow community members, and West Oakland neighbors to foster understanding, shared learning, and meaningful engagement. 

An internationally known speaker and retreat director, Sister Sheila is the co-author of Praying with Catherine McAuley and has published extensively on spirituality, mission, and religious life. Her writings have appeared in numerous journals and edited volumes, including The Journal of Catholic Higher Education, The Journal of the Mercy Association in Scripture and Theology, Downside Review, and Charities USA. 

Sister Sheila has served on the boards of聽numerous聽Mercy health systems, chaired the Conference for Mercy Higher Education, founded and chaired the Board of Well of Mercy in North Carolina, and currentlysits on the Board of McAuley Ministries. She also serves as Vice Postulator for the Cause for the Canonization of Catherine McAuley.聽

A native of Pittsburgh, Sister Sheila is a graduate of Our Lady of Mercy Academy, Mount Mercy College (now 麻豆精品), and Saint Vincent Seminary, with additional studies at the National University of Ireland, the ARC Program in Rome, and Duquesne University. Earlier this year, she was presented with a Lifetime Achievement Award by the Association of Catholic Colleges & Universities. 

About 麻豆精品 

Carlow is a private, co-educational, Catholic university located at the hub of Pittsburgh鈥檚 most cutting-edge industries. Founded by the Sisters of Mercy in 1929, Carlow鈥檚 curricula and partnerships reflect its strong commitment to forward-thinking leadership and impactful service to the community. 

At 麻豆精品, we strive to create an experience that is not only life-changing, but world-changing. Carlow graduates are prepared to be pioneers in workforce development, healthcare, education, business, the arts, and more. They are part of a nearly one-hundred-year tradition of ethical leaders with the empathy and spirit to create meaningful societal change. Rooted in unity and led by compassion, we are redefining what a leader looks like 鈥攁nd it looks like a Carlow graduate. 

Contact

麻豆精品   
John Cardone, VP of Marketing and Communications   
412-578-6100   
jvcardone@carlow.edu 

The post Sister Sheila Carney Will Serve as 麻豆精品鈥檚 Keynote Speaker at 2026 Commencement Ceremony appeared first on 麻豆精品.

Over the past 30 years, Dr. King has built a career shaped by that decision. As Professor of English, she has taught generations of students, guiding them through literature while helping them discover their own voice, confidence, and capacity for expression. 

Along the way, it was the people who defined her experience. From the moment she stepped onto campus, Dr. King found a community grounded in care and connection. 鈥淲hen I came for my interview, I was greeted with a hug,鈥� she recalls. 鈥淭hat doesn鈥檛 normally happen in professional interviews.鈥�&苍产蝉辫;

The sense of support and possibility she felt in that interview stayed with her. 

Today, she’s being recognized by her peers in more ways than one. At this year’s Honors Convocation, she was presented with the Sisters of Mercy Award for Excellence in Advising and was awarded with emeritus status. Now, as she prepares to be recognized yet again at Celebration of Service and looks ahead to retirement,聽Dr.聽King聽sat down with us to聽reflect on聽a career built not only on teaching, but on relationships, purpose, and the belief that education can change lives.

What brought you here? 

I didn鈥檛 know anything about Carlow at first. I saw an advertisement for the position, and what really resonated deeply for me was the institution鈥檚 mission. 

The idea of education as providing the potential for transformation really spoke to me. I was also moved by the history of the institution and the role that the Sisters of Mercy played for the daughters and granddaughters of steel mill workers. 

And I think their commitment to leadership that makes the world a more just and merciful place. All of those things really appealed to me. 

What makes Carlow unique in your experience? 

One thing that I know is somewhat unique, based on conversations with people at other institutions, is the kind of relationship that faculty, staff, and students have here. Carlow is such an incredibly supportive and deeply committed institution. One of the best opportunities I鈥檝e had is simply working with really remarkable people, people who are deeply committed to the students and to the mission. 

I remember when I came for my interview, the chair of English at the time, Sister Terry Coyne, hugged me when I walked into the office. That doesn鈥檛 normally happen in professional interviews. That sense of caring and support was here from the beginning, and I think from the first day, I felt like all things were possible. 

What opportunities have stood out to you during your time here? 

One of the most unique opportunities I鈥檝e had is working with the , which are housed in our library, and bringing them into a class for undergraduate students. It鈥檚 extremely rare for students to be able to work with original manuscripts and documents in that way. They did research, and now we鈥檙e taking students to New Orleans to present their work at an international conference. That was really empowering for them, because they were actually touching history, looking at letters and materials in the archives. 

I鈥檝e also had opportunities to work with the Honors Program and take on leadership roles. I think those kinds of opportunities happen more often in smaller institutions. 

How have your students shaped your experience as a professor? 

I can think of a lot of moments like that, and they鈥檙e all connected to seeing students understand their leadership potential. They already have those skills, but you see them develop as they gain confidence.  

Because we鈥檙e small, they have so many opportunities for leadership, for travel, for experiential learning. I have a background that鈥檚 very similar to many of our students, so every time I see a student discover their strengths and overcome challenges, I feel like I鈥檓 doing what I was meant to do. 

How have you seen Carlow鈥檚 mission lived out over time? 

Carlow鈥檚 environment really facilitates that and supports it. From the beginning, that sense of care and support was there, and I think it鈥檚 still here today. You see it in the way people interact, in the way leadership embodies the mission. The fact that Carlow continues to live its mission every day, and that it is so deeply embodied by our current president, makes me feel like I made the right decision. I relocated across the country for this position based on the mission, and I鈥檝e never doubted it. 

You鈥檙e聽planning to retire soon.聽What’s next?聽

It鈥檚 bittersweet, but I鈥檓 excited. My husband also taught here and retired a few years ago, so I鈥檓 looking forward to having more time together. We really enjoy traveling, so I鈥檓 excited about that. 

But Carlow has been a huge part of my life. I will miss the students very much, and I鈥檒l definitely miss my colleagues. I have many good friends here, and I鈥檒l miss seeing them every day. At the same time, I feel ready for new adventures.

The post The Right Decision: Dr. Sigrid King on 30 Years at Carlow appeared first on 麻豆精品.

鈥淐hemistry is everywhere and everything,鈥� 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. 鈥淲hat keeps me here is the opportunity to work with students every day and see those moments where something clicks for them,鈥� he says. 鈥淚n science we call that the 鈥榓ha鈥� moment.鈥�&苍产蝉辫;

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 Carlow鈥檚 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. It鈥檚 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. That鈥檚 what made me think about chemistry as something I could pursue. 

What brought you to Carlow?

I鈥檓 a Pittsburgh native. I鈥檝e 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. 

I鈥檓 also Catholic by faith tradition, and I鈥檓 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, they鈥檙e subtle, but they鈥檙e infused in everything we do. The way we speak to each other, the way we think about problems. It鈥檚 more of a continuous underpinning than something that鈥檚 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 that鈥檚 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 don鈥檛 like chemistry, or that they struggled with it before. When you talk with them, it鈥檚 usually not the discipline itself. It鈥檚 how it was taught. So I try to meet students where they are. Chemistry builds on itself, so it鈥檚 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 Carlow鈥檚 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. It鈥檚 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 that鈥檚 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? 

We鈥檙e really fortunate to be in Pittsburgh because it鈥檚 such a hub for science and technology.聽Our students go on聽to do聽a lot of different things in the region.聽We鈥檝e聽had graduates work for the state police, processing evidence that has helped close cold cases and bring justice to victims.聽We鈥檝e聽had students working with the Pittsburgh Water and Sewer Authority, doing聽the chemical聽testing that ensures people have clean drinking water.聽So聽the impact聽isn鈥檛聽always visible or well known, but聽it鈥檚聽far-reaching and foundational. Our students are contributing in ways that really matter to the community.聽

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. It鈥檚 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 鈥渁ha鈥� moment. Seeing a student struggle with a concept and then finally understand it, that never gets old.

The post 25 Years of 鈥淎ha鈥� Moments: Dr. David Gallaher on Teaching, Discovery, and Carlow appeared first on 麻豆精品.

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 麻豆精品, 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 master鈥檚 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 master鈥檚 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. 

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