Through his journey, Thomas exemplifies the lasting bonds between alumni and their alma mater and inspires others to stay connected and give back.

Clayton Jones, Robert DeLeon ’21S (MBA), Tochukwu Iyke-Nzeocha ’25, Katherine Thomas ’22, Eugene Nichols III ’20, Courtney Thomas, Jr. ’18

Courtney Thomas, Jr. ’18 knows the power of giving back. As a student at the University of Rochester, he immersed himself in campus leadership, serving as a Student Alumni Ambassador (SAA) and a member of the Senior Giving Committee. Today, as an alumnus, Thomas continues to make an impact, demonstrating a steadfast commitment to supporting the university that shaped his path.

Thomas’s journey to Rochester began with the Posse Foundation, a program that provides full-tuition scholarships to students from select cities. From his first campus visit, he was captivated by the university’s dynamic environment and open curriculum, which allowed him to craft a unique academic experience.

Arriving in the winter of 2014, Thomas quickly sought ways to stay engaged indoors (and in the warmth). This led him to explore student leadership roles, working in Wilson Commons, getting involved in student government, and joining key organizations like the Minority Male Leadership Association and the Douglass Leadership House. These experiences taught him valuable lessons about university operations, funding structures, and the critical role that alumni support plays in sustaining student initiatives.

Passion for staying connected

For Thomas, graduation was not a farewell—it was a transition into a new chapter of involvement. Recognizing that his own success was built on the generosity and dedication of others before him, he felt a deep responsibility to continue the cycle.

Courtney Thomas, Jr. ’18

Since graduating, he has remained actively involved in multiple alumni organizations, including the Young Alumni Council and the Black Alumni Network. He also mentors the Minority Male Leadership Association, helping to guide students. His dedication extends to the Posse Foundation, where he continues to support and engage with new cohorts of scholars.

A career rooted in service

Thomas’ commitment to public service is evident in his professional life as well. Currently serving as a key aide to the mayor of Rochester, he works at the intersection of community engagement, policy, and advocacy. His path to city government was unexpected but serendipitous. A chance encounter with then-City Council Member Malik Evans ’02, now Rochester’s mayor, at a �����Թ� event led to an opportunity to become a City Council aide. That experience ignited a passion for civic engagement, and today, Thomas plays an integral role in city leadership, embodying the university’s motto, Meliora—ever better.

Encouraging others to give back

Thomas is a firm believer that every contribution to the university—whether time, resources, or mentorship—makes a meaningful difference. His advice to fellow alumni and students? Start small.

Liam Kirsch ’23, Franklin Hong ’23, Ben Schwartz ’23, Mayor Malik Evans ’02, Professor Gerald Gamm, Ari Drotch ’23, Blaine Doyle ’23, James Bentayou ’23, Courtney Thomas Jr. ’18

He emphasizes that giving back is not just about sustaining the university but also about creating opportunities for future generations. From participating in panels and speaking engagements to supporting fundraising initiatives, he encourages all alumni to find ways to stay engaged.

When Thomas reflects on the legacy he hopes to leave behind, he envisions a thriving, interconnected community of alumni who continue to uplift and empower students. He wants to see more students embrace study-abroad opportunities, take advantage of the university’s fifth-year programs, create their own majors, and immerse themselves in the city of Rochester’s cultural and professional offerings.

“Don’t just come here—stay connected,” he urges. “The �����Թ� is a lifelong community, and staying involved is one of the best ways to make the most of that connection.”

Through his unwavering dedication, Courtney Thomas, Jr. exemplifies the best of what it means to be a �����Թ� alumnus. His story is one of gratitude, service, and a commitment to ensuring that the doors of opportunity remain open for those who follow. In doing so, he continues to make both his alma mater and his community ever better.

Meet Boston Network Leadership Council Members Dan Mantell ’82 and Marcia Mantell ’83

What Dan and Marcia have been up to and reflecting on their time at the University

What Dan and Marcia have been up to and reflecting on their time at the University

Tell us a little about yourselves and your journey since graduating from the University of Rochester. What paths have your careers and personal lives taken?

After our 4 years at the University, we got married and moved to Minnesota where Dan got his PhD in chemistry from the University of Minnesota, and Marcia set out to find what she wanted to do for work.

Over the past 42 years, Dan’s built two careers – the first at Polaroid as the lead scientist in the black and white instant film division and then as an investment manager and certified financial planner. Marcia tried her hand at many professional jobs in marketing and product development before finding her niche: having her own retirement consulting business. She celebrates 20 years of helping financial firms, financial advisors, and individuals navigate the extremely complex world of transitioning to retirement.

Can you share the story of how you two met?

We met at the Susan B. Anthony dorms—Marcia was on Morgan 2, and Dan was on Gannet 2. We both served on the dorm council, and to be honest, it was not love at first sight! However, our paths kept crossing, and we eventually became friends. Dan even tutored Marcia in chemistry and physics. Over time, our friendship grew into something more, and we started dating in 1980—Marcia was a freshman, and Dan was a sophomore. This February, we’ll be celebrating 45 years together and 42 years of marriage.

Looking back, what are some of your favorite memories from your time at Rochester, and do you have any shared experiences that stand out?

Dan’s chemistry success charts back to the two years he worked in Marshall Gates’ lab. It was an extraordinary opportunity for a 20-year-old to work with such a distinguished scientist.

Marcia treasured the independence afforded to her as a student. She built friendships with her roommate and hallmates that have lasted nearly 50 years. It was also an amazing time to learn aerobic dancing, racquetball, and watch the first evening “soaps” like Dynasty and Dallas with the girlfriends.

We both loved going to Pat and Sandy’s, movie night at Strong, and Pontillo’s pizza.

Volunteerism and making an impact

What inspired you both to get involved with the Network Leadership Council (NLC), and how has that experience strengthened your connection to the University?

We were invited to join the Boston NLC after Dan attended an engaging lecture on the Beatles by one of the professors—it was a fantastic way to reconnect with the intellectual energy of the University. Dan especially enjoyed the opportunity to network and form meaningful connections with fellow alumni, while Marcia found so much joy in getting to know the young alumni and hearing their stories. We strongly believe in the importance of cross-generational connections, and the NLC provides the perfect platform to foster those relationships.

Marcia, as a member of the Women’s Network and an upcoming participant in the March Women’s Summit event, what excites you most about this opportunity?

The �����Թ� Women’s Summit is a multi-day event designed to empower attendees through panel discussions, keynote speakers, and networking opportunities with spaces to connect and engage.

My career has largely focused on empowering women—particularly women in the Boomer generation—to take charge of our futures and finances. It’s a privilege to have the opportunity to share a few insights on why it’s so crucial to get involved and take control.

How do you both approach giving back to the University, and what do you find most rewarding about staying involved as alumni leaders?

We’ve given back in several different ways to the University. The most fascinating thing about giving to the University is the endless opportunities to find something to support. We’ve given to the women’s volleyball team (in honor of Marcia’s roommate), to the food pantry (as we understand how crucial it is on education to have such basic resources), and to the first-generation students (who may require additional support to achieve their full potential). And if there isn’t something on the list you’d like to donate to the alumni department will help you set up a custom effort.

Your gift helps Rochester maintain the standard of excellence. When you join with other alumni, parents, and friends in supporting the University, you contribute to our efforts to be “ever better.” Customize your gifts and learn more about what and who you can support.

What has been the most fulfilling part of staying connected with the University as a couple and alumni? Looking ahead, what are your hopes for the future of the University of Rochester alumni community?

Staying connected to the University has been incredibly rewarding for us, especially as we witness the exciting progress it has made—whether it’s through enhancing education, the work at Rush Rhees Library, or the accomplishments at Eastman. We take pride in being part of such a transformative institution.

By continuing to give back, we can stay connected to the University and make a lasting impact on our communities. The bond we share with Rochester should always be meaningful, well beyond graduation.

How has living near Boston shaped your connection to the Rochester alumni community?

Living near Boston has given us a wonderful opportunity to stay connected to the Rochester alumni community. The effort to come together is always worth it because of the shared bond we all have. It’s such a joy to meet alumni from our era—it’s amazing how a 40-year gap can feel insignificant when you share a connection like this!

We especially love meeting younger alumni. Before COVID, we hosted a dinner party at our home for a small group of young graduates. For many of them, it was their first time attending a dinner party! We brought out our old yearbooks to show off how “cool” we were back in 1982 and 1983, and they were fascinated—they’d never even seen a yearbook since they aren’t done anymore. We had a blast sharing stories about what campus life was like back then, and in turn, they shared how incredible their experience was in the 2010s. It’s moments like these that make the Boston-area alumni network so special—it bridges generations and fosters meaningful connections between graduates from all walks of life.

How you can get involved like Dan and Marcia

What advice would you give to fellow alumni who are considering getting more involved with University initiatives and volunteer opportunities?

My advice to fellow alumni is simple: get involved—you won’t regret it. The University has grown into an incredible institution with a vibrant, interdisciplinary range of opportunities and a dynamic, supportive community. Alumni from our era would be amazed and proud to see how much the University has evolved. I encourage everyone to return for Meliora Weekend, September 18-21, 2025; it’s an inspiring experience that will leave you unexpectedly dazzled. This is where we all began—there’s something truly special about reconnecting with it now.

Check out volunteer opportunities with the University today!

Bob and Mabelle Pizzutiello have found joy and purpose in supporting collaborative programs at the University of Rochester.

As a musician for the Eastman Performing Arts Medicine Center (EPAM), Bob Pizzutiello ’77, ’78 (MS) plays the Chapman Stick in the lobby of Strong Memorial Hospital.

“Most human beings are not monolithic,” says Bob Pizzutiello ’77, ’78 (MS), “They enjoy different perspectives.” He and his wife Mabelle Pizzutiello ’63N, P’89 support many programs at the University of Rochester, with their interests spanning the arts, sciences, and healthcare, as well as those focused on equity, diversity, and inclusion, but the is one of the most unique.

Finding intersections between music and science comes naturally for Bob who pursued a degree in electrical engineering but also made time to study the physics of music. His education at the University of Rochester allowed him to explore the interconnection between his broad interests. When he first came to Rochester in 1973, a teenage Bob had the impression that he would be done learning at the end of college. Instead, those years launched a lifelong career of discovery.

Bob recognizes the valuable life skills that he gained at Rochester—how to think and solve problems. As a Joseph C. Wilson Scholar, Bob had the opportunity to take any course across the University, and he made the most of it. In addition to his undergraduate workload, he took classes in the School of Medicine and Dentistry, which were foundational for him and his future work.

He credits his full scholarship for not only making it possible to pursue his education, but to find a career. At the age of 23, he completed a master’s degree, and he started his first real job at the University of Rochester Medical Center.

Bob spent his career working in community hospitals as a medical physicist, while also bringing his learnings about physics and technology into the national discussion, as an advisor to the Food and Drug Administration. He founded and led Upstate Medical Physics, a regional practice, and was the senior vice president of Landauer Medical Physics, a national organization, collaborating with medical physicists to deliver services to individual health care facilities and larger integrated delivery networks. He is also a past president of the New York State Radiological Society.

Michael Dymond ’13, the first student to become a George Eastman Circle member, leads the 2023 Senior Giving Campaign Challenge

Michael Dymond ’13

Michael Dymond ’13 felt so strongly about giving back to the University of Rochester that he joined the George Eastman Circle when he was a student. He is grateful for his experience at Rochester and feels that it is particularly important to guide senior undergraduates through the transition from college to career. This year, Michael has offered to match all gifts made by members of the class of 2023, up to a total of $7,500, for the Senior Giving Campaign Challenge. By leading this challenge, which will also be part of the 2^nd annual Student Day of Giving, Michael hopes to inspire future generations to contribute to the unique institute of the University of Rochester.

Q: Why did you decide to join the George Eastman Circle?

A: I joined as a reflection of the great experience I had at Rochester. I think that great experience is probably a result of three things. The first is that I almost ended up somewhere else, which would not have been a great fit for me. At a later point that became clear, and I was very grateful that I ultimately landed at Rochester. The second is that Rochester opened a tremendous number of opportunities that I otherwise would not have had. For example, when I was a freshman, I went to Spain for a one-month study abroad program. That happened because I was in my pre-major advisor’s office and said, “I want to travel more!” He asked me what languages I was studying and then called up the Spanish department right then and there. They soon found me a unique summer opportunity. The third, and probably most important part of the great experience I had at Rochester, was due to the investment and dedication of my mentors. I had a number of mentors at Rochester, and it made my college experience very rewarding and unique. I now do the same when I can for undergraduates. I have been able to recruit Rochester students to my past and current firms and have helped them out in their career paths.

Q: What did it mean to be a student and a member of the George Eastman Circle?

A: I hope it helped lead others to contribute to our class gift. My first George Eastman Circle gift went to the economics department and to the Greene Center for Career Education and Connections. It was a reflection of the great experience I had with both departments. I had an intense job search as a senior and ended up at exactly the right first employer. The Greene Center supported me the entire way. And I was very proud to be part of the economics department as they gave me a great education. It was funny when, after my gift was made, one of my professors found out and he, anonymously of course, used the exact gift and amount as an example in class to describe the implications of charitable giving in the tax code. I got a chuckle out of that one.

Q: What did you take with you from your time at the University of Rochester that you still use today?

A: It taught me to think and solve problems. There are some other specific skills I still use, but the critical reasoning you develop in a great undergraduate education is probably the most important skill and is what I use daily now. I learned about perseverance too. Rochester is unique among the major private research universities in the United States. It’s an incredible school that commands a significant amount of respect in academia and among people who know it. Though, when I was a senior, I noticed that in my career field, it doesn’t carry the same visibility as compared to some other schools. So, I had to work just a bit harder. And I think that’s a good thing. When I interview people, one of the traits I look for is perseverance. I developed some of that at Rochester, and I think most �����Թ� students develop perseverance as well.

Q: Why did you decide to lead this year’s Senior Giving Campaign Challenge?

A: I believe in leaving things better than I found them when I can. Universities are unique institutions in society, in part because they are perpetual. They’ve been around for centuries, and the majority will continue to be around for centuries to come. When I can help make Rochester better for future generations and, hopefully, motivate others to join in, I am always happy to do so. I find doing things that have resonance with and that are motivating to seniors at a unique juncture in their lives and careers particularly fun and appealing. I hope it will inspire someone, or hopefully several or many, current seniors at Rochester to do something similar very soon.

An alumnus and longtime donor, Fred Schindler reflects on the gift he and his wife made to establish the Frederick J. and Marion A. Schindler Cognitive Neurophysiology Lab, supporting research on autism and development disabilities.

From left: Sophie Glover, Marion A. Schindler, Frederick J. Schindler ’57, Mark Taubman, MD, Ed Freedman, PhD, John Foxe, PhD. View a and interview.

Frederick J. Schindler ’57 graduated from the University of Rochester with a bachelor’s degree in chemistry. He went on to earn a PhD in biophysics from the University of Pennsylvania and spent 40 years working in chemical product research and development before launching a second career as a science teacher at Hill Top Preparatory School in Bryn Mawr, Pennsylvania. The school is known for providing life-changing learning experiences for bright students with performance-based learning differences. Through teaching, Schindler met his wife Marion, an educator and former English department chair at another Philadelphia-area school.

Now fully in retirement, Schindler has pursued a self-study of scientific literature related to behavior and mental health, with an emphasis on “brain training” interventions for attention deficit disorders, autism, and age-related dementia. Following a discussion with , and , of the Del Monte Institute for Neuroscience in 2019, Schindler made a gift that funded two proof of concept research projects: “Adding Autism and High-Density Electrophysiology to the Adolescent Brain Cognitive Development (ABCD) Study,” to further develop these novel and strategic areas of the overall study at Del Monte.

and the were proud to name the in May 2022, in grateful recognition of the Schindlers’ generosity and their passion to support research that will enable neuroscience-based interventions for autism.

Why name the Cognitive Neurophysiology Lab?

Marion and I are very encouraged by the research that is being done here and by the leadership and scientists who are doing that work. It goes beyond the Department of Neuroscience, making connections across the University of Rochester as a whole. So that’s very rewarding to see. Previously, we established a for the benefit of the , and we are now adding to it with our gift to the Del Monte Institute for Neuroscience. This CRUT is professionally managed and diversified and provides us with a steady income stream for the rest of our lives. From a financial planning point of view, it’s been an excellent way to give. And I think that’s a win-win for everybody.

I’m very appreciative to the University staff for listening to my interests and helping me align them with my giving. Once I heard about The , it was very natural to support the project.

In addition to the CRUT, we also made a cash gift for the University’s immediate use, and we’re hearing some of the results of that project already.

Frederick J. Schindler ’57, Interpres student yearbook

When you reflect on your time at the University of Rochester, are there distinct aspects of your education that you have brought forward into your career?

During my senior year in high school, I thought I was a real hotshot in my local community. I was getting good grades and all. Then I participated in the Westinghouse Science Talent Search and realized how little I knew. It was an epiphany that set me on the path of lifelong learning. I received a scholarship to attend the University of Rochester, and for those four years I learned all I could about chemistry, physics, and biology. I had an intense focus on my studies, while being supported by wonderful professors and graduate assistants.

My record at Rochester led to a PhD fellowship in the prestigious biophysics program with Britton Chance at the University of Pennsylvania. During my graduate school years and my career in chemical research and development, I brought forward that same intense focus on continuous learning. I enjoyed working on challenging projects.

The �����Թ� gave me a real leg up in my career.

What was it like making a shift from your career in research to teaching science to kids with special needs?

I felt like a complete rookie since I had never worked with kids, let alone those with special needs. I was not what you might call a natural teacher. However, I quickly learned that the kids did not care how much science I knew, they just wanted to know how much I cared for them. I had a lot of support from the parents, administration, and other faculty. The students ranged widely in their academic capability from a little below average to some extremely bright students. All of them had some type of significant learning or social difficulty. I tried to teach science at a high level to those students who were excelling, but I was also very patient and accommodating.

I had a large classroom and store room in the basement that was completely separate from the other classrooms, with an outside door facing a wooded area. This all made it easier to teach using engaging hands-on demos and activities. We did robotics. We did aquaponics. We did an engineering competition each year. It was wonderful to see the students grow. It was a demanding, but very rewarding job for me for 13 years.

It sounds like you and Mrs. Schindler have a shared commitment to helping young people with autism. How did you become passionate about researching autism and developmental diseases?

Our specific interest in autism developed through relationships with Hill Top School. Of course, we all have our personal stories of relatives and friends who have these types of difficulties. My wife, Marion has had, in addition to her teaching experience, a lifetime of supporting two sons who were identified as having “immature brain development” back in the ’60s. Today, they would have a more specific diagnosis. Back then, what made it especially tough was that the prevailing attitude was to blame the parents. So at least we’ve come a long way from that.

Despite the best efforts of parents, teachers, physicians, and therapists, genetic and developmental differences often remain obstacles to success in higher education and the workplace. I saw this first-hand at Hill Top. What is needed is improvement in cost-effective therapies with the potential for reversing or compensating for genetic or developmental differences, and I want to learn broadly about these possibilities. We all know that the brain can be changed through therapy and mindfulness. Imagine if we used technology to actually look at those brain signals? How could we use this information to help a person adapt?

What impact do you hope this research will have in the field?

Researchers from the Frederick J. and Marion A. Schindler Cognitive Neurophysiology Lab gather around Frederick and Marion Schindler after the lab’s dedication.

I am very optimistic that the contributions from this laboratory will be tremendous. But certainly, I recognize what a difficult problem it is and the challenges that are involved in going from the basic science to clinical practice or classroom interventions. I applaud the effort that Dr. Foxe’s group is making to engage high school students in neuroscience. I still think that a school is the ideal place to assess best practices for identifying approaches for assisting students with autism. I am encouraged that there are possibilities, and I look forward to learning more about them.

Decade-long donor Tortolani shows appreciation for the School of Medicine and Dentistry

Robert Tortolani ’67M (MD)

Robert Tortolani ’67M (MD), and his wife, Karen, joined the George Eastman Circle more than a decade ago. It was the best avenue to show their appreciation for the School of Medicine and Dentistry and the importance of medical education.

“I feel my classmates and I had a special education at Rochester,” Tortolani said. “From the approach of faculty to patient care, to the passion in their teaching, we had standout teachers and an excellent education.” He said the School taught students to treat the whole patient. “It was different than the education at other medical schools. I have been proud of the education I received at Rochester and it has served my patients well.”

Though retired after more than 40 years in family practice in Brattleboro, VT, the lifelong impact of Tortolani’s education shows in his volunteer work. He stays busy providing care at a local health clinic, driving for community food bank, and teaching medical students at Dartmouth Hitchcock Medical.

He and Karen, a Rochester native, always enjoyed coming back to their reunions and attending the Dean’s Circle Dinners. When they were in a position to give more back, making the 5-year pledge for their first George Eastman Circle membership seemed perfect.

He directs his support to the School of Medicine and Dentistry Annual Fund to support faculty, student scholarship, and research.

George Eastman Circle funds for research helped the School achieve the honor of being one of the top medical schools in the nation according to U.S. News & World Report, ranking #26 in clinical primary care and #37 in research. More than a dozen alumni-sponsored George Eastman Circle Scholarships help the School continue to attract and successfully compete for the nation’s top medical and graduate students and keep their graduation debt far below the national average. The School is dedicated to training humanistic physicians who will be future leaders in clinical medicine, research, and administration.

“I feel very fortunate that Rochester chose me and I chose Rochester,” Tortolani said. He said he looks forward to returning for Reunion this fall. “I am so grateful for my classmates. It’s always been great to look back on our Rochester education and our time together. It’s a special place.”

Any gift made to any area of the University this year will be counted in your class gift. We will help you have the impact you want with the vehicle that is right for your situation. Please reach out to Kerrie Merz at Kerrie.Merz@rochester.edu or 585-260-4379.

Donor took a non-traditional nursing career path, focuses on improving lives wherever she can

Nancy Dianis ’85N (MS), vice president and practice director for clinical trials at Westat, and interim co-chair of the School of Nursing’s National Council

As a child, Nancy Dianis ’85N (MS) was a natural caregiver. She’d often bring home stray animals and lovingly take care of them. When she was a teenager, she signed up as a candy striper at a local hospital in a northwest suburb of Chicago, where she grew up. She also loved science, so the decision to become a nurse was an easy one.

After earning her master’s degree from the University of Rochester’s School of Nursing (SON) nearly 40 years ago, Dianis worked in a variety of nursing positions. A few years into her nursing career, people started to notice her leadership and management skills. At 26 years old, Dianis became a nurse manager at a hospital in Aurora, Colorado. “Patients and their families would ask, ‘who’s in charge’ and they’d be sent to me, often with a look of surprise,” says Dianis. “They weren’t expecting someone so young to be in that position.”

In 1988, Dianis’ husband took a job in the Washington, D.C. area. Over the next few years, she served as the nursing supervisor at Church Hospital in Baltimore, a nursing service chief at the National Institutes of Health (NIH), and the director of medical nursing at Johns Hopkins Bayview.

While at the NIH, Dianis delved into clinical research—she loved it and wanted to incorporate more of it into her career. In 2001, she joined Westat, a renowned company is focused on improving lives through research. For the last five years, Dianis has served as its vice president and practice director for clinical trials.

Recently, Dianis made a gift to support SON scholarships. Here, she elaborates on her career, her time at SON, and the reasons why she gives to the school.

You’ve taken a non-traditional path for a nurse. What have you enjoyed most about your career?

I really enjoy studying pathophysiology of disease and the sociology and psychology of health and wellness through clinical research. And, although I’m not working directly with patients, our research participants are often just one or two degrees away.

I also very much enjoy working with the experienced professionals around me. They are on the cutting edge of science and therapeutics that have the potential to improve patient health outcomes. My team’s job is to support the research process and to advocate for patients, which helps ensure their safety and confidentiality.

Our work is quite comprehensive, too. We have expertise supporting clinical research related to tuberculosis, HIV, cardiovascular disease, and COVID-19 both domestically and internationally. We facilitate research on effective treatments for these diseases and conditions, and we work with government agencies, commercial and pharmaceutical companies, and foundations.

How did SON prepare you for your career?

I experienced—and very much appreciate—the triad of education, research, and practice at SON. I had the opportunity to work in outpatient clinics and private practices as a student. I learned from such supportive and encouraging physician and nursing faculty, too. Dean Ford was there, and she exemplified nursing excellence. She showed me, and every one of us, that nothing was off the table, that everything was possible. It was an exciting time to be there.

You’ve maintained your nursing license. Why?

Although my current position is a non-traditional one, it is still a form of nursing. Our team is made up of dedicated researchers with a variety of backgrounds, including physicians, epidemiologists, statisticians, and others. They respect the role of nurses, our expertise, and our professional credentials. Maintaining licensure shows my commitment to the nursing practice.

Why did you make a gift to support scholarships?

SON  launched me into my career, for which I am quite appreciative. This is why I give and it’s why I also serve as the interim cochair of SON’s National Council. I have also been involved in University’s Network Leadership Council in the D.C. area, too.

I knew I wanted to give back to the school that gave me so much. I reached out to Dean Kathy Rideout and asked her what areas needed the most support. I chose to support scholarships to ease the financial burden for students. I know what that burden is like. When I was a graduate student, I received some tuition benefits, but I still needed to work full time to make ends meet. Then,  when my clinical requirements came up, I had to reduce my hours. Financially, this was a very challenging time. I’m confident that SON can attract more qualified and deserving students—regardless of their financial background—with more scholarships. I’m glad I can help.

How can others make a difference?

I challenge alumni to think about their career and what it has afforded them. Is there even a small way to honor that value by giving back to the school that gave them their career? I encourage people to get involved in whatever way they can. Make a gift, of any size. Volunteer, attend an event, talk to prospective students, offer an internship or summer experience. You can make a difference in the life of a future nurse and, collectively, we can do even more.