Campus News

By: Ava Aversa ‘26, student correspondent

Chelsea Curran ‘26, a Jamison resident, spent her Royal Experience internship with the Bucks County Public Defender's office in Doylestown. This summer, The University of Scranton junior shadowed attorneys in courtroom, analyzed evidence for trials and conducted client interviews.

Curran, a political science major and English minor, with a concentration of legal studies, shares the on-the-job experience she gained from May 28 through Aug.15.

 

Describe a typical day at work.

"A typical day involves shadowing attorneys in the courtroom, completing paperwork for bench warrant hearings, conducting client intake interviews in person and over the phone, completing special projects, reviewing police body camera footage, and analyzing evidence for trial." 

What are some skills you have GAINED?  

"Throughout the past month or so, this internship has allowed me to build on my knowledge about the criminal justice system. This experience has also helped improve my time management, critical thinking and interpersonal skills."

What dID you enjoy most about your ROLE?

"I love that every day is different. I never knew exactly what I would be walking into or learning, which made this internship so exciting. Also, I enjoyed the hands-on learning experience that is provided by the attorneys and interns who I worked with daily."

Did your expectation match the reality?  

"Going into the internship, I was very intimidated by the environment and the thought of working in a building filled with attorneys, judges and sheriffs. Having no experience in the criminal justice field, I was nervous about what I was expected to know. However, the people and personalities that I was surrounded by fostered a lighthearted and welcoming atmosphere that pushed me to step outside my comfort zone."

How do you feel that this job has prepared you for the real world?  

"This internship has taught me something new every single day. I would not have had the experiences that that I do now if I had never applied. As an intern, I have been pushed to keep an open mind. I have become more empathetic and understanding of others as I continue to meet and learn from clients who have unique life experiences."

By: Ava Aversa ‘26, student correspondent

Nearly 40 members of The University of Scranton Class of 2028 arrived a week prior Move-in to participate in FIRST (First-years Involved in Reflective Service Together,) a reflective service immersion program.

FIRST participants shared their talents as volunteers at the Boys and Girls Club of NEPA, Friends of the Poor, the Gino Merli Veterans Center, Neighborworks, the Weinberg Memorial Food Bank and the University’s We Care program. 

"I really love the experience. It's so enjoyable and everyone is very inclusive. I think it’s a great way to know the Scranton community," said Angelo Ledda '28, of Bronx, New York.

Program organizer Avianna Carilli explained the concept.

"This is our 21st year of the FIRST program. Every year we bring 40 incoming first-year students to campus a week early. They come with us and stay at Chapman Lake, which is our retreat center located about 25 minutes away from campus," said Carilli.

She noted that in addition to immersing the first-year students into the Scranton area, the week provides an opportunity to build connections.

"This is, for some, their first time away from home ... it gives them the opportunity to connect with one another before everyone else in their class moves in. They are making new friendships with one another, with our upperclassmen who are FIRST team leaders and with some of the staff and administration at the University," said Carilli.
"It is really comforting to know that when you are walking into the first day of college, you are already coming in with 40 new friends."

Carilli, coordinator of domestic and international service programs for the Center for Service & Social Justice, said the Center is partnered with over 100 non-profit agencies in Scranton, where students provide services throughout the academic year. 

"We work with some of those agencies for FIRST every year to introduce the students to Scranton and some of the marginalized communities within our town." 

FIRST participants weigh in on the experience

"Everything has been great so far. This is never really something I've done before, but it was a great experience to go out here try something new," said Kyle Lucas ‘28.

"My experience is going very well. Everyone is very nice and very friendly," said Brendan Mahoney '28.

Junior Stephen Butler returned to FIRST for the third year, this time as a team leader 

“I definitely would describe it as transformative,” said Butler ‘26.

“During my entire time at the University of Scranton, I think my path was paved by that first week ... I do a lot of community service work with the University now, and I think it was all sparked right then and there,” he added.

 

Making a difference through community interaction 

Organized through the University's Center for Service and Social Justice (CSSJ,) the We Care program regularly invites students to the University's Arrupe House where they prepare meals for those most in need in the Scranton area.

“The FIRST participants help by assisting, prepping and making meals, and being a part of filling that need, especially in Scranton where there is a high number of food insecurity,” said Lorena Pacheco Jimenez, coordinator of local service with the CSSJ.

Students also volunteered with Neighborworks at three of its project locations throughout Scranton. The  nonprofit community development organization has helped to revitalize neighborhoods and improve lives throughout the region for more than 40 years. 

"With the older population, ever since COVID, we have seen social isolation on the rise. With these types of events, we actually change a lot of that. The interaction is amazing," said Alyssa Espinoza, Aging in Place Specialist for the organization.

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WBRE News aired a story on the FIRST program, featuring students at one of the Neighborworks locations, shown below.

The FIRST program is stronger than ever after more than two decades. Learn about the early years of the FIRST program in The Scranton Journal.

By: Ava Aversa ‘26, student correspondent 

As an intern for The Office of Refugees Child and Youth Programming, Madeline Williams ‘25, spent her two months this summer leading youth programming for a diverse clientele of refugee children, and helping them adjust to their new lives in the United States.  

Williams, a rising senior, lives in Wall Township, New Jersey. The psychology and philosophy double major, with a concentration of lifespan development, shares her on-the-job Royal Experience from June 10 to Aug. 10.

Describe a typical day at work. 

“On the days where we host the children for summer programming, I begin the day by checking in with my supervisor. I inform the other interns and volunteers about the itinerary for the day, and we head over to the youth programming building. There, I lead activities with the children where they learn to play and communicate appropriately, discuss their transition to the United States, and gain a positive outlook on themselves and their changing lives. Some days, we take the children on field trips to museums, zoos, or parks, and we have special guests come in to talk to the children about their experiences as refugees. At the end of the day, we discuss how the day went, individual clients and their progress, and our plans for the next day of programming.”

What are some skills you have learned?  

“So far, I have improved my ability to communicate effectively with children who have experienced trauma. I have also learned more about how to speak with adult clients in both Spanish and English. My supervisor has also taught me so much about team development and leadership.”

What do you enjoy most about your job?

“I most enjoy working with the children at the summer programming events. Many of them have gone through unspeakable trauma, and I am honored to be able to play a role in helping them adjust to their new lives in the United States. Despite their struggles, the children I work with are kind, sweet, and hand-working, and I am so inspired by their resilience every day.”

What was your expectation going into the job? Does it match the reality?  

“Going into my role as an intern with CWS, I expected to have some face-to-face interaction with clients, and have some behind-the-scenes tasks as well. This has matched my reality so far. However, as I gain more experience and responsibility, I have gotten more and more quality time with clients, which I am very grateful for!”

How do you feel that this job has prepared you for the real world?

“I believe that this internship has prepared me for a career working with children. I have met so many different clients from many different backgrounds, countries, and experiences, and this has shown me that I am capable working with a diverse clientele. This internship has also shown me how privileged I and many of those around me are, and this experience has inspired me to continue working to help those who are less fortunate than I am.”

New faces on campus and in the neighborhood. The University of Scranton welcomes more than 1,225 incoming students for the fall semester.

Nearly 40 members of the University’s undergraduate class arrived last week to participate in FIRST (Freshmen Involved in Reflective Service Together), a reflective service immersion program. Class of 2028 FIRST participants volunteered at the Boys and Girls Club of NEPA, Friends of the Poor, the Gino Merli Veterans Center, Neighborworks, the Weinberg Memorial Food Bank and the University’s We Care program. WBRE News aired a story on the FIRST program, featuring students at one of the Neighborworks locations, shown below.

FIRST participants and community partners discuss their experience with Royal News.

The FIRST program is stronger than ever after more than two decades. Learn about the early years of the FIRST program in The Scranton Journal.

CREATING A MOSAIC

 

Incoming students also arrived early to participate in the MOSAIC (Meaningful Opportunities for Student Access, Inclusion and Community) program. MOSAIC included a tour of downtown Scranton and resources on campus, panel discussions with faculty, staff and administrators, and students, as well as sessions on the transition to college and opportunities to meet with other students and each other. Nearly 30 percent of the incoming class identify as first-generation college students. 

ROYAL COMMUNITY WELCOMES LEGACY STUDENTS

The class of 2028 includes 78 legacy children, shown, above, whose parents are University of Scranton alumni. Read more about the incoming Class of 2028 here.

 

FAMILY FAREWELLS AT RESIDENCE HALLS

On Aug. 26, members of the Class of 2028 moved into residence halls. View a photo gallery of Move-in here.

The Class of 2028 represents more than 400 high schools, has an average SAT score of 1,236. Members of  represent 16 states, including California, Connecticut, Delaware, Georgia, Massachusetts, Maryland, New Jersey, New York, Pennsylvania, Rhode Island, Tennessee, Texas and Virginia, as well as the countries Dominican Republic, Ireland, Marshall Islands and Mexico.

SATURDAY WELCOME CONCLUDES WITH Mass

Fall welcome events on Saturday included a Mass at which the Class of 2028 banner was introduced and blessed, shown below.

Classes began on Monday, Aug. 26.

By: Ava Aversa ‘26, student correspondent 

This summer, Olivia Clough ‘25, shown, returns as an intern for a second season with the NCAA Women’s Basketball Academy, a program that offers student-athletes a chance to experience basketball on a collegiate level and learn about the recruiting process.  

The three-month opportunity allows the business management major from Scranton, Pennsylvania to build on experience she gained in 2023 at the academy’s Inaugural event in Memphis, Tennessee and to explore Indianapolis, Indiana.  

A rising senior in the University’s Kania School of Management, Clough answers questions about her role developing software and overseeing specific projects within a prestigious organization. She is spending May through August as part of her internship.  

What were your expectations going into the job? Does it match the reality?  

“As a returning intern, my expectation was to contribute in any way I can to improve the inaugural event from last year in Memphis, TN and be a team player. This year, I have been able to make that a reality by collaborating with my peers and full-time staff to generate new ideas and experiences for the participants and their parents for the Academy.” 

What do you enjoy most about your job?  

“I enjoy working alongside the Women’s Basketball full staff and learning about the different avenues that lead them to the NCAA National Office. In addition, I enjoy working alongside my cohort (nine interns) to create a unique opportunity for the participants of the 2024 Women’s College Basketball Academy. This year I had a chance to explore the city of Indianapolis and attend the 2024 USA Olympic Swim Trials.” 

Describe a typical day at work.

“As part of my daily routine, I develop software for teams, chaperones, managers, and coaches to access information such as traveling arrangement, digital waivers, and game updates through the Teamworks platform. I also serve as a liaison between interns and full-time staff, facilitating clear communication and reporting on progress. This year I oversee specific projects, delegate tasks, and ensure a successful completion within set timelines.”  

What were your expectations going into the job? Does it match the reality?  

“As a returning intern, my expectation was to contribute in any way I can to improve the inaugural event from last year in Memphis, Tennessee and be a team player. This year, I have been able to make that a reality by collaborating with my peers and full-time staff to generate new ideas and experiences for the participants and their parents for the Academy.”

How do you feel that this job has prepared you for the real world?  

“My superiors have valued all input that I have recommended. With a prestigious organization like the NCAA National Office is, there is a greater expectation of responsibility and professionalism that is established in their employees. That expectation has created a foundation in me to be confident in the work I conduct and my character.” 

 

By: Sally Hopkins ‘26, student correspondent  

Justin Matzner ‘25 interned with Island Dolphin Care in Key Largo, Florida, where he worked with clients in therapy classrooms and in the water with aquatic life. The non-for-profit organization provides animal-assisted therapy for people with special needs or challenges, and their families.

Matzner, of Stony Brook, New York, is an occupational therapy major. He hopes to continue his education into 2026 to earn a master's degree. He explains how the Royal Experience Summer Internship Program supported his interest in dolphins and therapy that began at a young age. 

Describe a typical day at work.

“My typical day at work includes preparing the facility for clients' arrival. This involves hanging up life jackets, cleaning and organizing the therapy rooms, preparing activities for the therapy classroom and setting up cameras for photo sessions.

When the clients arrive for the therapy programs, we start by giving them a tour of the facility. Inside, we show them interactive walls, fish tanks and facts about dolphins and marine science. Then, we take them outside to familiarize them with the grounds.

The first half of their session at Island Dolphin Care takes place in the therapy classroom. We work on individualized goals, focusing on improving fine motor skills, balance, communication, social skills and coping mechanisms for stress, anxiety, depression and mood regulation. Activities include painting, sensory activities, balance beams and board games.

The second half of their session is spent in the water. We start with the sensory touch tanks, where they can see starfish, hermit crabs, sea urchins, sea slugs and bamboo sharks. Then, they go through the sensory garden and make their way to the dock to swim with dolphins. Throughout the session, we take pictures for them to capture their experience."

What are some skills you have learned? 

 
"During my time here so far I've learned how to use different communication and social skills when working with non-verbal clients, such as hand signals or PECS (Picture Exchange Communication System) cards. I've used different adaptive equipment during sessions and learned how to do transfers with different clients. I've also learned various approaches to activities involving coping mechanisms for stress, anxiety, depression and mood regulation. I've developed a lot of patience during sessions and gained experience working with animals that assist clients in therapy. Additionally, working with clients from diverse backgrounds has also increased my cultural sensitivity."

What do you enjoy most about your job?

 

"What I enjoy most is seeing the positive impact this place has on children’s and veterans’ mental health. Dolphin-assisted therapy makes a significant difference to individuals, and it makes me happy to see clients improve during their five-day programs, both in their physical limitations and mental health conditions. I also enjoy being exposed to a unique type of therapy that is growing in the field of occupational therapy."

What was your expectation going into the job? Does it match the reality?  

 

 "My expectations going into the job were that I would learn about working with different clients in the therapy room and managing the involvement of assisting animals. Not only did my expectations match the reality, but they were also exceeded. I gained extensive hands-on experience with a variety of clients, each with unique needs and challenges. I also developed skills in integrating animal-assisted therapy into our sessions, learning how to effectively utilize the therapeutic benefits of working with dolphins. Additionally, I acquired new techniques in communication, patience, and cultural sensitivity, all of which have enriched my professional growth beyond what I initially anticipated."

How do you feel that this job has prepared you for the real world?  

"This job has equipped me for the real world by providing extensive hands-on experience with clients through various therapeutic activities. It has familiarized me with a range of conditions, treatment methods, and adaptive equipment used in therapy. Additionally, this internship introduced me to animal-assisted therapy, a growing practice in occupational therapy, which I am interested in pursuing further. Working with clients from diverse backgrounds and different countries has also enhanced my cultural sensitivity and understanding of various beliefs and customs. That is very important when developing therapy plans to ensure the client is comfortable. This experience has been invaluable in preparing me for my future career in occupational therapy." 

Did you have an interest in animal-assisted therapy before this? 

 

"Growing up, I had numerous surgeries where I had to stay in family living facilities for months at a time. As a result, I developed a lot of anxiety, and therapy animals like dogs that visited the hospitals always calmed me down. I've always had a passion for animals, and when I learned that animal-assisted therapy is a growing field in occupational therapy, I knew it was an area I wanted to pursue.

As a child, I watched the movie 'Dolphin Tale' countless times and found the story fascinating. I even met Winter, the dolphin with a prosthetic tail from the movie. Once I started my OT journey at The University of Scranton, I discovered that past students did their fieldwork at Island Dolphin Care. I had no idea they offered a program with dolphin-assisted therapy, but I knew it was exactly what I wanted to do.

My hospital, the Paley Institute, is also located in Florida, and my goal after graduation is to work there and establish a partnership with places like Island Dolphin Care. I want to provide other children undergoing difficult surgeries with the opportunity to have unique therapeutic experiences, such as animal assisted therapy with dolphins."

What was your experience like working with children, families and vetERANS with special needs?

 

"I have had great experiences working with clients with special needs. The families that come are strong, caring, kind, and grateful for this unique experience. It can be emotionally difficult for the clients at times, which is why patience is so important during sessions. Engagement techniques are crucial with younger clients, as they get easily distracted while working on goals. Flexibility is also key, since sessions are highly individualized, allowing for adaptations to activities as needed. Observing client behaviors during sessions helps monitor what works best for them.

My experience working with families made me realize how important family involvement is during therapy sessions. It creates comfort for the client, educates the family on therapy techniques, and highlights the role of dolphin-assisted therapy in the child’s development. Family support and communication are vital for encouraging loved ones, and they can provide valuable insights about the client that benefits the therapy. Family involvement also builds trust among the client, family and therapist.

Working with veterans, particularly those with PTSD (Post-traumatic stress disorder), has been very insightful. I've gained a lot of knowledge about their mental health conditions and the role that dolphin-assisted therapy can play in their treatment journey. PTSD symptoms can be challenging, including anxiety and emotional triggers. Building a safe and supportive environment is crucial for veterans to feel comfortable enough to open up and engage fully during sessions.

Adapting therapeutic approaches to fit each veteran's individual needs has been so important. Some techniques aimed at promoting relaxation, such as mindfulness exercises or guided interactions with the dolphins, have shown promising results in helping veterans manage their symptoms. These approaches not only aim to reduce the intensity of PTSD symptoms but also work toward enhancing their overall well-being."

What has this experience meant to you?

 

"Overall, this experience has been life changing. I find myself being more relaxed and confident in everything I have learned in the classroom at The University of Scranton. Now that I can apply those skills to such impactful therapies, I know there is so much I can assist and help these clients achieve. Thank you to all my instructors and mentors along the way who helped develop me into the OT I will become. I realized during this experience that all I learned is so important when put into practice and this is exactly what I want to be doing."

By: Sally Hopkins ‘26, student correspondent  

Abby Casal ‘25, Laura Echausse ‘25 and Sophia Pisarski ‘25 recently served as team leaders of SPARK, a weeklong program for at-risk youth ages 12-15. The collaborative effort of The University of Scranton and Scranton Preparatory School took place July 22 -26 at the University's Retreat Center at Chapman Lake.

Casal, of Clarks Summit, an early childhood education major; Echausse, of Mineola, New York, an early childhood education major; and Pisarski, of Jessup, a business analytics major, review their week at Chapman Lake where they forged connections with other participants.

What are the goals of the SPARK program?

Abby Casal '25: "SPARK was created as a collaborative program with The University of Scranton and Scranton Preparatory School. These students collaborate to lead groups of 12-15 year-old at-risk youth in the Scranton area. The goal of the SPARK program is to provide University students, Scranton prep students and kids at SPARK with the opportunity to connect with one another.

In the beginning of the week, we tell our University team that their main goal of the week should be to love the students and give them the best week possible.Throughout the week, students participate in a variety of activities related to self-expression, bullying, healthy lifestyles and healthy relationships. Additionally, on Wednesday, we go whitewater rafting, and throughout the week, we have other fun activities, such as free time for the kids to swim in Chapman Lake and a carnival on Friday."

 

Who took part in the SPARK program?

 
Laura Echausse, '25: ""The Spark program is a collaborative effort consisting of 38 participants: 12 Scranton Preparatory students (all rising seniors), 15 University team members, and the University’s Center for Service & Social Justice staff. A majority of the participants of SPARK come from the Nativity Miguel School of Scranton, specifically the 7th and 8th grade."

Describe a typical day at SPARK.

 

Sophia Pisarski, '25: "A typical day at SPARK starts as the school bus arrives around 9 a.m. As the kids get off the bus they are greeted by our University and Scranton Prep students. After breakfast is served, the kids are led by their team's leaders through several activities and games, followed by lunch and free time. To end the day, we all sit down to have dinner. The day for our “SPARKlers” is wrapped up around 5:30 p.m. when they get on the bus again to head home."

 

How did you use the Retreat Center at Chapman Lake to conduct the program?

AC: "The Chapman Lake Retreat Center is the venue for the SPARK program, providing an ideal setting for the activities and interactions that take place. This retreat center offers students a safe and welcoming space away from school, allowing them to fully immerse themselves in the program. Throughout the week, students have numerous opportunities to swim in Chapman Lake, an activity they greatly enjoy."

 

What is the community impact of running a program like SPARK?  

 

LE: "The community impact of SPARK can be seen through both the kids who partake and The University of Scranton/Scranton Prep team members. Many kids leave SPARK saying it was the best week of their life, due to the outpouring of love and encouragement given to them at all times during the week. On Friday, they leave better able to identify their gifts, with a stronger sense of self love, and the tools needed to be resilient when facing life’s challenges.

SPARK has the capability to give kids the confidence needed to make a positive change in their community. The environment created at SPARK between the kids, University team members and Scranton Prep students is like no other. Each day, every SPARK participant is welcomed, embraced and loved for who they are which is a beautiful thing to witness."

What do you think the teenagers you worked with will get out of SPARK? 

 

SP: "The teenagers we work with spend the week feeling an immense amount of love and support. Not only do they form lifelong friendships with classmates outside of the classroom, they also learn important life lessons that help them grow and thrive. This program sets them up to have a toolbox of valuable skills that allows them to survive and flourish in school and society. "

 

How does it feel to participate?

 

AC: "Participating in SPARK is something that I have felt incredibly privileged to do. The experience is not just an opportunity to engage in a series of activities; it’s a chance to form meaningful connections and create lasting memories. Throughout the week at Chapman Lake, the kids and team become very close. From the moment we arrive at the retreat center, the bonds between University of Scranton students, Scranton Prep students, and kids begin to form. Shared experiences, such as overcoming challenges together during team-building activities or simply enjoying a meal together, contribute to the development of these strong relationships.

Learning from the students and team while having fun together is an incredible aspect of the SPARK program. One of the most rewarding aspects of the program is witnessing the personal growth of the kids. Seeing them gain confidence, develop new friendships, and be able to have a fun week is truly inspiring. It’s a reminder of the positive impact that a supportive and nurturing environment can have on young individuals. The program’s emphasis on love, support and encouragement helps create an atmosphere where everyone feels valued and respected."

 

How does this connect to the University's Jesuit ideals of service and 'being men and women for others'?

 

LE: "A quote by St. Ignatius that is integral to the education one receives at The University at Scranton states, 'Go forth and set the world on fire.' SPARK encapsulates this quote in many ways, in the sense that each kid who attends is reminded of the light that exists within them, and given the tools that will allow them to set the world on fire.

In terms of the team members, the Jesuit term “magis” most certainly applies to their role. Magis is the idea of doing more for others and striving to give with no limits. During the week, the team goes above and beyond to give every kid the best week by giving them all the attention, love and support that they deserve. Myself, Abby, and Sophia were in awe of the team’s ability to continually give every ounce of themselves to the program"

 

If someone was on the fence about getting involved with SPARK, what would you want to tell them?

 

SP: "To give it a chance. It is a program like no other and nothing is similar to the immense joy and fulfillment. Once the kids arrive Monday morning, taking the leap of faith and becoming a part of the program even with all the feelings of [being unsure] will be worth it. It is truly the best program."

 

By: Sally Hopkins ‘26, student correspondent  

Brooke Levengood ‘25 interned in Underwriting & PM for Citizens Bank in Fort Washington, Pennsylvania, where she did analytical writing, financial statement analysis and company research.

Levengood, of Boyertown, Pennsylvania, is a corporate finance major with minors in accounting and business Leadership. She discusses her interests in loan underwriting and her hopes to join Citizen Bank’s Commercial Banking Development Program after graduating. 

Describe a typical day at work.

“A typical day is started by reading the Wall Street Journal and other news to stay current with what is going on in the economy. I then will work on ongoing projects such as doing credit analysis and research for portfolio managers. Other projects I worked on were analyzing the Commercial Banks client’s Quarterly and Year-end Financial statements. A few times a week I have networking phone calls with analysts and other employees who sit on various teams around the bank to learn more about different opportunities in the bank. I would end the day by working on a credit analysis project that I will present to a panel of judges at the end of my internship."

What are some skills you have learned? 

 "Some skills I have learned at my internship are analytical writing, efficient time management, financial statement analysis, and effective networking skills."

What do you enjoy most about your job?

"The thing I enjoy the most about my internship is that I get to work on live loan underwriting. Every loan underwrite is different, so it makes it interesting to see something new and different every day. I also get to work with different portfolio managers for each loan so it’s interesting to see how they each do loan underwrite differently."

What was your expectation going into the job? Does it match the reality?  

"My expectations going into the job was that I would be doing mostly research on clients, but in reality I am working on live deals where I am doing company research but also am working on financial statement analysis and credit analysis. Working on live deals has helped me learn the loan underwriting process for large, publicly traded companies."

What drew you to Banking? 

"I was drawn to banking because of its analytical nature. In banking, you have to be able to critically think about what is driving your client’s financial success. To do that requires you to be able to analyze and break down financial statements to understand what is driving the company’s success, which is very interesting to me. Also, I was drawn to banking because of the fast-paced environment. For loan underwrites there is a lot of due diligence that goes into evaluating a company and making a decision on the loan which creates a fast-paced environment." 

What made you choose to intern with Citizens Bank?

"I chose Citizens Bank over some other companies because of the culture and the opportunities for young professionals. From my interviews with Citizens I got to interact with many different people and they were very welcoming and nice people. I could tell that these were the type of people that I would want to learn from and spend my days closely working with.

"I also chose Citizens because they have a lot of programs and analyst roles for students coming right out of college. The Commercial Banking Development Program (CBDP) is a program that I am looking to join after my internship because it is a year-long program where you get trained in areas such as Accounting, Credit & Excel Modeling. After training you then do two rotations in various business lines across the U.S. in the commercial banking side of Citizens. This program would allow me to learn new skills while also getting to rotate through different teams in the bank to figure out what career I want to pursue."

 

 

Senior forward Katie Redding (Havertown, Pa./Haverford), the lone two-time All-American in Scranton field hockey program history, has been selected as The University of Scranton's 2024 NCAA Woman of the Year nominee.

Eligible female student-athletes are nominated by their member school. Each conference office then reviews the nominations from its core member schools (and sponsored sports) and submits its conference nominee(s) to the NCAA. Then, in October, the NCAA Woman of the Year selection committee identifies the Top 30 – 10 from each division – and from there selects three finalists from each division. The Committee on Women's Athletics then selects the winner from the nine finalists.

The 2024 NCAA Woman of the Year will be announced in January at the NCAA Convention.

Redding is the second field hockey student-athlete in three years to be selected as Scranton's nominee following Allie Benadon in 2022.

In recent years, three of Scranton's nominees have gone on to be selected as the Landmark Conference nominee with Erica Licari (women's soccer, 2019), Becca Russo (women's lacrosse/soccer, 2020) and Teresa Hegarty (women's soccer, 2023).

"I am so thrilled that Katie has been chosen as The University of Scranton's NCAA Woman of the Year nominee. Katie truly exemplifies what it means to be a Division III student-athlete and a University of Scranton Royal. Whether she is on the field or in the classroom, Katie has been an inspiring leader who challenges herself to be the very best she can be," head coach Colleen Moyer said. "She is an exceptional student, an All-American athlete and a two-year captain. Her impact on our team and The University of Scranton community has been extraordinary and it is an honor to be her coach."

The Havertown, Pa., native has put together a spectacular career for the Royals as she has earned NFHCA All-American honors in each of the last two seasons. Redding is the program's all-time leader in assists (24) and points (132) while ranking second in goals (54).

Redding is also a three-time NFHCA All-Region and three-time All-Landmark Conference selection. She has been named as the conference's Offensive Player of the Year in both 2022 and 2023 along with being selected as Rookie of the Year in 2021.

Additionally, the two-time captain was named as an NFHCA Senior All-Star and holds the program's single-season assist record with 11 during the 2021 campaign.

The Royals have posted an impressive 45-11 record for a winning percentage of .804 over the last three years, which includes a 2021 Landmark Conference title and NCAA Sweet 16 appearance.

In the classroom, Redding earned her Bachelor's Degree in Occupational Therapy from Scranton with a 3.42 GPA and was a three-time Dean's List honoree. A Spanish minor, she was inducted into the Alpha Mu Gamma World Languages Honor Society this spring.

Redding served as a volunteer for the Del Carmen Foundation and held a used equipment drive where all gear collected was donated to orphan children in Venezuela who dream of being athletes one day. She was also a Teaching Assistant in an Occupational Therapy course and has worked in The University's Sports Information office for each of the last two years.

Furthermore, she served as a translator for the Leahy Physical Therapy Clinic, that is run by University of Scranton students to provide PT services for uninsured and/or underinsured residents of The University Area community.

The element of community service is incorporated into several Occupational Therapy courses with activities such as adapting toys for children with physical disabilities, visiting nursing homes and planting flowers with veterans.

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      The University of Scranton offers two student study abroad opportunities for residential and online students within the Master of Health Administration (MHA), and/or Master of Business Administration (MBA) programs. These study-abroad opportunities involve established partnerships with St. Elizabeth University in Slovakia, and the Pontifical Catholic University of Rio de Janeiro. Both study-abroad opportunities focus on developing research topics and presenting them to other students, physicians, faculty, and other executives at each of these universities. A Global Health Specialization can also be added to either of these degrees. There are currently two 10-day study-abroad opportunities in both Eastern Europe and South America.

Past study-abroad students have visited countries such as Brazil, Slovakia, the Czech Republic, Austria, Hungary and the Netherlands. This specialization aims to enhance healthcare leadership skills with a global perspective, preparing students to collaborate with relief organizations, government agencies, and leaders in various countries. Participants gain firsthand experience addressing challenges in international healthcare systems, develop intercultural communication skills, and engage in discussions on global health management, public health, and social justice. Each 10-day travel course contributes three credits to the curriculum.

Students who are interested in studying abroad can contact Dr. Dan West at daniel.west@scranton.edu, or Dr. Steven Szydlowski at steven.szydlowski@scranton.edu.

South America Study Abroad

Students who embark on the South America study abroad trip will join the professors and other students for a 10-day trip to the country of Brazil. The group tours hospitals and other healthcare organizations in the cities of São Paulo, and Rio de Janeiro to better understand the Brazilian healthcare system. Each study abroad trip is planned differently due to the schedules of the healthcare organizations. In São Paulo, the group may tour two to three major hospitals; Albert Einstein Israelite Hospital, Hospital Sírio-Libanês, and the Institute of Cancer of São Paulo. The students will also experience the famous Paulista Avenue, which consists of several museums, themed restaurants, shopping malls, a park, and theaters.

In Rio de Janeiro, students will visit the famous Santa Marta Favela, experiencing firsthand the challenges of a marginalized population community, and socioeconomic disparity. Additionally, a tour of PUC-RIO University will show how education is handled in Brazil. The students will also have the opportunity to visit many famous tourist locations throughout Rio de Janeiro, including Copacabana Beach, Ipanema Beach, Lapa Steps, Sugarloaf Mountain, and the famous Christ the Redeemer statue, which is considered one of the New 7 Wonders of the World. Resume-building opportunities will be available to present research where they will engage with other students, physicians, faculty, and other executives. The presentation topics can range from deforestation of the Amazon, comparing pay-per-performance with other countries, prenatal care access, and many other topics that are related to both healthcare and Brazil.

 

Eastern Europe Study Abroad

           

Students who embark on the Eastern Europe study abroad trip will join the professors and other students for a 10-day trip to the countries of Slovakia, Austria, Netherlands, Czech Republic, and Hungary. The group tours hospitals and other healthcare organizations within Slovakia to better understand the Slovak healthcare system. The group will also visit St. Elizabeth University located within Bratislava. Each study abroad trip is planned differently due to the schedules of the healthcare organizations.

The group will spend a tour day in Amsterdam, Prague, Budapest and Vienna. During this tour day, the students will visit popular tourist locations, and learn about each city's history. Students will walk and cruise down the famous Amsterdam canals, explore the Charles Bridge and Old Town Square in Prague, visit the Hofburg and the Historic Center of Vienna, tour the Bratislava Castle, and see other famous locations.

Resume-building opportunities will be available to present research where they will engage with other students, physicians, faculty, and other executives. The presentation topics can range from long-term care, adolescent obesity, artificial intelligence, and many other topics that are related to both healthcare.