Winter 2005

Student Life - Major Decisions
Money Matters - The Merit of Credit
Student Club Spotlight - Peer Tutoring
Parents' Weekend
What Does Your Gift Mean to Our Students
Parents and The President's Circle
Parents' Committee
In Service to Others - The Jesuit & Catholic Mission at Fairfield
A Q & A with Kathy Tellis, Director of Internships
First-Year Student Send-off Parties

Student Life

Major Decisions

by Lisa Roberts

For many, speculation starts at the tender age of two. That's when independence is first declared and a child's personality pops out to a parent's delight. Let the guesswork begin. A nurse, a pilot, a movie star - what will this child be when s/he grows up?

In today's fluctuating job market, what one will do when one "grows up" is a question that carries most over the threshold of retirement. According to the U.S. Department of Labor, the average college graduate today changes jobs every three years, and career fields two or three times during their work life. From mail clerks to Fortune 500 CEOs, "who" they will be next is an ongoing query.

That's why Dr. Timothy Law Snyder, dean of the College of Arts and Sciences, encourages Fairfield's students to ponder career possibilities, but not select a major with any particular job position in mind. "You can't think of your major as an arrow that will shoot you in a straight line off into a given career future," says Dr. Snyder, who fields questions from inquisitive students at the School's annual Sophomore Symposium in September. "Yes, this particular major will allow you to get to that particular career goal-but it'll never be the only path to get you there."

For the Class of 2008, "undeclared" was overwhelmingly the top choice for major of incoming students in the College of Arts and Sciences, followed by psychology, biology, communication, arts, and English. In the Charles F. Dolan School of Business, "undeclared" was also the top choice for major, followed by finance, marketing, and accounting.

For the past 16 years, Dr. Betsy Bowen, associate professor of English, has watched many a student fret over their "major decision." "Students worry too much about it," she says. "They're afraid their major is going to determine the course of their life, but it's not. While they're developing skills and a body of knowledge, they're not making a lifetime choice with their major."

Dr. Bowen encourages students to select a concentration of studies that excites them, and if that major is not as "marketable" as another, then make sensible decisions to round out one's learning through internships. "Internships give students confidence, direction, and something to talk about in a cover letter and on the interview." For students in the College of Arts and Sciences, internship opportunities can be found on the Career Planning Center's internship database, with further options possible through inquiries of department chairs. "I've seen many students solidify, recognize, and discover what they really want to do through internships," adds Dr. Bowen.

For those students who have multiple interests, Fairfield University offers the option of double majors. Dr. Sara Brill, who joined Fairfield's Philosophy Department this academic year, believes the University does an excellent job at interdisciplinary communication, allowing students to pursue dual majors, or a major and a minor, across colleges. "This is the one time in your life that you have the most freedom to explore all that a liberal arts education has to offer," she says. "At Fairfield, students can cultivate their interest in a subject like philosophy without sacrificing broader educational concerns."

Dr. Snyder, however, believes that a major-minor declaration is a better way to go for most students than a double major, because it allows students to immerse themselves deeper in what they're interested in learning, rather than with the likes of how to schedule classes for more than one major. He feels that double majors give virtually no advantage on a job interview. "The zeal with which our students pursue double majors stems from that erroneous linkage between majors and careers," says Dr. Snyder. "They think, ‘double the major, double the career opportunities,' but that is simply not true." Double majors, he adds, are more about personal growth than personal ambition.

Again and again, employers have stressed to Michael Dalton, director of the Career Planning Center, that they are looking for job candidates who can process information, look at a complex situation and distill solutions, work in collaboration with others, communicate through the written and oral word - and do it all morally and ethically. Dalton also stresses the importance of a strong internship experience on a student's résumé, along with grade point average, the extent of extracurricular activities, and alma mater.

Career goals aside, the declaration of a major is still a memorable moment in the life of any college student. Fairfield students can choose among 32 majors and 40 minors. Most declare by the end of sophomore year, having been exposed to a broad and flexible core curriculum that is designed for full academic exploration. While changing majors is always an option, finishing on time is a consideration. Certain disciplines, like math and science, have courses that build a knowledgebase sequentially, so students need to declare those majors early to complete the requirements.

Some students choose to design their own major, although it's an uncommon choice. It is recommended only when a student demonstrates an extraordinary passion in a topic, which is in harmony with a professor who shares a similar academic passion - the subject of which does not fit in Fairfield's many established major opportunities.

Ultimately, deciding what one will "be" when one "grows up" is not the pressing question at Fairfield University. Three others - Who am I? Whose am I? and Who am I called to be? - are the ones being pondered in the Ignatian Residential College for sophomores, and among many others in the University community. If those questions follow Fairfield's alumni through the golden years, believes Dr. Snyder, then the University will have achieved its mission of providing a truly unique foundation for lifelong learning.

Calling all parents

Want to stay in the loop? E-mail us so we can keep you posted in case there's important news on campus. We also welcome your feedback on this issue, and your ideas on topics to cover in the next one. Just send a quick hello to: parentties@mail.fairfield.edu

Money Matters

The Merit of Credit

by Lisa Roberts

Easy come, easy go. That's the fear of many parents when they first see their child's name on a credit card. That card was easy to get (too easy), and the money will be easy to spend (too easy). Easy, yes, but inevitable all the same.

According to a 2001 study conducted by student-loan agency Nellie Mae, 83 percent of undergraduate students that year had at least one credit card, and 47 percent had four or more. While 54 percent of freshmen carried a card, by sophomore year the percentage shot up to 92.

Today, credit card usage is yet one more rite of passage after high school graduation. What can parents do to ease their fears of their student still paying for a slice of pizza five years from its purchase? The first step is understanding that managing one's finances is an important life-building skill cultivated during those formational years of college. The second is acknowledging that today, building a credit history while pursuing a diploma is smart planning for life after graduation. Your son or daughter will need to provide a good credit report to apply for an apartment, finance a first car, or get a reasonable auto insurance policy. And while the offers to get one's name on plastic pour in at the eager age of 18, they often dry up four years later without a credit history.

Additionally, employers often take a look at a job applicant's credit report before hiring, especially in the financial services and information technology industries. Poor credit or excessive debt is considered a character flaw.

While there's merit in building a credit history in the midst of academic rigor, parents can caution their student to be careful with purchases and perhaps help them set limits on expenditures. For instance, it may be wise to purchase textbooks with plastic but unwise to charge movie tickets on a Friday night. Erin Chiaro, director of financial aid, encourages parents to explain to their children that if they can't afford a product or service at the time of purchase, chances are they won't be able to afford it when the bill comes. Helping students establish a monthly budget and urging them to live by it will go a long way in building healthy financial habits for years to come.

"Students should also be alerted to all fees and finance charges associated with credit card usage," says Chiaro. "Many companies tend to offer low introductory finance charges that expire after a few months, followed by very high finance charges."

Finally, unlike student loans which are designed for full-time students, credit cards are designed for income-earning clients. Students are therefore in a vulnerable position as card-holders, as deferred payments are not in the credit card package. To keep expenses in check, students should be encouraged to rely more on debit cards than credit cards (though not exclusively as establishing a good credit history should remain a goal). The University's StagCard, for instance, is a convenient way to pay for a number of local goods and services in the town of Fairfield. It's the card to use for that slice of pizza!

For additional information on credit card debt, go to: http://www.nelliemae.com/managingmoney/cc_tips.html

Student Club Spotlight

Peer Tutoring

With more than 100 student tutors per year on the ready, Fairfield's Peer Tutorial Program is a resource for all undergraduates interested in some extra help with their studies. The program recruits those who are proficient in their major concentration and trains them to offer a free tutorial service to those who request it. Individual, group, and course-specific sessions are available.

"I know what it's like to be a freshmen and feel lost in a particular subject," says Lianna Martuccio, a senior who tutored nearly a dozen students in math since her sophomore year. "I'm happy to support others who are going through what I experienced myself."

Prospective tutors must have strong interpersonal communication skills, a minimum 3.0 GPA, and enthusiasm for the opportunity to teach. Workshops focused on different learning styles, methods and strategies for effective tutoring, and steps to reduce academic anxiety are required before a peer tutor can be matched with a student.

Martuccio, who is considering a career in education, enjoys employing different teaching styles. She's noticed that some students learn by watching her solve a problem step-by-step, while others learn by solving that problem and having Martuccio follow them step-by-step. Like her fellow tutors, when Martuccio is notified that she has been assigned a particular student, she waits for that student to make the first contact. "They have to make the effort," explains Martuccio. "If they need the help, we're here - but they have to ask for it."

For more information, contact the Peer Tutorial Program at (203) 254-4000, ext. 2615.

Parents' Weekend:

A Personal and Powerful Experience

The weekend of October 22-24, 2004 filled campus with hundreds of families, making Parents' Weekend at Fairfield University a successful event! With their sons and daughters, parents took part in many informative and fun-filled activities. Some of the weekend's events:

• A welcome address by the University's new president, Rev. Jeffrey P. von Arx, S.J., at the Regina A. Quick Center for the Arts.
• Numerous faculty-led sessions on topics such as internships, study abroad, career planning, the Ignatian Residential College, and Campus Ministry.
• Parents' Weekend Mass, with Fr. von Arx presiding, during which the junior class rings were blessed. The rings were distributed afterwards at the Junior Ring Event, held in the Oak Room at the John A. Barone Campus Center.
• The high-energy performance of Saturday night's entertainment featuring Mark Nizer, a world-class juggler and comedian.
• A Sunday afternoon concert with the Fairfield University Glee Club. Led by Dr. Carole Ann Maxwell, the Glee Club performed exciting and innovative music which moved the audience of families and students.

We hope all who attended had a wonderful time partaking in these campus activities. If you have any comments or suggestions regarding Parents' Weekend, please e-mail us at ose@mail.fairfield.edu.

Win a Trip to Turks and Caicos!

Parents who make a first-time Annual Fund gift of $1,000 or more, or who increase their past year's giving by $1,000 or more by Dec. 31, 2004, will have the chance to win a six-night stay at a beautiful vacation home in the Turks and Caicos islands. Our thanks to Britt and Diane Newhouse, P'06, Parents' Committee members who have graciously donated the homestay.

Important Reminders

Study Abroad - February 1, 2005 / March 4, 2005

February 1 is the deadline for sophomores to commit their intention to study abroad for Fall 2005 and Spring 2006 with the Sophomore Study Abroad Commitment form.  All students intending to study abroad for those semesters must submit their application form by March 4.

Financial Aid - March 1, 2005

FAFSA applications and other financial aid papers are due.

Off-Campus Housing Lottery - November 2004

This November lottery is the only way a student may be released from their on-campus housing obligation.

R.A. Application Deadline - February 4, 2005

Commencement Exercises - May 22, 2005

Every graduating senior receives five tickets, good outdoors at Bellarmine lawn or indoors at the Arena at Harbor Yard in Bridgeport (in case of inclement weather). Parents may enter a lottery for two extra tickets by sending a letter requesting them, postmarked no later than Jan. 31, 2005, to:

         Extra Commencement 2005 Tickets
         Barone Campus Center
         Box A
         Fairfield, CT 06824-5195

What Does Your Gift Mean to Our Students?

by Claudia B. Nielsen

A gift to the Parents' Annual Fund not only directly impacts the educational experience of your son or daughter, but of the entire student body. Recently we had the opportunity to speak with a group of students about their thoughts on parents giving annually to the Fund, and the resources that have been able to thrive and expand through such generosity. As Jim Scholl '07 so aptly put it:

"A donation to Fairfield is more than just a financial contribution to the school. It means you share the values Fairfield upholds and instills in us. Your gift provides even more potency to the college experience that we, as students, already value. And most important to our future as alumni, you set an example about the importance of giving back."

Dotted across the campus are students actively engaged in recently enhanced facilities, equipment, and resources made possible through the commitment of parent and alumni supporters. Here we share some moments of appreciation and reflection.

The DiMenna-Nyselius Library and library staff

The library has been a fantastic resource for me as a business student. I've been amazed at the amount of technology and services it has to offer. In the Charles F. Dolan School of Business, we're involved in a lot of group projects, and the library's group meeting rooms provide a terrific environment in which to discuss our strategies.

-Emily Treano '05

The John A. Barone Campus Center

The Barone Campus Center is the "hub" for all aspects of student life. From dining with friends to working on a program in the student clubs area, this modern building doubles as a second living space for many of us. From early in the morning until the late hours of the night, the BCC is the one building that is constantly awake! Even its bright appearance draws the most apprehensive student inside. We are very fortunate to have this great space at our disposal.

-Jim Scholl '07

Student Activities and Residence Life

Student Activities creates a community for us that encourages the Jesuit ideals. Through intramural and club sports such as baseball and rugby, we demonstrate our pride in Fairfield while staying in shape at the same time.

-Jared Guerin '07

Career Planning Center

School of Nursing students, for the first time, were able to begin clinical hours during sophomore year, which means I was able to do student nursing during the summer. I used the Career Planning Center to review my résumé and to help me look for opportunities. I also went to the career fair last year to see what opportunities are out there. The Career Planning staff is very helpful, and I look forward to continuing to work with them.

-Nicklaine Paul '06

Parents and The Presidents Circle

The President's Circle is a group of leadership giving societies starting at the $1,000 giving level. Each year, members of The President's Circle are invited to a gala dinner as well as a number of other special events for leadership donors.

Parents' Committee members Tom and Sharon Lydon, and Fairfield University Board Chair Paul Huston '82, share a light moment with Fr. von Arx at the President's Dinner held this year in New York City. From left to right: Tom Lydon, P'06, Fr. von Arx, Paul Huston '82, Sharon Lydon, P'06.

Parents' Committee

Rev. Jeffrey P. von Arx, S.J., is pleased to announce the members of the 2004-05 Parents' Committee, chaired by James and Denise Paul, P'05, '03. The Parents' Committee enhances the quality of Fairfield University student life and learning, and supports the University's Annual Fund by raising funds from parents of current students and parents of alumni. The committee works to actively engage parents in a variety of activities and forwards parent comments and concerns to the University's administrators.

Confirmed as of press time are:

William and Margaret Atwell, P'08
Donna Ayers, P'07
Alexander Bastos and Kathleen Bergen, P'08, '01
Greg '80 and Rene '81 Blair, P'07
Thomas and Elizabeth Belthoff, P'08
Richard and Maureen Brennen, P'06
John and Eileen Bryson, P'07
John (E.) and Jeannine Callahan, P'03
Edward and Maureen Carey, P'03
John and Lorraine Cherpock, P'08
Richard and Deborah Daly, P'08
Dorothy DeCrescenzo, P'08
Charles '70 and Paulette Douglas, P'06
Alfred and Lorna Duranti, P'07
James and Lisa Faro, P'06
Keith and Ellen Fell, P'08
Thomas and Patricia Hathaway, P'08
John and Jane Kahl, P'06
Fred and Shylin Kamintzky, P'07
Stephen and Grea Kulhanek, P'07
Charles and Janet Lauricella, P'08
Thomas and Sharon Lydon, P'06
Joseph and Joan Maher, P'07
John and Kathy McCarthy, P'08
Britt and Diane Newhouse, P'06
Kurt and Nilou Peters, P'07
William Riley and Katherine Marshall, P'08
Raymond and Sally Pilkerton, P'04, '95
Charles, P'07 and Cheryl Reynolds
Carlos and Clari Rom, P'07
Jean-Luc and Antoinette Samyn, P'08
Michael and Patricia Serafino, P'05
William and Sandi Sweeney, P'08
Robert and Kim Wojtowicz, P'07

Parent Communication Team

The Parent Communication Team (PCT) makes phone calls to encourage parents to attend Fairfield events in their area and on campus. PCT members also greet guests at the check-in area for receptions.

As of publication time, the following parents have volunteered as PCT members:

Leila Atkinson, P'08
Boyd and Ellen Bocklet, P'08
John (F.) and Patricia Callahan, P'08
Gordon and Kathleen Johnson, P'08
Annette Kulick, P'07
Brian and Penny Mola, P'07
Greg and Rita Raucci, P'08
Burgess and Lynda Walker, P'07

Make Your Gift by December 31

Because student needs arise daily, the Annual Fund is an integral part of Fairfield's budget. The funds you contribute go directly to the resources that benefit your son or daughter - as well as the entire student body - this day, as well as every day thereafter. Parents are encouraged to make their Annual Fund gift by Dec. 31, 2004, to take advantage of the tax deduction for the year. A gift envelope has been enclosed for your convenience. Gifts of stock are also welcome. Call Fairfield University toll-free at (877) 748-5123 for information on transferring your stock. Check the web site to see if your company will match your gift. Matching gifts count towards gift society memberships.

In Service to Others

The Jesuit & Catholic Mission at Fairfield

As an institution committed to the Ignatian ideals of education, Fairfield University remains anchored and guided by its Jesuit and Catholic mission. Providing students with a transforming experience that prepares them for responsible leadership, professional distinction, lifelong learning, and committed citizenship, is an ongoing institutional priority. Fairfield has most recently been advancing this mission through the following initiatives:

• In June 2004, Dr. Paul Lakeland, chair of the Department in Religious Studies, was selected as the first holder of the Aloysius P. Kelley, S.J., Chair in Catholic Studies, an award established in honor of Fr. Kelley who retired after a 25-year tenure as Fairfield's president. Dr. Lakeland was recently awarded first place in the 2004 Catholic Press Award in the theology category, for his ground-breaking book, The Liberation of the Laity: In Search of an Accountable Church.
• In July 2004, Fairfield University entered an historic partnership with the Universidad Centroamericana, a sister-Jesuit university in Nicaragua. The five-year collaborative venture provides opportunities for scholarly collaborations, service learning opportunities, and faculty-student exchanges.
• In September 2004, Fairfield's Office for Jesuit and Catholic Mission and Identity, directed by Rev. James Bowler, S.J., held its fourth colloquium for faculty, staff, and administrators. Focusing on "Becoming Jesuit: Appropriating the Ignatian Vision at Fairfield University," the program probed thought and ignited interest among University employees, and featured presentations, small group discussions, a panel talk, and a question-and-answer session.
• In June 2005, Fairfield University will host a ground-breaking Migration Seminar for all Association of Jesuit Colleges and Universities institutions. The conference will explore how participating schools are currently addressing migration issues, identify priority projects, and develop areas in which cooperation and networking can enhance work on migration among participating institutions.

Ask the Administrator

From the Charles F. Dolan School of Business:

A Q & A with Kelly Tellis, Director of Internships

Q. What has been your relationship with Fairfield University?

A. Not only is it my alma mater (B.S., Marketing, 1984), I joined the staff in 1988 in the Advancement Research Department, and my husband, Dr. Winston Tellis, is an Assistant Professor of Information Systems and Operations Management here. Last January, I was asked to run the internship program at the Charles F. Dolan School of Business, and I am enjoying the change of pace. The opportunity to work directly with the students has been a real pleasure.

Q. Please give us an overview of the internship program.

A. The undergraduate internship program in the Dolan School of Business is designed to offer qualified students a career-related work experience as part of their academic program. Juniors and seniors with a minimum GPA of 2.5 may participate, and the majority of our students use their internship for academic credit, fulfilling an elective. To count as academic credit (students receive 3 credits/internship and can intern twice), the student must meet with an assigned faculty internship advisor, work a minimum of 12 to 15 hours per week for the semester, and prepare a written paper. The focus of an internship must be within a student's major area of study, which helps relate work experience and course work. It's an excellent way to get some hands-on experience in the real business world.

Q. Name some of the companies and organizations involved in the internship program.

A. Our ideal location offers a great mix of opportunities. Intern placements are available in New York City and as far north as New Haven, with most in Stamford, Norwalk, Westport, and Fairfield. The companies range in size, and include GE Capital, Pitney Bowes, Smith Barney, Merrill Lynch, and Enterprise Rent-a-Car. Non-profits include American Red Cross, Long Warf Theatre, Westport Country Playhouse, and Stepping Stones Children's Museum.

Q. Do you believe an internship is ever a bad idea?

A. I always see an internship as a win-win situation. It helps the students figure out the direction they may want to take in their professional career. At the same time, the employers - who rave about our business students - get to work with students who are eager to learn and who become a real asset to their company.

Q. What are your primary responsibilities?

A. As Director of Internships, I facilitate all internship placements in the Dolan School, working with the students and employers to navigate through the process. On the employer side, I field calls about our internship program - which has an excellent reputation, thereby generating many phone calls! - and cultivate relationships with new and seasoned contacts. I visit the sites where our students are being placed so I can make a more educated recommendation when opportunities arise. On the student side, I maintain an internship database so students can self-select prospective opportunities. Once they identify three to four internships of interest, that information filters through me, along with their résumé. Since this is the first work experience for some, I help prepare them on many levels - from résumé writing, to interview preparation, to instilling the importance of basic work etiquette such as proper dress and prompt work hours. If a student's résumé needs many revisions, they are sent to the Career Planning Center.

Q. What do you enjoy most about your job?

A. The variety of people I interact with has been wonderful, especially the students! The company contacts have been great, and the faculty in the Dolan School have been very engaging and supportive of the program.

Q. In addition to developing marketable work skills, what else do students learn on an internship?

A. I'll answer this one by giving two student examples. This past summer, one of our management majors had an internship at a financial services company. Part of her responsibility was management-related, dealing with human resources, and the other part was finance-services related. To her surprise, she learned that she preferred the latter responsibilities to the former and has turned her career aspirations in a different direction. Another student, an accounting major, volunteered to prepare tax returns for families in Bridgeport while also pursuing two internships, one after the other. The first internship was with a large accounting firm and the other with a small one that had a specialty clientele. These three experiences exposed him to different types of clientele and different work environments. The student began to think of his career in terms of his personal value system and the lifestyle particular career choices create. So I believe internships give students a new perspective - sometimes leading to an unexpected or new direction!

Q. Do students appreciate the value of an internship?

A. Yes! I have been very impressed by our students, who are very astute. They appreciate that an internship has a powerful impact on their résumé and is an important stepping stone to their first job.

First-Year Student Send-Off Parties

During the summer, the Parents' Committee organized 15 send-off parties. These events provide an avenue for first-year students and parents from the same geographic area to get to know each other before the start of the academic year.

We wish to thank hosts Alec Bastos and Kathleen Bergen, P'08,' 01 (Washington, D.C. area); Mary (Sullivan) Courtien '78 and Raymond Courtien (New Providence, N.J.); William and Sandi Sweeney, P'08 (Madison, N.J.); Chris and Bernadette Wilcox, P'04 (Wall, N.J.); Domenic and Kathleen Scalise, P'06, '03, '01 (North Andover, Mass.); Joe and Cheryl Kelly, P'08, '05 (Weston, Mass.); William and MaryAnn LoVerme, P'07, '04 (Sudbury, Mass.); Lou '74 and Sue Jannetty, P'08 (Duxbury, M.A.); the Barnet family, P'06, '03, '00 (Garden City, N.Y.); Ken and Karen Mangan, P'08 (Sayville, N.Y.); John and Cynthia Fellin, P'07 (Oceanside, N.Y.); Tom '77, P'08 and Sheila (Thomas) Smith '91 (Mount Kisco, N.Y.); Jim and Pat Houlihan, P'07 (Bronxville, N.Y.); Robert '67 and Constance G'72 Sheils, P'00, along with Joe and Rosemary Murphy, P'06, '01, '93, '91 (Scranton, Penn.). Fairfield's Hartford Alumni Association organized a send-off hosted by Jim '70 and Margaret LaCroix, P'06, '00 (Glastonbury, Conn.).

The Advancement Division of Fairfield University publishes Parent Ties three times a year for parents of undergraduate students. Letters to the editor, address changes, and correspondence should be sent to:

Parent Ties
Bellarmine Hall Room 315
Fairfield University
1073 North Benson Road
Fairfield, CT 06824-5195
e-mail: parentties@mail.fairfield.edu

Editor
Lisa M. Roberts

Editorial Committee
Claudia B. Nielsen
Eileen Bossone
Jim and Denise Paul P'03, '05
Clare (Carney) Schimpf '76

University Photojournalist
Jean Santopatre