Sarah Jacobs ’06, a contemporary maximalist and surrealist artist, forged her path in visual storytelling supported by Gettysburg College’s liberal arts and sciences curriculum. Today, she uses art to give back to the Adams County and Gettysburg community that nurtured her personal and professional development.

From separation to oneness, and complexity to simplicity, Sarah Jacobs ’06 explores questions of life and living through brushstrokes on her canvas. Through her art, Jacobs invites viewers to enter her paintings and discover worlds beyond their senses.

Raised in Littlestown, Pennsylvania, Jacobs’ career as a contemporary maximalist and surrealist artist started when she chose nearby Gettysburg College for its art history program. At Gettysburg, she quickly immersed herself in art, art history, and multidisciplinary courses across the College’s liberal arts and sciences curriculum.

“At Gettysburg, I took some philosophy classes and Eastern religions classes, which I found to be the most interesting for me,” she said. “The concepts I learned in those classes I’ve returned to in my paintings.”

She credits her advisor, Art and Art History Prof. Emerita Carol Small, for providing mentorship and support that helped her forge a professional path in art. “I remember meeting with her during her office hours, and we would talk about art, and she would constantly try to convince me to love Rococo,” she recalls with a laugh. “She was one of the first people I recall who wanted to have intellectual debates about art with me.”

She also acknowledges Gettysburg for providing a well-rounded education through co-curricular activities, such as the Peace Club and working at the Bullet Hole, where she encountered many individuals who make up the Gettysburg College community. “I think they all helped me to stay curious. It also gave me the confidence to do work for myself as an artist,” she said.

Bringing artistic ambitions back to Gettysburg

After graduating from Gettysburg, Jacobs received her Master of Fine Arts (MFA) degree at the Hoffberger School of Painting at the Maryland Institute College of Art in Baltimore in 2010. Over the years, her artist residencies have taken her talents across the globe, from Grimma, Germany, and Cali, Colombia, to Taos, New Mexico.

Jacobs has received multiple art grants, including an Arts Council England Grant, and her artwork is held in public and private collections in the United States, the United Kingdom, and Hong Kong. She has also presented solo and two-person exhibitions in Pittsburgh, Erie, New York City, London, Poland, and Bristol, United Kingdom.

Following her time living abroad in the United Kingdom, Jacobs returned to the United States in 2014 and came home to Gettysburg in 2024. Four years ago, she began creating public art, while continuing to also make her canvas work.

Inside her studio space on North Washington Street, with a view looking down on Schmucker Hall on the Gettysburg College campus, Jacobs describes a mural she is working on that will ultimately be installed at Alloway Creek Elementary School in Littlestown. Figures of children that Jacobs has painted, representing the school’s students, appear so lifelike in the scenes that you almost expect them to step off the surface and into the studio with you.

In addition to the mural project in Littlestown, Jacobs is also working on a 25-by-40-foot mural that will be installed on the Gettysburg Beyond the Battle Museum this summer as part of Adams County’s commemorations for America’s 250th anniversary this year.

Exploring life through art

The uplifting humanistic mural projects complement and contrast her surrealist canvas works, inviting viewers to consider the complexities and joys of being alive.

“I believe I should have a lifelong education and look into fields that are completely unrelated to what I do, because it might change what I do or improve my artwork. That’s the foundation that you get at a liberal arts college.”
– Sarah Jacobs ’06

Jacobs’ paintings sometimes depict humans as natural elements—a man made from a sky or human legs depicted as mountains. Each work invites viewers to slow down, stop, and think about how the interplay of colors and patterns helps communicate a new perspective of the world.

“These works show the oneness of humans with the rest of our natural world,” she said.

Jacobs believes in the enduring power of a Gettysburg education to continually awaken the mind with knowledge and develop skills for a lifetime of growth.

“I believe I should have a lifelong education and look into fields that are completely unrelated to what I do, because it might change what I do or improve my artwork,” she said. “That’s the foundation that you get at a liberal arts college.”

Express your creativity as an art and art history major at Gettysburg.

At Gettysburg, community isn’t just where your story begins—it’s what shapes where your story goes. Through shared experiences, mentorship, and meaningful connections, students build relationships that grow into a powerful network, opening doors long after graduation.

During Get Acquainted Day in the spring of 2015, Caroline Glennon ’19 was walking Gettysburg’s campus with her parents, unsure where her journey would take her next. A student stopped them to help with directions for the next scheduled event.

Not long after that activity finished up, that same student saw Glennon and her family again, strolling on the edge of the fountain by Masters Hall. The student quickly asked, “Did you find it? How did it go?”

“I had been there an hour,” Glennon recalled. “I knew no one here, and now I saw this young woman who offered to help us twice. By lunch, I was sold. I decided right there I wanted to go to Gettysburg, and that spirit of community helped carry me to that decision.”

It was a small moment—easy to overlook. But it was also the beginning of something much bigger. Because at Gettysburg, that’s how a student’s journey starts.

“You come to Gettysburg, and you find your people,” said Bill Heyman ’74, P’13, a member of the College’s Board of Trustees and longtime champion of student mentorship. “That’s your community. Over time, that community becomes your network.”

For prospective students, that idea is more than a philosophy—it’s part of what we call the Gettysburg Approach: an experience designed to help students explore their interests, connect across disciplines, and build meaningful relationships that shape what comes next.

Where you find your people

At Gettysburg, community doesn’t look the same for everyone, but it forms quickly, often in ways that stay with you long after you leave.

Ashley (Fendrick) Cush ’10 grew up hearing about Gettysburg through her father, James Fendrick ’84, P’10, P’19. By the time she enrolled, the College already felt familiar—less like a place she was discovering and more like something she belonged to.

Once on campus, that sense of belonging took shape through a series of overlapping experiences—her residence hall, the tennis team, Chi Omega sorority, and academic work as a management major. “Those are the little groups that I would consider my Gettysburg community,” said Cush, vice president at Rockland Immunochemicals, Inc.

“You come to Gettysburg, and you find your people.”
– Bill Heyman ’74, P’13

Those smaller circles didn’t exist in isolation. They overlapped, expanded, and connected—creating a sense of belonging that felt both personal and shared.

For Sharon (Hilgen) Willis ’88, that process started early, arriving before the academic year to attend marching band practices. Willis’ community continued to grow when classes started through her chemistry major. She spent the summer between her junior and senior years on campus conducting research, living in the Gettysburg community, and developing social ties that have continued through the decades.

“Between my band friends and my chemistry friends, that was really the solid foundation of my community on campus,” said Willis, co-founder and vice president of sales and customer relations at Integral Molecular.

Kevin Kennedy ’11 found that same sense of connection on the basketball court, where shared goals and accountability shaped his experience. Kennedy’s arrival coincided with back-to-back appearances in the NCAA Division III Tournament and a Centennial Conference title in 2009. Two years later, the management major served as team captain, building on the leadership of those student-athletes who came before him.

“This community extended beyond the court to include administrators and alumni who consistently checked in on us,” Kennedy noted. “It felt like a brotherhood where everyone was invested in your success as both an athlete and a person.”

For Glennon, an international and global studies and Spanish double major, it was the combination of everything—service, academics, and student organizations—that made the difference.

“Everyone was involved in something,” she said. “The Venn diagram just gets bigger and bigger with the overlap and connections.”

How community opens doors

As those relationships grow, so do the opportunities they bring.

At Gettysburg, that transition—from community to network—doesn’t happen by chance. It’s intentionally built into the student experience through the College’s Guided Pathways, which connect students with alumni who can help them explore careers and navigate their next steps.

For Alexis Auman ’27, a psychology major from Reading, Pennsylvania, that process is already underway. Through the Alumni Mentoring Program, as part of the Guided Pathways, she connected with Cindy Berríos ’02, interim CEO at On the Margins, whose guidance has helped her think more deeply about her goals and how to approach them.

“She is not just a mentor; she is an inspiration for what my education can allow me to achieve,” Auman said. “Connecting with her as a person has also deepened and reaffirmed for me the importance of human connection in the professional career space.”

“Working with a Gettysburg student is special because there’s an automatic tie that binds us.”
– Cindy Berríos ’02

For Berríos, who double majored in French and political science, that relationship reflects something distinctive about Gettysburg.

“I think of community as something you feel and network as something you use,” she said. “At Gettysburg, the two overlap in a really unique way. It doesn’t feel transactional. It feels like an extension of the community.”

That same sense of connection is what brought Cush back into the Gettysburg network in a new way. Years after graduating, she found herself connecting with Willis through shared professional interests in the biotech space. What began as a simple alumni connection quickly grew into something more collaborative.

“I think of my community at Gettysburg as the people who I interacted with directly,” Cush noted. “But then the network in and of itself is this big bubble that everybody's bouncing around in and you'll inevitably bump into through other career or personal relationships.”

Together, Cush and Willis have worked with the Center for Career Engagement to expand opportunities for students—helping to organize industry treks, networking events, and connections that introduce Gettysburg students to careers in science and technology. Their work reflects the same pattern that defines the Gettysburg experience: relationships that begin in one place and expand outward.

“I tell people to pick one event and go meet one new person,” Willis said. “I think networking can feel intimidating, but really, most people in the world are good people who want to help other people succeed. You just have to go out there and start by meeting one new person.”

The people who help you find your way

What turns these relationships into something more—into direction, opportunity, and growth—is the people who invest in others along the way.

For Glennon, that person was Heyman, who helped her translate her interests into a path forward and introduced her to opportunities she might not have found on her own.

“I told him all of the things that I was interested in, and he gave me all of the options back,” said Glennon, senior account manager at CORE IR & PR. “He just had that network.”

More importantly, he showed her how to use a professional network.

“That’s what the network is supposed to do,” Heyman said. “It’s not just about who you know. It’s about helping the next person find their way.”

“She is not just a mentor; she is an inspiration for what my education can allow me to achieve.”
– Alexis Auman ’27

Today, alumni like Kennedy, Cush, and Willis are continuing that cycle—mentoring students, creating opportunities, and strengthening the connections that define the Gettysburg Network.

“I aim to keep the cycle going,” Kennedy said. “By helping them now, we ensure the next generation is ready to do the same.”

For Berríos, that responsibility is deeply personal.

“I believe in mentorship throughout the life cycle,” she said. “Working with a Gettysburg student is special because there’s an automatic tie that binds us.”

Where Gettysburg can take you

What begins as a simple interaction—a student offering directions, a shared class, a conversation after practice—doesn’t stay small for long.

At Gettysburg, those moments build on one another. They grow into relationships that expand across time, across industries, and across generations. A first conversation becomes a friendship. A friendship becomes a connection. A connection becomes an opportunity.

And somewhere along the way, it all comes full circle.

“It starts with relationships,” Heyman said. “If you build those the right way, everything else follows.”

Start your journey in a community that grows into a network of opportunity.

Gettysburg College will award four honorary degrees at its Class of 2026 Commencement ceremony, recognizing the achievements of alumna Kate Anderson ’09, policy strategist Susan Eisenhower, arts leader Chad Smith, and historian James G. Basker.

Gettysburg College will confer four honorary degrees during its 191st Commencement ceremony on May 16, recognizing individuals whose professional achievements, leadership, and service embody the College’s mission to educate students for lives of impact.

The Class of 2026 will celebrate the accomplishments of songwriter and librettist Kate Anderson ’09, who will also serve as the keynote speaker. Joining Anderson as honorary degree recipients will be policy strategist Susan Eisenhower, arts leader Chad Smith, and historian and educator James G. Basker.

Honorary degrees are typically awarded at Commencement to individuals whose contributions are outstanding in areas such as the arts, public life and government, humanities and social sciences, and natural and applied sciences.

Learn more about this year’s honorary degree recipients below.

Kate Anderson ’09

Kate Anderson ’09 is an acclaimed songwriter and librettist whose work spans film, television, and the stage. A graduate of Gettysburg College with double majors in music and creative writing, Anderson has built a dynamic career at the intersection of storytelling and music, earning Drama Desk and Outer Critics Circle nominations for her theatrical work. She is widely known for her contributions to the Apple TV series “Central Park” and Disney Animation’s “Olaf’s Frozen Adventure,” as well as for co-writing music featured in Disney’s “Zootopia+” and other major productions.

At Gettysburg, Anderson developed the creative foundation that continues to inform her work, combining her passions for music, writing, and performance. Her time on campus helped shape her collaborative approach to storytelling and her commitment to artistic innovation.

Since graduating, she has premiered multiple original musicals, including “The Book Thief” and “Austenland,” with productions staged internationally. Anderson’s work reflects a deep commitment to imaginative storytelling, and she continues to inspire emerging artists through her success in the creative industries.

James G. Basker

James G. Basker is a distinguished historian, literary scholar, and educator whose work has significantly advanced the study of the Enlightenment, the Black Atlantic, and the history of slavery and abolition. Basker is the Richard Gilder Professor of Literary History at Barnard College. He has served as president of the Gilder Lehrman Institute (GLI) of American History since 1997, where he has led national initiatives to strengthen history and civics education in K-12 schools. GLI partners with Gettysburg College to offer an online master’s degree in American history.

Basker’s scholarship spans literature and history, with influential publications on figures such as Samuel Johnson and anthologies documenting early antislavery writings. His work has helped bring greater attention to marginalized voices and the transatlantic dimensions of the abolitionist movement.

A former Rhodes Scholar, he has received numerous fellowships and awards and has taught at leading institutions in the United States and abroad. Through his teaching, writing, and public scholarship, Basker has demonstrated a lifelong commitment to expanding historical understanding and fostering informed citizenship.

Susan Eisenhower

Susan Eisenhower is a distinguished policy strategist, author, and expert on national security, energy, and international affairs. Over a decades-long career, she has advised government leaders, contributed extensively to public discourse through hundreds of published op-eds, and authored five books, including the widely acclaimed “How Ike Led: The Principles Behind Eisenhower’s Biggest Decisions,” which chronicled the approach to leadership by her grandfather, President Dwight D. Eisenhower. She is the founder of The Eisenhower Group, Inc., a consulting firm that provides strategic counsel to major corporations and organizations.

Eisenhower’s connection to Gettysburg College is both profound and enduring. For more than 15 years, Eisenhower has played a central role in leading programs at the Eisenhower Institute, which she co-founded and served as expert-in-residence and chair emerita. She has mentored more than 150 Gettysburg students through immersive seminars on strategy and leadership, guiding them to engage thoughtfully with complex global challenges.

Her work has helped bridge academic study with real-world application, reinforcing the College’s commitment to developing principled leaders. Eisenhower’s legacy at Gettysburg is defined by her dedication to students and her belief in their capacity to lead in times of global uncertainty.

Chad Smith

Chad Smith is the Julian and Eunice Cohen President and CEO of the Boston Symphony Orchestra (BSO), one of the world’s leading cultural institutions. Since assuming the role in 2023, Smith has advanced a vision that honors the BSO’s long-standing tradition of artistic excellence while expanding its reach as a dynamic, inclusive organization. Over a career spanning more than 25 years, including his tenure as president and CEO of the Los Angeles Philharmonic, he has helped redefine the role of orchestras in contemporary society.

A classically trained vocalist, Smith brings a performer’s perspective to his leadership, emphasizing collaboration, education, and community engagement. He has curated innovative programming that bridges musical genres and artistic disciplines, creating new opportunities for audiences to experience classical music.

Under his leadership, the BSO continues to deepen partnerships across Boston and the Berkshires, positioning the orchestra as a hub for creative expression and learning. Smith’s work reflects a commitment to ensuring that the arts remain a vital and accessible part of public life.

Join us for the Class of 2026 Commencement ceremony on May 16, 2026!

For more than a century, music has shaped the Gettysburg College experience. As the Sunderman Conservatory marks 20 years, that legacy continues—connecting generations through a liberal arts approach that inspires creativity, community, and lifelong impact.

On any given day at Gettysburg College, music drifts across campus—through open practice room windows, rehearsal halls, and performance spaces—carrying with it more than melody. It unites history, community, and a legacy shaped by generations of students, faculty, and alumni who have invested in its future.

As the Sunderman Conservatory of Music celebrates its 20th anniversary at Gettysburg, the voices from students and musical instruments reflect more than two decades of growth. They echo a tradition more than a century in the making, one sustained not only by performance, but also by a shared belief in music’s place at the heart of a liberal arts education.

A tradition takes shape

Music has been part of Gettysburg’s identity since the 19th century, when student ensembles like the glee club and orchestra first took shape. Those loose-knit student-run organizations evolved, becoming integral parts of the campus community. The Marching Band was one of the earliest examples, debuting in 1910 and marking the beginning of a tradition that continues today as a testament to the enduring role of music in campus life.

A generation later, Gettysburg’s musical foundation found a new direction with the arrival of Parker Wagnild in 1935. A graduate and former member of the renowned St. Olaf College Choir, Wagnild set out to build something lasting and impactful at Gettysburg.

Under his leadership, the College Choir grew in both ambition and reach, establishing an annual touring tradition that began with regional performances and quickly expanded beyond into international and world tours in the decades that followed. Those experiences broadened students’ musical and cultural perspectives while strengthening the program’s reputation.

By the mid-1940s, music at Gettysburg had become both an artistic and an academic pursuit, with coursework in harmony, dictation, sight-singing, and conducting anchoring the curriculum. Even then, the approach was clear: music was not meant to stand apart from a Gettysburg education; it was meant to deepen it.

A community built through music

Through the decades, dedicated music faculty have carried on and strengthened Wagnild’s enduring legacy, including long-time instructors Prof. Emeritus Kermit Finstad (1970-99), Prof. Emeritus Michael Matsinko (1976-2005), Prof. Emeritus Norman Nunamaker (1963-1997), Prof. Emeritus Dexter Wekel (1962-88), and Prof. Emeritus Robert Zellner (1968-98).

“Music helps people connect to others and express themselves in ways that can change the world.”
– Alice Broadway ’14

When John “Buzz” Jones arrived on campus in 1989, he aimed to continue the institution’s high standard of excellence by expanding performing ensemble opportunities and strengthening participation. The evolution of the music department into the Sunderman Conservatory of Music occurred under his watch as department chair and the first conservatory director. Jones wanted accessibility to music ensembles to remain open to the entire campus community, as it had decades prior.

“We’re a highly selective liberal arts school that welcomes students who play in orchestra, band, or the jazz ensemble and were not music majors,” Jones said. “I enjoyed teaching so many students who were from other majors that excelled at music. It really helped broaden the liberal arts perspectives within ensembles and classes.”

Chris Johnson ’98, a history major who is now a Pennsylvania social studies teacher in the Central Bucks School District, recalled the openness and availability of music at Gettysburg as a determining factor in his college selection process.

“Prof. Jones reached out to me and showed me that a vibrant music community existed there and that I didn't need to be a major to be a significant part of it,” Johnson said. “A couple of visits to campus confirmed this and, within very little time, Gettysburg leaped from not being on my radar to my clear No. 1 choice for college.”

That community included Chris’ future spouse, Sherry (Stevens) Johnson ’98, who majored in anthropology and sociology, as well as Spanish. For Sherry, the weeks of practice with the Marching Band created an instant community.

“Having music in common with other students helped me meet people at school,” recalled Sherry, a program analyst at Vanguard. “I remember a tentative first visit to the Writing Center as a freshman, where I was warmly greeted by a senior in the flute section. She and I are still friends!”

A transformational vision

That enduring philosophy would take on a new form through the vision of F. William Sunderman, Class of 1919. A physician, scientist, and accomplished violinist, Sunderman embodied the integration of music and scholarship during his time as a student, when he led both the Army band and student orchestra. In 2003, his $14 million bequest would establish the Sunderman Conservatory of Music, reshaping what music at Gettysburg could become.

That commitment led to facility improvements in Schmucker Hall, renovating the third floor to accommodate a growing faculty presence and providing practice spaces for students and staff. In the years following the gift, the number of full-time faculty members doubled, and the number of music majors and minors increased threefold. Jones would serve as the Conservatory’s first director before giving way to Prof. Kay Hoke in 2008.

Rather than replacing what came before, the Conservatory expanded it—building on a foundation shaped by generations who believed in music’s role within the liberal arts.

“Music helps people connect to others and express themselves in ways that can change the world,” said Alice Broadway ’14, a music education major and now a Pennsylvania elementary music teacher in the Mechanicsburg Area School District.

Broadway continued, “Gettysburg College and the Sunderman Conservatory prioritizing programs and supporting their faculty and students in musical fields shows a dedication to larger ideas, and a desire to lift up the humanity in society.” 

Expanded opportunities in music

More than 300 students have graduated with music degrees since 2006, joined by nearly 150 students who pursued music minors. With more than 60 courses and 15 ensembles, the Conservatory offers opportunities that span performance, scholarship, and creative exploration.

“Our goal is to support all students in making music integral to their lives, whether as a career or a lifelong avocation,” said current Sunderman Conservatory Director and Music Prof. James Day. “Students do this through a blend of curricular and co-curricular experiences that celebrate musical and cultural diversity and help them forge connections with the larger world.”

“Without a doubt, my time at Gettysburg shaped who I have become, and it will always hold a special place in my heart.”
– Gretchen Carlson ’09

For Scott Kaliszak ’16, a Pennsylvania music education major and now director of Secondary Orchestras at Dallastown Area School District, that environment was both rigorous and transformative. Learning from Jones, former Music Education Prof. Brent Talbot, and Director of Bands and Music Prof. Russell McCutcheon gave him the confidence and skills to lead his own music program, which has seen more than 250 musicians sign up to play for the middle school and high school orchestras.

“Music education was the most meaningful and difficult part of my entire education,” he said, noting the high expectations that defined his experience. “Working with expert teachers and musicians each morning helped me develop a well-rounded knowledge of every instrument.”

Gettysburg College was the top choice for Gretchen (Michelson) Carlson ’09, thanks in part to the stories she heard from her grandmother, Jean (Foellner) Michelson ’59. Carlson, who arrived on campus during the Conservatory’s inaugural year in 2005-06, capitalized on the expanded opportunities to pursue her own career path in music and now teaches students as a professor of music at Towson University in Maryland.

“I am very grateful to have had the opportunity to study music within a robust liberal arts environment, as well as to study closely with excellent faculty in small, practice-oriented classes,” Carlson said. “Without a doubt, my time at Gettysburg shaped who I have become, and it will always hold a special place in my heart.”

Carrying the music forward

As the Sunderman Conservatory marks its 20th anniversary, its future is being shaped not only by its students and faculty, but also by a continued tradition of alumni stewardship.

That legacy will be celebrated April 17–18, when students, faculty, and alumni gather for a weekend of performances and events. The weekend will include concerts by the Symphony Orchestra and Jazz Ensemble, a recital featuring alumni and student performers, a career panel discussion, and campus receptions designed to reconnect the Conservatory community.

At the same time, new investments are enhancing the spaces where that work takes place. A recent $3 million gift from the late Sidney Ehrhart ’50 established new scholarships and led to significant renovations to Paul Recital Hall, improving acoustics and performance conditions for students and ensembles. Like Sunderman before him, Ehrhart shared the belief that music at Gettysburg is worth sustaining and strengthening.

“I see our 20th anniversary celebration as the beginning of a new chapter for the Conservatory and the College,” said Day, “one in which we build stronger relationships with our alumni, actively connect our students to evolving career opportunities, and outwardly celebrate the accomplishments of our students, faculty, staff, and alumni.”

Join the next generation of musicians and changemakers in the Sunderman Conservatory of Music.

Maren Carter ’27 and Christian Keller ’27 reflect on the Gettysburg College Choir’s 90th anniversary tour as an emotional, community-driven experience that strengthened tradition, leadership, and belonging while connecting past and present through the enduring power of music.

The Gettysburg College Choir’s 90th anniversary tour through the U.S. Northeast was more than a series of performances—it was a celebration of legacy, community, and the enduring power of music. Founded in 1935 by Parker B. Wagnild, the College Choir has been a signature choral ensemble for generations of Gettysburg students, touring nationally and internationally. Since 1998, the College Choir and campus vocal ensembles have been under the direction of Sunderman Conservatory of Music Prof. Robert Natter. Natter guided the choir through six performances across Pennsylvania, New Jersey, Massachusetts, Connecticut, and Washington, D.C., culminating in a celebration and concert alongside alumni at Gettysburg on March 21.

For Maren Carter ’27 and Christian Keller ’27, co-managers of the College Choir, the experience carried added meaning. Carter, a psychology major from Ambler, Pennsylvania, and Keller, a music education major from Littlestown, Pennsylvania, helped guide the ensemble through a tour that reconnected students with a tradition nearly a century in the making.

For both, the tour was not only about where they traveled, but also what they became a part of.

What does it mean to be part of a 90-year choir tradition?

Maren Carter ’27: Being part of this tradition didn’t fully hit me until after the tour, especially at the alumni gathering. Hearing stories from people who had been part of the choir decades ago made me realize I’m now part of something so much bigger. We didn’t have a tour our first two years, so bringing that tradition back felt incredibly meaningful. I’m so grateful to now say I’ve experienced something that has meant so much to generations before us.

Christian Keller ’27: It was emotional. Performing for alumni and seeing how invested they still are in the choir showed me how deeply this experience stays with people. Looking out during concerts and seeing them singing along or even crying—it made it hard to get through performances sometimes. It really reinforced how important the choir is in people’s lives.

What were your most memorable moments from the tour?

MC: The first concert in Philadelphia was incredibly personal. It had been one year since my grandfather had passed away, and my entire family had come to the concert. At the same time, we were honoring the memory of choir alum James Lamb ’21. It was special to have my family and all the alumni there with us. I knew that this was so impactful to our community as a whole, and it spoke volumes about how we care for each other.

CK: One of the most powerful moments at every stop was inviting alumni to sing with us. When we performed “Beautiful Savior” together, you could see how much it meant to them. It made me reflect on my own time here and on how, one day, I’ll be in their place.

What stood out about the alumni celebration?

MC: At first, I was nervous talking with alumni from different generations, but that disappeared quickly. We already had something in common—choir—and that opened the door to many great conversations. Singing together during rehearsal was incredible. Hearing that many voices united really showed how powerful this tradition is.

CK: It was one of the most memorable days of my college experience. Meeting alumni who helped shape traditions we still carry today—like our teddy bear mascot—made everything feel connected across generations.

How has the College Choir shaped your experience at Gettysburg?

MC: Even though I’m not a music major, choir has been the most impactful part of my college experience. It’s taught me leadership in a completely different way and shown me that music will always be part of my life, even if it’s not my career.

CK: I grew up having a fondness for the College and the Gettysburg College Choir, and being this involved now has changed my lens even more. I have a much deeper love for the institution and the people in it, especially the alumni. Getting to meet them and hear their stories has made me commit more of myself to following in their footsteps.

What do you hope for the future of the Gettysburg College Choir?

MC: I hope the tour tradition continues, because it brought us so close as a group. More than that, I hope students, regardless of their major, feel welcome to find a place in music like I did.

CK: The motto of the Conservatory is that it is “a place to find your music.” I hope future students continue to discover that, just as we have, and carry the tradition forward.

Discover the place to find your music by applying to Gettysburg College.

Through Gettysburg College’s Master of Education (M.Ed.) program, educators like Drew Martinelli learn to respond to the evolving demands of today’s schools. Gettysburg’s close-knit cohort model engages graduate students in collaboration and creativity as they develop research-informed solutions in educational design and inquiry.

Cocoa Valley, the D1 Chocolate Factory, and Moo Moo Milk Chocolate. No, this isn’t just a lesson in candy making. For the students in Drew Martinelli’s M’27 social studies classes at Gettysburg Area Middle School, it’s a unique opportunity to apply their historical knowledge of early 19th-century American industry to contemporary business growth and competition through a tangible, hands-on learning activity.

Martinelli’s desire to create an immersive classroom environment is one of many reasons he chose to pursue Gettysburg College’s Master of Education (M.Ed.) in Educational Design and Inquiry. For Martinelli, encouraging his students to build efficient, productive candy factories with hot glue guns and cardboard is one way to increase student engagement with the curriculum.

Created in 2025, Gettysburg’s new online M.Ed. program is the region’s first master’s program that sits at the crossroads of educational access and design thinking. The curriculum, which blends theory with practical application, prepares educators to think beyond routines and respond to the ever-evolving demands of today’s schools.

“I also like having the freedom to design my culminating projects. It’s an opportunity to choose something that I will use in the classroom with my students.”
– Drew Martinelli M’27

A native of Mechanicsburg, Pennsylvania, Martinelli has taught at Gettysburg Area Middle School for the past three years. He learned about Gettysburg College’s M.Ed. program through two colleagues at his school.

Martinelli explained that the close-knit, cohort model of Gettysburg’s master’s program stood out to him, and it’s why he ultimately chose Gettysburg College for his graduate education. He particularly enjoyed the design theory class taught by Josh Wagner, which used the resources of Gettysburg’s on-campus makerspace, The Rogers Center for Innovation and Creativity.

“I like the synchronous, once-a-week meetings and the on-campus makerspace to keep me engaged,” he said. “I also like having the freedom to design my culminating projects. It’s an opportunity to choose something that I will use in the classroom with my students.”

Martinelli said he’s applied the design-thinking experiences from Wagner’s design theory class to hands-on activities within his own social studies classes. When teaching about the robber barons who dominated early 19th-century American industry, for example, he divided students into groups and gave each a design challenge prompt.

“It might be, ‘How might our candy company eliminate competing companies?’ They then design something that answers that question. I have students completing blueprints and figuring out how to make their factories efficient,” he explained.

In a course taught by Prof. Divonna Stebick, director of the Office of Teacher Education and Certification, Martinelli focused his final project on empathy. Building on his experience in Stebick’s course, Martinelli had his students use primary sources and consider diverse historical voices through the lens of empathy during a Reconstruction unit he taught.

The collaboration and reflection that Martinelli fosters in his own classroom are hallmarks of Gettysburg’s M.Ed. program. Educators learn with and from one another within a professional community that emphasizes meaningful connection and mentorship.

“Students like Drew are what define the M.Ed. program,” Stebick said. “We attract educators who are not only reflective practitioners, but who see themselves as change agents—willing to question, disrupt, and redesign education through inquiry and design thinking. Their presence elevates the learning experience for everyone and reflects the kind of impact we aim to have in the field.”

Apply to Gettysburg’s Master of Education in Educational Design and Inquiry program.

Through classes, collaborations, and performances, Jordan Rudess inspired students and the community to approach emerging technologies with curiosity, expanding creative possibilities and reinforcing the College’s commitment to innovation, dialogue, and integrative learning.

Jordan Rudess’ recent residency at Gettysburg College offered a vivid demonstration of how music, technology, and the liberal arts can intersect to inspire new ways of thinking. Hosted through the Ann McIlhenny Harward Interdisciplinary Fund for Culture and Music, the multi-day visit centered on the theme “AI and Data in the Arts,” inviting students, faculty, and the broader community to explore how emerging technologies are reshaping creative practice.

A keyboardist for the Grammy Award-winning progressive rock band Dream Theater, Rudess brought both technical expertise and artistic curiosity to campus from March 24-26. Throughout his residency, he emphasized the importance of engaging thoughtfully with artificial intelligence, not as a replacement for creativity, but as a tool to expand it.

“I feel like the most important thing to do is to become educated and familiar with what’s going on,” Rudess said. “If you’re an artist, you can look at these tools and say, ‘OK, I understand them. This is how I can use them.’”

AI as a tool for artistic expansion

That mindset shaped a series of interdisciplinary engagements across campus. Rudess visited classes in sociology, education, computer science, digital media, and music, demonstrating how AI-driven tools and musical innovation can be applied in a wide range of contexts.

“My time here at Gettysburg College has really all been about showing the students what I’m working on,” Rudess said, explaining his work in AI-assisted music and physical modeling. “I always encourage everybody to check it out, and then make decisions how you want to use it, or how you want to react, or what it means to the world and what it means to each person.”

“These experiences at Gettysburg College allow me as a musician to explore every avenue of performance, education, and experience.”
– Nick Alimo ’27

For Sunderman Conservatory of Music Prof. César Leal, who is serving as co-chair of the Ann McIlhenny Harward Interdisciplinary Program for Culture and Music alongside History Prof. Scott Hancock, Rudess’ residency exemplified the power of interdisciplinary learning at the heart of Gettysburg’s liberal arts mission.

“Jordan was an ideal artist for this moment because he showed us, in a very real way, how music can bring people together across disciplines and perspectives,” Leal said. “He embraced what we do in the liberal arts and spoke thoughtfully about its potential to create shared understanding, not just within music, but across the entire academic and public sphere.”

Connecting with the community

Leal highlighted the depth of Rudess’ engagement with the campus community. Rather than limiting his visit to performances, Rudess immersed himself in daily campus life—joining classes, sharing meals, and collaborating with students and faculty.

“That level of presence matters,” Leal noted. “It reflects the kind of environment we are working to cultivate, one where artists are not simply invited to perform, but to participate, to connect, and to become part of a larger conversation.”

Nick Alimo ’29, a music education major from Frederick, Maryland, described the residency as both inspiring and enlightening. A longtime Dream Theater fan, Alimo attended one of the public demonstrations in the College Union Building (CUB) Junction, watching as Rudess blended his musicality with technology before joining him on stage for a quick jam session.

“As a music education student, I stay open to the thoughts and ideas of advancing technology in music, and his presentations were interesting and informative to anyone seeking more on advancing music technology,” Alimo said. “These experiences at Gettysburg College allow me as a musician to explore every avenue of performance, education, and experience.”

A dynamic performance at the Majestic Theater

The residency’s emphasis on exploration culminated in a free concert at the Majestic Theater. The concert brought together campus and community audiences, offering a dynamic performance that blended virtuosic musicianship with cutting-edge technology.

Included in the event was an AI-driven musical partner, JamBot, modeled on Rudess’ own innovative playing style and created through a partnership with Prof. Joe Paradiso and the Massachusetts Institute of Technology (MIT) Media Lab’s Responsive Environments Group.

During the concert, Rudess blended his classical training and progressive style by playing a range of songs spanning work by Johann Sebastian Bach, Greg Lake, and Dream Theater on the piano, keyboard, and his own musical application, GeoShred.

“I think it’s the most powerful way to respond to what’s going on with things like AI, which can be so powerful and can be frightening,” Rudess said. “But the way that I look at them, I see them as an opportunity to become more creative myself, and I welcome the opportunity to steer these technologies into positive places for musicians.”

The future of arts and innovation at Gettysburg

Envisioned by Ann McIlhenny Harward’s husband, Don Harward, the Harward Fund was made possible through generous contributions from the Endeavor Foundation. The fund supports programming dedicated to understanding music’s role in exploring and understanding culture, a topic that was central to Ann’s mission as a musician and educator.

“Programs supported by donors are essential to this work,” Leal emphasized. “They allow us to bring in artists who can engage with complex and timely ideas, such as artificial intelligence, while also helping us return to something more fundamental. They create the conditions for listening, dialogue, and reflection and shape how we think, how we interact, and how we learn from one another.”

As Gettysburg College continues to expand the reach of the Harward Interdisciplinary Fund, Rudess’ residency stands as a model for how artists can engage meaningfully with both campus and community.

“At the center of it all is the vision that Don Harward set in motion,” Leal noted. “By grounding the program in music, something that resonates across experiences and backgrounds, he created a powerful point of entry. Our goal is to build on that foundation, to expand its reach, and to continue fostering spaces where meaningful conversations can emerge naturally and thoughtfully.”

Learn more about how we prepare students to thrive in a world marked by change and adaptation.

Through the Gettysburg Approach, Ella Koup ’27 learned how to apply her interests in music and management to a Career-Ready Experience at Valley Forge National Historical Park. Koup used skills such as problem solving and communication as she presented interpretive programs and provided visitor services for the park.

Last summer, Ella Koup ’27, a music and business, organizations, and management double major from Paoli, Pennsylvania, learned firsthand the value of problem solving and communication. She practiced these skills by engaging visitors through stories and programming about one of our nation’s historic sites, Valley Forge National Historical Park.

During the summer of 2025, Koup secured an internship with the National Park Service at Valley Forge, about five miles from her hometown and 25 miles outside Philadelphia. Throughout her internship, she helped perform several visitor services roles for the park, including creating content and programming built on the knowledge and skills she’d gained at Gettysburg. Like many historical sites across the country, Valley Forge is anticipating a significant boost in visitation this summer as the United States commemorates its 250th anniversary.

“I grew up visiting Valley Forge on field trips and family day trips, and I am grateful to give back to a place that gave so much to me throughout my life,” Koup said. “The opportunity to work at a national historical park developed and advanced so many of my skills, but most importantly, it let me make a difference in my community.”

Similar to Gettysburg, Valley Forge is a location steeped in our nation’s history. The location was the Continental Army’s winter camp under the command of Gen. George Washington, early in the American Revolutionary War. It was here that Baron Friedrich Wilhelm von Steuben worked with Washington to turn the undisciplined Continental Army into a formidable fighting force capable of defeating the British.

During her internship, Koup researched, designed, and created an interactive “tabletop” educational program about fifes and drums from the American Revolutionary War. Her music-inspired presentation attracted the attention of more than 60 visitors and offered an opportunity to refine her communication, problem solving, and leadership skills. Plus, Koup noted, “Who doesn’t love playing on a drum to learn 18th-century drum commands?”

Koup also contributed visitor-focused digital content to Valley Forge’s Facebook and Instagram accounts, which have nearly 100,000 combined followers. One of her ideas, a “speed run” of Washington’s Headquarters, received over 16,000 views between the two social platforms.

“While the main intention of my idea was to be humorous,” she said, “the video tour of the headquarters area offers a visualization of the size of the area, which can help individuals plan their visit before arriving.”

“A liberal arts education provides you with a foundation of knowledge that can be applied to any aspect of life.”
– Ella Koup ’27

Koup credits her coursework, specifically an organizational behavior course taught by Management Prof. Rebecca He, and co-curricular activities at Gettysburg College for preparing her for the internship. In addition to her dual majors, she has maintained leadership positions with the Bullets Marching Band and Sigma Alpha Iota music fraternity, while playing in the Wind Symphony, Jazz Ensemble, Symphony Orchestra, and Brass Quintet.

“It may seem unusual that a music and business, organizations, and management double major decided to complete an internship designed for history majors,” she said. “However, I was able to incorporate my music degree into this internship with my tabletop program, and I used the problem solving skills I learned in my management classes to interact with visitors.

“While my classes and activities had a huge impact on my work as an intern, I think that living in Gettysburg also provided me with a foundation to interact with visitors,” she continued. “Living in Gettysburg offered me a new perspective on what most visitors experience when they visit Valley Forge for the first time.”

Growing up near Valley Forge, Koup experienced the significant impact history can have on the community. Her time living and studying in Gettysburg has continued to develop that understanding and how she can build connections that people can relate to and embrace.

Reflecting on her internship, Koup believes the Career-Ready Experience she gained at Valley Forge will serve her well as she considers a career in music administration. As a Guided Pathways participant, Koup sees her internship as applicable to the Career Development Pathway.

“I love the Guided Pathways program because it gives you the foundation to turn your experiences into something tangible to discuss in job applications or interviews,” she said. “A liberal arts education provides you with a foundation of knowledge that can be applied to any aspect of life, which I think is invaluable.”

Learn how Gettysburg’s Career-Ready Experiences prepare students for a lifetime of career development.

Carl DeMarco Jr. ’25 from Fishkill, New York, double-majored in political science and interdisciplinary studies before entering a doctoral program at the University of Florida. As he looks ahead to his own career in academia, DeMarco reflects on his transformation into a scholar and leader at Gettysburg College.

After spending several months as a Ph.D. student at a large public university, my love for Gettysburg has only grown. Gettysburg College provided me with an educational experience that placed me on the path I am on today and successfully prepared me for a career in academia.

From the faculty members who cultivated my love of learning to the lifelong friendships I made and the co-curricular activities that allowed me to see the world, Gettysburg College enabled me to grow personally and intellectually. It is not a stretch to say that I would not be where I am today without the help of Gettysburg.

“Reflecting on my time at Gettysburg College, I have realized that it provided me with more than a degree. It helped form me into the individual and scholar I am today.”
– Carl DeMarco Jr. ’25

Guided by faculty

First, the faculty at Gettysburg are perhaps some of the most intelligent, caring, and supportive instructors I have ever met. After taking the Introduction to Political Theory course during my first semester, I became enthralled with the subject. I knew from that moment on that I wanted to pursue it as a career.

The faculty and College provided me with every opportunity to achieve my goals. Faculty members such as History Prof. William Bowman guided my research projects, resulting in the publication of one undergraduate paper. Others, such as Political Science Prof. Bruce Larson, Political Science Prof. Alauna Safarpour, and History Prof. Magdalena Sanchez, taught courses that broadened my intellectual scope and challenged me to excel in the classroom.

Now, as a graduate teaching assistant myself, I look to their teaching styles to influence my own. From the moment I started at Gettysburg to this very day, the faculty have been by my side every step of the way.

Lasting connections

The faculty were certainly influential in shaping my Gettysburg experience. However, they were not the only ones. Together, my friends and I developed relationships that will last long into adulthood. Even thousands of miles away, we still talk and text frequently and recall the good times we had at Gettysburg.

Campus activities and organizations, such as Catholic Campus Ministry, Student Senate, Alpha Chi Rho, and College Republicans, allowed me to find my community on campus. Perhaps the hardest part of graduating from Gettysburg College was realizing that my friends and I would become scattered across the country.

Expanding horizons

Finally, what truly distinguished my Gettysburg experience were the countless opportunities to excel both inside and outside the classroom. From research experiences such as the Kolbe Research Fellows and Fielding Fellows programs to the support I received to study abroad, Gettysburg wanted me to see beyond the confines of campus and engage the wider world.

With the College’s support, I was able to attend an academic conference to present my research and engage with scholars from across the globe. These experiences served not only to boost my resume but also to enrich my academic and social experiences. They reinforced my desire to pursue graduate study and, ultimately, a life dedicated to teaching and scholarship.

More than a degree

Reflecting on my time at Gettysburg College, I have realized that it provided me with more than a degree. It helped form me into the individual and scholar I am today.

Gettysburg provided me with mentors and friends who will be by my side for years to come. As I continue my journey in academia, I carry with me the lessons, relationships, and values that Gettysburg instilled in me. Perhaps one day I will even be lucky enough to return to my alma mater and educate the next generation of Gettysburgians.

However, until that day comes and wherever my journey may take me, I will forever be grateful for Gettysburg College.

Embark on your own transformational journey at Gettysburg College. Apply today!

Gettysburg College is preparing the next generation of finance professionals through coursework and experiential learning opportunities. Julie Breedveld ’26 has applied the knowledge and skills from her Gettysburg education to a hands-on experience through Vanguard’s Business Leadership Internship program.

For many college students, learning to balance their bank accounts and make decisions about money lays the foundation for financial wellness throughout their lives. For Julie Breedveld ’26, the desire to learn how to apply the knowledge and skills necessary to make those informed financial choices has supported her studies at Gettysburg College and her career interests.

Last summer, Breedveld, a business, organizations, and management (BOM) major and economics minor from Wayne, Pennsylvania, participated in Vanguard’s Business Leadership Internship program. Designed for students with broad interests and a desire to learn how organizations work, the program encourages interns to explore Vanguard’s approach to finance and the values that shape decision-making.

During her internship, Breedveld explored various career paths in finance while learning more about Vanguard’s culture, mission, and long-term investing philosophy.

“Through intern projects, networking events, and daily interactions, I worked with individuals from different roles and backgrounds, which reinforced the idea that strong outcomes come from shared input and collective decision making,” Breedveld said. “This collaborative approach closely reflected the way we worked in class and helped me see leadership as something rooted in teamwork and mutual respect.”

“What stood out to me most was how consistently people connected their work back to Vanguard’s mission of helping investors succeed over the long term,” she said. “That consistency helped me see finance not just as numbers and analysis, but as something rooted in trust, responsibility, and real people.”

Breedveld believes the value of the Business Leadership Internship at Vanguard lies in strengthening leadership and interpersonal skills through collaboration, professional communication, and relationship-building across teams. Those are skills she’s developed through her finance coursework and co-curricular activities as a member of Chi Omega sorority and former women’s lacrosse player at Gettysburg.

“In Finance 367, Applied Finance, we focus on portfolio construction, diversification, risk and return, and factor-based investing, with an emphasis on long-term, risk-adjusted decision-making rather than chasing short-term performance,” she explained.

“Because of my coursework, I was able to connect what I was learning in theory at Gettysburg to Vanguard’s long-term philosophy in practice.”
– Julie Breedveld ’26

Her final project for the course, a momentum factor analysis, helped her develop leadership, problem solving, and communication skills essential to success in financial careers. Taking her learning one step further, Breedveld and her classmates took their findings from the project into the real world with a presentation to T. Rowe Price employees.

“Presenting to industry professionals challenged us to clearly communicate our methodology, address questions, and defend our conclusions, while also acknowledging limitations and uncertainty,” she said. “That experience reinforced the importance of teamwork, clarity, and confidence when communicating financial ideas.

“Because of my coursework, I was able to connect what I was learning in theory at Gettysburg to Vanguard’s long-term philosophy in practice. At the same time, the internship made my classes feel more meaningful by showing how these concepts are used to support real people and long-term outcomes,” she continued.

Following Commencement in May, Breedveld will continue with Vanguard through its two-year Accelerated Career Development Program. She explained that the rotational program is designed to build leadership and technical skills across various areas of the firm.

“I see the combination of my coursework and internship experiences as strong preparation for this path,” she said. “Learning how to analyze complex problems, collaborate with diverse teams, and make disciplined decisions will continue to shape how I approach my remaining studies at Gettysburg and my future career in finance.”

Explore your career options with a visit to the Center for Career Engagement.

Our daughter, Kara Woods ’29, was 4 when she asked that question during a family day trip to Gettysburg. At the time, it was a charming observation from a curious child. We didn’t realize we were witnessing the beginning of a story that would lead her to Gettysburg College.

Gettysburg had long been part of our family’s rhythm—from visits to the battlefield to conversations about history at the dinner table. My grandfather, an avid Civil War memorabilia collector and historian who did work in Gettysburg, instilled in us a deep respect for the lessons of the past. That appreciation quietly shaped Kara as she grew.

For much of her childhood, Kara’s dream was to swim for an NCAA Division I team. Years of early mornings and intense training shaped her discipline and resilience. But as she approached the college search, she began evaluating not just the level of competition, but also the life she wanted to build. She realized she didn’t want swimming to define her college experience. She wanted academics to take the lead.

That, however, didn’t mean stepping away from excellence. She still wanted to compete at a high level in an environment that valued balance. With a nationally ranked NCAA Division III swim program filled with exceptionally talented athletes, Gettysburg offered the perfect fit. It allowed her to pursue rigorous athletics while focusing on her academic goals as a psychology major with an education minor.

What we didn’t know was that she had already taken initiative. Quietly, she reached out to swimming head coach Greg Brown to explore her options. Shortly after, she shared exciting news: She had heard back from her “dream school.” We didn’t even know she had identified one and certainly didn’t know it was Gettysburg. She verbally committed in August before her senior year and applied Early Decision with clarity and confidence.

Since arriving at Gettysburg as a Lincoln Scholar, Kara has embraced every dimension of campus life. The professors and support staff have been exceptional—approachable, invested, and genuinely supportive. She regularly attends extra office hours, not because she is struggling, but because she is curious. That access to mentorship has strengthened both her independence and her bonds with faculty.

Outside the classroom, she has built a life rooted in engagement and leadership. She secured a position as a campus tour guide, serves on the Honor Commission, participates in Bible study, and continues competing with a nationally respected swim team. Her friend group consists of thoughtful, driven young people who challenge and support one another. Included in that circle is her boyfriend, whom she met in her First-Year Seminar class, Remembering Slavery & the Civil War Since 1886, taught by Civil War Institute Associate Director and Public History Co-chair Jill Ogline Titus.

“From the First-Year Walk to the flying of each graduating class’s flag over Pennsylvania Hall, students become part of something larger than themselves—a legacy grounded in history, leadership, and integrity.”
– Jenn Woods P’29

As parents, one of our greatest reassurances has been the culture of care. We trust the faculty and staff at Gettysburg. While her transition has been smooth overall, on the rare occasion she has needed extra support, it has come quickly and compassionately, whether through the Health Center, the Counseling Center, or staff members like Regina Tyree at Servo. At every step, we have felt that our daughter is known—not simply enrolled.

The traditions at Gettysburg further reinforce that sense of belonging. From the First-Year Walk to the flying of each graduating class’s flag over Pennsylvania Hall, students become part of something larger than themselves—a legacy grounded in history, leadership, and integrity.

Looking back, this journey has been as much about trust as about college selection. We have always aimed to be engaged parents while empowering our daughters to lead their own lives.

When Kara recalibrated her athletic path and quietly chose her dream school, we responded with trust in her judgment, independence, and values. Equally, we trust the faculty, staff, and entire Gettysburg community implicitly. Their guidance and dedication have reassured us every step of the way, allowing Kara to thrive with confidence, curiosity, and purpose. In doing so, we watched her find not just a college, but a home.

Jenn Woods P’29 of Quakertown, Pennsylvania, is the mother of Kara Woods ’29.

Discover how parents and families can support their students through their Gettysburg experience.

Through immersive career treks, global experiences, and alumni-led mentorship, Gettysburg College empowers students and young alumni to discover their purpose, refine their leadership, and translate a liberal arts education into meaningful pathways that extend far beyond the classroom.

Career exploration at Gettysburg College doesn’t pause when the fall semester ends. Instead, breaks in the academic calendar become a powerful extension of the College’s year-round commitment to preparing students—and young alumni—for lives of purpose and impact.

This year, more than 400 students and alumni registered for career programming over winter break, the highest total in the last four years. But the numbers tell only part of the story. What stood out most was how intentionally the College leveraged the break to connect students with alumni, employers, and communities worldwide.

Getting started in your career

A cornerstone of this winter’s career exploration was the new “Getting Started In” series, a set of virtual panels led entirely by members of the Burgians of the Last Decade (BOLD) Council. The sessions focused on industries such as sales, public policy, higher education, communications and marketing, and the medical field.

“Along with a robust variety of offerings, including AI, communicating across cultures, financial literacy, and grant writing, the ‘Getting Started In’ series was the perfect complement to our career development offerings,” said Jim Duffy, assistant vice president for co-curricular education. “Students interacted and learned from recent alumni about a variety of industries, preparing them for life after college.”

For alumni presenters, the opportunity to mentor students was both meaningful and mission-driven. Caitlin Malia Yap ’22, a health sciences major who attended The George Washington University School of Medicine and Health after graduation, spoke during the medical field session and emphasized the importance of grounding career goals in personal values.

“Finding my values helped me identify which graduate programs would be a good match for me,” said Yap, who now works as a sports physical therapy resident in Houston, Texas. “I wanted to be a clinician who could interact with people who are different from me and consider social determinants of health when I treated them. That’s why I went out of my way to take courses in sociology, religious studies, and Africana studies when I was at Gettysburg.”

Students described the panels as candid and empowering. Annie Bolenbaugh ’26, a history and cinema and media studies double major from Ellicott City, Maryland, attended sessions on higher education and communications and marketing to better understand administrative and storytelling roles within institutions and organizations.

“While I already knew that the Gettysburg Network was very active and involved, their enthusiasm to connect with us personally reaffirmed the fact that there is impeccable support at Gettysburg College, even after graduation,” Bolenbaugh said. “All of the panelists were very candid about their experiences and offered nuanced and uplifting advice on how to break into and operate within the industry.”

Immersive learning experiences

The Center for Public Service (CPS) and Garthwait Leadership Center (GLC) led students on immersion trips in Morocco, Texas, Alabama, and Chile. At these locations, student worked alongside local organizations and community leaders to better understand issues ranging from education and migration to economic opportunity. These experiences encouraged students to engage thoughtfully with communities while reflecting on how their own values and skills can translate into meaningful impact.

“The world needs more leaders, and these types of experiences help students to not only strengthen their leadership ability, but help them realize that they have an ability to lead,” said William Lightcap ’26, an economics major from Newtown Square, Pennsylvania, who took part in the GLC’s leadership expedition to Chile. “I learned not only about a whole new culture and way of life in Patagonia, but also how to lead without a title and find my role within the group.”

Students affiliated with the Eisenhower Institute further broadened their global and policy perspectives. Undergraduate fellows spent nine days in Japan examining the country’s prioritization of scientific research and policy. Their itinerary included visits to universities, research labs, funding agencies, and the Hiroshima Peace Memorial Museum, offering insight into how research, education, and national strategy intersect.

“Our Japanese hosts were exceptionally generous with their time and offered unique insights into the modern goals of Japanese science and how they are pursued through research and education," noted Harold G. Evans Professor of Eisenhower Leadership Studies and Biology Prof. Ryan Kerney, who led the trip and is continuing the program on campus throughout the spring semester.

Inside the workplace

Hands-on exposure remains one of the most transformative elements of career exploration at Gettysburg. Led by the Center for Career Engagement (CCE), students traveled to Orlando and New York City in January for immersive career treks designed to provide both breadth and depth across industries. This exposure prepares students as they consider opportunities for Career-Ready Experiences across campus, an integral component of the Gettysburg Approach.

In New York, 14 students participated in site visits to LinkedIn, Google, and Piper Sandler. Alumni welcomed Gettysburg students into their workspaces with Conor Barry ’16, Brian McIntosh ’01, and Elaina Blair ’19 serving as hosts at LinkedIn, Piper Sandler, and Google, respectively.

At LinkedIn, students explored sales, marketing, and business strategy, hearing from staff and alumni about recruiting, data-driven decision-making, and career pathways. At Piper Sandler, students gained insight into investment banking, research analysis, and global macro strategy while learning how to break into finance. Google welcomed students for conversations about sales, operations, and business strategy within the technology industry.

A second group of students traveled to Florida to explore the brand marketing and strategy within the family vacation industry. Organized by ValidFill CEO Greg Edelson ’87, P’18, P’21, the Orlando excursion included meetings with business leaders and marketing executives at Universal Studios, Coca-Cola, SeaWorld, Legoland, and Disney World, offering students insight into branding, operations, guest experience, and large-scale business strategy.

Beyond structured panels and Q&A sessions, nearly 30 students completed individualized job shadows and site visits across a wide range of organizations—many hosted by alumni—observing day-to-day operations and testing career interests in real time.

Lifelong career development

Career exploration at Gettysburg does not end at graduation. From Jan. 26–29, the College offered a virtual Alumni J-Term to support young alumni as they navigate early career transitions and life milestones. The sessions weren’t just reserved for young alumni; alumni spanning classes from 1968 through 2025 were among the attendees.

Offerings included workshops on building a professional brand on LinkedIn, understanding AI’s impact on leadership, developing coaching-based leadership skills, and navigating life after college. Presenters joined from across the United States and abroad—including Dubai—demonstrating the Gettysburg Network’s global reach.

The through line across every offering—whether for first-year students or members of the Class of 1968—was connection. By pairing alumni expertise with student curiosity and providing structured opportunities for reflection and exposure, Gettysburg continues to ensure that career development is not a single moment, but an evolving journey—one that begins on campus and extends for a lifetime.

Discover your professional potential with a Career-Ready Experience at Gettysburg College.

Gettysburgians around the world united during the 36-hour Gettysburgives Challenge to raise $1.79 million in support of students and academic excellence. The record-setting outpouring of generosity underscores the power of the Gettysburg community and its enduring commitment to transformative education.

Powered by the generosity of Gettysburgians around the globe, the 12th annual Gettysburgives Challenge surpassed every expectation—demonstrating once again what is possible when our community rises together.

During the 36-hour campaign from Wednesday, Feb. 25, through Thursday, Feb. 26 nearly 2,400 donors came together to raise $1,792,479 in support of academic excellence and the transformative student experience that defines the Gettysburg Approach. It marks the largest Gettysburgives effort in four years and a powerful investment in the next generation of changemakers.

“These 36 hours showcased the very best of the Gettysburg community,” said Tres Mullis, vice president for College Advancement. “When alumni, parents, and friends unite around a shared purpose, the impact is extraordinary. Every gift—no matter the size—reflects a deep belief in our students and in the transformative power of a Gettysburg education.”

These investments will strengthen every corner of campus life—from scholarships and campus programming to athletics, experiential learning, and student-faculty research—ensuring students have the resources, mentorship, and opportunities they need to lead lives of impact.

Opening doors to opportunity

More than $200,000 was designated toward scholarship and financial aid thanks to a matching gift from a member of the Class of 1975. The support helps pave the way for students around the globe to access Gettysburg’s unique approach to education. With 322 donors, scholarship and financial aid also saw nearly 100 more gifts than a year ago.

Additionally, more than $22,000 was committed to the Student Emergency Fund, which assists students with emergency expenses during the semester, such as illness, medical emergency, death of a family member, or transportation. 

Students leading the charge

This year, eight student organizations took part in a head-to-head challenge to see who could rally the most donors. The top five organizations—Owl and Nightingale Players, Sigma Alpha Iota, Student-Athlete Advisory Committee, Young Americans for Freedom, and the women’s rugby club team—each earned an additional $100. Owl and Nightingale received an extra $200 bonus as the first organization to reach 25 donors and finished with a Challenge-best 32 donors overall.

Champions on and off the field

A complementary initiative to Gettysburgives, the Bullets Teams Challenge boasted another record-setting performance last December. The Orange and Blue Club’s (O&B) 36-hour challenge—Gettysburg’s largest fundraising effort in support of the athletics program—totaled more than $738,000, eclipsing the previous record by $84,000. The effort also received support from a record 2,471 donors, surpassing 2,000 donors for the third consecutive year. During Gettysburgives, O&B raised another $21,000, boosting the total fundraising effort for athletics during the two challenges to over $759,000.

More Gettysburgives highlights:

• Every class from 1953 through 2026 was represented in this year’s Gettysburgives Challenge. Marian Brudin Henschen ’53 was our most senior alumni donor.
• More than 1,300 alumni participated in the 36-hour challenge. With 58 gifts, the Class of 2009 led all classes, while the Class of 1975 set the pace in total giving, raising over $1 million.

• Parents who made a gift of $20 or more could send a specially designed cookie and personalized note to their student. More than 700 current and former parents pledged funds over the 36 hours, resulting in 300 cookies designated for student mailboxes in March.
• Gettysburgives was a worldwide phenomenon with gifts received from 14 different countries spanning Australia, Asia, Europe, North America, and South America. Nationally, donors from 47 states made commitments led by Pennsylvania with 642. Gettysburgians celebrated in person at hosted regional gatherings in Boston, Washington, D.C., New York City, and Philadelphia.

• Online advocates had an opportunity to inspire their classmates and friends and earn some Gettysburg swag. Using their social media platforms, these 73 advocates inspired 93 donors to make gifts. As a thank-you for their philanthropic leadership, advocates received special prizes, including Gettysburg stickers, a custom Gettysburg mug, or a Gettysburg fleece blanket.

Gratitude in action

As we celebrate another record-setting Gettysburgives Challenge, we extend our heartfelt gratitude to every member of the Gettysburg community who made these 36 hours so extraordinary. To our alumni, parents, students, faculty, staff, and friends, thank you for giving, volunteering, advocating, hosting gatherings, sharing messages, and championing the causes that matter most to you.

We want to extend a heartfelt thank you to the many challenge sponsors who sought to inspire our community through matching gifts, including Anne Kuhlmann Taylor ’66, Bonnie Hampton ’74, Gary Barone ’74, Anne Hanley Casillo ’79, Jack Duffy ’79, Dick Hollyday ’79, Bob Martin ’79, Paul Welliver ’79, Skip ’81 and Karen Cowen, Teri Lanan ’81, Lorna Rice ’81, Jen Lehman ’83, Lisa Cardone ’84, Amy Tarallo ’90 and Tim ’89 Mikuta, Sue Bottone ’99, Brett Montich ’00, Leigh Korpal ’04, Al Wilkins ’06, Lauren Meehan Keefe ’09, Sara Harenchar Levinson ’09, Kevin Schmitt ’11, Charles Meehan ’11, Katey Stauffer ’13, James Welch ’18, and Kathleen and John Regentin P’29

From the dedicated volunteers who helped strengthen the campaign and our online advocates who inspired their classmates and friends, to the generous donors whose gifts will shape the student experience for years to come—your passion fuels our momentum. Because of you, Gettysburg students will continue to thrive through scholarships, transformative learning experiences, campus programming, athletics, and student-faculty research.

Did you miss the Gettysburgives Challenge? Make your gift to Gettysburg College today.

Through a professional journey defined by persistence, adaptability, and community support, Salim Alwazir ’24 acknowledges the liberal arts foundation of a Gettysburg Education for opening the door to an internship with Morgan Stanley and expanding possibilities for a future in financial services.

Salim Alwazir ’24 remembered the moment he received the phone call offering him a summer internship at Morgan Stanley.

“I remember I was in my friend’s apartment in New York over Thanksgiving,” he said. “Getting that phone call felt like everything paid off.”

That moment marked a turning point in a journey that began long before graduation — and even before he started his Gettysburg College education.

Now a full-time analyst in the legal and compliance department at Morgan Stanley’s Baltimore office, Alwazir is part of a two-year program that prepares young professionals to navigate regulatory frameworks, manage risk, and collaborate across complex financial systems. His path to the firm began through the Gettysburg Network, when a College connection introduced him to a Morgan Stanley professional. That introduction led to a summer 2023 internship, and by August, he secured a full-time offer to return the following spring.

“The faculty and staff are dedicated to students. That nurtures leadership skills in a way that can be harder to develop at larger institutions.”
– Salim Alwazir ’24

Alwazir was one of the first Gettysburg graduates to join his specific program in Baltimore, where recruitment typically focuses on large public universities. Coming from a small liberal arts college, he quickly recognized that his Gettysburg experience set him apart.

“I think leadership stands out,” he reflected. “At a place like Gettysburg, the environment is small and inclusive. The faculty and staff are dedicated to students. That nurtures leadership skills in a way that can be harder to develop at larger institutions.”

At Gettysburg, Alwazir majored in mathematical economics and minored in data science — a combination that strengthened his analytical thinking and technical skills. He credits the Economics Department with playing a transformative role in his development, particularly a research opportunity during the summer of 2022.

“It was definitely life-changing,” he said. “I learned how to manage difficult tasks and push myself in ways I hadn’t before.”

He described the support he received from faculty mentors and the Center for Career Engagement, noting how their guidance was instrumental during his academic journey and the internship application process.

“It would have been impossible without the resources offered at Gettysburg,” he said. “The College is growing, and it feels good to have been part of that community.”

While Alwazir intentionally set his sights on a career in financial services before arriving on campus, he acknowledges that his career ambitions grew through focus and adaptation. He described his sophomore and junior years as particularly pivotal, focusing on coursework while understanding that academic performance would shape future opportunities, including his interest in law school.

“That felt harder than anything else — harder than the coursework,” he said. “Once I got that, I knew if I performed well, it could lead to the next step.”

Now in his professional role, Alwazir has discovered that technical knowledge is only part of success. Patience, he said, has become one of his most important professional values.

“You interact with so many stakeholders,” he explained. “Everyone owns part of the process. You have to listen, not rush to conclusions, and be patient. That’s something this role is helping me grow in.”

As he looks ahead, including plans to pursue law school, Alwazir sees his time at Morgan Stanley as part of an ongoing journey — one defined by persistence, adaptability, and community support.

“It’s a never-ending cycle,” he said. “You reach one milestone, and then you ask, ‘What’s next?’”

That mindset continues to guide him as he builds his future in financial services.

Pursue studies in finance at Gettysburg College.

As you embark on your Gettysburg College education, you’ll find opportunities to expand your knowledge and skills at every turn. For many students, creating their own major has allowed them to custom-design their own curriculum.

Interdisciplinary Studies (IDS) Chair Vernon Cisney, who began teaching at Gettysburg in 2018, notes that interest in creating individualized majors has rapidly grown over the years. Within the last five graduating classes—from 2021 to 2025—more than 70 students graduated with an individualized major.

Examples of Individual Majors from the Classes of 2021–2025

Source: Gettysburg College Interdisciplinary Studies Department

When students meet with Cisney to talk about pursuing an individualized major, he encourages them to consider a few questions: Why did you choose to take certain classes? What about them appealed to you? What did you like and dislike about them? How did your work in these classes speak to you and your interests?

Gettysburg students who develop an individualized major care deeply about personalization, placing it at the very heart of their education. “You are being asked to take ownership of your entire curriculum,” Cisney reflected.

Although other colleges and universities have IDS programs, very few liberal arts institutions—if any—offer dedicated faculty members who teach within IDS like Gettysburg College.

Pursuing interests with a personalized major

Lilly Ball ’26 of Midlothian, Virginia, is one of many Gettysburg students who have chosen to declare an individualized major. Her major—forensic and criminal psychology—combines subjects in philosophy, psychology, sociology, and interdisciplinary studies. For Ball, her courses include Abnormal Psychology, Criminal Trial Advocacy, and Social Psychology.

“I received immediate support from the department when I expressed my potential interest in pursuing an IDS major,” Ball said. She credits Cisney and Psychology Prof. Kathy Berenson for offering advice, guidance, and opportunities for reflection as she completed her coursework.

“I think that the IDS path sets every student up for success. It encourages and requires each student to look at their specific focuses through a multifaceted lens, which is important for everyday life,” she said. “An individualized major allows you to pursue your interests as a personalized major, which is an amazing opportunity you should consider!”

After graduating from Gettysburg, Ball plans to attend law school and eventually work as either a criminal defense attorney or a criminal prosecutor.

Seeking initiative and independent thought

Max Stone ’28 of Westminster, Massachusetts, found his interests in the fields of history, philosophy, and political science. Upon speaking with Cisney—who taught Stone’s First-Year Seminar entitled Plato, Personhood, and Popcorn—he discovered how he could pursue studies in these fields of interest without having to triple major.

Stone’s desire to create an individualized major grew during the fall and spring semesters of his first year. A participant in Gettysburg College’s Guided Pathways program, Stone ultimately decided to declare his individualized major in the philosophy of history.

“It considers the different ways that history should be studied, how it should be used to inform decisions, and what purpose history serves,” he explained.

Stone acknowledges Cisney and Prof. of War and Memory Studies Ian Isherwood ’00, director of the Civil War Institute, for providing the insights and support he needed to solidify his plan of study.

As he looks beyond Gettysburg to law school, Stone sees the initiative and independence of creating his own major as useful experience for future decision making.

“Reading philosophy and history, and making connections between those two is very helpful for law studies,” he said.

Broad interests for building careers

Meriem Hamioui ’25 pursued an individualized major based on her multilayered academic goals.

“While I initially explored political science and economics as standalone majors, I found that neither fully captured the intersection of trade, development, international organizations, and political economy that I wanted to study,” she said. “Through the IDS program, I designed an individualized major in international political economy, which allowed me to intentionally combine these fields into a coherent academic framework aligned with my intellectual interests and professional goals.”

At Gettysburg, Hamioui took courses in microeconomics, macroeconomics, international trade, comparative politics, international law, global conflict management, and development. She also studied abroad in Japan, where her courses covered global politics and international law.

After graduating from Gettysburg, Hamioui secured a position as executive assistant to the Consul General at the Embassy of the Hashemite Kingdom of Jordan in Washington, D.C. In this role, Hamioui supports diplomatic operations and oversees Jordan’s engagement in the 2026 FIFA World Cup.

“The independence and long-term planning required by an individualized major strengthened my research, writing, and synthesis skills, which I rely on heavily in my professional work,” she said.

Hamioui encourages students considering an individualized major to be ready to apply “self-direction, reflection, and a willingness to take ownership of your education,” she said. “When done well, an individualized major equips students with flexibility, depth, and confidence that translate powerfully beyond Gettysburg.”

Cultivating critical thinking

Ryder Hobbs ’25 found anthropology, art, cultural studies, literature, philosophy, psychology, and sociology fascinating subjects, but he struggled to combine these interests into a program of study.

At Gettysburg, Hobbs turned to Cisney and Philosophy Prof. Steve Gimbel for support. They helped Hobbs identify courses and create an academic plan that led to his self-designed major, postmodernism and the human condition.

Hobbs, who is applying for admission to Ph.D. programs in philosophy, believes his IDS major will help him stand out from other applicants who are traditional philosophy majors. “It demonstrates that I am confident in designing my own education and academic projects, and, thanks to my independent studies with Prof. Cisney, that I am experienced in working on collaborative research with faculty,” he said.

Hobbs encourages current Gettysburg students who are interested in two or more contrasting areas of study or specializing in a specific area of a discipline to take advantage of the flexibility an IDS major can provide.

“You will find that although fellow IDS majors are on their own path, they will share the same inspiration and passion that drives the creation of each individualized major,” he said. “In a time where critical and holistic thinking is a precious resource, there is no better way to cultivate this at Gettysburg than to create your own major.”

Learn more about designing an individualized major at Gettysburg College.