Benjamin Gallei ’28 has found purpose in helping make the Notre Dame campus a more welcoming and accessible place for others.

A biological sciences major who spent much of his childhood moving around the world as part of a military family, Gallei arrived at Notre Dame looking for a university that combined strong academics with a collaborative and supportive undergraduate experience.

“I wanted a place where undergraduates were really encouraged to grow and explore different things,” he says. “I had heard Notre Dame was very community-oriented and very collaborative, and that really stood out to me.”

After spending his high school years in the Netherlands, Gallei found that sense of community almost immediately upon arriving on campus.

“One of the things Notre Dame does really well is making you feel like you belong here from the moment you arrive,” he says.

Over time, that feeling of belonging led him to become deeply involved in disability advocacy and student government. Through conversations with friends during his first year, Gallei became increasingly interested in accessibility issues and the importance of continuing to create a campus environment where all students can thrive.

“I wanted to use my time at Notre Dame to make a positive impact on other people,” he says. “Student government gave me a way to actually help create long-term change.”

As a member of the University’s disability advocacy efforts through student government, Gallei has worked on initiatives designed to improve accessibility and support for students across campus.

One project he is especially proud of focused on helping students with mobility impairments safely access meals during difficult winter weather. Working alongside Sara Bea Accessibility Services and Campus Dining, Gallei helped establish a policy allowing residence hall staff to deliver meals to students with disabilities who could not safely travel to dining halls during severe snow and ice conditions.

“We heard from students who had trouble getting to dining halls safely in the winter,” he says. “Being able to help create a policy that directly addressed that need was really meaningful.”

Another recent success is the creation of a disability studies minor in collaboration with the Reilly Center. The minor will soft launch in the fall of 2026 and a new course, Introduction to Disability Studies, is in the works.

Gallei has also helped improve classroom audio accessibility for students with hearing impairments by partnering with campus technology offices to identify and address sound issues in academic buildings.And he is involved in ongoing efforts to expand accessibility resources across campus, including projects focused on updating accessibility information for campus buildings.

For Gallei, the work is especially rewarding because of its lasting impact.

“A lot of what we focus on is policy change,” he says. “The goal is to create improvements that will continue helping students years down the road.”

Outside of his advocacy work, Gallei has also found community through residence hall life, study groups, and shared academic interests. He says many of his closest friendships began through simple, everyday moments on campus.

One of his favorite Notre Dame memories started after a chemistry lab class, when a group of students who barely knew one another decided to walk to Eddy Street Commons together for Chipotle.

“We all just went together, and now we’re still close friends,” he says. “That kind of thing happens here all the time.”

For Gallei, those spontaneous connections reflect the spirit of Notre Dame itself.

“It’s a place that challenges you and pushes you, but also uplifts you at the same time,” he says. “You’re surrounded by people who are all trying to grow and do good things, and you feel supported in that growth.”

That combination of opportunity, encouragement, and community is what he hopes prospective students will recognize when considering Notre Dame.

“There’s a lot of support here,” he says. “At both the institutional and student level, there are people who genuinely want to help you succeed and help make this place better for everyone.”

Watch the video above to learn more about Gallei's Notre Dame experience.

Where History Comes to Life

For many students, studying history entails reading about distant civilizations, political conflicts, and religious traditions from a textbook. For students in Notre Dame’s Istanbul Summer program, those lessons extend beyond the classroom.

Over the course of three weeks, students embark on a journey through Türkiye, with two weeks in Istanbul and the remaining week traveling throughout the country. Led by Professor Mahan Mirza, the learning experience explores thousands of years of history, from the origins of religion in the Stone Age to the fall of Constantinople, the rise of the Ottoman Empire to the complexities of modern Türkiye.

The program, titled “Istanbul Summer: From the Stone Age to the Drone Age,” captures the breadth of the journey. Along the way, students visit some of the country’s most significant historical and religious sites, including the Hagia Sophia, Topkapı Palace, the Çamlıca Mosque, Konya, Ephesus, and Gallipoli.

The idea for the Istanbul Summer program grew out of an earlier Notre Dame course that brought students to Oman. In spring 2020, Mirza participated in a spring break dialogue journey to Muscat as part of a course called Holy Crossroads, which examined global educational networks of the Congregation of Holy Cross.

After Mirza approached Notre Dame Global with a proposal for a winter course in Oman and learned that Notre Dame did not currently offer courses for credit during the winter, they began exploring possible summer destinations.

Istanbul quickly emerged as a natural fit.

“Türkiye bridges Europe and Asia, East and West,” Mirza says. “It is a magical city with layers of history: Greek, Roman, Byzantine, Ottoman, and modern Turkish.”

That history is visible throughout Istanbul. Students visit archaeological sites, museums, mosques, churches, Sufi lodges, bazaars, and universities. For Mirza, the value of the program extends beyond simply seeing historic landmarks. “Classes like Istanbul Summer are bigger than any single topic or experience,” he says. “They are invitations to a culture of encounter.”

Discovery Beyond the Classroom

Throughout the program, students engage with questions of identity and belonging, religion and politics, innovation and nostalgia. Notre Dame student Joshua Barnard ‘28 had a longstanding interest in history and knew much of the region’s story. He found it surreal to stand in ancient sites he had spent many years in school reading about. This program allowed him to engage with these traditions while exploring a culture and religious tradition that were new to him.

One of the moments that affected him most was during a visit to a church in Ankara, where the congregation was composed of Turkish converts to Chrisitanity. Having the ability to share in

their faith in a very different geographic setting gave Barnard a new perspective on the global Christian community.

“History stops being abstract. The classroom gives students concepts and context; being there introduces texture, ambiguity, emotion, and sometimes discomfort. You begin to notice that the same place can carry very different meanings for different people,” Mirza says.

Understanding the Unfamiliar

For Luke Montano, a Notre Dame junior who embarked on this journey to Istanbul, the opportunity to immerse himself in a culture different from his own was a major reason for participating. Having traveled extensively throughout Europe, Montano wanted to discover a place that felt less familiar. He had never visited a majority-Muslim country and was particularly interested in Islam and the history of Istanbul and Constantinople.

His time in Türkiye challenged some of the assumptions he had carried with him prior to arriving. Montano had grown up with the impression that Muslim-majority countries were populated largely by highly fundamentalist religious communities. Instead, he found that many people he interacted with described themselves as Muslim while distinguishing themselves from being particularly religious. This was a dynamic he found comparable to nominal Christianity in the United States.

“The country may be of a different religion, but the people are not as foreign to us as we have been taught to believe," Montano says.

Montano found that some of the most valuable lessons came not simply from observing religious sites, but from speaking directly with people. At the Blue Mosque, he visited an “Ask Me About Islam” stand, and spent about 30 minutes speaking with a Syrian man about questions ranging from the Assad regime to Islamic theology.

The conversation, Montano says, made his visit to the Blue Mosque far more meaningful than simply seeing the building itself. For him, travel was ultimately about the people he encountered and the conversations that followed.

The Tensions of a Modern Identity

The course then moves into the modern era, examining Türkiye’s role in the global balance of power. Students visit the Naval Museum and the Dardanelles, a strategically important waterway connecting the Sea of Marmara to the Aegean and broader Mediterranean.

“The ‘Drone Age’ part of the title is a poetic reference to Türkiye’s role in the balance of global power,” Mirza says. The program encourages students to consider how the country’s ancient past continues to shape its modern identity. That complexity is one of the central ideas students engage with throughout the course.

“Perhaps the biggest question is what happens when a place refuses to fit neatly into our categories,” Mirza says. “Is Türkiye European or Asian? Eastern or Western? Religious or secular? Modern or traditional? Of course, the answer in every case is both–and neither.”

Students consider how people inherit history without being imprisoned by it, how religious and national identities coexist, and how memories of conquest, displacement, coexistence, and conflict continue to shape the present.

For Montano, this tension became especially apparent when he and a friend debated Turkish attitudes toward the country’s Ottoman past and its modern history during a flight from Ankara. The conversation followed a visit to the burial place of Mustafa Kemal Atatürk, where Montano observed the significance of Atatürk to modern Turkish national identity.

“I understand the degree to which Turkey is caught between two worlds: the West/Europe and the Middle East/Islamic world,” Montano says. “It has a unique identity situated between both and has a fascinating history, culture, and active political tensions.”

Learning Through Encounter

Some of the program’s most meaningful lessons come not only from historical sites, but from interactions with the people students meet along the way. Students speak with Turkish scholars and religious leaders and explore different perspectives on religion, history, and identity.

Mirza recalls several moments that stayed with him, including a late-night visit to a Sufi lodge, a quiet moment of contemplation at the House of Mary, and conversations with a Greek Orthodox priest in Ephesus. In another instance, a student wearing a cross around his neck was confronted by a Turkish man who took offense to it. A woman wearing a headscarf stepped in to defend the student’s right to religious freedom. For Mirza, these exchanges demonstrated the complexity students discover when they move beyond the classroom.

Another conversation with a Greek Orthodox priest offered a different perspective. Rather than focusing on the tragedies of the past, the priest spoke optimistically about the schools, churches, educational programs, and relationships through which the community continues to thrive.

Students’ final assignment brings together five sources: the course’s common book, a poem by Rumi, a journal reflection, a book of their choosing, and an actual experience from their time in Türkiye. For Mirza, that approach reflects Notre Dame’s broader commitment to experiential learning.

“Notre Dame’s distinctiveness comes from its faith-based identity and mission,” he says. “Spiritual questions need not be bracketed. Rather, they are the essential fabric for the tapestry of the global classroom.”

The result is an academic immersion in which students are asked not only to learn about history, but to engage with it, reflect on it, and consider how it continues to shape the world around them.

  
For Montano, the journey also reinforced the value of traveling beyond familiar surroundings. Throughout the trip, he was struck by the hospitality of the people he met, recalling instances when locals went out of their way to help students who were lost or confused.

“My biggest takeaway about Türkiye itself is that, in the 21 countries I have visited, I have never encountered such friendly and welcoming people,” he says.

Both students ultimately came away with a deeper appreciation for what can happen when learning moved beyond the traditional classroom. For Barnard, the program brought history and Christian communities he had studied to life. For Montano, it challenged assumptions and encouraged conversations with people whose perspectives differed from his own.

“The biggest thing I took away was the value of traveling, seeing new places, and meeting people with experiences vastly different from my own,” Montano says.

Through Istanbul Summer, students move from ancient archaeological sites to modern geopolitical questions, from classrooms to religious spaces, and from historical texts to conversations with people living that history today. In the process, the program offers a different way of understanding the past, not as something distant and settled, but as something that continues to influence how people understand faith, identity, culture, and the world they inhabit.

Photo at top: Istanbul Summer program students at the Grand Çamlıca Mosque

“As Notre Dame reinstates standardized testing, our goal remains unchanged: We hope to attract exceptional young people, from every background and walk of life, to be part of Notre Dame,” said Micki Kidder, Notre Dame vice president for undergraduate enrollment. “Rooted in our Catholic mission and committed to academic excellence, we want students with strong academic potential, high moral character, and a desire to serve the common good. A test score, evaluated in full context of an applicant’s individual circumstances, is an additional measure to aid us in that process.”

Notre Dame’s decision follows a detailed review of its own admissions data across multiple cycles, which confirmed that standardized test scores provide important quantitative evidence of academic preparation and showed a strong correlation between test scores and classroom performance after students matriculate. Evaluated relative to the opportunities and norms of an applicant’s local high school and community, test scores give the admissions team additional information to better understand a student’s academic profile. The review also underscored an insight articulated by researchers at peer institutions: Students from a variety of backgrounds, including first-generation, Pell-eligible, and rural applicants, are among the populations most likely to be overlooked in the admissions process without a test requirement.

University officials emphasize that this change will not alter the comprehensive nature of the admissions process. A test score is one data point among dozens that Notre Dame considers, including curriculum rigor, performance in the classroom, essays, letters of recommendations, extracurricular activities, volunteerism, and the context of a student’s high school and community. No single variable opens or closes a door at Notre Dame. Scores will continue to be evaluated contextually rather than against a fixed threshold.

Notre Dame’s approach to admissions rests on a simple conviction: Talent and promise are everywhere, in rural high schools, in Catholic schools, in homeschools, and in large public systems. The inclusion of a test score helps to ensure that students applying from schools that are less well-known to admissions officers have the same opportunity as those attending more familiar schools.

In today’s announcement, Notre Dame highlighted several initiatives that reflect its long-standing commitment to affordability and access:

Affordability for families at all income levels. Through Pathways to Notre Dame, the University practices need-blind admissions for all applicants, domestic and international; meets the full demonstrated financial need of every admitted student; and does not include loans in its financial aid packages.

• Price transparency. For most families earning $60,000 or less annually, the University will cover tuition, fees, housing, and food. For families earning up to $150,000 annually, Notre Dame will cover tuition, and for families earning up to $200,000 annually, Notre Dame will cover at least half of tuition.

• Fee waivers. Notre Dame makes application fee waivers available to any student for whom the cost of applying is a barrier.

• Four-year financial aid promise. Notre Dame recently announced that a family’s financial aid will not decrease over a student’s four years on campus, absent a significant change in family income, and will increase if a family’s demonstrated need grows.

Free SAT preparation and admissions counseling. Effective for fall 2028 applicants, Notre Dame, in partnership with Schoolhouse.world, will be offering free SAT Bootcamp and College Admissions Workshops to students engaged with a variety of schools and community-based organizations.

Support for rural and small-town students. Notre Dame is a proud member of the STARS College Network and, in collaboration with the network, has added a dedicated college adviser position to work directly with rural students as they navigate the college admissions process, from application through enrollment.

A simplified application. For fall 2027 applicants, Notre Dame simplified its Common Application supplement.

“Together, these initiatives reflect what has always been true of Notre Dame,” Kidder said. “Notre Dame seeks to welcome students from all pathways and income levels who are drawn to the University’s Catholic character and whose academic excellence, intellectual curiosity, and passion for serving those around them will enrich our community and world.”

Contact: Erin Blasko, director of media engagement, 574-631-4127, eblasko@nd.edu

Originally published by Notre Dame News at news.nd.edu on September 09, 2026.

Growing up in Menomonee Falls, Wisconsin, Ben Nelson ’28 always knew that college would need to be the right fit academically, socially, and personally. As someone passionate about technology, math, and sports, he wanted a university where he could pursue big goals while also finding a strong sense of community and support.

Now majoring in computer science and applied and computational mathematics and statistics (ACMS), Nelson has found exactly that at Notre Dame.

“I’ve always loved technology, and I’ve always really enjoyed math,” he says. “This combination lets me pursue both.”

Originally, Nelson planned to study aerospace engineering and even joined Notre Dame’s Rocketry Team during his first year. But over time, he realized his interests were pulling him in a different direction. Inspired by the growing intersection of sports and analytics, he began shaping a path toward data science and sports analytics.

A lifelong Wisconsin sports fan, Nelson hopes to one day work in professional sports, possibly even as a general manager for a team.

“I love the intersection of data science, data analytics, and sports,” he says. “That’s the dream someday.”

When searching for colleges, Nelson and his family considered several factors: strong academics, spirited athletics, proximity to home, and a campus culture that would fully support him as a student with a disability.

Notre Dame immediately stood out among the universities he visited.

“We were very nervous,” Nelson recalls of his family’s first campus visit. “But everyone at Sara Bea Accessibility Services was so welcoming and kind. It felt like, ‘If I get in here, this is going to be a no-brainer.’”

From the moment he arrived on campus, Nelson found himself embraced by the Notre Dame community. He still remembers move-in day at his residence hall, Graham Family Hall, when fellow students immediately jumped in to help carry his equipment and get him settled.

“If these guys are willing to help a random stranger they’ve known for five minutes,” he remembers thinking, “this must be a pretty amazing place.”

That feeling has only deepened during his time on campus.

Nelson credits Sara Bea Accessibility Services with helping coordinate accommodations and support systems that have allowed him to thrive academically and personally. He has also become involved in several organizations supporting students with disabilities, including Access-ABLE and student government initiatives focused on accessibility improvements across campus.

At the same time, he has immersed himself in student life through his other passions. Nelson is also in the Sports Analytics Club, where students partner with varsity athletic teams to create and analyze performance data. He currently works with the men’s lacrosse team. In addition, he helps organize section sports in Graham Family Hall.

“I love the dorms. I love Graham,” he says. “Community is definitely the brand here.”

For Nelson, Notre Dame’s spirit comes from the way it brings together people from vastly different backgrounds in pursuit of something bigger than themselves.

“Notre Dame is a place that brings a lot of different people together,” he says. “People from all over the world are all here trying to better themselves and help make the world a better place.”

He believes that collaborative spirit sets Notre Dame apart from many other universities. “It’s much more driven toward a higher purpose,” he says.

As Nelson has adjusted to college life, one lesson has especially shaped his experience: learning to give himself grace.

“I think the biggest thing I’ve learned is that it’s okay to fail,” he says. “You try so hard to have everything figured out immediately, especially as a student with a disability. But sometimes things don’t work the first time, and that’s okay. It’s not defeat. It’s a lesson.”

That mindset has helped him navigate both challenges and new opportunities while growing more independent during his college experience.

Among his favorite Notre Dame memories so far is spending a fun and carefree day with friends, cheering on the Fighting Irish football team during the 2024 Notre Dame vs. Indiana University playoff game and enjoying the simple joy of being part of campus life.

“We had no worries,” he says. “Everything was good. We were just hanging out together all day, watching a great game. It was one of the best days I’ve had here.”

For students with disabilities considering Notre Dame, Nelson hopes his experience offers encouragement.

“There are people here who want to help you succeed,” he says. “You have to give yourself grace and let yourself grow. That’s part of the experience.”

Watch the video above to learn more about Nelson’s ND experience.

Ever since she was little, Grace DeMary ’26 knew there was something special about Notre Dame. Her dad bringing their family to Irish football games every year, she was drawn to the campus.

More than simply attending the University, DeMary wanted to become a doctor. Her dream specialty? Orthopedic surgery.

Hailing from Fairmont, West Virginia, she spent her high school years involved in a little bit of everything: academics, basketball, volunteering. DeMary describes the moment that made her realize she wanted to be a pre-medical student—after tearing her meniscus playing basketball, she endured two complex surgeries.

During this tough time, her doctors helped her immensely. Through showing DeMary her MRI, talking her through procedures, and explaining what was going on with the surgeries, they further sparked her interest in the medical field. Recovering from an injury is challenging, but she recalls that she actually enjoyed learning about it: “They made it less scary,” says DeMary.

Now a graduate with a degree in science pre-professional studies with a minor in Italian, she’s able to actively pursue this interest and make it a reality. She describes her experience at Notre Dame as a special one. Her very first year here, DeMary was able to participate in a unique opportunity: The University of Notre Dame Medical Brigades in Panama.

There, she served the community and assisted with mobile clinics at local schools. Seeing medicine from a new perspective and learning about the lack of healthcare access in underserved nations expanded her understanding of the need for improved healthcare.

On campus, DeMary says that some of the best pre-med courses she took are within the Science and Patient Advocacy department. They’ve solidified her understanding that the patient is more than their diagnosis. Medical conditions impact people daily, and there are conditions that are so rare, it’s hard to get treatment for them. She says: “There’s a possibility that in the future, I might run into something that no one’s ever seen before. Notre Dame helps prepare students for that.”

Courses such as Abled in a Disabled World also moved her. Learning about accessibility and compliance issues that impact disabled people helped her gain a more comprehensive understanding of the frameworks that impact different members of society.

On top of that, studying abroad for the semester in the Rome program led her to make meaningful friendships, learn about cultural differences, and further gain a global mindset that she’ll continue to take with her through life.

When she wasn’t in class, DeMary was on the field at Notre Dame Stadium working for Fighting Irish Media. Having grown up a Notre Dame football fan, she always wanted to be part of that scene. DeMary describes one of her core memories as an undergraduate student being the day that she worked the USC-ND game, running equipment on the endzones. “My parents were also there for that game,” she reminisces. “I remembered my dad telling me to look up and take it all in, and hear everybody cheer. It’s a once in a lifetime opportunity.” Getting to work in Fighting Irish Media has been one of the highlights of her Notre Dame career, serving as an additional creative outlet that balances her interests.

In her senior year, DeMary continued to prepare for her future, shadowing surgeons and working in labs. After working as a nursing assistant last summer, she focused on patient-centered care. She explains that getting to know the patient was a significant experience in her pre-med journey. “You get to see the person as a whole,” she says. Following graduation, DeMary plans to do a master’s program in biomedical sciences for a year before applying to medical school.

More Student Stories

• FirstGen@ND: For Sofija Valancius ’27, Everything Fell into Place at ND
• Explore Undergraduate Research at ND! Students Share their Work, How They Got Started, and What They've Learned
• Sports Broadcaster and Undergrad JJ López '27 is Writing His Story with the Fighting Irish

When Emiliano Rodriguez Gutierrez ’26 arrived at the University of Notre Dame, he brought with him the perspective of a first-generation student who grew up in Mexico. Over the next four years, he would help create the kind of welcoming, globally-minded spaces that helped shape his own Notre Dame experience.

Now, his work has earned national recognition.

Rodriguez Gutierrez, who graduated recently with majors in international economics and applied and computational mathematics and statistics, as well as a concentration in French, was named a national runner-up in the Social Impact & Belonging category through the National Student Employment Association’s (NSEA) Student Employee of the Year program.

Through his work as a Student Employee Team Leader and Notre Dame Global Senior Fellow with Notre Dame Global, Rodriguez Gutierrez helped foster community and global engagement across campus.

“Receiving this recognition was incredibly meaningful because my work with Notre Dame Global shaped so much of my college experience,” says Rodriguez Gutierrez. “Being recognized for creating spaces that encourage global engagement and belonging is very special to me as someone who grew up in another country and has found both a strong sense of community and many opportunities for personal and professional growth at Notre Dame.”

Each spring, NSEA recognizes outstanding student employees from colleges and universities across the country. This year, more than 240 student employees nationwide were nominated for the organization’s Student Employee of the Year awards.

Student Employment at the University of Notre Dame participated in the program for the second consecutive year, receiving 47 nominations from 21 departments across campus. Rodriguez Gutierrez was one of five Notre Dame students selected as a departmental category winner and forwarded to NSEA for national consideration.

“It's very exciting that one of Notre Dame's own student employees was chosen for this recognition,” says Megan Landoll, counselor in the Office of Financial Aid and co-lead of the student employment team. “When reading Emi's nomination letter, you could easily see why he was nominated and the impact he has made on campus as a force for good. The Student Employee of the Year Nomination Committee voted unanimously to select Emi as one of Notre Dame's Student Employees of the Year and nominate him to NSEA."

Reflecting on his student employment experience, Rodriguez Gutierrez said his work extended far beyond professional development.

“My student employment experience at Notre Dame has allowed me to grow both professionally and personally in ways beyond just the classroom,” he says. “Through my work with Notre Dame Global, I’ve developed many skills like leadership, communication, and event planning while also building meaningful relationships with students, faculty, staff, and international visitors.”

He adds, “As a first-generation student who grew up in Mexico, being able to help create welcoming and globally-minded spaces on campus has been one of the most rewarding parts of my Notre Dame experience.”

Katherine Walden, assistant teaching professor of American studies and co-director of the sport, media, and culture minor (SMAC), describes SMAC as a program born at the intersection of three areas: American studies; film, television, and theatre (FTT); and journalism. Born in the fall of 2021, this 14-15 credit minor offers a unique blend of broadcasting and storytelling.

SMAC courses emphasize intersectionality. A special aspect of the minor is that faculty members represent dozens of different academic disciplines at Notre Dame. Walden highlights the excitement of figuring out connections between disciplines and asking profound questions about these subjects’ application to SMAC.

Especially considering the University’s strong football presence, Notre Dame is a good place to examine the phenomenon of “sport” in sport, media, and culture. In particular, the global and international dimensions of sport, in every instance from the Winter Olympics to the World Baseball Classic, challenge students to look at the bigger picture of how physical movement and image are intertwined around the world.

While students can explore organized and elite sport through the SMAC minor, they also navigate athleticism through physical fitness and recreational activities. Courses such as Recess Matters, taught by Professor Andrea Christensen, draw on theories of play and educational psychology, showcasing sport as a wider realm than we typically imagine it to be.

In terms of analyzing sports through media and digital tools, Walden says that SMAC courses emphasize changes in history to see how stories are crafted and audiences understand narratives. “We’re understanding what sport would look like without media. A lot of this happens with commentary, watching, and sharing. 40 years ago, being a sports fan was about watching games live. Now it’s fantasy leagues and highlight reels, which are made possible through media, platforms, and screens,” she says.

Ashley Barton '26 says the SMAC minor has allowed her to explore her passion for sports while simultaneously expanding her holistic education and making her a more well-rounded student. “Taking classes like The Business of Sports Media and Football in America deepened my appreciation for the meaningful influence that sports have in our lives," says Barton. “I have met so many great students who share similar but also very different interests, which has been super cool!”

Walden explains how solely focusing on the United States doesn’t help SMAC courses encompass the interests the global Notre Dame student body, so the courses aim to bring the international dimensions of sport to the forefront of the discussion. She says that in the future, the department wants to increase the reach of global sport even further in SMAC classes, while continuing to show international students on campus that SMAC is a place for them.

SMAC isn’t just about what’s going on inside the classroom, either. The minor organizes volunteer opportunities, offers guidance for internship opportunities, and hosts campus-wide events. Recent events have included a SMAC Talk with Dr. Brian Hainline, chief medical officer for the U.S. Tennis Association and the NCAA, as well as an open panel discussion on gender and queer representation in sports and media.

Another senior with a SMAC minor, Yuliana Beda '26 emphasizes that the minor has helped point her to the wide range of careers within the sports media industry, which transform her interests into genuine opportunities within that space. “The professors are amazing, passionate, knowledgeable, and [are] always pushing us to think critically about the evolving world of sports media," she says. "I’ve also really enjoyed hearing from guest speakers across different areas of the industry, as they’ve given me valuable insight into the many paths you can take within sports media."

Walden explains that there’s always a way to learn more and find answers to big questions posed in Notre Dame classes. Even if you aren’t able to commit to the minor, there are still ways to think through how various disciplines provide an outlet for discussions about culture, identity, and power. From taking an introductory level cultural studies class to conducting a creative project on sport, expanding that creative thinking serves as a fulfilling, meaningful practice.

Ultimately, SMAC fits into a Notre Dame education with its focus on the common good—through teaching others how to communicate with those who are different from them, providing a discussion space for talks about human flourishing, and exploring humans' fundamental rights to play and movement. As SMAC faculty and students constantly say when speaking about their studies, “It’s more than just a game.”

Interested in learning more?

• Follow along on Instagram @smacatnd.
• Watch this video on The Minor in Sport, Media, and Culture.
• SMAC faculty and staff are also available for discussion, so prospective students are welcome to reach out before applying!

This year’s applicant pool reflects the global reach and inclusive spirit of the University of Notre Dame, representing students from all 50 states, the District of Columbia, five U.S. territories, and 183 countries. Guided by its Catholic mission, Notre Dame is committed to ensuring that financial need does not limit opportunity.

“We are grateful for the many exceptional students who apply to Notre Dame each year,” said Micki Kidder, Vice President for Undergraduate Enrollment. “This year’s class of admitted students exemplifies the faith, academic excellence, intellectual curiosity, compassion, and dedication to the common good that define a Notre Dame education. We look forward to welcoming these young leaders to campus and to witnessing their inspired contributions to our community.”

The University is committed to ensuring that a Notre Dame education is affordable and accessible to all admitted students. Admitted students who met the priority deadline for completing financial aid applications received financial aid offers alongside their admission decisions.

The admission of Regular Decision applicants coincides with the announcement of new components to the University’s signature undergraduate financial aid program, Pathways to Notre Dame. Beginning in the 2026-27 academic year, families earning up to $150,000 will pay zero tuition, and families with annual income up to $200,000 will receive aid that covers at least half of tuition. Most families earning up to $60,000 will receive full coverage for tuition, fees, housing, and food. This announcement reflects the University’s long-standing commitment to undergraduate financial aid and provides the clarity that families need during the admissions process.

“Pathways to Notre Dame is providing families with the transparency and clarity they deserve,” said Kidder. “Our commitment to affordability is more than a policy; it is a reflection of our values. At Notre Dame, we believe that a world-class education should be defined by a student’s potential, not their financial circumstances.”

In the coming weeks, admitted students will be invited to engage with Notre Dame through a range of in-person and virtual events highlighting the University’s academic, residential, and spiritual life. The University will also host admitted students and their families on campus for The Rally (Admitted Student Days) on April 19–20, 2026. Admitted students have until May 1 to confirm their enrollment.

More details about the enrolled Class of 2030 will be shared in late August 2026.

Beginning in the 2026-27 academic year, Notre Dame will ensure that families with annual income below $150,000 will receive need-based financial aid that covers the cost of tuition. Families with income below $200,000 will receive need-based aid that covers half the cost of tuition. In addition, most students from families with annual income below $60,000 will receive need-based financial aid that covers tuition, fees, housing and food. This announcement reflects the University’s long-standing commitment to ensure a Notre Dame education is affordable and accessible to students from all socioeconomic backgrounds, and this expansion of Pathways to Notre Dame provides the clarity that families need during the admissions process.

University President Rev. Robert A. Dowd, C.S.C., launched the Pathways to Notre Dame initiative in his September 2024 presidential inauguration speech, when he announced that Notre Dame would be need-blind and loan-free for all students, domestic and international. “In order to be the community of learning we are called to be, cost must never be a barrier. By expanding the Pathways to Notre Dame program with this announcement, we continue to make strides to make a Notre Dame education more affordable," Father Dowd said. "We are committed to making every effort to welcome talented young people from a variety of backgrounds to a Notre Dame community that will help them to develop their gifts. I have no doubt that the students who come to Notre Dame thanks to Pathways will enrich our community in every way.”

“I am grateful that Notre Dame is expanding the Pathways to Notre Dame program,” said Micki Kidder, vice president for undergraduate enrollment. “With this announcement, we reiterate our unwavering commitment to ensuring that cost will never be a barrier between a promising student and a Notre Dame education, and we are ensuring that families have greater clarity as they consider this important and formative step for young scholars. Navigating the financial aid process can often feel like the most daunting part of the college selection journey. By implementing income-based scholarship thresholds, we are providing the clarity families need to see that a world-class education is within their reach.”

As the preeminent global Catholic research university, Notre Dame remains dedicated to every member of its community. Notre Dame will continue to meet 100% of demonstrated need for all admitted students, both domestic and international. For the past three decades, Notre Dame has provided significant need-based scholarship support to meet families’ full financial need. However, the Pathways to Notre Dame program expands the University’s commitment to affordability in historic ways. In the next four years, supported by the generosity of many members of the Notre Dame family, the University’s undergraduate financial aid commitment will exceed $1 billion.

Originally published by Media Relations at news.nd.edu on March 18, 2026.

For Sofija Valancius ’27, studying finance is personal. Her parents immigrated to the United States from Lithuania in their twenties, building a life in a new country while navigating unfamiliar financial systems. Watching their careful approach to money sparked Valancius’ desire to better understand finance and one day help guide others through it.

As she explored her college options, Valancius learned that she had received a scholarship to attend the University of Notre Dame. When she visited campus, she remembers a moment when everything seemed to click into place and she could picture herself there. “It felt like a moment from the Lord that was gifted to me,” she says. “Everything fell into place.”

Valancius has made the best of her time at Notre Dame too. With involvement in the Investment Club, the Student International Business Council, and Campus Ministry, her schedule is full to the brim with meaningful opportunities. She also serves as a teaching assistant for Professor Thomas Gallagher in the Mendoza College of Business, strengthening her foundation in management and organization.

Last summer, Valancius experienced the unexpected loss of her father. In the months that followed, she found support in the Notre Dame community, leaning on friends, mentors, and campus resources during a difficult time. A mentor in the Transformational Leaders Program helped connect her with support and remained a steady presence as she navigated the loss.

Reflecting on her journey as a first-generation student at Notre Dame, Valancius expresses deep gratitude for the opportunity she has been given. “[My parents] sacrificed so much to come to the United States and give me an education, an option they didn’t even have.”

Religious presence, amazing academics, and athletics were Valancius’ priorities when choosing a college. She says that Notre Dame has all that and adds that the community she has found here is unique and special.

One of Valancius’ favorite memories from her college career is the first snowball fight during her first year. Every winter, during the first snowfall at Notre Dame, students gather on South Quad at midnight for a snowball fight. As a Floridian, Valancius recalls walking outside of Bond Hall and seeing the snowfall, calling it “magical.”

Experiences of community are important to Valancius. She appreciates that the Notre Dame family stands out for its plethora of mentorship opportunities. Throughout her time here, she’s found that professors, staff, alumni, and upperclass students give honest help and advice that truly helps students prepare for their future.

Valancius aims to pursue private wealth management. Feeling a personal calling to help those who have been in her situation, she wants to work in a client-facing environment where she can assist others with financial support.

To Valancius, being first-generation means to give back to her community and make the most out of her experiences: “ND has felt like a second family to me because they have provided me with so many resources to make this dream come true,” she says. “Whether it’s the mentors or academic connections, I owe it all to the support I get from this University.”

Watch the video above to learn more about Sofija Valancius’ Notre Dame journey.

More FirstGen@ND Stories:

• First Gen Careers at ND: Career Discovery and Discernment for First-Generation Students
• FirstGen@ND: Hayden Hofacker ’26 Finds Opportunity and Community
• FirstGen@ND: Cheyenne Stewart '26 Neuroscience and Behavior Major in Glynn Family Honors Program

Supporting one another has long been part of student life at Notre Dame. In recent years, students have expressed a growing interest in spaces where they can talk openly with peers who understand the rhythms, joys, and challenges of campus life.

The Peer Listening Program (PLP), which officially launched in the fall of 2025, was created to meet that need. Based in the McDonald Center for Student Well-being, the program trains undergraduate students to serve as peer listeners, helping to foster a culture of care, empathy, and connection across campus.

Mark Hummell, MSW, M.Div., LCSW, a behavioral health clinical case manager and founding member of the program, explains “There are students who don’t necessarily want to go to a counselor, but do want to talk about issues they’re experiencing. PLP represented a program where students could connect to other students. We did a tabling event where we noticed that there’s an innate college student gravitation. Students want to talk to someone similar to them who understands the ND experience, traditions, and pathways—they want to talk to someone relatable to them.”

ND’s peer listeners undergo important training sessions to learn how to properly support fellow students, as well as how to understand campus resources and opportunities that may be available for them. Apart from learning emergency preparedness and necessary protocols, peer listeners learn to apply active listening skills to truly contribute to this feeling of support.

While the PLP is currently located in Duncan Student Center, student feedback and popularity has resulted in expansion. New listening sessions in the spring semester will be offered in LaFortune Student Center and Hesburgh Library in addition to Duncan, broadening access to this mental health resource.

Peer Listener and history major Eamon Nussbaum '26 reflects on his experience so far in the program: “I’m barely two months into my peer listener career, but I can already see how valuable the program is. When our first student came in and took a seat on the couch, a human and relaxing dynamic was at play. The student had nothing to fear; they were looking at other people their age who wore t-shirts and lounged across an opposing couch. More importantly, rather than thoroughly introducing ourselves and feeling the need to build trust, the student and I quickly felt comfortable around each other." He says that as the Peer Listener Program grows, it will offer students in need "a deeply comfortable space."

While planning initiatives at the University, Vice President for Student Affairs Rev. Gerard “Gerry” J. Olinger, C.S.C. pointed out that research shows students often turn to screens to try and find help. Creating a face-to-face initiative here at Notre Dame is a caring and crucial response.

Camille McDonald, assistant director for student leadership and community engagement in the McDonald Center for Student Well-Being, expands on this meaning of support: “Notre Dame is such a community-based school, so there’s a strong desire to build that community—no screen, no text, but having a meaningful conversation one-on-one in this program. The sole purpose of our program is to help facilitate and foster human connection; our Peer Listeners are here to truly listen, and not solely to problem-solve.”

Sophia Hohman '26, a peer listener majoring in psychology and Spanish, encourages others to reach out to the program. “[We] peer listeners want to listen to you!" she says. "Although I know it may seem intimidating, we truly are just your peers. We are here to listen to you and to guide you on the right path. We understand the struggles that come with college life, especially specifically to Notre Dame, and we want to be someone to make your ND experience the best it can be. And no struggle is ever too small to talk about! We will listen to it all."

Fellow Peer Listener Roma Sharker '27, a neuroscience and behavior major, says “One of the things I love most about Notre Dame is how deeply the culture here values community. Being a Peer Listener has shown me just how true that is. I’ve learned that so many of us carry similar anxieties and doubts, but we’re also walking beside people who have made it through those same moments and have gained unique pieces of wisdom that I have loved listening to. This role has reminded me again and again that we’re in this together. It’s been a very meaningful part of my ND experience, and I hope students know that reaching out isn’t a burden; it's simply another way we take care of one another on this campus!"

Learn more about resources for student well-being.

Two thousand Consecrated Hosts proved not enough for the crowd

Thousands of members of the tri-campus and South Bend community braved 19-degree weather and gathered for Candlemas Mass at an unexpected location: an ice chapel.

At 10 p.m. Monday, the newly-consecrated St. Olaf’s Ice Chapel glowed with candlelight on the University’s North Quad. Altar servers processed an icicle cross and processional candles with stems of ice through a sea of people standing and kneeling in the snow. A conjoined choir, conducted by Kaleb Reil, sang “Lift High the Cross.”

The sacrament of Communion took over 30 minutes, and co-celebrants Fr. Greg Haake and Fr. Pete McCormick ran out of consecrated hosts even after dividing wafers into shards. McCormick later announced 1,600 consecrated hosts had been distributed, though the actual number was at least 2,000. There were 1,500 consecrated at St. Olaf’s and an additional 500 previously consecrated hosts from the Saint Albert the Great Chapel in Zahm Hall.

Sophomore James Burke received the very last consecrated host, followed by hundreds of students who missed out. Total attendance was unclear but likely numbered around 2,500. The Basilica of the Sacred Heart, the largest chapel at Notre Dame, seats 800.

“I’m super glad I went,” Burke said. “I was inspired both by the work that had been done building it and the University’s decision to embrace that creativity by holding Mass there tonight.”

Junior John Geitner arrived 40 minutes early, calling it a “once in a lifetime experience.” Before the Mass, some students could even be seen climbing trees for a better view, reminiscent of the biblical Zacchaeus.

The idea originated with seniors Wesley Buonerba and Martin Soros, both residential assistants in Coyle Hall, who decided to try their hands at building with snow and ice after seeing the success of another Coyle resident, sophomore Liam Devine, who built an igloo.

Soros is a civil engineering major while Buonerba is an architecture student and a sacristan in the Basilica of the Sacred Heart. Both are students of theology.

Soros estimates they spent well over 50 hours building the chapel. They began by making bricks by layering snow and water in recycling bins. Then, they used a car hood from Coyle’s signature car smash fundraiser to form arches with the bricks.

“A lot of it has been very experimental,” Soros said, explaining they tried many methods to create the chapel’s colorful stained-glass windows and icicle cross adornments. Students across the tri-campus community joined them nightly to support the building process. They kept their hands warm by alternating latex gloves and waterproof gloves, though Buonerba reported reaching what he called “a state of equilibrium with nature” after a while.

Soros and Buonerba decided to organize a Mass in the chapel as an evangelization opportunity.

Buonerba was inspired after attending Mass in a field during World Youth Day Lisbon 2023, where he said, “It felt like it was you and Christ alone, even though you’re surrounded by one and a half million other young people from around the world.”

“The mission is just to bring people together,” Soros said. “I think a big idea for us too is to bring people to mass who don’t usually go, which for us is super important, you know, reaching out and spreading the love and mercy of Jesus.”

McCormick, director of Campus Ministry and Haake, a priest-in-residence for Coyle Hall, were both invited to celebrate the Mass.

“We checked with the diocesan regulations to make sure everything was appropriate and in keeping with Church guidelines, and there were no issues,” McCormick said. “The Church has a long history of celebrating the sacraments in a wide range of settings, as long as the essential elements are respected.”

Prior to the ice chapel, McCormick once celebrated Mass on the hood of a Jeep in East Africa, which he said was “unforgettable and warmer.”

During the Homily, McCormick said, “After I’ve given this homily espousing the greatness of the faithfulness of Mary, the only fitting conclusion is that we sing “Notre Dame, Our Mother.” The crowd locked arms to sway and sing Notre Dame’s alma mater. The Mass concluded with the song, “O God Beyond all Praising.”

When asked about his feelings about the ice chapel melting as temperatures warm, Buonerba did not think negatively about it.

“Memento mori. This too shall pass, and that's okay,” he said.

But those sad to see the chapel go need not worry. Sophomore Jonah Blay, who assisted Devine in building the igloo’s roof, shared that Coyle is considering adding an ice village commissioner to its hall leadership team.

“The world we’re in right now is becoming really cold, and we’ve experienced that a lot in a very intimate way this past week, on some of these mornings. But I think we should learn to change our focus,” Buonerba said. “You can focus on the biting wind, the piercing cold, the frostbite, the wet hands, or you can focus on what you can do with the snow, what you can do with the water, what you can have fun with in your community, and what you can build out of that coldness and what joy that can bring.”

This story was originally published by The Observer, and is reposted with permission.

Interested in undergraduate research? Curiosity is the starting point at Notre Dame! Students from across disciplines are encouraged to ask big questions and given the resources to pursue the answers through hands-on research experiences that span campus research facilities, communities, and even continents.

With support from faculty, campus centers and institutes, and the Flatley Center for Undergraduate Scholarly Engagement, students benefit from mentorship, personalized advising, and funding that makes exploring big ideas possible.

Some students conduct research close to campus, either on campus or in the local South Bend community, while others travel across the country or abroad to pursue research that matters to them. Whichever path they choose, ND students follow curiosity toward discoveries that make an impact.

Kelly Antosiewicz '27

Major: Mechanical Engineering
Minor: Engineering Corporate Practice
Hometown: Grosse Ile, MI

What I do:

I am an undergraduate research assistant in the Sakaue Laboratory within the Department of Aerospace and Mechanical Engineering. Under the guidance of aerospace graduate student Nicholas Slusher, I analyze image-based data using pressure- and temperature-sensitive paints to identify areas of interest on test materials.

My current focus is on assessing simulations and evaluating image-to-noise ratios to distinguish between signal-enhancing and signal-degrading interference. This work supports the development of more accurate techniques for indirect identification of pressure-sensitive regions in aerodynamic testing environments.

How I got started:

The College of Engineering has an interface where you are able to apply for research positions in a similar way to a job searching website. This is helpful because it allows engineers to view all open positions within the college, and students are not limited by their major in applying.

What I’ve learned so far:

I’ve been genuinely excited by this research project because it’s allowed me to apply concepts from every stage of my academic journey at Notre Dame. I’ve had the opportunity to deepen my coding skills and fully explore the capabilities of MATLAB and its imaging tools—software I was first introduced to during my freshman year.

Additionally, I’ve drawn heavily on techniques from my linear algebra coursework to manipulate image data, since, at their core, images are essentially large matrices filled with information. It's been rewarding to see how my coursework can be applied to the real world and relate to my major.

What I love about doing research at Notre Dame:

One of the most exciting parts of doing research at Notre Dame is being surrounded by peers who are also deeply involved in discovery across all colleges. I love being able to talk to my roommates and friends about the work I’m doing and hear about their research in return—it’s energizing to be at the center of such a vibrant community.

In addition, I had the opportunity to intern as a tech development analyst at the IDEA Center, Notre Dame’s technology transfer office, which is also a part of ND Research. This experience has been especially rewarding as it’s allowed me to see both sides of the innovation process—from conducting research in the lab to helping assess and commercialize discoveries for real-world impact.

Advice for students interested in doing research at Notre Dame:

Just try it! Professors and graduate students are genuinely excited to get to know you, and there’s always meaningful work to be done. Joining a research project doesn’t mean you’re locked in forever—it’s about exploring your interests and discerning what’s right for your future career. You’ll never know what you might enjoy (or not enjoy) until you give it a shot. All experience is good experience.

Cian Bagenstose '26

Major: Statistics
Minor: Actuarial Sciences
Hometown: New Albany, OH

What I do:

Alongside Dr. Alan Huebner of the Notre Dame Department of Applied Computational Mathematics and Statistics (ACMS), I [spent] the summer constructing a model that best depicts the growth of sports teams’ athletic performance statistics over the course of a season. I have also spent the summer placing athletes into “archetypes” based on metrics from five distinct athletic tests.

How I got started:

In the spring semester, I received an email from the ACMS department discussing the opportunity to perform Sports Performance Data Science Research. Due to my profound interest in sports and due to my sister playing Division I Lacrosse at the University of Louisville, I immediately applied for the position.

What I’ve learned so far:

1. Data Manipulation, Cleaning, and Visualization in R

2. Latent Growth and Variable Modeling (critical for seeing the underlying takeaways of datasets)

3. K-Means Clustering (organizes the data into distinct clusters)

4. K-Nearest Neighbors Clustering (creates an algorithm for classifying unlabeled data)

How my research funding works:

This summer, I received $5400 total for my work at a rate of $15/hour.

What I love about doing research at Notre Dame:

Research at Notre Dame provided me with an opportunity to begin to apply the data analysis and statistical modeling skills that I learned during my undergraduate coursework to real-world scenarios. Expertise in real-world applications will better prepare me to make meaningful contributions once I graduate college and enter the workforce.

Advice for students interested in doing research at Notre Dame:

Research, due to its emphasis on real-world immersion, can be quite complicated and lengthy. At times, it will seem like you are not making progress or will not be able to meet deadlines. However, if you continue to take it day by day, you will get past these impasses, your productivity will “snowball” as you learn the fundamental skills, and your hard work will turn into visual results.

Anna Saadeh '28

Major(s): Strategic Management and Arabic
Minor: Civil and Human Rights
Hometown: Naples, FL

What I do:

Through Student Policy Network, I conducted research on Indiana’s environmental policy and how to address plastic pollution in the Great Lakes. I worked with a team of researchers sharing strategies to reduce plastic waste and boost community engagement around protecting the Indiana Dunes.

We researched the impacts and history of plastic pollution as well as ways to combat it for a safer and healthier environment. Our project concluded with a large white paper with all our research and ideas. It supported environmental advocacy and real policy impact. We were also able to present it to Save the Dunes (an organization that we partnered with) and Indiana State Representative Patricia Boy.

Another research project I am working on is through the Institute for Social Concerns through their NDBridge program. I lived in Meru, Kenya for eight weeks researching the impact of culture and sisterhood on women in vulnerable communities in rural Kenya. My research covered empowerment, education, obstacles in these women’s lives and how the community was changing for women to have more opportunities. I focused on the history of women’s rights and how the new generation of women are helping make the future more equitable and fair.

How I got started:

I joined Student Policy Network spring of my freshman year. As a pre-law student, I was interested in policy and real-life impact. This was a great opportunity to refine my research skills and present to people to find real solutions for modern issues. I applied for this research project specifically because of my interest in the intersection of environmental policy and real life impact.

For NDBridge, I heard from several others who shared their experiences with the program. I applied and was able to go to Kenya for this amazing immersive experience. I have always been passionate about women’s rights and finding ways to empower girls from a young age. Through NDBridge you are able to choose what you research, allowing for freedom and flexibility so you can research what you love.

What I’ve learned:

I have learned more about environmental advocacy and policy impact. I learned so much about science and law and policy and how I can make a difference. I learned more about analyzing environmental legislation and how the community can help preserve our valuable environment and ecosystems.

Through my research in Kenya, I learned more about using education programs to empower women. I learned more about the systematic barriers that women face, including education, violence, and legal protection. I studied how culture can hinder progress for women’s opportunities and leadership roles. This experience taught me how to listen and understand the local voices and how to help restore autonomy.

How my research funding works:

For Student Policy Network, we pay a club due and that covers our transportation for the research presentations and helps keep the club running.

NDBridge is fully funded including transportation, housing, food, etc. A stipend is also given.

What I love about doing research at Notre Dame:

I love how there’s opportunities to research anything you’re interested in. Whether you’re interested in law and policy, women’s rights, the environment, or anything in between, there’s a way to get involved. There are so many resources!

Advice for students interested in doing research at Notre Dame:

Go to information sessions, reach out to your professors, and ask any students who have done the research you’re interested in. Anyone would love to help you!

Tami Alli '27

Major: Neuroscience and Behavior (College of Science)
Minor: Compassionate Care in Medicine
Hometown: Charlotte, NC

What I do:

I am an undergraduate research assistant in The BRAVE (Building Resilience After Violence Exposure) Lab, directed by Professor Laura Miller-Graff. The lab is affiliated with both the Department of Psychology and the Kroc Institute for International Peace Studies, and it focuses on research that promotes healthy development in children and families who have experienced violence.

My work in the lab centers around the Pregnant Mom’s Empowerment Program (PMEP), a trauma-informed group intervention designed for women who have experienced intimate partner violence (IPV) during pregnancy. IPV is especially harmful during this time as it affects not only maternal mental health but also infant development, birth outcomes, and early attachment. The PMEP aims to reduce symptoms of both PTSD and depression while supporting healthy early parenting and improving outcomes for both mothers and children.

Being part of this research has deepend my interest in women’s health, particularly how structural violence and trauma shape the lives of mothers and their children. It is incredibly meaningful to contribute to a project that not only advances our scientific understanding of resilience but also actively develops real world interventions to support high risk, underserved populations around the world.

How I got started:

My freshman year I took Dr. Miller-Graff’s course titled No Peace w/out Peace of Mind: Global Practice and Policy in Mental Health and Peacebuilding as my University Seminar (USEM). This class gave me a great introduction to the intersection of mental health and peacebuilding, and it exposed me to the real-world implications of trauma-informed care in both domestic and international contexts. I was especially drawn to the focus on women and children, and how research can directly inform policy and community interventions.

My sophomore year I reached back out to Dr. Miller-Graff to see if she was taking on new undergraduates and eventually got started in the lab!

What I’ve learned so far:

Working in The BRAVE Lab has taught me that research is as much about the people as it is about the data. As a Neuroscience and Behavior major, I’ve deepened my passion for science and evidence based thinking. However, engaging in psychology research has taught me to see the importance of approaching all research with empathy, cultural sensitivity, and understanding of the systems that shape people’s lives.

How my research funding works:

I am currently working in the lab for class credit, but Notre Dame Research offers many opportunities for students to get funding for independent projects, domestically and internationally. Most research funding requires a topic/proposal and a professor who is willing to guide and sponsor your research.

What I love about doing research at Notre Dame:

I love doing research at Notre Dame because it allows me the chance to think critically and analytically about issues I am passionate about beyond the classroom. I am able to apply my current skillset and knowledge to solving real-world problems while also building new ones.

Advice for students interested in doing research at Notre Dame:

Find what you are passionate about, and reach out to professors who are also passionate about those things. The great thing about Notre Dame is that professors across all disciplines are doing cool and cutting-edge work. All research doesn’t look the same, so don’t limit yourself to a specific type of research. Everyone wants to connect you with their projects and help you gain experience, so don’t be afraid to ask!

Anything else you’d like to add:

I think, now more than ever, research is essential, not just to advance knowledge, but to drive meaningful change. What I appreciate most about working in The BRAVE Lab is that research does not just stay in an academic setting. It's designed to inform real interventions that help real people.

Being part of this work has taught me the importance of combining science with empathy, and it’s shown me how research can be a tool for advocacy. I’m excited to carry that perspective with me as I continue my research career at Notre Dame.

Joseph Truluck '26

Major: Theology, Pre-Health
Minor: Liturgical Music Ministry
Hometown: Myrtle Beach, SC

What I do:

I do research with Dr. Clairmont and Prof. Foucault-Camm on the ethics of space travel, commerce, and colonization.

How I got started:

I reached out to Dr. Clairmont to join in his research, since he primarily works with moral theology. Once I heard about the Space Ethics project, I jumped at the opportunity due to my dual love of science fiction and medical ethics.

What I’ve learned so far:

I have learned a lot about health issues that people face when prolonged to the radiation and gravity of space, including challenges to reproductive and organ health. I have also learned the joy of doing arts and letters research, quite different from a biology or chemistry lab. Reading books, summarizing content, and including it in my own writing has been a particularly unique experience, one which requires a different framework than one for a science lab.

How my research funding works:

I get credit for the research I participate in, so I do not get paid. Also, I have access to all the books I need through Hesburgh Library and online.

What I love about doing research at Notre Dame:

I love the ability to work as a team with my professors, and bond over our interesting findings and progress. It is a blessing to pursue my interests in theology and space that are not necessarily aligned with my career pursuits.

Advice for students interested in doing research at Notre Dame:

Just reach out to professors! When given the opportunity to do something that sounds fun, try it out. You might not get the chance outside of collegiate life.

Read more about Joseph's research here.

Want More Undergraduate Research?

Visit the Flatley Center for Undergraduate Research to see how ND students are encouraged and supported in their research pursuits.

The University of Notre Dame reviewed 13,711 Restrictive Early Action (REA) applications for the Class of 2030, an increase of 6 percent from last year’s total of 12,917. A total of 1,617 applicants (12%) were admitted during this cycle, each of them representing impressive academic preparation and a commitment to Notre Dame’s mission as a Catholic research university. An additional 2,608 applicants (19% of total REA applicants) were deferred for reconsideration in the spring.

Decisions were released to applicants on Tuesday, December 16, at 6:42 p.m. ET—honoring the University’s founding year of 1842.

“We are thrilled to welcome this group of admitted students to the Notre Dame family,” says Vice President for Undergraduate Enrollment Micki Kidder. “Not only are they extremely talented academically, but they exemplify the University’s distinct Catholic mission as leaders driven to apply their skills and knowledge to advancing the greater good.”

Kidder also commented on the University’s gratitude for strategic partners working with many of these admitted students, noting that “Notre Dame is excited to continue advancing strategic partnerships with QuestBridge, the STARS College Network, the Cristo Rey Network, and many other schools and community based organizations who are investing in the hearts and minds of first-generation, rural, and low-income students. We are grateful to the many educators and dedicated professionals who share a deep and enduring commitment to educational access and investing in the academic preparation, formation, and future success of impressive young leaders.”

In its second cycle since announcing no loan financial aid offers and need-blind review of all applications, the REA applicant pool reflects citizenship and high school addresses from 145 countries. Included are applications from all 50 states, the District of Columbia, American Samoa, Guam, the Mariana Islands, Puerto Rico, and the Virgin Islands. Admitted students who submitted their financial aid applications by the priority submission date received their financial aid offers at the time of their admissions decisions, underscoring the University's commitment to ensuring that a Notre Dame education is affordable to all admitted students.

The review of Regular Decision applications is underway. The University looks forward to welcoming admitted students and their families to The Rally: Admitted Student Days on April 19–20, 2026. More information about the enrolled Class of 2030 will be released in late August 2026.

Charting a career path isn’t always linear, and the College of Arts and Letters is home to a program that meets students where they are. Beyond the Dome (BTD) helps students navigate that exploration with confidence, connecting their interests, values, and experiences to meaningful next steps.

The program serves as the preeminent career development program for students in the College of Arts and Letters. More than just guiding students toward discovering job opportunities, this program helps students envision their post-grad lives on a holistic level that takes into account their passions, lifestyle, and purpose.

BTD categorizes careers in their Seven Career Communities through which students participate in workshops, speaker series, and networking events to maximize their exposure and interactions with peers and employers:

1. Entrepreneurship and technology

2. Healthcare

3. Government, law, and public policy

4. Consulting

5. Finance, business, and marketing

6. Arts, media, and entertainment

7. Education, nonprofit, and social services

Beyond the Dome exists far beyond its office at O’Shaughnessy Hall—it lives in students’ residence halls too. The Peers2Careers Hall Ambassador Program ensures that undergraduate Arts and Letters students are connected in their communities and given the opportunity to cultivate their career interests. BTD supports representatives in organizing events, from resume workshops to networking sessions, to ensure that a thriving space exists within each residence hall for Arts and Letters students to navigate career development resources.

Recently, BTD hosted several interactive workshops and events on campus to engage students with career interests and professional development opportunities, which included visits from well-known companies McKinsey & Company, AlphaSights, Citi, Delta Air Lines, and more.

BTD also hosts a podcast with the approachable “You’re Probably Okay” (episodes here). It features an array of successful individuals who all share one common tie: They all share a liberal arts background. Podcast guests discuss the skills they gained through their Notre Dame education and how they transformed them into a dream career.

If you know what you want to do, but need help making it happen, BTD can help through programs like the BTD internship fund, which assists students with up to $2,000 to cover travel and living costs associated with summer internships. In addition, the Opportunity Hub job search platform serves as a dynamic online database that connects students to other students and alumni.

Director Jared Mrozinske reflects on the significance of Beyond the Dome for Arts and Letters students at the University: “Beyond the Dome stands at the intersection of innovation and tradition," he says. "Launched as a response to evolving workforce demands and the often uncharted terrain liberal arts students must navigate in today's career landscape, BTD empowers students to discover how their skills and values can contribute meaningfully across industries—from policy and media to business, healthcare, and beyond. We do this through an integrated platform of career discernment, professional development, collaborative community, and immersive experience," he explains.

Arts and Letters is home to driven students at the University who are creative, conscientious, and innovative in the passions they pursue. Beyond the Dome supports and inspires them, encouraging a sense of confidence in personal and professional pursuits.

As we celebrate Thanksgiving, it’s a special blessing to reflect on all of the aspects of Notre Dame that make this place truly feel like home. From inspiring professors who mentor and teach us about our interests and passions to moments shared over a Southwest Salad with our friends in the dining hall, our days at Notre Dame are filled with moments that make us grateful.

Here, six students reflect on the people, places, and opportunities they're thankful for.

Alexandra Pelikan '26

Biochemistry major and Marketing minor
St. Louis, Missouri

“I’m really thankful for the amazing scenery and environment during fall at Notre Dame. I always appreciate the beauty of the world around me. In addition, I’m really thankful for all the friendships I’ve forged while at Notre Dame. As we approach the holiday season, I find myself reflecting on just how meaningful those relationships are to me,”

Ryan Mescher '27

Physics
Severna Park, Maryland

“I’m grateful for the support of my friends and family in my life. For the opportunities that have been given to me at Notre Dame to help me succeed in my future. For Notre Dame Football! ”

Ethan Chiang '27

Business Analytics and Global Affairs
Ontario, Canada

“I'm grateful for all the students, faculty, and staff here who make it worth celebrating Thanksgiving two months later than I usually do (in Canada)! I'm also thankful to Campus Dining for preparing a special Thanksgiving meal for those who stay on campus and to my professors, who have invited me to their homes for dinner!”

Molly Maxwell '26

Science Pre-Professional Studies
Rochester, New York

“I am grateful for the view out the windows of the upper levels of the library when the leaves change color. Since everything is so flat, you can see the colors stretching on for miles on end! I’m also thankful for that week or so when the weather is getting cool, but the heat hasn’t kicked in yet in the buildings, so I can still wear sweaters all the time without getting hot in class!”

Kathleen Hanratty '26

Finance and Accounting majors, French minor
Atlanta, Georgia

“Since it’s senior year, I’m taking in every moment. It’s so special being surrounded by my friends in a place that I love so much! On the flip side, I’m also thankful for the seasons at Notre Dame because I don’t really get those back home in Atlanta—so I get to wear puffers and watch fun festive movies here.”

Mary Braden '26

Global Affairs major, Peace Studies and Irish Studies minors
Elmhurst, IL

“I'm grateful for the opportunity to attend the school that I've always loved and has been a special part of my family. Walking around campus, I always see little reminders of the stories my dad told me growing up about his time at Notre Dame, and I feel even closer to him!”

From all of us in the Office of Undergraduate Admissions, Happy Thanksgiving to you and your loved ones!

Hofacker considered a school closer to home, but says, “Notre Dame was always my dream school growing up.”

That dream is rooted in family stories. Hofacker’s grandmother found comfort through a transistor radio when, as a child, she was hospitalized, then bedridden for several weeks. “The only thing she brought with her was a transistor radio,” says Hofacker. “It played the Chicago Cubs and Notre Dame football.” Her affection for the University was passed down to Hofacker’s father, and eventually to him.

Hofacker’s dream was within reach when he was admitted to Notre Dame, and financial aid helped make attending possible. “I didn’t receive my financial aid package until April 27, and the deadline [to confirm enrollment] was May 1,” he recalls. “Once I saw the package, I knew it was going to be a feasible option.”

Once on campus, Hofacker found belonging in multiple communities, including Sorin Hall, and the Mendoza College of Business. “I think freshman year, starting out, I really made a community in my dorm,” he says. “As I progressed, I found community in the finance program.”

He joined the Student International Business Council (SIBC), through which he worked on mock investment banking projects and traveled to San Diego as a first-year student. Through that experience, he connected with professionals at Morgan Stanley and eventually landed a summer internship there.

“It kind of just shows all the resources that Mendoza gives you to succeed on campus,” he says. “I didn’t have any connections to the world of investment banking before coming here.”

Among his other campus activities, Hofacker has given back through First Gen Careers, where he is on the advisory board, helping other students navigate the recruiting process. “We have a board and we run resume workshops or meet with other first-gen students if they have questions about recruiting,” he explains. “I think it takes a lot of grit to be a first-gen student in the first place.”

For Hofacker, Notre Dame’s family feel is what sets the University apart. “Community is the biggest word that people use, but I want to say ‘family,’” he says. “I feel like, if I would have gone to another…school, I would never have made the kinds of friends that I made here.”

One of his favorite memories is seeing his own family experience campus life. “My dad, this is probably his favorite place on the planet,” he says. “Seeing him being able to enjoy campus is probably my favorite part of it.”

Hofacker studied abroad in Rome during his junior year, a dream he once thought was out of reach. “I didn’t think I was even able to do that before college,” he says. “Notre Dame again offered me the resources to be able to.”

To students who might doubt whether Notre Dame is within reach, Hofacker offers this encouragement: “Don’t [underestimate] yourself and think that everyone at Notre Dame is so much smarter than you. As a first-generation student, you have already demonstrated an immense work ethic, and because of this, you will be able to excel here. Just get involved in everything that you possibly can, and you’ll succeed.”

Learn More

See more info. and stories about Notre Dame's first-gen community!

The Meruelo Family Center for Career Development has established a guiding initiative, First Gen Careers (FGC), to support first-generation students in their process of career development during their time at the University.

Through academic and career-related opportunities, first-generation students benefit from career coaching, hands-on experiences in their prospective fields, and other opportunities that help them identify their unique strengths and interests.

Nia Robinson, assistant director, career advisor for the College of Science, and co-leader of FGC, reflects on the importance of building community within this initiative: “The [FGC] creates a space where first-generation students can see themselves reflected and supported. It’s not just about resources, it’s about relationships, encouragement, and celebrating the unique paths that bring each of us to Notre Dame.”

The FGC offers special programming and events, such as the First Gen Networking Night, special workshops, “backstage passes” to campus career fairs, and the support of a student-led advisory board. These are opportunities for students to learn from mentors and speakers about specific fields and skills, but also career discernment. In doing so, they provide more than just stepping stones. They are supporting students as they build their careers within a network of support.

Learn more about First Gen Careers at Notre Dame.

Herjok Panther Deng Agot '26 is from Bor, South Sudan. “[I]t’s a super rural, small community. You know everybody. Everybody knows you,” he says.

Due to the conflict in his country, in 2013, his family, including his mother and siblings, left for Uganda, where they lived in a refugee camp, where Agot attended school and began volunteering. During his time there, he remembers, “I looked at the community and the situation we all were in, and thought 'how can i help/serve?,’ because I was becoming aware of what it means to be a leader,” he says. This led him to start volunteering as an interpreter at the local hospital, helping patients communicate with doctors, and looking for ways education could ripple outward.

A Notre Dame connection helped him imagine what that could look like. While at secondary school, he met Ngor “Majak” Anyieth ’18, a Notre Dame alumnus who had returned to South Sudan to open a high school. “We need schools that educate leaders and peacemakers, and connect South Sudan to the rest of the world,” says Agot. With the backing of his organization Education Bridge, Anyieth and his team are on track to build a network of 10 secondary schools across South Sudan to educate transformational leaders in their communities.

Agot finished his last year of high school at Greenbelt Academy, one of Anyieth’s schools. He was already looking at studying at Notre Dame, and learned that the best way for him to get there was through the African Leadership Academy (ALA) in South Africa. This prep was his first immersion in formal essay writing and sustained research.

“I’d never written an essay in my life,” Agot says, smiling. “I had to write seven essays. I probably [worked on] this for seven months.” The ALA interview took place over a shaky phone line. “I could barely hear them [and] really could not understand the English well,” he says. But he made the cut. “I told them, ‘I want to go to Notre Dame. Tell me the one, two, three, four things I need to do,’” says Agot, enumerating on his fingers.

Notre Dame became the only school he applied to. “December 17th, at probably 4:00 a.m., I opened my [email from Notre Dame] and they’re like, ‘Welcome home!’ I was screaming,” he recalls joyfully.

When Agot first visited campus for Admitted Student Days (now The Rally), he laughed through the shock of Midwestern spring—“It was freezing”—but started picturing his life here. South Bend felt expansive compared to home.

A professor connected to his South Sudan high school, Professor Steve Reifenberg, and his wife, Christine Cervenak, helped him transition, including helping Agot move into his residence hall. After three years in Duncan Hall, in a triple, then a double, then a single, he moved off campus as a senior. “I like the idea of making my own food. It’s fun,” he laughs.

Academically, Agot chose neuroscience and behavior (pre-med) to understand how the brain develops and how trauma affects people’s lives across time. “I love learning about how the brain works,” he says.

The questions he examines in his studies are personal. Growing up, he saw the effects of conflict and stress, “especially in children and how that affects them as they grow up.” In the Childhood and Adolescence Resilience (CARE) Lab, led by Dr. Elizabeth Shewark, he contributes to research on neighborhood infrastructure, youth resilience, and parenting.

“We’re investigating the effects of neighborhood infrastructure…and how it influences resilience among youth and parenting styles,” he explains. The work blends mapping parks, recreation centers, and streetscapes and includes family visits and interviews in South Bend.

Class, service, and community-building shape the rest of Agot’s days. During basketball games, he walks the arenas with the First Aid League. He competes in interhall basketball and intersection football, and he plays lots of basketball on the side, which he’s always loved and found to be a helpful outlet.

Agot has also worked for the Development Office at Notre Dame, keeping alumni and families connected to the University and he works in admissions as a Rural and Small Town intern. This semester he joined a Wellness Center pilot program as a peer listener.

Summers have become a way to link his learning to action in his home community. Agot has returned to South Sudan to teach essay writing for college applications via Education Bridge, teaching a six- to seven-week course with help from the Notre Dame Writing Center and a faculty mini-curriculum.

In Uganda, Agot worked with an institute founded by a Notre Dame theology professor on integral ecology, working on tree planting, habitat preservation, and sustainable farming while conducting youth-unemployment research.

With support from the Hesburgh-Yusko Scholars Program, he even launched a basketball camp in his refugee community. “About 71 kids showed up…from different countries, different tribes,” he recalls. Playing basketball gave the kids an opportunity to meet, bond with each other, and relieve stress in an otherwise pretty chaotic environment.

Study abroad added another layer of experience for Agot. In London, he got the chance to attend a Premier League match while interning at Peace Direct, a charity organization supporting local peacebuilders in conflict zones around the globe. His research at Peace Direct focused on trauma-informed program design, and Agot says the experience fed directly into his vision for using sport as a tool for peacebuilding in his country of South Sudan.

Long-term, he hopes to build a network of sports community centers or sports complexes across the 10 states of South Sudan, hosting tournaments that bring young people together as a step towards peacebuilding. In the immediate future, he’s weighing the possibilities of med school, other graduate study, and health sector roles, all aligned with mental-health awareness and care.

As Agot looks to his future, a sense of gratitude drives his purpose. “Throughout my whole education, I’ve had a lot of help, sometimes from people I have never met,” he says. He appreciates his past teachers, friends, and others who have supported his journey.

Recalling his basketball program with refugee youth, he says, “A lot of the kids told me they now had some sense of purpose, something to work towards.” Agot knows that whichever path calls him after graduation next May, he will work to spread inspiration and instill hope both back home and abroad.

Watch the video above to learn more about Agot's Notre Dame journey.

Meet Other Students from Rural Areas and Small Towns

• Community from Day One: Ella Bussell '28
• From New Mexico to Notre Dame: Bjorn Mauritsen's Journey of Faith, Fun, and Purpose

From a tight-knit town in Kentucky to classrooms in Zambia and soon Washington, D.C., Ella Bussell ’28 is discovering the world through Notre Dame. Her advice to small-town students: “Don’t underestimate the uniqueness of your story. Wherever you go, you carry your community with you.”

Bussell grew up in Brodhead, Kentucky, a rural town of fewer than a thousand people nestled between the Appalachian foothills and horse country. Her parents were public school teachers, her mom was her first-grade teacher and her dad her high school principal.

“I was used to walking into the grocery store and knowing five people,” says Bussell. “Community was everything.”

That closeness shaped her concept of what she wanted in a university. As the only Catholic student at her high school, she also longed for a place where faith was part of everyday life. When she toured Notre Dame, the mix of academic challenge, Catholic identity, and close-knit community felt right.

“There’s a magic in the air here,” she says. “I knew this was a place where I could belong.”

The transition wasn’t without challenges. Bussell recalls her first semester trying to mask her Kentucky accent, worried about standing out.

“I thought I had to fit a mold,” she says. “Eventually I realized what I brought from home—my background, my perspective—was valuable. That’s when I started to thrive.”

Bussell got a head start thanks to the Summer Academy at Notre Dame (SAND), a five-week program facilitated by the Transformational Leaders Program that introduced her to campus, faculty mentors, and a group of peers who became fast friends.

“It gave me a community from day one,” she says. “Having that support system changed everything.”

Since then, Bussell has taken every opportunity to get involved. She ran for residence hall senate, served in student government, and found leadership roles in Ryan Hall. She’s a McInerney Fellow with the Office of Student Enrichment and is, of course, part of the Transformational Leaders Program.

“I’ve always been someone who wanted to say yes to opportunities,” she says. “Notre Dame makes those opportunities accessible.”

Last summer, Bussell spent four weeks in Livingstone, Zambia, through the Kellogg Institute’s Experiencing the World Fellowship. It was her first trip abroad.

“I didn’t even have a passport before that,” she laughs. “The experience shifted my worldview. If I could go back tomorrow, I would.”

Next semester, Bussell will head to Washington, D.C., through Notre Dame’s Washington Program. She’s still discerning her career path, considering law, education policy, or international development, but knows the skills she’s building will serve her whichever direction she chooses. For now, she is intent on using what she learns to make a difference.

“I want to do something that allows me to give back, whether that’s at home in Kentucky or in the wider world,” she says.

To students from rural or small-town backgrounds, Bussell offers this advice: “Don’t underestimate the uniqueness of your story. Home will always be there, but stepping out doesn’t mean leaving it behind. Wherever you go, you carry that community with you, and you’ll find that who you are is valued.”

Watch the video above to learn more about Ella Bussell’s Notre Dame journey.

Learn More

Meet other students from rural and small town areas and learn about the Notre Dame resources that support them.