2011-12 President's Report

S a n ta C l a r a U n i v e r s i t y President’s Report

2011–2012

Momentum

Indicators of Success

A Letter from the President

Who We Are, Who We Are Becoming, and Are We Happy? This was the title of my most recent State of the University address. I borrowed it from a recent graduate’s quote. “Adult figures … all throughout campus—staff and professors and administrators … took an interest in me just because of me; not because of my major or anything I was doing academically, or what I wanted to do with my life, or where I came from … And that made me feel like what was important wasn’t just how I was doing in school (although that was really important and encouraged), but who I was, and who I was becoming, and was I happy?”

I was moved by his recognition of the widespread commitment of people here to the rigorous yet nurturing education and environment we provide. And, I am using his comments as the framework for this letter.

Who we are: Fundamentally, we are an organization that plans and develops positive learning environments in which our students can thrive. This requires extraordinary dedication and analytical, reflective work. We wrestle with questions that are not easy.

How do we structure an integrative curriculum to educate with breadth and depth? How do we manage finances and shepherd investments so that financial aid reaches the most deserving students? How do we cope with cutbacks in state funding that supports our most economically vulnerable students? How do we function more efficiently? How do we best prepare students for life beyond this campus?

Who we are becoming: Santa Clara University is on an upward trajectory. From

fundraising numbers to measurements of student and alumni satisfaction, our indicators of success are trending up. This report details some of the quantitative and qualitative measures of what we are becoming.

This past year, we once again broke records for the number of undergraduate applications for admission. Over the last three years, applications to Santa Clara have increased 41 percent. We accomplished this while balancing goals of ethnic, racial, economic, geographic, religious, and gender diversity.

We made impressive progress in fundraising. Cash gifts, pledges, and estate planning commitments all showed notable improvements over last year.

We fine-tuned a comprehensive new core curriculum that is quickly becoming a national model. A glance at the Highlights section of this report will show the numerous research grants, awards, and prizes our students and faculty have received. The accomplishments of the faculty are particularly impressive when one considers that they are teaching scholars, strongly committed to classroom instruction.

Finally, are we happy? Happiness at Santa Clara comes from extending the blessing of belonging, of inclusion, of exploration, and searching. As part of this community, our students experience the joy that comes from discovering more of their talents, their values, their true selves, and all that makes up their amazing, God-given individualism.

This joy is reflected in the 91 percent of the class of 2011 who believe their Santa Clara education provided them with good to excellent preparation for life after college. Enthusiasm for our community is seen in the 94 percent of freshmen who return for their sophomore year—a figure well above the national average of 75 percent.

We are happy but not complacent. We are committed to continual improvement. We are dedicated to providing the best education possible—one that inspires and transforms our students and equips them with the passion and knowledge to change the world for the better.

Best wishes,

Michael E. Engh, S.J. President

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Contents The data surrounding Santa Clara University reveals a trend: SCU is moving in the right direction. The University is attracting more interest from potential students than ever before.

Recruiters from Silicon Valley’s top companies are coming to campus in record numbers. Every year, a passion for social justice is reflected in the more than 1,200 students who participate in community-based learning and the more than 400 who study abroad.

But there is a depth to the numbers as well.

The people who are propelling SCU forward have stories of overcoming hardship to be the first in their family to attend college. They are the faculty who never stop trying to find new ways to inspire students. They are spreading the impact of Jesuit education across the globe.

It’s not often that an institution with a sterling 160-year tradition can look forward and confidently say—the best is yet to come.

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Recruiting and Supporting the Next Class Meet the class of 2016 … exploring the different routes to SCU that first-generation students take … and a firstyear law student is heartened

by Fr. Engh’s commitment to sustainability.

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Supporting Teaching Scholars Santa Clara’s secret sauce?

Inspiring teachers, small classes … Daniel Strickland’s legacy is carried on by his students … and how an SCU professor brings history to life.

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Preparing Students to Thrive Students leave SCU with the confidence and skill set to continue their education and find fulfilling work … a standout student’s transformational Jesuit education … and SCU provides a rigorous business education with a grounding in the liberal arts.

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Engaging the Community From righting wrongful incarceration to undergraduate course work in the community, SCU brings social justice to Silicon Valley … the Career Center leverages Valley partnerships for student benefit … and SCU helps nurture the dream of a college education in a struggling San José community.

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Highlights

Taking on the World On the Web and on the ground, SCU’s reach extends worldwide … pioneering Jesuit education in Africa … and the process a professor uses to grow empathy in international affairs.

Grants, awards, new buildings, athletic highlights, and rankings recorded from the past year.

40 Financial Overview

The state of giving at Santa Clara includes a surge in alumni participation and an exciting new participation grant from the Thomas and Dorothy Leavey Foundation.

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Recruiting and Supporting the Next Class

Indicators of Success

Each year, Santa Clara University increasingly attracts record numbers of applicants, while retaining students at a remarkable rate The identity and character of a university emerge from its students. Starting as freshmen, they can go on to influence all aspects of Santa Clara University—the quality of their research is showcased at national competitions, their spirit is reflected at events, and they work in numerous departments around campus, at community charities, and with local businesses. In time, they join the alumni community and may return to campus as faculty or staff.

This process all starts with recruitment and the first year at Santa Clara. In recent years both the quality and quantity of students applying to the University is on the rise.

Retention rate vs. national average A university’s retention rate measures the percentage of freshmen who return for their sophomore year. For the 2011–12 academic year, SCU is No. 1 among master’s universities in the West, according to U.S. News & World Report.

94% SCU 75% national average

Applications 6,388

7,649

8,904

8,670

9,459

10,124

66.1%

57.4%

60.9%

66.5%

61.3%

57.6%

2003

2004

2005

2006

2007

2008

The past decade has seen a marked increase in applications to SCU.

Applications

124%

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increase in 10 years

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Incoming students show increasing scores

Class of 2016 profile Applications 14,339 Applications

2007

2011

7,344 Accepted

Enrollment 1,278 Enrolled 598 female

38%

out of state

680 male

36 states

17

foreign countries

44%

15%

24%

public high schools

Jesuit high schools

other Catholic high schools

GPA

3.5 3.60 SAT critical reading

597 619 SAT math

618 637 Acceptance 10,226

11,787

13,342

14,339 As applications have surged, Santa Clara has become more selective in admitting students.

59.2%

57.9%

54.4%

51.2%

Acceptance rate From

2009

2010

2011

2012

to

70% 51.2%

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Recruiting and Supporting the Next Class

Many shades of support First-generation students succeed beyond their dreams

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t one point, wanting to work for a Big Four public accounting firm might have been a lofty goal for Raymond Cheng ’15. But he now finds that, as a member of SCU’s LEAD Scholars Program, he’s definitely on track. Established in 2003, the Leadership Excellence and Academic Development (LEAD) Scholars Program fosters community building among students from a variety of backgrounds whose parents did not attend college. Participation is by invitation only, with approximately 60 incoming freshmen selected from admitted first-generation students receiving financial aid.

Cheng’s parents were enthusiastic when the firstgeneration student entered SCU as an accounting and information systems major. The LEAD Scholars Program has been instrumental in helping Cheng understand the University system and find the best ways to study, thrive, and succeed. His first foray into the business world came during a class project in which his small group was charged with running a simulated company using the computer application Mike’s Bikes. “It was a great experience to learn how to define our target market, make improvements to our products, and see how much money should be allocated to advertising and promotion,” said Cheng. The class was taught by executive professor of Management and chair of the SCU Board of Trustees Robert Finocchio ’73, who made a strong impression on Cheng with his compelling parting message about ethics in the workplace. “He still leaves me wondering what I will do in a situation at work that challenges my personal integrity,” said Cheng.

An education odyssey

Many transfer students face the same challenges as first-generation freshmen. Against the odds, 25-year-old transfer student Ashley Barros ’13,

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who left a difficult home life at the age of 15, has independently propelled herself through what she calls an “education odyssey.”

Through sheer determination and with financial aid support, the first-generation student completed her GED online and entered a local two-year college. Barros then decided she wanted to be part of an institution that would give her the maximum in personal enrichment and hone the competitive edge she would need to find the right kind of work.

She also preferred that her remaining college experience would make her many sacrifices and growing loan balances well worth the related anxiety. Receiving financial aid was the sole reason she could attend Santa Clara at all.

Instantly engaged in her philosophy courses, Barros clicked with Professor Philip Kain’s aesthetics class because it was “all about reality and perception.” The class allowed her to see her own life’s course from a deeper perspective. “When we got to the segment on Marcuse and Utopia, I nearly combusted,” she said. Another large influence involved courses in professional and nonfiction writing taught by Michael Malone ’75, MBA ’77.

“His candor about the challenging road to success in the writing world was definitely worth my first round of Sallie Mae financing alone.” Barros has spent years balancing school and work and often finds herself strung out on research, writing, and Snickers bars. With the demands on her life, she still manages to participate in SCU’s Café Socrates, a weekly undergraduate philosophy discussion group.

She’s already thinking ahead to a grad program in cultural studies—or “Maybe I’ll head back to work at Starbucks and apply for grants to write young adult novels, and end up very pleased with just that.”

> Ashley Barros ’13 is a transfer student and Raymond Cheng ’15 is a LEAD Scholar.

They are both firstgeneration college students and represent two of the many possible paths to SCU.

Ashley Barros ’13, who left a difficult home life at 15, has independently propelled herself through what she calls an “education odyssey.”

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Recruiting and Supporting the Next Class

When it all comes together A first-year law student finds the big picture in the Jesuit ethos

H

Grad school highlights Professional

85%

of current MBA students are employed in Silicon Valley

Diverse

41%

of current law students are members of ethnic minorities

Competitive

43.4%

increase in total enrollment for the School of Engineering since 2007

Dynamic Beginning in 2012, a new Master of Arts in Teaching is offered from the School of Education and Counseling Psychology, and a new Master of Science degree in Bioengineering is offered from the School of Engineering.

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azella Bowmani has nothing against modern technology; in fact, she worked for nearly four years as an SCU computing specialist. Yet when an idea strikes or a message inspires, no electronic device serves as well as her dog-eared spiral notebook.

“I always keep it in my bag and don’t have to worry about battery life,” she said.

“I’ve been to so many amazing events at Santa Clara, I like to take notes so I can remember what I’ve seen and heard.”

A student in the School of Law, Bowmani came to the Bay Area from Los Angeles about 10 years ago, bound for Stanford University. After earning a bachelor’s degree in history, she landed a job in the SCU Library as a technology training specialist. Then she immersed herself in campus clubs and activities.

“I had an opportunity to get involved,” she explained. “I didn’t want to sit at a desk all day, then go home and not have any real connection to the University.”

The tattered pages of her notebook chronicle Bowmani’s growing attachment to SCU and offer scrawled evidence of a young life dedicated to public service, social justice, and continuous learning.

Since coming to Santa Clara in 2007, Bowmani has been a tireless champion for sustainability, volunteering for campus projects and events, and living the zero-waste philosophy. She once noted, “One day I want to be able to say that I’ve achieved 100 percent sustainability: I produce zero waste

U n i v e r s i t y

and nothing that I consume or financially support contributes to the degradation of another person’s life.”

SCU’s own pledge to sustainability struck a chord with Bowmani, first as a university employee and later as a law student.

“I was so excited when I heard President Engh talk about making SCU a center for sustainability and social justice,” she said.

“I’ve always felt comfortable here, but the commitment to issues I care about was an extra bonus for me.”

Bowmani said a notion to go to law school solidified in 2011, after she attended many presentations focused on social justice and spoke with faculty members, including Cookie Ridolfi, founder of the Northern California Innocence Project, and Deborah Moss-West, assistant director of the Center for Social Justice and Public Service. Thanks to a Dean’s Fellowship, she was able to receive the financial support necessary to enroll.

“I’d like to do legal work for a nonprofit someday, or use the degree if I go into teaching,” she said. For now, her legal interests “span the public service gamut.”

With Jesuit ideals in mind, Bowmani is eager to help establish “Santa Clara’s holistic approach to sustainability.” It’s a principle that, according to her, “just makes sense,” she said. “You can’t separate people from the environment; policies affect people, and businesses can be a tool for social justice and change. Everything is related.”

“You can’t separate people from the environment …

Everything is related.”

Hazella Bowmani

> Hazella Bowmani was accepted into SCU’s School of Law in 2011 after working on staff at the University since 2007.

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Supporting Teaching Scholars

Studentfaculty ratio

Small classes taught by inspiring faculty are the bedrock of Santa Clara University’s success.

Indicators of Success

Santa Clara University attracts teachers who inspire students and are passionate about research Small class sizes are just the beginning of the crucial partnership between faculty and students.

By providing faculty with the resources to teach effectively—as well as conduct research—Santa Clara creates a community of teaching scholars who inspire students while contributing to the wider academic community. For students this means receiving mentorship in classes and also having opportunities to assist in research.

12.56 to 1

:

Class Sizes in 2011–12

37.1% of classes have fewer than 20 students 1.2% of classes have more than 50 students, the

lowest figure in the past 10 years

No. 2 on U.S. News & World Report Best Undergraduate Teaching list for regional universities in the West

A culture of research

SCU supports a culture of research by granting faculty the time and resources to conduct their own research and to share that process with their students.

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Growth in faculty

Over the past five years (2007-08 to 2011-12), the growth of nine and 12-month professorships has helped enrich SCU’s academic community.

2007

2011

132 142 137 143 64 80 Professors:

Associate Professors:

Assistant Professors:

Engineering’s benchmark in female faculty The School of Engineering, with a 30% female faculty, is No. 3 in the percentage of female faculty tenured or tenure-track, according to ASEE Profiles of Engineering and U.S. Engineering Technology Colleges.

Course release

18

Over the past two years, 18 faculty members have been granted course releases to serve as mentors on student research projects or to continue their own research.

University grants 2011–12

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$148,900

Total research and teaching grants awarded by the University

Total amount awarded

External grants 2011–12 SCU receives many grants from corporations and organizations; this includes 25 grants totaling

$6,199,933

Course release Kathleen Maxwell, associate professor of art and art history, was almost finished with her book on Byzantine illustration, but she was struggling with one chapter. She applied for, and was granted, a course release for the fall 2011 quarter to finish her manuscript.

Typically, Maxwell teaches six undergraduate courses a year, in addition to her responsibilities within her department and as secretary of the Byzantine Studies Association of North America. Having one less course in the fall would give her the time to put the finishing touches on her book.

“Over the past 15 years SCU has made progress in helping faculty find time and resources for their research,” Maxwell said.

“There has been a real evolution here. SCU is a great place to be, and I appreciate the University’s confidence that eventually my book would work out—that was a leap of faith.”

Maxwell finished her book, met with the publisher, and, by March 2012, had a contract in place. Her book, Between Constantinople and Rome: An Illuminated Byzantine Gospel Book and the Union of Churches, will be published in fall 2013, and much to her relief, the early reviews have been glowing, with it being called “one of the most detailed and learned studies of a Greek manuscript that we have.”

University grants Three years ago, Richard Scott ’88, professor of mathematics and computer science, received support from a department-wide grant from the provost’s office to support undergraduate research efforts. The $10,000 grant helped to pay for six students

to assist with research in the mathematics department over three summers.

“For theoretical mathematics projects it’s essential to spend one-on-one time with students,” said Scott. “The level of abstraction and background they need to know is often at the grad school level.”

Scott collaborated with Colin Hagemeyer ’12, whom the professor selected for his excellent performance in several upper-division classes. The results of their partnership? The journal Communications and Algebra has accepted Scott and Hagemeyer’s paper, “On Groups with Cayley Graph Isomorphic to a Cube.” Also, following his graduation from SCU, Hagemeyer was admitted to the graduate school at UC Davis to continue studying theoretical mathematics.

External grants Ahmed Amer, professor of computer engineering, received a $110,000 grant from the National Science Foundation to research data storage systems. Amer’s research focuses primarily on increasing the efficiency of data storage through improved operating systems—an especially acute problem as cloud computing and high definition photo and video increase demand for storage. Lately, Amer’s work has also spilled over into the field of power grid management, where efficiency could mean big sustainability gains.

“In the School of Engineering, we like to say we are ‘engineering with a mission,’” Amer said. “But it’s really no joke—it’s something genuine that you feel in all the faculty, staff, and students.”

To read more about the awards and grants that SCU faculty earned this past year, turn to page 38.

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Supporting Teaching Scholars

Work that will sustain A teacher’s legacy endures in the work of the students he inspired

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t an awards dinner in Washington, D.C., last spring, an announcer called out, “Santa Clara University!” and Michael Sizemore ’12 danced for joy. He scooped up his astonished faculty advisor and swung her off the floor. Then he and his team of fellow SCU engineering students claimed a $90,000 prize—a hard-won team triumph born of grief and tenacity.

A tragic turn

The group’s journey began in August 2011, when a 27-year-old assistant professor, Daniel Strickland, with a passion for fuel cell technology, brought five senior students together to compete in an annual competition called P3: People, Prosperity, and the Planet.

Although the group had little or no experience with the technology, Strickland’s talents and enthusiasm won everyone over. They began working on an innovative fuel cell—one capable of a continuous, sustainable energy supply for developing nations lacking reliable energy grids.

Shortly afterward, Strickland died in a car accident, leaving his students devastated and unsure about the future of their project.

Ultimately, they decided to continue the work as a tribute to their mentor. Other faculty stepped in, including Shoba Krishnan, an electrical engineering professor, who assumed the role of faculty advisor.

“I was primarily involved in overseeing the electrical aspects of the project,” she explained.

“But, there was a lot of interdisciplinary learning going on.” The students’ work, she noted, represented a “bridge” from academic research to the real world. “I helped them put in perspective what they learned in the classroom, but it wasn’t just about engineering—they needed to know

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about economics, teamwork, current industry standards, time management, organization, and communication skills.”

A winning team

The fact that the SCU group even competed with 44 other college teams at the National Sustainable Design Expo was a victory for the project. So when SCU was announced as one of 15 teams to snag P3’s top prize—a $90,000 grant to advance their research—some celebration could be expected.

In addition to Sizemore, the team included Ross Pimentel ’12, Sandeep Lele ’12, Sutyen Zalawadia ’12, and Jeffrey Schwartz ’13.

Pimentel spoke about the experience: “Dr. Strickland was always in my thoughts. The moment we found out we won second-round funding, I started to tear up. I am happy we were able to win this for Dan.” Both Pimentel and Sizemore credit SCU in helping them deliver. Pimentel cited faculty support, saying, “Before, I had no idea what buck, boost, and boost-buck converters were.” He also acknowledged non-engineering classes where speaking skills and qualities such as humility and confidence were developed.

Team members have now graduated, but most will remain on the project as graduate students, and Krishnan said lower-division classmates are being recruited to “keep the momentum going.” She is acting as co-advisor for the new project group, along with Associate Professor Drazen Fabris, chair of the mechanical engineering department. Of the original team, Krishnan noted, “I’m so proud of them. On the National Mall, listening to them explain their work to everyone—from kids to professional engineers—their communication and marketing skills were amazing.”

“Axim simus dolecae corporae consernatem rm aut lvolorro omnihic to volut voluptatust verum” Name Here

> From left to right: Sandeep Lele ’12, Professor Shoba Krishnan, Ross Pimentel ’12, Sutyen Zalawadia ’12, Michael Sizemore ’12, and Jeffrey Schwartz ’12 were all part of the award-winning team that continued the work of their late professor, Daniel Strickland (pictured in back right).

“I helped put in perspective what they learned in the classroom, but it wasn’t just about engineering— they needed to know about economics, teamwork, and current industry standards.”

Shoba Krishnan, professor of electrical engineering

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Supporting Teaching Scholars

An artful perspective on Asian history How passionate teaching impacts faculty and students alike

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athryn Karasek ’14 had taken three Asian history classes with Professor Barbara Molony and refused to stop there. The history and economics major signed up to take a fourth class, on modern Japanese history in the fall.

Molony’s teaching and research interests focus on Japan and its global connections, with courses on medieval as well as modern Japan; women and gender in China, Japan, and Korea; and imperialism in East Asia. “My primary research interests at this time are centered on women’s rights and the construction and representation of gender,” she said.

Molony embodies the teaching scholar model—an educator who is as committed to her research as she is to the development of her students. And while her research continually informs her teaching, the inverse is also true: “My students have always been a source of inspiration for new approaches to the themes I love,” she said.

“I’m also inspired by the broad vision brought to the classroom by my students, and it is they who have made me a better scholar.”

A Harvard Ph.D. and prolific writer, Molony has served at SCU as chair of the history department, director of the Women’s and Gender Studies Program, and co-director of the International Business Program.

Her commitment to drawing conceptual linkages between Japan and the rest of the world led to her co-authoring Civilizations Past and Present and Modern East Asia: An Integrated History, textbooks that introduce transnational history to students at Santa Clara and elsewhere.

Molony finds that she best reaches students by

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teaching history through a student’s lens. For instance, she knows that her students often have interest in clothing, and she presents a different take on dress that looks at analogies between clothes of the past and present.

“A theme that has continued since medieval times in Japan is the concept of ‘power dressing,’” said Karasek. “Professor Molony had us consider today’s power suits for men, the message they convey, and what they mean in relation to women. So a woman wearing a power suit has to find that balance between being authoritative and not losing her femininity.”

Karasek, a North Carolina native and President’s Scholar, thrives in Molony’s small-class settings. “I enjoy the various media Professor Molony utilizes when she teaches. We examine primary sources, as would be expected in any history course, but we also examine art and artifacts.”

The interdisciplinary aspects of combining history and art in Molony’s classes are representative of similar opportunities found and encouraged throughout campus. As a teaching scholar, Molony further enriches the student experience with a broad brushstroke of knowledge that brings her topics to life.

“My students have always been a source of inspiration.”

Barbara Molony, professor of history

> Kathryn Karasek ’14 is taking her fourth history class with Professor Barbara Molony. Small classes and opportunities to collaborate on research allow students to develop close relationships with professors.

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Preparing Students to Thrive

Indicators of Success

Measures of student satisfaction show that Santa Clara is serving students well Between receiving an acceptance letter and being handed a diploma, Santa Clara students find that opportunities abound to discover their passions and vocations. Grants, fellowships, and coursework allow students to launch a research project or conduct fieldwork abroad or in the local community. Students think outside their disciplines so that they leave Santa Clara with more than just mastery in their field of study—they gain a fundamental confidence that comes with a broad range of experience and knowledge.

Survey of recent graduates Every year, approximately six months after their graduation, Santa Clara University surveys the graduating class. The survey data shows recent alumni employment, grad school attendance, and satisfaction. Here are some of the results for the class of 2011.

Overall, the median starting salary for the graduate working full time is:

$

44,500 42,000

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Graduate satisfaction

89%

90%

91%

Percentage of graduates indicating that their SCU education had provided them with good to excellent preparation for life after college

Graduate school preparation

93%

92%

95%

Percentage of those attending graduate school full-time indicating their SCU education provided them with good to excellent preparation

Annual base salaries

47,500

2009 2010 2011

Graduates at work

73% 2011

2010

2009

82%

81%

96%

97%

Percentage of graduates looking for full-time work who obtained full-time work

Graduate study

90%

Percentage of those who applied for full-time graduate study who were admitted to at least one graduate program

Highlights from the National Survey of Student Engagement The National Survey of Student Engagement (NSSE) is the most comprehensive assessment of effective practice in higher education. Santa Clara University has participated in the survey of 400,000 students and 603 four-year colleges and universities. Most recently, NSSE surveyed SCU in 2010; for a full report visit www.scu.edu/nsse. Here’s how SCU stacked up in a few important categories.

National average

66%

Recruitment on the rise Since the recession, employers have flocked back to the Mission Campus. This past year, the University’s career fairs have hosted the most employers since 2008, setting a new high of 480, giving graduating seniors a leg up on employment.

SCU

91% 78% 47%

Seniors who complete a culminating senior experience, such as capstone project, thesis, or comprehensive exam

60%

Seniors who report community service or volunteer work

30%

Seniors who report that their personal code of values and ethics had developed “very much”

Graduation rates

SCU students finish what they start. Santa Clara has set the bar high with both its four- and six-year graduation rates. In fact, SCU’s six-year graduation rate is the highest among master’s universities in the West and in the top five nationally, according to U.S. News & World Report.

4

Year

6

Year

362 308

223 309

480

2007–08

2009–10

2011–12

2008–09

80% 53%

85% 58%

2010–11

SCU national average

SCU national average

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Preparing Students to Thrive

Educating the whole person, filling the whole planner A student embraces multiple transformational opportunities

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or Tanya Schmidt ’12, the old wisdom about fitting your resume on a single page would require more editing than even a top English major like herself could muster.

Schmidt’s distinctions span a variety of experiences—captain of the volleyball team, president of the English honor society, winner of the St. Clare Medal, finalist for the Rhodes Scholarship, liturgical organizer for Campus Ministry, and member of the Gospel choir, to name just a few. And she did it all with a grade point average just shy of 4.0.

No wonder then that the new graduate wanted time to relax before she headed to Switzerland to play professional volleyball in the winter, and then to New York University in fall 2013 for a two-year master’s program in English and American literature.

But for all her eagerness to try chilling for once, Schmidt has no regrets about taking on so much; it was what drew her to the Mission Campus.

A desire for more

Schmidt was in high demand as an All-American volleyball player and National Merit finalist coming out of The Harker School in San Jose, but she desired to be more than a student-athlete.

Santa Clara stood out to her because of the Jesuit emphasis on educating the whole person— academic, athletic, spiritual, and otherwise. Four years later, she strongly believes her intuition proved to be well founded.

“At Santa Clara, I’ve felt a confidence and a freedom to discover my joys and my gifts, and to continue to discern where those meet the world’s greatest needs,” she said.

At times, her discoveries were a process of elimination. During her sophomore year, SCU President Michael Engh, S.J., nominated Schmidt to attend a conference at the Vatican’s mission to the United Nations in New York. She was among the program’s 50 students from around the country to meet with ambassadors and U.N. officials.

While fascinating, she said, it helped her realize her passions are currently elsewhere.

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That summer, Schmidt headed on another adventure. Thanks to a Donovan Fellowship from Santa Clara, she flew to Cuzco, Peru, where she taught English to impoverished elementary school children and volunteered at the Missionaries of Charity’s Home for the Dying and Destitute.

There, she cared for physically disabled babies and fed the incapacitated in addition to engaging herself in various housekeeping services.

The spiritual aspects of her education continue to inform how she lives. “The tools of Ignatian discernment that I learned at Santa Clara have already proved to be a valuable resource to me in major decision making,” she said.

Discovering a passion

For all of her extracurricular activities, Schmidt kept to a rigorous academic course through the University’s honors program. As a senior, she was one of two English majors chosen as Canterbury Fellows, receiving funding and faculty support for independent research to support her honors thesis on issues involving women in Shakespeare’s The Winter’s Tale and Ovid’s Metamorphoses. She also received University grants for research on Chilean author Roberto Bolano’s dystopian masterpiece 2666 to present at the 2012 Sigma Tau Delta International English Honors Society Convention in New Orleans.

When she reflects back on her Jesuit education, Schmidt sees just how much she leaves Santa Clara inspired “to be intentional about developing my whole person—not just my mind, not just my body, but my mind, body, and heart—with the ultimate goal of being a person for others.”

Yet it seems that after exploring so many possibilities at Santa Clara, Schmidt wound up affirming her original goal: to be an English major hoping to teach English literature someday as a professor. She plans to impact others actively through teaching, writing, and advocating at a high academic environment. “I’m really excited about a career in teaching,” she says.

> Tanya Schmidt ’12 followed her passions at SCU on the volleyball court, across the country, to an impoverished school in Peru, and eventually to the final round of the Rhodes Scholarship.

“At Santa Clara, I’ve felt a freedom to discover my joys and my gifts, and to continue to discern where those meet the world’s greatest needs.”

Tanya Schmidt ’12

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Preparing Students to Thrive

The art in business SCU faculty develop new paths in learning

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tudents in Santa Clara’s new core curriculum Pathway on Food, Hunger, Poverty, and the Environment can take a business course called Feeding the World, a biology course on endangered ecosystems, an English course on African literature, or an environmental studies course that explores the moral vision of Cesar Chavez in the context of Catholic social teaching.

Of course, these options are in addition to the course requirements of their major.

Naturally, the following question may come to mind: how does a future accountant or executive benefit from the study of the literature from countries halfway around the world?

The research

According to Phyllis R. Brown, associate provost for undergraduate studies, research shows that, although students with business degrees often earn better salaries just out of college, students with degrees in the arts or humanities can start to catch up in later years.

“One way of interpreting this is that the liberal education serves people better in the long run than the professional training of the undergraduate business degree,” said Brown.

“What we want to do is combine these benefits.”

It’s not just career prospects that can be enhanced with this combination. When students make connections between various fields of studies, they’re broadening their perspective.

These connections between business and the liberal arts are part of the evolution of business education, says Drew Starbird, dean of the Leavey School of Business. “There’s a greater recognition of the impact of business decisions on the broader community and the importance of making business decisions with integrity and

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in the context of ethics. Those issues and many others make the connections between a rigorous education and a firm grounding in the liberal arts more important than ever.”

The liberal education piece, when it’s done well, also allows people to transfer what they learn in one situation into new situations, Brown says.

“It helps people be nimble.”

The implementation

Santa Clara integrates broad-based learning into its business curriculum in several ways.

In one class, business students work with an economically challenged area in San José to help local businesses create jobs. Students “are lining up for that experience because it’s in tune with their set of values and the values of the University,” Starbird says.

Business students will need this ability to look at an issue from many angles.

“Over the past 10 to 20 years, we have evolved as a society to introduce this word ‘stakeholders,’” said Michael Kevane, associate professor of economics, who joined Brown at the Aspen Undergraduate Business Education Consortium in Washington, D.C., this year, where Brown presented SCU’s curriculum innovations. Kevane said that business leaders have to recognize that “there are other people who care about what their business does besides the shareholders who are going to be receiving dividends.”

The big idea? Create the kind of dynamic, well-rounded business leaders who thrive not just today, but will excel in the future.

“What I tell parents when they come to campus is that our goal is to prepare students to be excellent in jobs that don’t exist yet,” Brown said.

“There’s a greater recognition of the impact of business decisions on the broader community and the importance of making business decisions with integrity.”

Drew Starbird, dean, Leavey School of Business

Image to come

> Business students (from left) Joe Beirne, Zack Morris, and Kate Carroll learn from and work with members of the community, such as Yolanda Arteaga (right), as part of SCU’s innovative curriculum.

In Jackie Schmidt-Posner’s field study course, students visit Arteaga’s business, Yolanda’s Market.

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Engaging the Community

Indicators of Success

Pursuing social justice in Silicon Valley At this year’s commencement, Steve Wozniak took the stage to chants of “Woz! Woz!” The Apple co-founder had these words for the Santa Clara community: “You should always feel in life, and your job, that your actions have a good purpose behind them. [That] they better the world in some way.”

It was fitting to hear these thoughts from a Silicon Valley luminary, as they so perfectly encapsulate the sentiments of the Mission Campus. The work of the students, faculty, and alumni of Santa Clara often reverberates into the local community.

The Silicon Valley alumni network As more SCU alumni join the business networking site LinkedIn, a clearer picture of the Bronco community comes into focus.

51,690 Total number of people in SCU’s LinkedIn network

11,717 People have joined SCU’s LinkedIn group

67%

The importance of internships

Located in the Bay Area

27%

Of alumni in a senior position

Providing opportunities for students to gather work experience is crucial to their career success. Silicon Valley is the ideal location for finding interesting and valuable internships.

63% of students have participated in at least one internship

87.9% of grads who participated in an internship are employed full time

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4,140

Work in engineering, most popular career among network

2011–12 academic year

1,203 49 Total students participating in community-based learning

Total partners in community

40

4 1 Faculty

Courses

Community- based learning

Students at Santa Clara find inspiration through community-based learning. Community-based placements and projects allow students to experience the realities of various regions and the world. They learn to apply the knowledge gained from the classroom and see firsthand what it can accomplish in the community for the purpose of creating a more humane and just society.

Almost

10,000

requests for assistance from inmates

75

active cases

13

innocent people who have been freed

The Northern California Innocence Project The NCIP, a program of SCU’s School of Law, was founded in 2001. Since that time the project has made an enormous impact in the lives of those who have been wrongfully incarcerated.

The Alexander Law Center During the 2011–12 academic year, the School of Law’s Katharine and George Alexander Community Law Center provided important services to the underrepresented in Silicon Valley.

Advised 627 individuals in law clinics on immigration, worker rights, and consumer rights Recovered $98,289 in damages for 25 consumer law clients Recovered $142,294 in unpaid wages for discrimination claims Opened 13 human trafficking cases and closed 8 for immigration clients Opened 20 temporary visas for victims of crime cases and closed 12 cases based on the Violence Against Women Act Law students logged 13,425 hours of class time and legal work to help the lives of many people

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Engaging the Community

Good work Students benefit from SCU’s relationship with tech companies in Silicon Valley

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anta Clara’s location in the heart of Silicon Valley offers rich opportunities for students to connect their Jesuit education to 21st-century careers. At the heart of this intersection is the University’s Career Center, which prepares students to find meaningful work as well as opportunities to provide leadership and service for the common good in both their professional and personal lives.

Valley teams

The Career Center teams up with tech companies to educate students about career opportunities.

Relationships between these companies and the Career Center also blossom over shared ideals of corporate responsibility. This was the case during a class visit to Google, which underscored just how much the larger interests of a company can be complemented by Jesuit sensibilities.

Students visited Google during their Careers for the Common Good class and learned how the company addresses global challenges with technologies that assist with national disasters and public health considerations. Students also participated each week in a community-based learning placement to explore the realities of marginalized populations and evaluate nonprofit and for-profit responses to social injustices.

Opportunities like these allow students to consider where their skills and interests fit with the world’s greatest needs.

The Career Center also helps students take action on their career interests by leveraging the center’s relationship with tech companies.

LinkedIn is one tech industry heavyweight with which SCU has formed a relationship. The Silicon Valley company “sent a team of research scientists to campus to meet with selected students to talk about student use of the LinkedIn site,” said

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Elspeth Rossetti, director of the Career Center.

“They relied on our expertise with college students to inform the development of their product.”

LinkedIn experts also visited campus and spoke to a packed room of more than 130 students about how to use LinkedIn to find jobs and internships.

Network advantage

SCU’s Career Center created career networks on LinkedIn to make it easy for students to find internships and jobs in their field and for recruiters to find potential employees. The SCU networks—for example, Green Jobs— foster discussion among students, faculty, and recruiters about job openings. A recent poll done by the Career Center found that more than 70 percent of employers who hire SCU students use LinkedIn to recruit and screen candidates.

In addition, the SCU Alumni Association has organized their LinkedIn group so that students can easily find a list of SCU alumni working at a particular company.

The University works closely with other local employers as well, including Cisco Systems.

Cisco has created fellowship programs for IT and engineering students. The tech company also provided career coaches for a day, meeting individually with 32 students to provide perspective on their career goals.

Cisco sees SCU as a good recruiting ground because its engineering students also have a liberal education—one of the hallmarks of a Jesuit education that focuses on the whole person.

According to Camille Gatenby ’01, senior university manager in Cisco’s human resources department, employers want “a person who is a smart engineer who doesn’t freak out if they have to present to a vice president.”

> As director of the Career Center, Elspeth Rossetti helps bring Silicon Valley’s biggest businesses to campus, as well as connects SCU students, like Ariana Kempis, to corporate campuses for tours and internships.

“LinkedIn relied on our expertise with college students to inform the development of their product.”

Elspeth Rossetti, director of the Career Center

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Engaging the Community

Where the heart is A partnership in early education shows strong ties between SCU and the community

K

evin Eagleson ’70 summed up his own feelings when he realized that Juan Romo ’12 was two weeks away from graduating from Santa Clara University.

“It makes you think, wow, sometimes dreams do come true,” Eagleson said.

Eagleson is the director of graduate support at Sacred Heart Nativity School, where he is a past principal. Sacred Heart was founded in August 2001 in a struggling, immigrant community in San José. Ten years ago, Romo was one of 20 sixth-grade students, all boys, who made up the first graduating class. The school now has three grades—six through eight—and enrolls about 60 boys and 60 girls.

Students like Romo are able to attend Sacred Heart at a greatly reduced tuition, thanks to the school’s financial aid program. To sponsor this program, Sacred Heart relies on support not only from means such as fundraising but also from community partnerships, especially with Santa Clara University.

Plethora of partnerships

Santa Clara University partners with Sacred Heart in several ways. Many of the volunteer tutors are alumni, current students help at the school as part of community-based learning coursework, and faculty, such as Francisco Jiménez ’66, have visited the campus to speak to students and their parents.

SCU also has roots in the school’s community.

The Juan Diego Scholarship, established in 1998, is a four-year, full-tuition scholarship to SCU that is awarded annually to a student from Sacred Heart Parish or the parish neighborhood.

Among the past recipients is Jorge Meza ’14, a Sacred Heart graduate.

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SCU’s School of Education and Counseling Psychology (ECP) also provides scholarships to Santa Clara graduate students working toward a teaching credential or master’s degree, and who work at Sacred Heart as “intern teachers.” Intern teachers work for as long as three years at the school, while they complete a graduate degree.

“In so many ways—mentally, emotionally, physically—Santa Clara challenged me,” said Yaya Morales ’11, an intern teacher at Sacred Heart. Morales enrolled in the ECP master’s degree program after graduating from SCU. The partnership with Sacred Heart not only subsidizes her tuition, but also pays for some of her living costs, making it possible for her to pursue a graduate degree.

Between school and teaching full time, Morales’s days are packed—but she thrives off making a real difference in her community.

According to Peter Pabst, S.J., M.A. ’89, president of Sacred Heart, “It’s no exaggeration to say that some of our students would never have graduated from high school, maybe even middle school, if they hadn’t come through here first.”

Investments with a long view

The long-term goal of the school isn’t just to graduate students from college, but to have those students return to their communities with jobs, and as examples that college is a possibility. The success of this goal won’t be measured for many years to come—as faculty like Eagleson would be the first to tell you—but if results from the first decade have been any indication, Sacred Heart has good reason to believe in this dream. Meza and fellow student José Sandoval ’16 are both graduates of Sacred Heart and on their way to following in Romo’s footsteps at Santa Clara.

> Yaya Morales ’11 is an intern teacher at Sacred Heart Nativity School. She also attends graduate school at SCU on scholarship.

“In so many ways—mentally, emotionally, physically— Santa Clara challenged me.”

Yaya Morales ’11

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Taking on the World

Indicators of Success

How SCU extends a global reach Santa Clara University makes a far-ranging impact on the world in several ways. For starters, among master’s universities, Santa Clara ranks highly for sending students abroad. The work of faculty and staff reaches an audience far beyond the Mission Campus as well. Then there are the big goals— helping to found new Jesuit universities in Africa and Asia, plus SCU’s Center for Science, Technology, and Society’s vision of improving one billion lives by 2020.

10

years of social benefit

Over the past 10 years, the Global Social Benefit Incubator (GSBI) has experimented with the most effective methods to empower social entrepreneurs with financially sustainable business models. The program includes more than 1,000 applicants and 150 successful GSBI alumni, social entrepreneurs who provide clean energy, job training, and health care to the people who need those services most.

Out of 150 GSBI alumni 90% still operate their enterprise, and 50% of these enterprises are growing. The lives of 74 million people have been improved significantly.

Global Social Benefit Fellows This spring marked the launch of the Global Social Benefit Fellows program, thanks to a $2 million gift from the RNN 99 Foundation made possible by Ann S. Bowers, a trustee for RNN 99 and an emerita member of the SCU Board of Trustees.

The yearlong fellowship program includes a partnership between SCU juniors and one of the organizations that has completed the GSBI program.

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Th e e n t e r p r i s e s :

E Health Point, India

Solar Sister, Rhode Island

Mission: E Health Point clinics deliver improved health and productivity to low-income populations in India using broadband wireless to provide affordable point-of-care medical services and clean drinking water facilities.

Fellows: Danielle Dhanoa, Nicky Nienow Birch

Mission: Solves energy poverty by empowering women in Uganda, Rwanda, and South Sudan with economic opportunity, distributing solar lamps and clean-energy products to women to create an Avon-style direct-sale distribution network.

Fellows: Misa Mascovich, Kirsten Petersen, Victoria Yundt

Fundación Paraguaya, Paraguay Mission: Promotes entrepreneurship in order to enable people with limited resources to create jobs and increase their family income.

Fellows: Amanda Nelson, Ashley Armstrong, Michelle Maddex

Whirlwind Wheelchair, California Mission: Designs durable and highly functional wheelchairs that perform well on rough terrain for people in the developing world.

Fellows: Nate Funkhouser, Stella Tran

A discussion without borders

The Markkula Center for Applied Ethics website hosts many discussions and ideas over the course of an academic year.

The popularity of these exchanges may not be surprising, but the reach of the dialogue is, as the center’s website has received attention from around the world.

All visits are from the 2011–12 academic year.

Among international visitors to the site, the top sources of traffic included the following countries.

South Africa

19,710 Singapore

22,517

Global exchange For students who seek experiences beyond the U.S., Santa Clara University is gaining a reputation as an ideal launching pad. In its most recent report, the International Institute of Education ranked Santa Clara among the nation’s top 40 master’s universities in three categories.

35 5 25

#

Malaysia

40,393 Philippines

71,566

Total number of students on academic, credit bearing programs abroad

403 students

#

Australia

72,680 India

76,600

Total number of students participating in mid-length (more than eight weeks) academic programs

403 students

#

Total enrollment of undergraduate and graduate international students

847 students

Canada

90,601 United Kingdom

107,502

Unique Visitors

2,154,552 Pageviews

4,265,416

Donovan Fellowship (2000–12) The Jean Donovan Summer Fellowship is inspired by the life of Jean Donovan, an American woman who lived, worked, and died in solidarity with the impoverished and oppressed of El Salvador in the 1980s. The fellowship gives several annual $1,500 grants awarded through the Ignatian Center for Jesuit Education and supports students who desire to deepen their understanding of social justice issues through a summer community-based learning experience. These have included experiences ranging from working in an orphanage in Russia to assisting at Mother Teresa’s Home for the Dying and Destitute in India.

144 34

students have participated since 2000

different countries have received fellows

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Taking on the World

New frontiers Santa Clara University and Jesuit education in Africa

The next horizon for Jesuit education Santa Clara is one of four U.S. universities collaborating with other Jesuit universities in a bid to start a new university in Hong Kong, where the government is offering a 40-acre site for a higher education institution. The government’s final decision is expected by summer 2013.

According to Don Dodson, presidential professor of global outreach and former senior vice provost and interim provost at Santa Clara, pending government approval, the university could open in 2015 with an inaugural class of 300.

Dodson currently serves as provost pro tempore of the new university, while other faculty and staff from SCU also have provided expertise.

Dodson called the project a “once-in-a-lifetime opportunity to help design and create a new university in one of the most important and exciting regions in the world.”

Some 23 Jesuit universities around the world have pledged support for the project, with SCU, College of the Holy Cross, Fordham University, and Georgetown University serving as founding partners.

“We really feel like the liberal arts, especially the Jesuit liberal arts, bring something very important to Hong Kong,” said Michael McFarland, S.J., president pro tempore of the proposed Hong Kong university, former president of College of the Holy Cross, and a visiting scholar at the Markkula Center for Applied Ethics during the 2011–12 academic year.

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F

idelis Udahemuka, S.J., MBA ’11 had an aha! moment while ministering in Nairobi. Once a month, his church distributed food and money to the poor. He recalled how he provided a loan to a woman instead of the usual bread. She paid the money back in full in three weeks.

“The poor have problems—and solutions,” he said. Udahemuka found that empowerment can come from finding ways to use whatever resources that people have to work toward those solutions.

Now, Udahemuka is taking a much larger step to provide empowerment in Africa. He will be part of the leadership team behind the new Jesuit University of Eastern Africa.

The new university will be one of more than 100 Jesuit universities worldwide and is slated to open for the 2014–15 school year, serving students from six countries at its campus in Nairobi, Kenya.

According to Udahemuka’s research, in 2009 Kenya had 82,000 students who qualified to attend university, but only 10,000 received government scholarships.

Another 10,000 were able to pay out of pocket, and 5,000 were able to obtain jobs. This left 70 percent of college-eligible students without a job or degree.

“We need to do something. No matter how small it is or how big it is, we need to respond to the needs of these kids,” Udahemuka said.

Tanzanian by nationality but Rwandan by birth, Udahemuka came to Santa Clara

U n i v e r s i t y

in 2008 for an MBA. He also served as a Jesuit in residence on campus and recently shadowed President Engh as a special assistant in an effort to learn what it takes to run a university. In summer 2012 he left Santa Clara for Nairobi to work on the university project full time.

The university’s founders are the Jesuits of the Eastern Africa province, which includes Sudan, South Sudan, Ethiopia, Uganda, Kenya, and Tanzania.

The school plans to open with about 60 students, primarily from Kenya, Uganda, and Tanzania. The plan is to begin with programs in business and education, adding engineering the second year with bachelor’s degrees offered in those areas.

In Nairobi, Udahemuka will be involved in many aspects of starting a new university: acquiring property, applying for accreditation, planning for faculty, identifying potential students, and putting together a marketing strategy.

Udahemuka said he has learned a lot about how a university operates by being involved with high-level administrators at Santa Clara. He saw not only the big picture but also all the daily tasks that are required to make a university run smoothly. This experience only reinforced his idea that the best leadership empowers people. “I realized that the work of the top management is to create an environment that enables people to work,” he said, “and to be participants in the whole mission of the university.”

“We need to do something.

No matter how small it is or how big it is, we need to respond to the needs of these kids.”

Fidelis Udahemuka, S.J., MBA ’11

> Fidelis Udahemuka, S.J., MBA ’11 shadowed President Engh while preparing to help lead the new Jesuit University in Eastern Africa.

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Taking on the World

Peace games A computer simulation in which students transcend attitudes and value empathy

T

o truly know a person, we’re advised to walk a mile in his shoes. For political science professor William Stover, that mile begins in his Santa Clara office and leads to the most conflict-ridden corners of the world.

Since 1975, Stover has encouraged SCU students to slip on the shoes of high-ranking officials in such lands as the Middle East, Russia, and Africa in his Introduction to International Relations class. Students never leave campus: their travels are virtual, mapped through a novel Internet simulation with global participants.

“The class strives to give students a sense of empathy, which is a neglected aspect of international relations,” said Stover.

This means putting students in roles they would never dream of—as when Arab and Jewish students are asked to switch sides. “No one wants to do this,” he said. “A few threaten to drop the class; in the end, though, they always thank me.”

Anna Callaghan ’12 spoke about how “you gain empathy” during the class. “If you think Iran’s leadership is crazy and that they’re ruining their country, then being forced to merge your own thoughts with theirs and produce Iran-like decisions gives you an understanding, whether you like it or not.”

Bringing the world on campus

Stover’s scenarios often involve diplomatic conflicts—a “holy satellite” launch in Iran, for example—and sometimes a humanitarian crisis, such as bringing aid into Darfur. A former U.S. foreign service officer, he participated in conflict resolution simulations as part of his training.

He found the scenarios useful in helping people transcend ethnocentric attitudes and understand the other side. Without empathy, he learned, “we will never fully appreciate the subtle complexities of world affairs.”

At SCU, students begin immersing themselves in their roles by writing research papers from the perspective of their assumed identity. They access media and other sources directly from the countries

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they’re representing and electronically pick the brains of international team members.

Upon entering the game, the role-playing becomes intense. Callaghan, who acted as the Palestinian head of state, said, “You attach emotions.

You refuse to meet with Israel because they refuse to even speak about the right of return; they send you an email, you ignore it. These real-life sentiments begin to leak into the simulation, and the whole thing starts to feel real.”

Taking SCU to the world

Stover’s first simulations at SCU featured bulletin boards and thumbtacks. Two decades later, the course went online. Just after 9/11, he traveled to universities in Egypt, Jordan, Israel, Lebanon, and Palestine to gauge interest in global participation.

“I found amazing acceptance,” he noted. “They were eager to learn more about the U.S.” Today, Stover journeys around the world to advise those wishing to set up similar programs.

He’s helped a former student, Jack Kalpakian ’92, initiate simulations in Morocco, and in July he spent two weeks consulting in Turkey.

He also continues to facilitate an online “Dialogue of Faith,” which was started about eight years ago through SCU’s Bannan Center for Jesuit Education (now the Ignatian Center for Jesuit Education). The “Dialogue” is designed as an ongoing, online conversation among Muslim, Jewish, and Christian clergy and scholars. It is a kind of rolling forum with linked messages. “Participants must read each other’s messages before responding, so they’re forced to hear first what someone has to say,” according to Stover. Discussions center on issues related to Middle East conflicts and the goal is to help all parties better understand one another’s concerns and commitment to peace.

“In the Middle East, there is such a curtain that separates people,” he explained. “If we can punch holes in that curtain, get a sense of what people are feeling, it becomes much more possible to discover common values and understand what the other side is looking for.”

“The class strives to give students a sense of empathy, which is a neglected aspect of international relations.”

William Stover, professor of political science

> Professor Bill Stover translated lessons from an early career as a U.S. foreign service officer into concepts he uses at SCU and in classrooms around the world.

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Athletics

Highlights

Love of the game

Student body profile

2012 2011 2010 Undergrad Grad Undergrad Grad Undergrad Grad

Gender Male

2,634 1,822

2,546 2,000

2,484 2,178

Female

2,616 1,447

2,683 1,571

2,623 1,638

2,443 1,199

2,281 1,320

2,106 1,400

Ethnicity Caucasian Asian

781 1,161

795 1,255

809 1,379

Hispanic

954 265

980 245

929 253

African American

164 67

175 69

216 81

7 10

10 13

10

Native American

5

15 14

Pacific Islander Race and Ethnicity Unknown

541 499

Two or More non-

342

Hispanic Races or Ethnicities

Total

5,250

23 22 684 602

59 284 3,269

34 27 774 621

48 229

5,229 3,571

42

5,107

3,816

Rankings and ratings

FY09 FY10 FY11 FY12 FY13

U.S. News & World Report, Undergraduate

“America’s Best Colleges” Master’s Universities, West

2

2

2

2

Peer Assessment Score (out of 5.0)

3.9

3.9

4

3.9

School of Engineering, Master’s Universities, National

21

17

21

14

U.S. News & World Report, Graduate

School of Business “Part-time MBA”

School of Business “Executive MBA”

19

15

18

15

School of Law “Top Schools”

85

93

84

96

Forbes “Best U.S. Colleges,” Undergraduate

318

150

115

67

Inclusion in Princeton Review’s Top Colleges

Yes

Yes

Yes

Yes

32

39

35

35

Businessweek’s “Part-time MBA,” National

27

19

Kiplinger’s Personal Finance “Best Value in Private Universities”

43

44

Businessweek’s “Best Undergrad Business Programs”

10

44

35

50

43

41

72

33

Inclusion on President’s Honor Roll for Community Service Newsweek’s “Best Colleges for You”

34

“America’s Happiest Colleges”

“America’s Most Beautiful Schools”

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U n i v e r s i t y

24 2

Any doubt Coach Dan O’Brien was going to bring a new attitude to Santa Clara baseball vanished when the skipper asked his team to get on the ground and talk to the grass.

Building a relationship with the field must have seemed like a strange request compared to, say, taking more batting practice, especially for a team that has struggled in recent years.

But O’Brien preaches—and wins—with a philosophy that stresses attitude above all.

It worked at UC San Diego, his alma mater, where O’Brien turned the Tritons into perpetual winners, first at the Division III level and then at Division II. He left as the most winning coach in school history and as a two-time National Coach of the Year.

And so O’Brien focused on his players’ minds. He asked them to talk to the grass; he rented a theater to show the team Moneyball; he outfitted players in old-school baggies to convey the oldschool attitude he feels; he decorated the grounds with photos from over a century of SCU baseball history. In short, he asked the team to fall in love with the game again.

The results were impressive. The team broke into the top 50 before cooling off from a hot start. Still, the Broncos finished at 26–28, nine wins more than the year before, the biggest singleseason improvement in nearly two decades: “It was a good start for where we are looking to go with the program,” O’Brien said.

Holding court Santa Clara men’s and women’s tennis served up seasons to remember in 2012.

The men reached the NCAA tournament for the first time in school history, thanks to a 21–5 regular season, the best ever for the program. The Broncos wasted no time showing they deserved the national attention, knocking off No.19 Texas in the first round before falling to Stanford.

Credit for the success goes to many, including WCC Coach of the Year Derek Mills and Freshman of the Year Ilya Osintsev ’15. But the top-ranked player was Kyle Dandan ’12, a native of the Philippines, who chose Santa Clara based on the school’s academic reputation and Mills’s promise that they could turn the program around together.

“I was part of the transformation,” Dandan said after his final game. “It was amazing to be a part of that.”

Not to be outdone, the women enjoyed their own foray into the postseason as sophomore Katie Le ’14 secured the program’s first ever individual bid to the NCAA tournament. Le lost in three sets in the Georgia humidity.

The Milpitas native will be back for two more years of tennis, looking to add to this year’s honors, which include WCC Player of the Year and WCC First Team for singles and doubles. And she could hardly be doing better in the classroom. Le earned WCC All-Academic Team accolades thanks to a 3.81 GPA in computer engineering.

“I think she can be even better in the next couple of years,” Coach Ben Cabell said. “Obviously the future is really, really bright for her.”

Katie Le ’14, a computer engineering major who maintains a 3.81 GPA, had an historic season, becoming the first Bronco to play in an NCAA Women’s Singles Championship Match.

The highlight reel STUDENT-ATHLETES: 105 student-athletes achieved a 3.5 GPA or higher … Santa Clara’s cumulative GPA for its student-athletes was 3.048.

M. WATER POLO: Senior Michael Wishart set record for career blocks and assists … senior James Case was AllAmerica honorable mention.

W. WATER POLO: Freshman Ashleigh Bandimere named WWPA Newcomer of the Year.

VOLLEYBALL: Junior Dana Knudsen named WCC First Team ... Senior Tanya Schmidt posted highest GPA (3.971) of the WCC AllAcademic Team.

M. CROSS COUNTRY: Finished 13th at NCAA Regional, a record for the program.

W. CROSS COUNTRY: The team posted highest cumulative GPA (3.4) in SCU athletics.

W. GOLF: Sophomore Taylor Camany earned allconference honors for second season.

M. GOLF: Sophomore Scott Lowe, all-academic team with 3.73 GPA. W. SOCCER: Advanced to 23rd NCAA tournament ... sophomore Julie Johnston selected first team AllAmerican, senior Bianca Henninger, third-team.

M. SOCCER: Finished 11-54, best overall record in WCC. W. BASKETBALL: Leaguebest three students on AllAcademic Team.

M. BASKETBALL: Junior Kevin Foster finished the season with 311 career three-pointers, breaking the school record of 263 set by Steve Nash ’96.

SOFTBALL: Senior outfielder Briana Knight made first team PCSC All-Coastal Division for third year in a row.

BASEBALL: Senior Lucas Herbst and sophomore Pat Stover selected in the Major League draft.

CLUB M. RUGBY: Northern California Conference Champions.

CLUB W. LACROSSE: Finished fifth in the nation … junior Maggie Burke named national midfield player of the year … senior Maria Pestana named national offensive player of the year.

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Sustainability • Included in The Princeton Review’s Guide to 322 Green Colleges: 2012 Edition

Leadership changes Thomas J. Massaro, S.J., became the new dean of the Jesuit School of Theology of Santa Clara University, moving from Boston College’s School of Theology and Ministry.

Nick Ladany was selected as the new dean for the School of Education and Counseling Psychology. He was most recently director of Loyola Marymount University’s counseling program.

• SCU included on Top 10 List of Higher Education Institutions with Largest Solar Photovoltaic Installations

Facilities

• The Paul L. Locatelli, S.J., Student Activity Center was awarded LEED Gold Building Certification by the U.S. Green Building Council (USGBC).

• The Patricia A. and Stephen C. Schott Admission and Enrollment Services Building was completed and opened.

• The all-new Graham Residence Hall opened its doors for students in fall 2012.

• The bronze Holy Family sculpture “In Celebration of Family”

by Artist A. Wasil was donated by Dr. Rudi Brutoco and Mrs. Diana Brutoco, and the Brutocao Family Foundation, and added to campus in February 2012.

Five new Board of Trustees members Anniversaries Kristi M. Bowers ’90, MBA ’97, sales and marketing director at King Mountain Vineyards; advisory board member for SCU’s Markkula Center for Applied Ethics Howard S. Charney MBA ’73, J.D. ’77, senior vice president at Cisco; co-founder of 3Com Mary Mathews-Stevens ’84, education philanthropist; member of the SCU Board of Fellows Jeffrey A. Miller ’73, MBA ’76, chief executive officer at business-consulting firm JAMM Ventures; former venture capitalist Betsy S. Rafael ’83, retired, most recently vice president, controller, principal accounting officer at Apple Inc. 36

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The new Patricia A. and Stephen C. Schott Admission and Enrollment Services Building

Fifty years ago Santa Clara University becomes the first Catholic co-educational institution of higher learning in California to enroll women in the undergraduate program.

• SCU received a 2011 Green Power Leadership Award from the U.S. Environmental Protection Agency. The annual awards recognize the country’s leading green power users for their commitment and contribution to helping advance the development of the nation’s voluntary green power market.

SCU was one of only 10 organizations nationwide to receive a leadership award for its green power purchase.

Century of engineering excellence In 2012, the School of Engineering celebrated 100 years of education. Several events and activities honored the milestone:

The Thomas I. Bergin Legacy Society—a gift and estate planning society for building the University’s endowment fund—honoring Santa Clara’s first graduate and recipient of the first bachelor’s degree awarded in California, celebrated its 25th anniversary.

• The President’s Speaker Series featured the theme “Engineering with a Mission” and welcomed Intel Corporation’s president and CEO Paul Otellini and Apple’s co-founder Steve Wozniak among the distinguished speakers.

The first themed dorm on campus, Unity—now a unique RLC that focuses on diversity and civic engagement— commemorated two decades of residence living and learning.

• The “Engineering Secrets Revealed: A Centennial Exhibit” presented an archival display of historic documents, photos, mementos, and artifacts, and a commemorative website (scu.edu/engineering/100) highlighted the achievement.

The School of Engineering celebrated its 100th anniversary (see box).

• Nathan Rogers ’12, civil engineering, presented the valedictory remarks at the 2012 SCU commencement ceremony.

U n i v e r s i t y

• Twelve alumni luminaries were feted with centennial awards. William Adams ’37; William Carrico ’72; William Carter ’71; Michael Hackworth ’63; Jack Kuehler ’55; Jeffrey Miller ’73; John Ocampo ’79; Eugene Ravizza ’50; longtime professor Dragoslav Siljak; George Sullivan, first dean of engineering; William Terry ’55; and Maynard Webb.

• SCU President Michael Engh, S.J., moderated a panel of SCU faculty members discussing their cutting-edge research and the frontiers in engineering.

Student and alumni awards Biology major Nick Fling ’12 received a Fulbright award to analyze the effectiveness of the health care system in El Salvador to guide the impending national reorganization of services.

Environmental science major Justin Covino ’13 received the School for Field Studies Distinguished Student Research Award for his work in Costa Rica with forestry and shade-grown coffee farming.

The Santa Clara University ROTC “Bronco Battalion” received the ROTC MacArthur Award for excellence, as the best Army ROTC program on the West Coast.

Santa Clara students won the Entrepreneur’s Choice award for the second year running at the West Regional Venture Capital Investment Competition. Class of ’12

MBA students Manoj Yadav, Suraj Ayinikatt, Vinod Nair, Shashank Saggar, and Padma Nagaraja comprised the team.

Anthropology major Maroo Morris Kim ’15 received a $3,000 student research award from Oregon Health and Sciences University Center for Research on Occupational and Environmental Toxicology.

Ten engineering undergraduates were selected as recipients of a 2012 Cisco-SCU Engineering $1500 Fellowship. The program encourages engineering students to undertake learning and experiences that foster an

800th anniversary of the founding of the Poor Clare Sisters Eight hundred years ago, Saint Clare left her privileged life in Assisi to join the religious Franciscan movement started by St. Francis of Assisi. Today, more than 20,000 women throughout the world follow the Form of Life Clare established. SCU celebrated the anniversary with art exhibits; retreats, lectures, and symposia; and a special musical tribute, hosting the world premier of the St. Clare Vespers Concert, composed by Leslie La Barre ’10.

entrepreneurial mind-set and innovative thinking to solve complex problems. Recipients included Tracey Acosta ’15, Melissa Bica ’14, Erik Chang ’15, Amanda Chong ’14, Anthony Clemetson ’14, Lauren Furumoto ’13, Evan Havlisch ’13, Bryant Larsen ’15, Shweta Panditrao ’14, and Ryan Tsao ’15.

Mechanical engineering major Alex Kranenburg ’13 was recognized by the American Society of Mechanical Engineers (ASME) San Francisco as the most supportive student chapter member. The SCU student chapter was also honored with the Outstanding Student chapter award for ASME Santa Clara Valley.

Charles Franz ’12, Greg Method ’12, and Keegan Wada ’12 were named semifinalists at the American Society of Mechanical Engineers Innovation Showcase for their braking system for long trains.

Kelli Oura ’11 was awarded the American Society of Civil Engineers San Francisco chapter Outstanding Civil Engineering Student award.

Maya Kroth ’01 was awarded a Fulbright to travel to Spain where she will research and write a cultural history of the siesta.

Hybrid Car Competition Five interdisciplinary teams of SCU students and faculty developed a Society of Automotive Engineers Formula Hybrid car. The first of its kind made at SCU, the car competed in the Sixth Annual Formula Hybrid International Competition, April 30–May 3, 2012, in Loudon, N.H., and placed 16th out of 44 universities.

According to mechanical engineering student Robert Kozak ’12 their performance impressed judges. In order to compete, teams must first have their car vetted by judges as adhering to the competition’s stringent guidelines. “The judges told us that most first-year teams don’t pass inspection,” he said.

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Highlights

External grants for 2011–12 The Center for Science, Technology, and Society received funding for two new programs: a $2 million grant from the Noyce Foundation for the Global Social Benefit Fellowship program, and $199,983 from the World Bank Development Marketplace to pilot an online Global Social Benefit Incubator (GSBI™) program.

David Hess, biology, received two awards for studying DNA changes in yeast to gain insight into antibiotic resistance in bacteria and the “evolution of cancer in tissue”: a threeyear, $455,971 grant from the National Science Foundation, and $290,140 from the National Institutes of Health as part of a collaborative grant with University of Washington at Seattle and University of Strasbourg.

Justen Whittall ’96, biology, received two research grants: $191,250 from the California Department of Fish and Game to examine pollination biology and genetic diversity in two endangered, Bay Area flower species, and $272,968 from the U.S. Fish and Wildlife Service to reintroduce a viable population of the Metcalf Canyon jewelflower.

that total award, $266,000 will directly benefit Santa Clara University and the Katharine and George Alexander Community Law Center.

The remaining $244,000 is divided between three partner agencies.

Jonathan Zhang, bioengineering, received funding of $245,456 in 2012 as part of a fiveyear grant awarded by the National Institutes of Health for research on engineering mammalian cells to synthesize nonnatural proteins for studying protein post-translational modification in vivo.

Angelo Ancheta, law, received a grant for $500,000 under the U.S. Department of Justice FY 2011 Enhanced Collaborative Model to Combat Human Trafficking. Of

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Chris Weber, physics, received a three-year, $190,000 grant from the National Science Foundation for testing the density of electronic states in the magnetic semiconductor GaMnAs using a short-pulsed laser.

Mike Carrasco and Amelia Fuller, chemistry and biochemistry, received $159,159 from the National Science Foundation to purchase a mass spectrometer for the analysis of peptides and proteins, facilitating faculty research with undergraduates.

Amelia Fuller, Clare Boothe Luce Professor of Chemistry and Biochemistry, received $349,603 from the National Science Foundation to study organic molecules that mimic protein biomolecular structural features, and develop new research-based modules in organic chemistry laboratory courses.

Dan Lewis, computer engineering; Ruth Davis, computer engineering; and Pedro Hernandez-Ramos, education received a three-year National Science Foundation Graduate Teaching Fellows in K-12 Education grant of $851,779 to develop improvements in computing education.

The Northern California Innocence Project at Santa Clara University School of Law and the California Innocence Project at California Western School of Law in San Diego were awarded an additional grant of $2.2 million from the U.S. Department of Justice to continue a wide-reaching DNA testing program which first began in 2009.

Ahmed Amer, computer engineering, received $109,989 from the National Science Foundation to improve the reliability and scalability of data storage systems.

Nam Ling, computer engineering, received $70,000 from Huawei Technologies to evaluate cutting-edge, highresolution video encoding and compression to develop patents and future standards for 3D video.

Francisco Jimenez ’66, Fay Boyle Professor of Modern Languages and Literatures, received a Creative Work Fund grant of $40,000 for a collaborative project with the National Steinbeck Center titled “Our American Voices.”

Total support from offcampus corporations and organizations included 25 faculty grants totaling $6,199,933.

Faculty awards Michael Kevane, economics, received a Fulbright Scholar award to study the development impact of literacy gains in Burkina Faso in West Africa for the 2012–13 school year. He will measure how increased reading of fiction by young people affects certain character traits that are considered vital to spurring economic development.

Mary Hegland, anthropology, received a $6,000 Summer Stipend award from the National Endowment for the Humanities for her project on the history of secular politics in Iran.

Chris Kitts, mechanical engineering, was named the Kern Entrepreneurship Education Network (KEEN) 2011 Outstanding Faculty Member and Network Contributor. Through SCU’s work with KEEN, students and faculty were part of the team that took a Gold Prize in the category of Collaborative Networks and Support at the 2012 Edison Awards competition for innovation in business, products, design and services.

Rose Marie Beebe ’76, Spanish, received a full-year research fellowship award from the National Endowment for the Humanities to complete an annotated translation and biographical study of Mariano Vallejo’s 1875 History of Spanish and Mexican California.

Sister Sandra M. Schneiders, IHM, Jesuit School of Theology, received the Association of Catholic Colleges and Universities’ 2013 Monika K. Hellwig Award for outstanding contributions to Catholic intellectual life.

She was also named one of seven 2011–12 Henry Luce III Fellows in Theology, receiving a fellowship for her project “Risen Jesus, Cosmic Christ: Biblical Spirituality in the Gospel of John.”

Finance Professors George Chacko and Sanjiv Das were recognized with a $25,000 Standard & Poor’s award for excellence in research in innovative applications of financial market indexes in investment management.

Law professor Beth Van Schaack was selected to serve as deputy to the U.S. ambassador-at-large for war crimes issues.

Terri Griffith, professor of management, was named one of Silicon Valley’s Women of Influence for 2012 by the Silicon Valley Business Journal.

The Arts Council Silicon Valley named Kelly Detweiler, chair of the Department of Art and Art History, a 2012 Artist Laureate.

Kirk O. Hanson was named a “Master Teacher in Ethics” by the Society for Business Ethics.

Princeton Review’s publication of the Best 300 Professors included Laurie Poe, Department of Mathematics and Computer Science.

The Northern California Association of Phi Beta Kappa presented 2012 Teaching Excellence Awards to Mary Judith Dunbar, English, and Amy Randall, history.

National ROTC leadership awards were given to Lt. Col. John Tao, the director of SCU’s Department of Military Science, as the 2012 Cadet Command Professor of Military Science of the Year; and Capt. Michael T. Pope, enrollment officer for SCU’s Department of Military Science, won the Recruiting Operations Officer of the Year award, for excellence in marketing, recruiting, and scholarship management.

Eric Goldman, the director of Santa Clara University School of Law’s High Tech Law Institute, was awarded the IP Vanguard Award by the State Bar of California’s Intellectual Property Law Section, for outstanding contribution to the field of intellectual property law.

Sara Soledad Garcia, education, received an award for a short-term, intensive working visit to a university in Bogotá, Colombia, through the Fulbright Specialist Program. Her work at Universidad Colegio Mayor de Cundinamarca focused on incorporating ethics and value systems into teaching, assessment, and research.

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Financial Overview

25 years of planned giving This year the Thomas I. Bergin Society celebrated its 25th anniversary. The society was founded to recognize the support from those who have included the University in their will, trust, retirement plans, or life insurance. Since it started in 1987, the society has seen a large increase in members and their gifts to SCU.

State of giving This year provided another set of milestones for Santa Clara University’s fiscal rebound. A new record was set for the total number of alumni donors to the University, 8,145, surpassing the previous high of 7,573 reached in 2002. This set the percentage of alumni giving back to its highest since 2005. Total fundraising for the University jumped to over $40 million. This enthusiasm from SCU’s alumni and donors caught the attention of the Thomas and Dorothy Leavey Foundation, which has issued a $1 million challenge grant to the University.

The increasing engagement of alumni and friends of Santa Clara continues to power the momentum of academic excellence at SCU.

Number of members in the Bergin Society

1987

1,078 2012

Fundraising 2011–12 This year brought major growth in overall fundraising at the University, topping $42 million—an increase of 78 percent over the previous year.

485

Scholarships

$12,559,123 Other

$5,330,905 Capital Projects

$2,817,579 Annual Fund

$3,001,007

Athletics

$1,717,358

Centers of Distinction Endowment

$5,094,101 Total

$42,111,425 Total includes $122,402 for endowed chairs

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Academic Programs/Funds

$11,468,950

The Leavey Challenge In the midst of the recession, alumni giving hit a low of 15.57 percent. Since then, the Bronco community has stormed back, and for three years running, Santa Clara alumni have given to the University at increasing rates, reaching 21.42 percent this year.

The Thomas and Dorothy Leavey Foundation, a longtime supporter of the University, has taken notice by issuing the Leavey Challenge to SCU: a $1 million grant on the condition that 9,000 alumni make a gift to SCU before June 30, 2013.

This number of donors would push giving to 23 percent, the highest rate of giving in a decade. It’s a test for the rebounding donor base, but if the past three years are any indication, Santa Clara is up to the challenge.

6%

22% 35%

2009

2010

2011

41% 2012

Senior Gift 491 seniors made a gift to SCU—41% of the class, making this the third year of phenomenal growth.

SCU Alumni Giving Participation 30%

25.16%

Goal: 23%

25% 22.55% 21.85%

21.42% 20.40%

20.19%

20.30% 18.64%

20% 17.38% 15.57% 15%

2002–03 2003–04 2004–05 2005–06 2006–07 2007–08 2008–09 2009–10 2010–11 2011–12 2012–13

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Financial Overview

Impact of giving How gifts to SCU make a difference for students, faculty, and the overall health of the University

Scholarship gifts on the rise 2009–10

$8,353,177

2010–11

$9,121,426

2011–12

$12,559,123

Over the past three years, money raised for new scholarships has grown 50.4%

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Paying it forward at SCU Financial aid is a driving force for Santa Clara students Speaking to the audience at the annual President’s Club Dinner, Judith Martinez ’14 told a personal story. “Many current Santa Clara students are asked why they chose Santa Clara. In my case, the question has always been, rather, why did I choose to stay.”

She related how the death of a lifelong friend, James Shea, during her freshman year shook her deeply. During this tumultuous Judith Martinez time, Martinez, who is able to attend SCU thanks to financial aid, considered dropping out of Santa Clara to live closer to her Southern California home. If it all could be taken away so quickly, was she in the right place?

Back on campus after the funeral, she ran into one of her professors, Scott LaBarge. He noticed something was amiss with his philosophy student. They talked. He left her with a bit of wisdom she still hasn’t forgotten: “He told me, ‘College is the only time in your life when your No. 1 job will be to become the best version of yourself.’”

After this conversation Martinez knew she was in “the right place, with the right people.”

She embraced all SCU had to offer and continued her work in philosophy with a prelaw emphasis. When a minor in entrepreneurship was announced, she signed up to be part of the first class. She joined the Associated Student Government. Over this past summer Martinez interned at Ashoka in Washington, D.C., to learn about social entrepreneurship and began the school year studying abroad in Turkey, a trip made possible by the Santa Clara Fund.

One day she hopes to start a nonprofit, but for now she’s focused on that No. 1 job—something she doesn’t take for granted. “I’m one of the many students who are here because of someone else’s generosity,” she said. “It’s humbling.”

Building the faculty

The William and Janice Terry Professors

A pair of endowed chairs creates a lasting impact at Santa Clara Years ago, for the 150th anniversary of Santa Clara University, a statue of St. Ignatius was to be commissioned. The original idea placed the founder of the Society of Jesus astride a horse—a classic representation of the soldier saint.

For the donors behind the project, a different aspect of Ignatius came to mind: the teacher.

Janice, MBA ’79, and William Terry ’55 have made many contributions to Santa Clara University since William was an undergraduate in the School of Engineering and Janice received her master’s degree from the School of Business. The statue of St. Ignatius symbolizes Lisa Reinertson (left), with William and Janice Terry at their impact on SCU. the dedication of Reinertson’s sculpture of St. Ignatius.

Located near Walsh Hall, St. Ignatius is not riding a horse or wielding a sword. He is perched near a pond and reading from a book.

Together the Terrys have endowed a pair of chairs—Sanjiv Das, professor of finance, and Samiha Mourad, professor of electrical engineering (see sidebar). As they see it, what makes Santa Clara stand apart is the quality of its faculty.

“The school has improved so much since I was there,” Janice said. “One of the problems was there were not enough full-time professors. Now there’s a higher quality of faculty.”

Yet some things have remained the same—such as the breadth of Santa Clara’s Jesuit education. “I still remember having to take a public speaking class that frightened the engineers,” William said. “That proved very valuable. There are a lot of engineers who haven’t had that experience. Today’s core curriculum should be very helpful to engineering students.”

Sanjiv Das is professor of finance at the Leavey School of Business.

With experience in many parts of Asia and the East Coast, he conducts research on algorithms and derivatives while drawing inspiration from the “New York state of mind.”

Samiha Mourad hails from Egypt and is a professor of electrical engineering.

Inspired by the teaching scholar model, Mourad integrates lessons that go beyond the textbook with hands-on experience from her own research.

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Financial Overview Review of the fiscal year The University maintained its strong commitment to students’ robust education and saw only a slight dip to the endowment during a turbulent year for investments.

SCU’s primary source of revenue is tuition and fees from current students. Gifts to the endowment or capital projects are not used for operations and not included in the charts for revenue or expenses.

Santa Clara University maintains a high level of fiscal responsibility and control that is overseen by the administration and managed by the University Finance Office, which is responsible for the accounting, budgeting, collection, and management of operational funds. The annual budget planning process is led by the University Budget Council with the support of the president and senior management. The budget planning process culminates in the development of a Five-Year Financial Operating Plan. The Finance Committee of the Board of Trustees has provided important advice as the University continues to manage a wide variety of investments.

Revenue $ millions

Other sources

$10.7

Tuition and fees

Sales and services of auxiliary enterprises

$284.4

$31

Private gifts, grants, and contracts

$12.9

Endowment income

$26.3

Total revenue

$365.3

Expenses $ millions Restricted/ reinvested funds Capital renewal and replacement

$15.6

$13.8

Retained reserves/ capital investments

$6.8

Faculty salaries

Debt repayment

$62.6

Financial aid

Staff salaries

$20

$68.8

Library acquisitions

$5.2

Operating expenses

$65.3

$61.6 Student wages

$5.3

Benefits

$40.3

Total expenses

$365.3

Historical Endowment Values ($ in millions) 800 700 600 500 400 300 200 100 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

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University Governance

Board of Trustees

Board of Regents

University Administration

Robert J. Finocchio, Jr., Chair Margaret (Peggy) Bradshaw, Vice Chair Jon R. Aboitiz Patricia M. Boitano* Kristi M. Bowers Michael J. Carey William S. Carter Louis M. Castruccio Howard S. Charney Gerald T. Cobb, S.J. William T. Coleman, III Michael E. Engh, S.J.* James P. Flaherty, S.J. Paul F. Gentzkow Rebecca M. Guerra Salvador O. Gutierrez Ellen M. Hancock Richard J. Justice John P. Koeplin, S.J. Timothy R. Lannon, S.J. William P. Leahy, S.J. Heidi Le Baron Leupp John C. Lewis Donald L. Lucas Mary Mathews-Stevens Regis P. McKenna Joseph M. McShane, S.J. Jeffrey A. Miller Kapil K. Nanda John L. Ocampo Edward A. Panelli Betsy S. Rafael Scott R. Santarosa, S.J. Stephen C. Schott Robert H. Smith John A. Sobrato John M. Sobrato Larry W. Sonsini Michael R. Splinter Gilbert Sunghera, S.J. William E. Terry Charmaine A. Warmenhoven Agnieszka Winkler Austin H. Woody Michael A. Zampelli, S.J.* * Ex officio

Patricia M. Boitano, Chair Betsy G. Ackerman Penelope Alexander Kathleen H. Anderson William J. Barkett David F. Barone Christopher Barry Deborah Biondolillo Roger P. Brunello Rudi Brutoco Mary Frances Callan James Cunha Karen I. Dalby Raymond J. Davilla John L. Del Santo Kathleen Dirickson* Gary J. Filizetti Julie A. Filizetti Stephen A. Finn Gregory Goethals, S.J. Joseph Gonyea Philip Grasser Paris T. Greenwood Michael E. Hack Mark D. Hanson Richard Haughey Ginny Haughey Laurita J. Hernandez Catherine Horan-Walker Kathy Nicholson Hull Therese Ivancovich Suzanne Jackson Thomas F. Kelly Jay P. Leupp James P. Losch Paul Lunardi Jeannie Mahan* Luciann E. Maulhardt John McPhee Martin R. Melone Emmanuel Mendoza Daniel Mount Patrick Nally Maria Nash Vaughn Bryan Neider* Kyle Ozawa Randall Pond Jack Previte Marc Rebboah Andy Schatzman* Byron A. Scordelis Kirk C. Syme Margaret A. Taylor David Thompson Susan Valeriote Gregory Vaughan Julie O. Veit Christopher J. Von Der Ahe Patrick Yam * Ex officio

Michael Engh, S.J. President

Emeritus Board of Trustees Members Edward M. Alvarez Ann S. Bowers Winston H. Chen Lorry I. Lokey A. C. Markkula Joseph T. Nally John M. Ottoboni John B. Place P. A. Ridder Theresa Seidler Francis R. Smith, S.J.

William Rewak, S.J. Chancellor Robert Gunsalus Vice President for University Relations Dennis Jacobs Provost John Ottoboni General Counsel Mike Sexton Vice President for Enrollment Management Robert Warren Vice President for Administration and Finance

Contributors Writers Margaret Avritt Allena Baker Jeff Gire Donna Krey Dona LeyVa Sam Scott Margaret Steen Photography Charles Barry Design Cuttriss & Hambleton Art Direction Linda Degastaldi

500 El Camino Real Santa Clara, California 95053-1500

The Jesuit University in Silicon Valley

Paper Choice—Environmental Benefits Statement Using post-consumer waste fiber

Pounds of Trees saved: Energy saved: paper used: 31,592 lbs

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Waste water reduced:

41.7 million BTU’s 46,785 gallons

Solid waste reduced:

Greenhouse gasses reduced:

2,966 lbs.

32,141.78 lbs of CO2

Calculations based on the Environmental Paper Network and U.S. EPA’s Power Profiler. In addition, the paper has been Green Power certified by the manufacturer insuring that it has been manufactured with 100% certified renewable energy.

FSClogo

SCU OMC-7800F 1/2012 37,700

Sustainability is a top priority as Santa Clara University strives for carbon neutrality by 2015. Learn more about SCU’s efforts at www.scu.edu/sustainability.