J. Keith Motley, Ph.D., is 2008 Commencement Speaker

April 23, 2008.

President Hannah McCarthy announced today that J. Keith Motley, Ph.D. will speak at Newbury College’s 45th commencement on Sunday, May 11, 2008. She said “college graduation is one of life’s most important moments and Chancellor Motley’s contribution to this moment will embolden our students as they embark on the next phase of their lives.”

Dr. Motley is chancellor of the University of Massachusetts Boston and immediate past chairman of the Newbury College Board of Trustees. He was first elected to the Newbury Board in 1999. Dr. Motley’s accomplished career in higher education administration spans more than 25 years. For ten years he was dean of student services at Northeastern University where he had received both his bachelor’s and master’s degrees. Shortly after his arrival at the University of Massachusetts Boston to serve as vice chancellor for student affairs, he was appointed interim chancellor. Following his interim appointment he was named vice president for business marketing and public affairs in the President’s Office of the University of Massachusetts.

As a member of Newbury’s Board of Trustees, he became the chair of the Academic Affairs Committee in 2000 and was instrumental in creating new bachelor degree offerings as well as building the foundation for Newbury’s membership in the NCAA Division III athletic program. Dr. Motley chaired the Board of Trustees from 2002 until 2007.

He is the founder of the Roxbury Preparatory Charter School and chair emeritus of the school’s Board of Trustees, and also serves on numerous boards of community organizations, including the American Red Cross of Eastern Massachusetts, Freedom House, Morgan Memorial Goodwill Industries, Inc., the United Way of Massachusetts Bay, ACCESS, the Boston Private Industry Council and the Dimock Community Health Center. He is the founder and education chair of Concerned Black Men of Massachusetts, Inc., and the Paul Robeson Institute for Positive Self-Development. Dr. Motley also chairs the Boston Committee Initiative’s “Do the Write Thing Challenge” of the National Campaign to Stop Violence.

Dr. Motley received his Ph.D. from Boston College. He grew up in Pittsburgh and is a proud graduate of the University of Pittsburgh’s Upward Bound Program. He is married to Angela Motley and is the father of Keith Jr., Kayla, and Jordan.

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Newbury Trustee Thomas Stephens Appointed Vice President of Northeast Agency Group at MetLife

Click here for more information.

 

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Newbury Wins ECAC Championship, Mitchell Named Most Outstanding Player

Story by Janice Coppolino - Assistant Director of Sports Information

Sunday, March 9, 2008

The Nighthawks of Newbury College took home the title of 2008 ECAC Division III New England Men’s Basketball Champions this afternoon after a 75-61 victory over University of New England.

This is the first year the Nighthawks made the ECAC post-season tournament. They were selected as the third seed overall for the championship. After the top two seeds (No. 1 Emerson College, No. 2 Emmanuel College) both lost games in the quarter finals, Newbury earned the right to host the semi-finals and the finals at their home court. Newbury knocked out Johnson & Wales (64-60) in the quarter finals earlier this week and Western Connecticut State University (76-65) yesterday in the semi-finals.

At the opening tipoff of today’s game, it seemed that Newbury would run away with an easy win, taking a twelve point lead in the first 5 minutes. From that point, Newbury went on an 8-2 run, leaving UNE down by 16 with 10 minutes left to play in the half. Newbury’s senior guard Ivan DaSilva (New Bedford, MA/West Bridgewater) dished out 7 assists in the first half, getting the ball into post player Kevin Cleveland (Lynn, MA/Lynn Vocational Tech) and opening things up for shooting guard Arch Mitchell (Framingham, MA/Framingham) who combined for 27 points in the first half.

Johnnie Jefferson (Dallas, TX/David W. Carter) and Chas Rentrope (Peoria, AZ/Peoria) kept the Noreasters alive in the first half with ten and seven points respectively, however, the Nighthawks retained a comfortable 43-32 lead heading into the half.

After the half, the University of New England began digging themselves out of the deficit. The Noreasters found the hot hands of Jefferson who hit two consecutive three-pointers and a field goal to tie the game 46-46, at the 13:30 mark. Just over two minutes later, at 11:27, the Noreasters took their first lead of the game at 53-52, after another made 3 point basket by Jefferson. Sixteen seconds later, Steven Morris (Somerville, MA/Somerville) responded with a nothing-but net 3 point shot to give Newbury the lead once more.

The Nighthawks retained the lead for the remainder of the game, though UNE kept the score within only a couple baskets until the final minutes when the Nighthawks pulled away by sinking 14 free throws to finish the game, 75-61.

Newbury’s Mitchell was chosen as the ‘2008 ECAC Division III New England Men’s Basketball Most Outstanding Player’ for racking up 22 points in today’s game and 78 total points in the three game tournament. Mitchell finished his career at Newbury just 45 points short of the 2,000 point club, with 1955 total points over four years.

Under the leadership of coaches Evan O’Brien and Kyle O’Connor, the three Newbury seniors, Mitchell, Morris, and DaSilva, along with the rest of the Nighthawks, finished the season with an outstanding and record setting 21-9 overall record and the first ECAC men’s basketball championship in school history.

 

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From the March 4, 2008 issue of the

Follow the path to a bright future
Newbury College helps students start on their way

By Rochelle Stewart

Laurie Watson always planned to earn a college degree, but as owner of a catering company and '50s-style diner with a full-time job, Watson had her hands full. But she made a pledge to herself that she'd receive that degree by the time she turned 50.

That birthday came and went.

"I said, 'Uh oh, maybe 60 would be a good goal'," Watson recalled. "I had to start somewhere."

And she did. At 51, Watson started working toward her bachelor of science in business administration. Now, at 54, she has finished the program and plans to graduate from Newbury College in Brookline this May.

"I was hesitant at first," Watson said, "because I didn't know what to expect." However, she said she soon realized that Newbury College is a "breathtaking campus and a magical" college.

Spring and summer enrollment opportunities begin very soon at area colleges and universities. According to Sal Liberto, vice president for enrollment at Newbury College, enrollment for spring courses begins March 15.

"We offer undergraduate degrees: a bachelor's, associate and certificate programs," Liberto said. "If someone is thinking about attending college for the first time, we have a great part-time program."

The college also has a continuing education department that offers both credit and non-credit courses.

"We have quite a range of courses that can start you on the path to a career change," said Liberto.

For Barry Bisson, Newbury College opened up doors for him. The 28-year-old had received an associate degree in culinary arts from Johnson & Wales University in 2000. After graduation, he worked as a waiter at The Country Club in Brookline with the hopes of moving into a kitchen position, but fate had other plans for him.

"I started moving up the ranks quickly," Bisson said, "and became the function manager."

The general manager at the club, David Chag, advised him to go back to school to get his business degree. He took that advice and never looked back.

Bisson has finished his degree program and will graduate this May with a 3.99 GPA. He did this while working full time.

"As I'm going through the schooling, applying myself and seeing all these A's, I thought, 'I have a knack for the business world.' "

Bisson says Newbury College opened up the doors for him to pursue a master's degree in business. He is now researching master's degree programs.

Hannah McCarthy, president of Newbury College, said the school works to connect students to career opportunities while in class.

McCarthy said the college realizes there is a "fundamental disconnect in what (students) are studying and what is happening in the economy."

"So many jobs are going empty because we don't have the people who are prepared to do the jobs we need them to do," she said.

Newbury College has been developing partnerships to help fill those gaps and get students jump-started on their careers. The school is already partnered with Harvard Vanguard. According to Liberto, the students employed by the company have been promoted to supervisors within their lab units.

"Because of our professional orientation, we try to connect them with the profession they are going to enter very early on in their education," McCarthy said.

She added that the school plays an important role in work-force development activities.

"Our grads tend to stay in and around Boston," she said. "They are contributing to the economy in a positive and robust way."

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Newbury Professor Charlie Virga featured in Campus Technology

March 2008

Uncharted Territory
By Matt Villano

Are you choosing the right online assessment products and getting the most out of the tools you have? Online assessment is fraught with pitfalls, but these savvy educators and technologists are meeting the challenge-and then some.

There's certainly no shortage of online learning platforms out there today. Blackboard, Desire2Learn, Sakai, Moodle, Angel Learning, and Datatel (projected to be a CMS player in Q4 2008): You name the interface, and chances are that someone at your school has evaluated it at some point in the not-too-distant past. But investigating the value of the assessment components of these tools, now that's another story altogether. This exploration-essentially, the process of assessing online assessment-can be far more complicated. And while many higher education administrators trust their CMS vendors implicitly, a growing number are engaging in their own forms of metrics to gauge how well students are doing when they're educated or accessing education content online.

Some officials see this process as a critical part of online learning systems. Others see it as an act of calculating return on investment (ROI)-a way to see precisely how much bang they are getting for their buck. Ron Legon, executive director of Quality Matters, a program designed to certify the quality of online courses and online components, says that no matter how educators assess their online assessment tools, it's a critical part of performance evaluation overall (see "Setting the Standards"). (Quality Matters is run by MarylandOnline, a consortium that champions distance learning in Maryland and serves as a directory for Maryland schools involved in the online learning experience.)

"To offer online learning is one thing," says Legon. "To actively evaluate it to make sure it's doing its job, is something entirely different."

Selecting Rubrics and Metrics

Inherently, assessment tools or rubrics are nothing without metrics. In traditional classroom settings, most of these metrics take the form of test scores, compiled after a particular lesson (in the case of formative assessments) or a particular sequence of the curriculum (in the case of summative assessments). Other assessments consist of grades or rankings for things such as participation, homework, and attendance. This is nothing new.

Many of these same metrics exist in the world of online tools, as well-the media by which they are applied are just different. Instead of distributing a paper exam, for instance, a professor may have students respond to multiple-choice questions via a web browser. Instead of having students meet at the library for group homework assignments, a professor may require them to meet in an online collaboration environment.

Setting the Standards

If anyone knows how to assess the value of online assessment tools, it's the folks at the Quality Matters program, an assessment-oriented effort from MarylandOnline. Over the last few years, under the leadership of Executive Director Ron Legon, the Quality Matters group has identified 40 specific (and proprietary) standards under eight general categories, to evaluate the way an online course is structured.

These standards have been incorporated into a rubric and weighted from 1 (important) to 3 (essential). Currently, five of the 40 standards on the rubric relate specifically to assessment. They are:

• The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.
• The course grading policy is stated clearly.
• Specific and descriptive criteria are provided for the evaluation of students' work and participation.
• The assessment instruments selected are sequenced, varied, and appropriate to the content being assessed.
• 'Self-check' or practice types of assignments are provided for timely student feedback.

Legon points to learner engagement as a major assessment criterion. He insists that online learning should not be a passive experience for any student, and emphasizes the need for educators to implement courses that inspire students to get involved. He notes that getting students successfully launched in the course also is important, since most dropouts occur in the first two weeks. "The great thing about online courses is that there's a full record of everything that's captured, and it can be looked at by outside third parties," he says. "While teachers might not like this when they falter, it's a great way for us to go back into a classroom experience and learn from it."

Currently, Quality Matters is working with several hundred institutions around the country, to help shape their online learning platforms and associated assessments. For more information about the program, or to access its rubrics and standards, visit here.

Most professors apply metrics through predetermined assessment rubrics. At Rio Salado College (AZ), however, many of the rubrics are fun: multiple-choice practice quizzes turned into the form of online games with a little help from Quia web-based software. Jennifer Freed, Rio Salado faculty chair of instructional design, says the playful interface gives students a chance to learn comfortably.

"The games are fun and they provide instant feedback," says Freed, who notes these formative assessments are interspersed with more "serious" webbased summative assessments once or twice throughout the semester. "I can't think of a better way for students to process new material."

At Newbury College (MA), "metrics" are much more conceptual. Yes, educators assign scores to certain tests and assignments, but at least in certain psychology classes, Professor Charlie Virga is more interested in seeing that his first- and second-year undergraduate students can demonstrate the "construction of knowledge" from the beginning of a semester, to the end of it.

For Virga, this means careful scrutiny of online discussion posts. With the help of his school's Blackboard system, he archives every post and grades them periodically throughout the semester. Relevant posts that link to course material and provide elaboration or additional information receive the highest marks. Irrelevant posts, and posts that have no link to course material or personal experience, receive no score.

"In my book, it's all about critical thinking," he says of his rudimentary rubrics. "I don't have access to [my students'] thought processes online, but by looking at the discussion posts, I can try to identify the turning point where they started to see something that they couldn't see before."

Keeping Tabs

With a course management system such as Newbury's, archiving data on performance is a cinch. Such is the case with many other CMS platforms and online assessment tools, too. Collecting data on student performance in the virtual environment, however, is only half of the assessment effort; once professors have the data, the next key step becomes figuring out how to make sense of it.

One way to keep tabs on the degree to which students are interacting with online assessment technologies (and with peers via the tools) is to apply business intelligence. With the help of a virtual learning environment from L Point Solutions called Inetoo, professors can encourage student collaboration and communication online, and later log in to analyze how students interact with content and with each other.

This service, dubbed "performance intelligence," is something that founders Robert Brouwer and Ahmed Abdulwahab say is a higher education spin on the kind of business intelligence used by companies in industrial and manufacturing sectors. While this product is brand-spanking-new, Paul Kim, a professor at Stanford University (CA), is wasting no time deploying it; he's planning to pilot it in his Web-Based Technologies in Teaching and Learning class this spring.

"After the completion of this course, students will be able to describe how web-based communication, collaboration, and visualization technologies play a role in the behavioral, cognitive, constructivist, and social dimensions of learning," says Kim, who also serves as CTO of the university's School of Education.

Finally, at the Rose-Hulman Institute of Technology (IN), educators have turned to the Learning Management Suite from Angel Learning to map various content items (such as assessments, drop boxes, and discussion forums) to institution-wide and coursespecific objectives and to generate reports based on student performance related to all items associated with a given standard or objective.

Claude Anderson, professor of computer science and software engineering, says the school recently has incorporated Subversion for storing and communicating all of its faculty-level course assessment documents, and for charting version control.

"We used a wiki-based system for a couple of years, but found it too cumbersome," says Anderson. He adds that with Subversion, Rose-Hulman has "greatly simplified the coordination between various faculty members teaching a course."

Dissuading Cheaters

In a brick-and-mortar classroom, it's easy for teachers to catch students peering down at a cheat-sheet or passing answers to a pal. In a virtual classroom, however- where in most cases educators have never seen students face-to-face and have no idea what kinds of technology setups students have in their homes-sniffing out cheaters is a much more difficult task.

This is a challenge Karen Swan knows all too well. As research professor for the Research Center for Educational Technology at Kent State University (OH), Swan works regularly with professors to devise ways to prevent cheating in the online world. Yet, the harder she tries, she admits, the harder she finds the task. Her solution: keeping students active with assessments before, during, and after every class.

Extreme? Perhaps. But as Swan sees it (after years of research), short of locking students into a particular browser (which still isn't foolproof if students have a second computer at home), there is no way to tell if online students are working together behind the scenes. Rather than trying to prevent this, she argues it's better to throw multiple and repeated assessments at students so-at least at some point- they are forced to do their own work.

"The only feedback for whether or not they're learning is the assignments they do, and because you don't have people nodding their heads in a classroom [as you teach], those [assessments] should be multiple," she says. As for assessing the quality of the feedback, Swan concedes it's not her priority. "As long as I'm getting feedback, I'm happy."

Other educators agree. Virga, the psychology professor at Newbury, says that in most online classrooms, since it's so difficult to catch cheaters in the act, educators simply must assign assessments and trust that students won't cheat. He adds that by not having a physical classroom to which students must report, educators can get away with requiring additional assignments, thereby getting a better sense of who and what each student is all about.

"In a face-to-face class, all you're actually getting is their papers," quips Virga. "In an online class, it's paradoxical, because even though they're not there, you can demand and expect more."

Improving Assessment

Looking forward, perhaps the best way to assess the performance of online assessment tools over time is to embrace evolution. The easiest way to do this is simply to stay on top of recent research into online assessments, a chore that is perhaps best accomplished by keeping abreast of the latest publications that deal with the subject.

On individual campuses, there are other, more proactive options for implementing the latest and greatest in online assessments. Some educators, such as those at Rose-Hulman, administer surveys to all students who participate in online learning, and go through survey responses at the end of every semester to see how they can improve the online assessments and the web-based learning experience overall.

Educators at Rio Salado are even more meticulous: At the end of every school year, Freed says instructors look back at each individual assessment and compare student performance on every question. If a majority of students got a question wrong, educators may go back and tweak the wording or rewrite the question altogether. If a majority of students got a question right, educators might make the query more challenging.

"More than anything, we want to make sure that assessments align with what we're teaching," she says, noting that the process is indeed time-consuming, frequently daunting, but still worth it because of its impact on the quality of the education delivered. "In the end, the curriculum is more important than [the work on] any assessment or online interface."

 

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From the February 27, 2008 issue of the

on Wicked Local

Culinary student kitchen at Brookline's Newbury College offers fine dining at affordable prices

By Jessica Scarpati

Brookline - The clock ticks close to noon, you've got 10 bucks in your wallet and you can't conceal the rumblings in your tummy with well-timed coughs any longer.

What kind of lunch can that money get you in Brookline? A sandwich and a latte at a café, a Japanese lunch special or a bread bowl soup and a salad are some options.

But for about the same cost, there's a little-known secret on Fisher Hill that offers high-end dining with low-end prices that can't possibly leave you hungry.

The advanced culinary student-run dining room at Newbury College on Fisher Avenue allows chefs in the making to hone their skills in the kitchen while offering local diners a savory deal.

"It's cheap and reasonable, but it has the three forks on the table," said Jason Cummings, 22, of Malden, who was lunching in the Weltman Dining Room with his girlfriend on Monday, Feb. 25.

Meaning? "It's affordable, but high-end," he explained.

Lunch in the dining room showcases international cuisine, introducing students to ingredients and preparation styles from around the world. A meal with an appetizer, an entrée and dessert averages $10.

A host seats guests, a waiter explains the menu and meals are served restaurant-style.

Although walk-ins are welcome for lunch, reservations are required for dinner.

The dining room's availability ebbs and flows with the semester and teaching schedule. Lunch is served in the spring in February and March, and in the fall in October and November. Dinner is usually available March and April, and late October through December.

This year, the dinner season at Newbury begins on March 6, offering a four-course French prix fixe menu for $25, roughly a third of what a similar meal could cost downtown.

"It's such a good deal," said Chef Instructor Madonna Berry, a West Roxbury resident who headed up the team of three student chefs for Western European lunch on Monday.

"Part of why you charge less money is it is student-prepared and student-served," she added. "Hopefully people understand it's a slightly different experience."

Henry Hicks, a Needham resident who lunched with his wife, Amy, and their friend, said they often dine at culinary schools for the good food and low prices.

The trio praised Newbury as "excellent," especially for not overwhelming patrons with super-sized portions.

"We have some favorite restaurants in Boston and elsewhere, and there's just too much food on the plate," Hicks said.

Diners and chefs said the dining room is often full, despite not being aggressive in its publicity.

"People just find it," said Cummings, a Newbury student, who had come with his girlfriend, an alumna.

Although it gets a steady cycle of Newbury students, professors and staff, as well as local organizations, the Weltman's popularity hasn't quite reached the mainstream.

"It's hard during lunchtime," said Chef Instructor Christine Merlo. "We're not in an area that makes it easy to stop by. If I'm a professional, I'm not going to know about it."

Thinking on their feet, with their palates

As head of the student chefs on Monday afternoon, Berry chatted casually about the college's teaching philosophy, but nothing escaped her eye - firmly reminding students to fluff their rice and stir their sauces.

"There's no microwave here," said Berry, a West Roxbury resident who trained as a chef in New York and has taught for 20 years.

No kidding - the afternoon's menu flaunted the cuisine of Western Europe, offering a Scottish cochaleekie soup, made with chicken and leeks soup ($2.50); jicama salad ($3); scallops in a saffron cream sauce with mashed potatoes ($7); tarragon chicken with rice and sautéed green beans ($7); and brownie pie à la mode for dessert ($1.50), prepared by students in a classical pastry class.

The meal also includes a breadbasket, offering slices of wheat sourdough and oat pistachio breads that are prepared each morning by students in baking classes.

As part of the course, students arrive at 7:30 a.m. every Monday through Thursday to receive food deliveries and check them for quality and quantity.

Berry then lectures about the day's menu and works through the recipes. The class lasts six hours.

While some students work to prepare and cook the meal in the kitchen - and clean up the mess it has inevitably made - other culinary students in the course are servers in the dining room.

All culinary students are required to do both, mastering everything from how to lay out silverware to the innumerous ways to cut a carrot.

"You've got to know what happens in the front of the restaurant, too," said Chef Instructor Merlo.

Instructors said the course acts as a test kitchen of sorts, giving students real customers but without so much pressure as a job or internship.

"They get the experience of everything having to be ready on time," Berry said. "There are people who are waiting to eat."

But the small staff presents day-to-day challenges, even if the low teacher to student ratio has long-term benefits.

"If they mess up a product, we have to get that done," Berry said. "If a student is absent that day, then that's more pressure on other students."
Some things, however, are beyond control.

Although the students planned to serve a frisée salad in a warm fig dressing on Monday afternoon, the shipment that came in showed the salad greens weren't "up to the quality that we're looking for," Berry said.

Dining disaster? Hardly.

Beverly Mercer, 33, a Newbury senior working the kitchen that day, came up with a solution. The new item, "Beverly's salad," feature sliced jicama salad with microgreens, English cucumber and radish in an olive oil vinaigrette.

"You can only do so much by a formula," Berry said. "Things like this happen, so students have to think on their feet."

Mercer, who lives in Brighton but hails from the U.S. Virgin Islands, said experiences like those give her a sense of what the real world of a restaurateur is like.

"Before we get to go out on internship, we get a feel for what the business is," Mercer said. "Doing it here means you get to know your fellow chefs, and we get to know teamwork.

"Teamwork is everything," she added, munching on leftovers with her classmates after the last meal was served. "Everything has to be in sync."

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Paul Goodnight and Ekua Holmes Exhibit
Newbury College Library Gallery
March 10 – April 28
Opening Reception March 20 from 5-8pm.

Newbury College’s latest art exhibit entitled Parallel Journeys opens on March 10 and runs through April 28 at the Newbury College Art Gallery.

The opening reception takes place on Thursday, March 20 from 5-8pm. Curator and associate professor Arthur Birkland is organizing this exhibit, which is free and open to the public.

Parallel Journeys features the engaging work of artists Ekua Holmes whose work appeared on the cover of “artscope” and Paul Goodnight whose work has been featured on Seinfeld, The Cosby Show, and on the posters for the Olympic Games. Please contact Arthur Birkland at 617.738.2488 or abirkland@newbury.edu for more information.

top (detail) Mrs. Jones by Ekua Holmes, collage on paper, 12" x 21"
bottom (detail) Partly Padded and Mischief Maker by Paul Goodnight, acrylic on canvas, 47" x 55"

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ESPN Features Newbury’s Men’s Basketball Team on SportsCenter

On Thursday, February 21st, the Newbury College men’s basketball team traveled to Daniel Webster College looking for their eighth consecutive win this season. For the second time this year, the Nighthawks forced overtime, nothing out of the ordinary for a college hoops game; however the results of that overtime were anything but ordinary.

Two seconds away from forcing a second overtime after Daniel Webster’s Chris Hanson (Salem, Mass.) sank two pressure-packed free throws to tie the game at 97 in the first overtime, Newbury guard Steven Morris (Somerville, MA/Somerville) answered with a 75-foot miracle shot that hit nothing but net as the buzzer sounded, giving the visiting Nighthawks a stunning 100-97 victory in a wild matchup of future New England Collegiate Conference (NECC) rivals at a raucous Vagge Gymnasium.

Morris, who had initially forced overtime by knocking down a three pointer with 21 seconds to play in regulation, took the inbounds pass from Javon Mathis (West Hartford, CT/Plainville) and heaved the ball from the far right corner, knocking down the longest shot recorded in Vagge Gymnasium history in a regular season game.

The shot was featured in the #3 spot on ESPN SportsCenter’s Top Ten just recently, and can be viewed at www.youtube.com/watch?v=3aUX7-RR2MQ.

 

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Newbury College Professor Hal LaCroix to speak on his new book Journal Out of Darkness, The Real Story of American Heroes in Hitler’s POW Camps—An Oral History

Adjunct Professor Hal LaCroix, collaborating with photographer Jorg Meyer, has crafted a powerful exploration of the struggles of brave U.S. World War II veterans, many of whom had never before spoken about their POW experiences.

Published by Greenwood Publishing Group, Journal Out of Darkness is a poignant collection of portraits, in words and photographs, of 19 former prisoners of war who bravely endured captivity in Nazi Germany during World War II. Through these men, the reader learns essential truths about the POW experience during that war--truths that counter many popular myths and misconceptions.

Using both oral histories and photographs, Journey Out of Darkness humanizes a terrifying aspect of war, redefining how we think about these men as POWs, survivors, patriots, and members of the "Greatest Generation."

Talk and Book Signing
by Hal LaCroix

Tuesday, November 13
7:00pm
Student Center Auditorium at Newbury College
129 Fisher Avenue, Brookline, MA

Book information taken from www.greenwood.com

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Newbury College Receives Unprecedented $2 Million Gift

May 9, 2007. President Hannah M. McCarthy today announced that an anonymous donor has given Newbury College an unprecedented $2 million gift. Half of this gift will be used to establish an unrestricted endowment fund for the College; the other half is pledged as a challenge grant. The donor will match any gift to the College one to one for up to the additional $1 million for a potential total benefit to the College of $3 million.

"This is a transformational gift," declared McCarthy. "This gift marks a significant turning point in the life of the College and clearly acknowledges the importance of Newbury College and the students we serve. We are most grateful to our donor for understanding and valuing our essential educational role in the Commonwealth."

Newbury College is a leader in career-oriented education in the Boston region and is recognized as an important contributor to the Massachusetts workforce. In addition to career preparation, Newbury is also known for its commitment to an enriched liberal arts foundation. Serving 1,300 undergraduates, the College is best known for its bachelor degree programs in hotel and restaurant management, culinary arts and interior and graphic design. Newbury also offers bachelor degree programs in communications, criminal justice, paralegal studies, psychology and management.

The gift comes at a particularly propitious time for Newbury College. In September, the College will celebrate 25 years on its Fisher Hill campus in Brookline and will begin a strategic process that will enhance service to students and connect Newbury College students with the greater Boston community.

"With these gifts the College is positioned to better serve its students and contribute to its community," concluded McCarthy. "These gifts are truly a tribute to our faculty, our students and our mission."

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The Good News Nighthawks
Newbury College's baseball team featured on ESPN.com

Kieran Darcy from ESPN came to Newbury College during the first week of May to write about the Newbury College baseball team. The story, including photos and video, can be found at ESPN.com: http://sports.espn.go.com/espn/page2/story?page=darcy/070509.