How Allegheny鈥檚 Community Approach Empowers Students to Embark on Lives With Intention, Integrity, and Impact
Allegheny alumni know this truth well: the most important thing the College gives them isn鈥檛 a job title. It鈥檚 a framework for navigating life, shaped with intention, curiosity, and a sense of purpose.
Today, Allegheny is doubling down on that legacy. Through a bold, integrated model that blends academic rigor with reflection, identity exploration, community engagement, and holistic wellbeing, the College is helping students design lives that feel grounded, connected, and genuinely meaningful.
What makes this approach distinct is that reflection is not separated from action. Students are encouraged to test ideas about purpose through lived experience, particularly through service and civic engagement.
Beginning in 2025, those efforts expanded dramatically with the introduction of an innovative Life Design sequence for students who benefit from structured support. It鈥檚 a shift that is reshaping the first-year experience, and, increasingly, the campus culture itself.
What Life Design Means and Why It Matters
Life Design is an integral part of Allegheny鈥檚 evolving co-curricular ecosystem. It鈥檚 not just a course, a workshop, or a checklist. It鈥檚 a way of thinking.
Dean of Student and Community Development Heather Moore Roberson, Ph.D., offers her definition.
Life Design in my mind is really a space to deconstruct who you are when you come to college, and to really develop your interests to help lead you to the majors, the careers, the internships that you can then pursue that can help you later on,鈥� she says. 鈥淚t鈥檚 about exploring your purpose, your interests, and the things that bring you enjoyment, rooted in understanding who you are as a human being.
She adds that Life Design intentionally gives students room to ask questions they often haven鈥檛 had time or permission to pose before arriving at college.
The concept, originally built at Stanford University and adapted by hundreds of institutions, arrived at 大象视频 during a major reorganization of student support offices. As Roberson and President Ron Cole 鈥�87, Ph.D., examined the changing needs of students, a pattern emerged: Allegheny excelled at wraparound support, but students needed more encouragement to find themselves.
鈥淭hey needed space to explore what they enjoy, what brings them fulfillment, and how they envision their future,鈥� Roberson says. 鈥淟ife Design became the natural home for that exploration.鈥�
The Life Design sequence now includes six areas of focus, from developing a student鈥檚 core values to defining the purpose of a college education. Students opt into the experience through a three-session lunch series. Beginning in fall 2026, Life Design may become fully woven into the first-year experience through exploratory advising courses and a Weekend of Welcome.
鈥淎ll first-year students may engage with the full Life Design sequence within their first year,鈥� Roberson says. 鈥淚t has the potential to be very transformative and very powerful.鈥�
鈥淪tudents Are Searching鈥�
For many students, college begins with uncertainty, ranging from personal, academic, to emotional. That鈥檚 where Life Design comes in.
鈥淎 lot of students on campus are searching,鈥� says Senior Associate Dean of Student and Community Development Dominique 鈥淒om鈥� Turner. 鈥淭hey鈥檙e trying to figure stuff out and they don鈥檛 always know how. Life Design gives them the opportunity to think about the experiences they鈥檝e had so far, who they aspire to be, and to make intentional decisions that lead toward the life they want.鈥�
Turner emphasizes that community-based work often helps students clarify those decisions by showing them the real-world impact of their choices.
Director of Life Design Natalie Brown-Gregg sees this every day.
鈥淲e鈥檙e finding that about 40 percent of students are coming out of high school suffering from anxiety or depression,鈥� she says. 鈥淪o we slow them down. We help them think about where they come from, how those experiences shaped them, and how they show up now as young adults at 大象视频.鈥�
That slowing down, she notes, is often what allows students to recognize strengths they already possess.
Reflection. Identity mapping. Journaling. Intentional dialogue. These tools help students make sense of their own lives.
鈥淚t鈥檚 not us telling students what鈥檚 right or wrong,鈥� Brown-Gregg says. 鈥淚t鈥檚 the students examining their own lives with the tools we give them.鈥�
Saruni Lemargeroi, director of Spiritual, Religious, and Personal Wellbeing, sees Life Design as a chance to reclaim balance.
鈥淚t鈥檚 easy to go through life on autopilot,鈥� he says. 鈥淲e ask students: How do your daily actions align with your values? What does success look like for you? What is your purpose for existence?鈥�
He also stresses that purpose is often discovered through relationships and service, not in isolation.
It is important to note that in many cases, Life Design work can be a precursor to the work that is done in the Center for Career & Professional Development (CCPD), which works with students, alumni, employers, faculty, and staff to promote career coaching and exploration, alumni and employer engagement, and career readiness.
鈥淣ot all students are ready to focus on a specific career outcome when they arrive at 大象视频, and that鈥檚 not a failure of ambition; it鈥檚 a natural part of development,鈥� says Vice President for Institutional Advancement and the CCPD Matt Stinson, Ph.D. 鈥淟ife Design meets students where they are, giving them a chance to pause, reflect, and build clarity and confidence about their future.鈥�
A Student鈥檚 Breakthrough
For first-year student Z Harper 鈥�29, Life Design wasn鈥檛 an optional enrichment. It was a lifeline.
Harper arrived from Syracuse, N.Y., with a plan to major in community and justice studies and women鈥檚, gender, and sexuality studies, with a minor in Arabic. At the beginning of the fall semester, everything felt off.
鈥淚 was experiencing a minor crisis,鈥� Harper says. 鈥淚t was early on in the semester and I felt lost, so I went to the Life Design workshop to hopefully find some guidance.鈥�
The timing mattered, Harper says, because it gave him permission to pause rather than push through uncertainty alone.
Harper didn鈥檛 have expectations, just a hope for something steady. 鈥淚 was in search of any kind of guidance,鈥� he says. 鈥淚 was hoping to learn how to spend more time in the present instead of constantly focusing on the future.鈥�
The workshop opened the door to new opportunities.
鈥淭here were moments where I confronted negative experiences in my past that I never really acknowledged before,鈥� Harper says. 鈥淚 had the opportunity to reflect on how those experiences have shaped my present and how it could influence my future. It was a great start to grounding myself in the present.鈥�
One discussion Harper had with Brown-Gregg resulted in a breakthrough to seizing the moment.
鈥淭here was one conversation where I was talking about this feeling of being lost,鈥� he says. 鈥淲hen I entered college, I had a rough outline of milestones, but once I actually got here, it was totally different.鈥�
Brown-Gregg reframed the problem for him. 鈥淪he said something along the lines of, you feel lost because you鈥檙e looking too far ahead instead of what鈥檚 right in front of you,鈥� Harper recalls.
Then Brown-Gregg pointed him back to the life he was already building through the Bonner Program, the Black Student Union, and the Queer Student Union. 鈥淚 took Natalie鈥檚 advice, and I feel much more confident now in my
college journey.鈥�
Life Design also reshaped how Harper imagines his future. 鈥淭he one-on-one conversations helped me realize the value of the resources available on campus,鈥� he says. 鈥淭hese resources help develop the skills I will need in my
future career.鈥�
Harper hopes to be a community organizer, or maybe pursue a career in politics, and sees Life Design as a foundation for that path.
鈥淭he guidance I received helped me develop the habit of focusing on the present,鈥� he says. 鈥淭hat changed everything.鈥�
Redefining What Success Means
Life Design reframes success as more than a r茅sum茅. 鈥淚t鈥檚 about preparing students to live lives of purpose,鈥� Brown-Gregg says, 鈥渁nd to approach challenges with a mindset of possibility.鈥�
Turner emphasizes that the work begins with honoring who students already are. 鈥淲e鈥檙e always intentional about not imposing ourselves on students,鈥� he says. 鈥淭hey come from unique backgrounds and experiences. We want their lived experiences to inform how they show up as students.鈥�
Roberson sees this shift as essential to how students navigate college. 鈥淢any students talk about feeling overwhelmed,鈥� she explains. 鈥淥r they come in with one linear path, like pre-med, and then discover an entirely different passion. Life Design helps them navigate those twists and turns.鈥�
The Well: An Environment for Growth
Life Design doesn鈥檛 operate in isolation. It sits within The Well, the College鈥檚 center for personal, spiritual, and emotional wellbeing. The Well includes Life Design, Achievement Initiatives, and Community Engagement, a constellation of programs that supports students as whole people.
Students find workshops, mindfulness sessions, spiritual life offerings, and peer-supported dialogues. They also find space, literal and figurative, to process their lives.
鈥淪ome students are so busy they don鈥檛 have 10 minutes for lunch,鈥� Lemargeroi says. 鈥淏ut when they slow down, they feel less overwhelmed and more grounded.鈥�
Regulating emotions. Managing conflict. Understanding identity. Seeing multiple perspectives. These are as essential to a meaningful life as academic success.
鈥淵our mental wellbeing is very important to us,鈥� Lemargeroi says. 鈥淎cademic excellence matters, but so does being able to coexist with people who think differently.鈥�
The Life Design Lab, located beside the Life Design Office in the Campus Center, gives this philosophy a physical home. Outfitted with comfortable seating, craft materials, and a warm, creative vibe, the Lab is where students gather to think, imagine, decompress, and
build community.
鈥淚t鈥檚 really a place for creating,鈥� Brown-Gregg says.
The Lab also houses the Mutual Aid Closet, which provides toiletries, winter gear, and basic essentials. It鈥檚 a simple but powerful idea.
鈥淚f your basic needs go unmet, it鈥檚 harder to be reflective,鈥� Turner notes. 鈥淪omething as simple as not having winter gloves becomes a barrier.鈥�
RISE: The First Cohort to Experience Life Design
In 2024, Allegheny launched the Reach, Inspire, Support, Engage (RISE) program 鈥� a selective, hands-on program for first-year Allegheny students who may need support academically and socially to persist to graduation. About 60 percent of RISE students are male athletes, though the cohort includes non-athletes as well.
RISE students were the first to pilot Allegheny鈥檚 Life Design sequence. The students arrived two-and-a-half weeks before classes started in the fall, allowing them to become immersed in sessions on values, purpose, the function of college, and even practical knowledge like financial responsibility and cost-of-living scenarios. Their feedback has shaped the broader Life Design curriculum
that may soon be required for all first-year students.
Roberson values their insights deeply. 鈥淥ur students often feel overwhelmed,鈥� she says. 鈥淟ife Design helps them ask: What do I actually want? What brings me joy?鈥�
A Culture Built on Curiosity and Care
Allegheny鈥檚 culture is evolving as Life Design becomes more deeply woven into the overall student experience. The College is cultivating a community where students, and perhaps employees in the future, feel empowered to explore big questions.
鈥淚 wouldn鈥檛 be surprised if employees say, 鈥楬ey, we need Life Design, too,鈥欌�� Roberson says. 鈥淚t鈥檚 that impactful.鈥�
Turner agrees. 鈥淲e want students to know there are different perspectives and different lived experiences, and that all of them add value to our community.鈥�
The College has also added the Life Design Speaker and Community Dialogue Series, funded by an anonymous source, which amplifies these conversations through nationally recognized voices.
The initiative features two keynote lectures each academic year, delivered by prominent scholars and practitioners whose work focuses on collective wellbeing, personal agency, and community engagement. Each keynote is paired with a shared book selection that provides context for the lecture and encourages campus-wide participation. By extending beyond a single event, the series creates structured opportunities for sustained engagement, reflection, and action.
In fall 2025, Allegheny welcomed Dr. Joe-Joe McManus, executive coach and scholar of race and equity, as the first keynote lecturer. To deepen the conversation, some members of the College鈥檚 campus community also read his book, 鈥淎 Brother鈥檚 Insight.鈥�
Assessing Whether Life Design Works
For Roberson, success will be measured in several ways. 鈥淲e鈥檒l know it works when more students have a better understanding of who they are and who they want to be,鈥� she says.
She anticipates earlier conversations about careers, earlier declarations of majors, and eventually stronger first-destination outcomes. But she鈥檚 also watching for quieter signs such as students articulating their values, regulating their emotions, and feeling confident navigating uncertainty.
Allegheny鈥檚 approach is clear: prepare students not just for a job, but for lives of reflection, intention, and joy 鈥� lives shaped not by pressure, but by purpose. Lives they design for themselves.