Letter from Dean Nancy Busch
GSAS ADVISORY BOARD
Larry Altman, Ph.D.
FCRH '72, GSAS '74, & '82
Mary Ann Bartels, GSB '85, GSAS '92
F. Jay Breyer*, Ph.D., GSAS '81, co-chair
Edward E. Conway Jr., M.D., GSAS '80
Laura A. Coruzzi, Esq., Ph.D. TMC '73, GSAS '75 and '79, J.D. '85
Jeanne Dietrich, Ph.D., GSAS '84
James Falk, Ph.D., FCRH '74, GSAS '76, and '80
Sean Fanelli, Ph.D. GSAS '70
William J. Flynn, GSAS '51
Sal Giambanco, GSAS '90
Dessa Glasser, Ph.D., GSAS '83, and '86
J. Kenneth Hickman, GSB '51
Margaret Monahan Hogan, Ph.D., GSAS '68
Andrea Merenyi, FCRH '75, GSAS '85
Linda Fallo-Mitchell, Ph.D., GSAS '77 and '80
James O'Brien, Ph.D., FCRH '66, GSAS '68 and '73
Joseph Pieroni, GSAS '72
Joseph S. Portera Jr., FCRH '81, GSAS '99
Joseph Quinlan*, GSAS '84, co-chair
Mary Byrne Rogan*, Ph.D., TMC '72, GSAs '78 and '83
Alberto Sanchez, GSAS '96
Kenneth Share, Ph.D., GSAS '02
Gerald Siuta, Ph.D., GSAS '74
Immac "Casey" Thampoe, Ph.D., FCRH '80, GSAS '82 and '86, and J.D. '94
Peter Ventimiglia Sr., Ph.D., FCRH '65, GSAS '67 and '73
Joseph Coyne, GSAS '59
Barbara Mutkoski, Ph.D., GSAS '73
*Member of the GSAS Campaign Committee.
In the last issue of Communitas, I wrote about the preferential option for the poor that is a characteristic of the Jesuit tradition. When individuals express this preferential option they become homines pro aliis (men and women for others). How does the Graduate School of Arts and Sciences (GSAS) develop these men and women for others? Within GSAS, many of our activities focus on empowerment of both GSAS students and those they serve.
Consistent with the GSAS mission to encourage attention in all phases of study, work and life to the plight of the disadvantaged, many—perhaps most—of the articles in previous issues of Communitas have highlighted the work of students, faculty and alumni in empowering the less fortunate.
This newsletter continues that tradition, as we introduce our pilot program with BRAC, a development organization dedicated to alleviating poverty around the world. (BRAC was originally named the Bangladesh Rehabilitation Assistance Committee, but officially changed its name when it expanded its operations. BRAC is no longer an acronym.)
This issue also explores the relationship between GSAS students and undergraduate students through their roles as teaching fellows. Our doctoral departments have pedagogy programs that have prepared generations of GSAS alumni to compete successfully for full-time academic positions. But the increasingly competitive job market and the Jesuit tradition impel us to do more. And we have. GSAS has developed an advanced, cross-disciplinary Jesuit pedagogy seminar to expand on individual departments’ pedagocical classes.
Both the Fordham-BRAC project and the class in Jesuit pedagogy serve to empower GSAS students by helping them develop the skills and knowledge they need to realize their own potential. Over the years, the Graduate Student Association (GSA) has been one of the primary vehicles for self-empowerment, and this issue tells GSA’s story and how it created a position to focus on student
All of these stories demonstrate how empowering students helps create men and women for others, as we continue to strive to realize the potential of the Jesuit tradition for graduate education in the arts and sciences..
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Nancy A. Busch, Ph.D., Dean, Graduate School of Arts and Sciences
|P.S. This issue of Communitas was written by Alexandra Loizzo, a second-year master’s degree student in English. Her areas of interests are Renaissance and Victorian literature, as well as gender and psychoanalytic theory. She is the school’s blogger in residence for the 2010-2011 academic year. Read more of her work at http://www.fordhamgsaslife.blogspot.com, where she writes regularly about GSAS.
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