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, Law '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
Andrea Merenyi, FCRH '75, GSAS '85
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
Kenneth Share, Ph.D., GSAS '02
Gerald Siuta, Ph.D., GSAS '74
Immac "Casey" Thampoe, Ph.D., FCRH '80, GSAS '82 and '86, and LAW '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.
As dean of the Graduate School of Arts and Sciences (GSAS), I have a responsibility not just to oversee the programs that will help GSAS students grow intellectually, but also to ensure that these programs attain the potential inherent in the Jesuit tradition underlying Fordham..
One of the primary characteristics of a Jesuit education is a “preferential option” for “those without economic means, the handicapped, the marginalized and all those who are, in any sense, unable to live a life of full human dignity.”1 GSAS highlights this characteristic in its mission statement: “We encourage attention, in all phases of study, work, and life, to the plight of the disadvantaged.”
The GSAS community of students, faculty and alumni blends study and action, striving to achieve a balance between scholarly activity as an end in itself and as a means to the end of promoting the human development of all—and the articles in this issue of Communitas demonstrate our success in achieving that balance. The individuals profiled here each built a solid intellectual foundation for their actions and use that base to protect and enhance the dignity of the most vulnerable among us—victims of torture, refugees, individuals with physical and mental disabilities, and children—directly by working with such individuals and their advocates and indirectly by shaping and influencing policy. The examples provided here are a small subset of the accomplishments of our students, faculty and alumni. I hope you will agree that the GSAS community provides ample evidence of the viability of the Jesuit tradition for graduate education in the arts and sciences.
With this Jesuit tradition in mind, I invite you to join us on Wednesday, November 10, for “Globalization and the Ecology of Caring” (see page 6), a special forum to celebrate the unsung heroes of the fight against global poverty. The forum is part of a two-day event at Fordham celebrating the presentation of the Opus Prize, an annual prize awarded by the Opus Prize Foundation to honor men and women who demonstrate an entrepreneurial spirit and a strong faith commitment while addressing critical world issues.
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Nancy A. Busch, Ph.D., Dean, Graduate School of Arts and Sciences
1 The Characteristics of Jesuit Education, 1986. Rome: The General Curia of the Society of Jesus .
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