For the October issue of New York Teacher, Linda Ocasio focused on GSE alum Alex Corbitt, who was named to the International Literacy Association’s “30 Under 30” List. In the past two years, three GSE students or alumni have made the ILA 30 Under 30. Corbitt joins CLAIR student John Maldonado in this year’s list. Last year, alum Madison Payton was named. Read the full article at the UFT website.
image via UFT and Miller Photography
Arizona is geographically — and culturally — far from New York City. But when the 8th-graders in Alex Corbitt’s Teen Activism class watch a documentary called “Precious Knowledge,” about Tucson HS students fighting for the right to study their Mexican heritage, it resonates deeply. Many of Corbitt’s students at the Bronx School of Science Inquiry and Investigation/MS 331 in Morris Heights are from the Dominican Republic, Puerto Rico or Ecuador, and they have plenty to say on the topic.
“We can learn about both American and Latino history, past and present,” says Destiny.
Pedro is bothered by an Arizona legislator in the film who calls the Latino studies program seditious and anti-American. “He said it’s anti-American, but isn’t it more American to fight for what you believe in?” Pedro asks.
It’s a good question. And for Corbitt, it’s all about the questions.
“The goal is not to do the thinking for them,” he says. Corbitt, an ELA teacher, believes literacy is not just about reading and writing but about empowering students to become “critically engaged citizens” and that includes questioning the world around them.
In September, Corbitt, age 26 and in his fourth year of teaching, was named to the International Literacy Association’s “30 Under 30 List,” which recognizes “rising leaders” from 12 countries, including teachers, nonprofit leaders, authors, researchers and others at the start of their careers who are promoting “literacy in all its forms to those who need it most.”
John Maldonado, a teacher at P 368/Star Academy in Bedford-Stuyvesant, Brooklyn, also was recognized for his work helping students with autism develop literacy skills.
Shirly Ulfan with students at Aleph Bet Academy, a preschool she founded last year. Photo by Irene Ulfan-Coopersmith
It’s the start of a new school year. As a parent, you want to give your child every chance to succeed. But what’s the best way for you to help? How can you work with teachers and other school staff—who, let’s face it, see more of your child than you do—to make sure your favorite student is getting what they need?
FORDHAM magazine checked in with some alumni of the University’s Graduate School of Education—professionals who work with students ranging in age from preschool to high school—to ask them for some guidance. Here’s what they had to say.
This week, Fordham GSE hosts a group of students from the College of Education at Zhejiang University, located in Hangzhou, China, as part of their American Innovation and Entrepreneurship Summer Camp. The students spent a week touring Los Angeles prior to coming to New York and then will spend a week in Hawaii.
While at Fordham, they will meet with various faculty members and administrators from across the university, as well as visit the JCC Manhattan and the Brooklyn Waldorf School, to learn about the systems and models of American education. Fordham lectures will cover topics such as innovation in teaching and learning, entrepreneurship, innovative educational models, and historical and comparative education systems.
On Tuesday morning, the group spoke with Drs. Marilyn Bisberg and Tiedan Huang about Fordham and early childhood education in America before touring the Rose Hill campus and speaking with Kate Kennon of the Gabelli School of Business.
The group prepared a presentation to introduce Fordham to Zhejiang University (ZJU), a leading research university in China with seven campuses and over 48,000 students. The university boasts strong international partnerships and over 700 undergraduate and graduate programs.
Teenagers haven’t left Facebook, but they’re more involved than ever in a virtual archipelago of social media spaces that educators can take advantage of—if they tread lightly, a researcher told educators on July 13.
“We need to unpack the myth … that young people are technological wizards. There certainly are some who are, but not every kid is like that. I think before we use these
spaces in the classroom, we have to think about why we’re doing it, and what we’re walking into,” said Amanda Lenhart, speaking at Fordham’s Lincoln Center campus.
Wednesday, July 13th
9:00 a.m. – 3:30 p.m. Register
How do digital tools affect our lives as individuals? As educators? How might we use digital tools to engage students in critical and creative thinking? How can we help students to understand technology as an aid to learning, rather than a distraction from it? Participants will explore these questions and more as they consider the impact of technology on literacy.
Featured speakers include Amanda Lenhart, Researcher with the Data & Society Research Institute, and practicing elementary, middle, and high school teachers, who will give classroom demonstrations.
9:00 Welcome and Keynote
Amanda Lenhart, “The Shifting Landscape of American Teens’ Social & Digital Media Use”
10:45 Classroom Demonstrations by Teachers
12:00 Lunch on your own in NYC (not included in cost of attendance)
1:00 Classroom Demonstrations by Teachers
3:00 Apps & Tools Share and Closing Remarks
The event will be held at Fordham’s Lincoln Center Campus (113 West 60th Street at Columbus Avenue)
Payment of $100 may be paid by credit card, purchase order, check, or money order by July 13
Early bird registration: $85 if payment is received by June 15
Fordham discount: $75 for Fordham staff, students, or alumni if payment is received by June 15
Professional Development Certificates Provided. NYC vendor # available
Contact Kristen Turner (firstname.lastname@example.org) with questions.
On June 9th, GSE welcome back over 40 alumni to the inaugural GSE Reunion. The event was part of the larger Fordham Lincoln Center Reunion that welcomed alumni from Fordham College Lincoln Center, the Gabelli School of Business, the School of Professional and Continuing Studies, and the Graduate School of Social Services.
Dean Virginia Roach welcomed the group back home to Fordham, remarking on GSE’s accomplishments over the past year, including rising 14 spots in the U.S. News and World Report rankings. Watch the GSE video that outlines many of our year’s accomplishments. Later, she reflected on the range of careers and interests of the alumni group, many of whom are using their Fordham degrees to impact their fields in ways they had not anticipated.
Father Joseph McShane, S.J., President of Fordham, spoke to the group about the Graduate School of Education as one of the key mission-driven and mission-focused schools within the university. GSE’s student body reflects Fordham’s founding principle of Service to the Community: they are a group that comes from the city and works to make their home better. He spoke of GSE students as those called into not just a career, but a vocation.
Catholic schools have done a great job staying true to their unique identity.
But if they are going to thrive, said a Jesuit bishop at a June 1 Fordham event, they need to improve academic standards.
Speaking at the 22nd Annual Catholic School Executive Leadership Dinner hosted by the Graduate School of Education (GSE), Bishop George V. Murry, SJ, cautioned that demographic shifts have brought Catholic schools to a crossroads. When parents can choose a public education that’s free, tuition-dependent schools need to raise their bar.
“Many of our Catholic schools are exceptional in the quality of education. But we also know that if we’re honest, we have many schools that are mediocre,” said Bishop Murry, who is chairman of the board of directors of the National Catholic Education Association. “We have to challenge ourselves in terms of quality of education to not simply be good enough, but to be … better than the public schools that are around us.”
Bishop Murry, who acts as chair of the U.S. Conference of Catholic Bishops Education Committee, said that a “living faith, academic achievement, and self-discipline have long been hallmarks” that are worth preserving in Catholic schools.