Emmanuel Magazine Winter 2012
The winter edition of Emmanuel Magazine
winter 2012 magazine Global Perspective How International Experiences are Shaping Emmanuel A Message from the President winter 2012 Happy New Year! 2012 -- on our way to celebrating the College's Centennial in 2019! Each year at Emmanuel, we become even more convinced that our mission is more compelling than ever -- transforming lives through education. By keeping our eyes focused on mission, we continue to make bold decisions and find creative resources to provide an excellent Catholic liberal arts and sciences education. Emmanuel stands at a new moment in its history, having experienced an amazing decade of growth and innovation. This year, we are engaging in a campus-wide, mission-based planning initiative to develop a strategic plan for the next five-to-10 years. Through a process of reflection and knowledge-based discussions, we hope to immerse ourselves in understanding better the Emmanuel mission. Over the fall semester, the Emmanuel community participated in several presentations and informed discussions on American Catholic Higher Education and on the Catholic Intellectual Tradition. These meetings, in turn, have stimulated dynamic dialogues which will help shape a shared vision for our future. As we move forward, I will be inviting you, our alumni and friends, to participate in this important strategic planning process. As always, our planning is student-centered and focused on providing rich experiences that translate into an education of the heart and of the mind. As our current vision statement says, "An Emmanuel education challenges students to become critical thinkers, ethical decision makers, and contributing members of the local community and the global society." The stories in this magazine bring to life how our students are gaining a global perspective through study, internships, volunteer opportunities and faculty-led travel. So much of our mission is lived out and shared each day by our graduates and friends. For that I am most grateful. I invite you to stay engaged by sharing your experiences, attending regional and on-campus events, and supporting our academic and student life programs. You are so much a part of Emmanuel and our future, especially as we look forward to our Centennial in 2019. Sister Janet Eisner, SND Emmanuel College is host and co-sponsor of an international education conference from July 12�15, 2012, bringing together Sisters of Notre Dame and educators from Notre Dame affiliated educational ministries from around the world -- Europe, Africa, South America and Asia. Emmanuel 2 World Explorers Global Travel Fuels Faculty Perspective 24 magazine Campus News Academic Convocation Mass of the Holy Spirit Faculty and Student News Emmanuel Magazine is published by the Office of Marketing Communications. Address editorial correspondence to the Office of Marketing Communications, 400 The Fenway, Boston, MA 02115, or to firstname.lastname@example.org. Editor in Chief: Molly Honan Writers: Bryan Mahoney, Molly Honan, Amy Stewart and Samantha Ford '12 Contributors: Joan Caldwell, Andrea Dempsey, Kay O'Dwyer, Elisabeth M. O'Hearn '47 and Valerie Stephens Design: LIMA Design Printing: Summit Press Photography: Merrill Shea, Carla Osberg Photography, Tom Kates, Bryan Mahoney and Samantha Ford '12 Front cover photograph: �istockphoto.com/beboy 8 Expanded International Opportunities Programs Respond to Growing Trend 36 Alumni News Alumni Weekend 2011 Regional Events 12 Service with Heart Emmanuel Making a Difference Around the World 42 49 Class Notes 18 Emmanuel Speaks A Conversation with Dr. Joyce De Leo Values-Based Education Newsletter 19 Inside Back Cover Online Graduate Programs Get International Student from Kenya Pursues Research Administration Degree Donor Profile Pat McSweeney '51 21 The Chronicle of Higher Education Features Emmanuel Article Puts College's Science Programs in National Spotlight World E x plorers: Global Travel Fuels Faculty Perspective Members of Emmanuel faculty are awarded grants and fellowships to teach and research in countries around the world. Such opportunities are beneficial both personally and professionally, and continue to influence their scholarship and teaching. With a heightened sense of global awareness and understanding, our world-exploring faculty return to campus ready to share their insight and perspective -- creating a richer academic experience for Emmanuel and its students. By Bryan Mahoney 2 Turkey Professor of Political Science Lenore Martin As a preeminent scholar in Middle Eastern studies, Wyant Professor and Professor of Political Science Lenore Martin is often contacted by members of the international media asking for her thoughts on the state of Turkey's foreign policies, especially in regard to its emerging influence in the Middle East. Witnessing this shift in policy and its effect on Turkish-Middle East relations with her own eyes provided her with added confidence to respond to such queries. During the spring 2010 semester, Dr. Martin served as a Senior Research Fulbright Scholar in Ankara, Turkey, conducting research for a book on the developing role of Turkey in the Middle East. The four-and-a-half-month visit marked her longest stay since she first began traveling to Turkey in 1994 and offered the type of insight only firsthand experience can provide. "The government is much more involved in the Middle East now compared to when I traveled there in 1994 and 2000," said Dr. Martin. "In class, I like to stress `perspective.' It is very hard to understand international relations unless you are willing to see and understand other perspectives, then you can begin to think in terms of policy that makes sense. It was a wonderful experience. To have the opportunity to live in another country like that is a privilege." Approximately 1,250 U.S. college and university faculty and professionals receive a Fulbright grant to teach and/or conduct research abroad each year. Dr. Martin has been a member of Emmanuel's faculty since 1973. In addition, she serves as a research associate of the Center for Middle Eastern Studies and as an associate at the Weatherhead Center for International Affairs, both at Harvard University, where she co-chairs the Middle East Seminar and Seminar on Turkey in the Modern World. While in Turkey, Dr. Martin conducted research at Middle East Technical University (METU), where she previously helped develop a Middle East program in 2006 as part of a Senior Fulbright Specialist grant. This most recent experience allowed her to focus on her own research and writing, to travel throughout the region and to give more than a dozen speaking engagements around the country sponsored by Turkish universities, think tanks, the U.S. Embassy and the Fulbright Commission. Turkey's increased activism in the Middle East marks a dramatic shift from previous decades. According to Dr. Martin, during her sabbatical stay the country was exerting great energy to build strong relationships all over the region, especially with Syria, Iraq and Iran. She traveled to two Syrian border locations to witness the increased relations herself and came away impressed by the economic growth. "Not too long ago the relationships between Syria and Iran had been very strained and Turkey looked more toward Europe than it did to the Middle East," said Dr. Martin. "Upon election in 2002, this Turkish government decided to build on its geopolitical location and cultural ties going back to the Ottoman Empire and rebuild its relationships in the region, especially economic relationships with Syria, Iran and Iraq." Dr. Martin's travels introduced her to associates around the world, many of whom she integrated into her classroom teaching upon returning to Emmanuel. After a visit to Palestine during her research abroad, she invited three speakers to her "Strategies of War and Peace" course via the video-calling tool Skype and through communication technology available on campus in the Daley Family Classroom, a multi-purpose classroom located in the Maureen Murphy Wilkens Science Center. In preparation for their simulated negotiation of the Israel-Palestine conflict, students were able to speak with a minister in the Palestinian authority, a nonviolent activist, and a former deputy speaker of Israeli Parliament, all of whom are very involved in trying to bring a peaceful, two-state solution to the dispute. "It was an opportunity for students to think critically about crucial questions of war, peace and negotiation strategies with prime movers in the Palestinian and Israeli continued on page 4 Wyant Professor and Professor of Political Science Lenore Martin served as a Senior Research Fulbright Scholar in Turkey during the spring 2010 semester. Here, she stops to take a photo in the city of Erzurum after one of her speaking engagements. Dr. Martin sits in on a protest on the detention of Kurdish children in Diyarbakir. Emmanuel Magazine | 3 Winter 2012 Rwanda Associate Professor of Mathematics Jeanne Trubek After seven months of living and teaching in Rwanda as a Fulbright Scholar, Associate Professor of Mathematics Jeanne Trubek returned to the United States in July 2011 with one resounding request from the Rwandans she had come to know: Tell people what Rwanda is like today. Just 18 years after a horrific genocide resulted in an estimated one million deaths in the span of 100 days, the country is making impressive strides toward mitigating the conflict's stain on its national identity. Shrewd decision-making by members of its government has led to improvements in key areas such as education, infrastructure and social services, and Rwanda appears poised to reach its goal of becoming a middle-income country by the year 2020. Yet despite such remarkable progress, the Rwandan people remain acutely aware of the stigma that continues to plague them, especially in the eyes of the Western world. For Dr. Trubek, telling the Rwandan story was a priority upon her return to campus. This fall, she established a new First-Year Seminar course entitled "Rwanda Today," which focuses on the important developments within the country over the past few years. Students were required to read daily newspapers from Rwanda to stay up to date on happenings in the country and even exchanged e-mails with Rwandan students. They studied the genocide and the history of the country to provide context to the horrible event and Dr. Trubek offered her personal accounts when deemed fitting. "I brought up my own experiences when necessary, but I didn't want it to be about me, I wanted it to be about Rwanda," she said. "I do think it gave me more credibility with the students because I was there, I lived there and saw what was going on." Dr. Trubek's stay in Rwanda marked her first international teaching experience, something she says she had wanted to do since she first started teaching. With her children grown and her husband Ronald recently retired, she started exploring opportunities to teach in sub-Saharan Africa and came across a listing on the Fulbright website for Rwanda. "It was just the perfect fit for me," she said. "I started learning about Rwanda and the more I learned, the more Outside a spice shop in Gaziantep. political struggle for peace," said Dr. Martin. "There was a great interchange. The students really appreciated the opportunity to meet leaders from both sides and the Middle Eastern guests appreciated the opportunity to clarify their positions and the challenges ahead." Dr. Martin's schedule has not let up since her return to campus. In addition to teaching, her responsibilities as the Louise Doherty Wyant Professor and continuing to research and write her book-inprogress, she is working with a committee to develop a minor in Middle Eastern studies and presented a paper on Turkey and Israel with Jordan Colon '13 at the Northeastern Political Science Association meeting in Philadelphia in November. She returned to Turkey in September to serve as the keynote speaker at a NATOsponsored conference on "Security and Cross-Border Cooperation in the EU," to discuss, "Structural Challenges to Security and Cooperation in the Black Sea Region." The conference was co-organized by METU and Khazar University, located in Baku, Azerbaijan. She is also serving as a peer reviewer with the Fulbright Scholar Program, evaluating and recommending candidates for the program. "This is an exciting time to be teaching about the Middle East and Turkey," said Dr. Martin. "I am able to bring my experiences in Turkey to the classroom as we analyze the dynamic changes in Middle East politics and Turkey's role in them." Associate Professor of Mathematics Jeanne Trubek with students from the Kigali Institute of Science and Technology (KIST). 4 impressed I became with the great strides they have made." Dr. Trubek served her appointment at the Kigali Institute of Science and Technology (KIST), located in the Rwandan capital of Kigali, a village that has grown from a population of 6,000 in the late 1960s to more than a million people today. KIST was established in 1997 as part of the government's mission "to build a strong post-genocide human resource base" and is the "first public technological institute of higher learning in Rwanda" with the goals of producing advanced-level graduates in the fields of science and technology and being viewed as the top technical university in all of Africa. With her focus on mathematical application, Dr. Trubek brought a unique perspective to the institute while teaching differential equations (she was also the only American and female professor among the mathematics faculty). She felt her students appreciated her different approach, as their coursework usually consists of only mathematical theory. She served as a group supervisor for students' senior thesis projects and contributed valuable insight to their understanding of the English language and writing skills, which are not a focal point of their primary and secondary educations due to their specialization in science and math. "Many students start learning English when they start at KIST, so communication was always a struggle," said Dr. Trubek. "But overall it was fantastic, really challenging. The experience of a lifetime." While she felt she achieved her mission as a Fulbright Scholar through educational and cultural exchange, she admits she wished she could have accomplished more during her stay. She envisioned assisting in an English class at a nearby elementary school, but her own academic schedule did not allow much time for additional pursuits. She did, however, find time to do some sightseeing when her family came to visit, including traveling to see the "gorillas in the mist" at Rwanda's Volcanoes National Park. Reflecting upon the state of Rwanda and its people today, Dr. Trubek expressed great satisfaction with the country's progress. In the seven months she was there, she witnessed new buildings being developed, an emphasis on entrepreneurship and generating economic growth, and a continued surge of optimism among the Rwandan people. "It has only been 18 years since the genocide and we cannot expect it all to change in that time," she said. "But it is remarkable where they are today." continued on page 6 "It has only been 18 years since the genocide and we cannot expect it all to change in that time, but it is remarkable where they are today." � Jeanne TrUBeK Dr. Trubek and her family traveled to Rwanda's Volcanoes National Park to visit the "gorillas in the mist" during her stay. Winter 2012 Emmanuel Magazine The math and science building on KIST's campus where Dr. Trubek taught. The institute has a goal of being viewed as the top technical university in all of Africa. | 5 Trinidad Assistant Professor of Theology & Religious Studies Jon Paul Sydnor When it comes to understanding religion, Assistant Professor of Theology & Religious Studies Jon Paul Sydnor believes that sometimes you just need to see it for yourself. For three weeks this winter, he will travel to Trinidad to study the island's rituals, beliefs and interreligious relations, with a specific focus on its Hindu culture. The trip was made possible through a fellowship by the Marion and Jasper Whiting Foundation, which provides grants to university and college professors to study abroad and "improve and enhance the quality of their instruction." For a professor who encourages his students to look beyond what is written in their textbooks and seeks to make religion "come alive" in his classroom, Dr. Sydnor sees great potential in the trip in terms of its impact on his teaching. "It will allow me to engage students with my own experiences that I bring back," he said. "It is a huge benefit to be able to do that." The island of Trinidad offers an attractive dynamic for a professor interested in comparative theology, especially in regard to the Hindu religion. As a multi-religious nation, Trinidad is home to a number of different religious sects, the largest being its Roman Catholic and Hindu communities. Through an associate on the island who will serve as his host, Dr. Sydnor will gain access to followers of the Kabir Panth, a Hindu religious community. During his stay, he will visit and worship in five different ashrams, their places of worship, conduct anthropological interviews and hopefully take video throughout his travels. "I have never been to Trinidad and this is a rare opportunity to have someone invite you into his community," he said. Dr. Sydnor plans to return to campus for the spring 2012 semester and immediately implement what he learned from his time on the island. He intends to create an anthropology section of his "Hinduism" course, teaching his students about the Kabir Panth in Trinidad, specifically. "This will influence my teaching tremendously," he said, prior to leaving for Trinidad. "You never know where this process will lead." Greece Professor of Art Kathy Soles For an art professor at a college within walking distance of the Museum of Fine Arts Boston, it is only natural that trips to the institution are a staple of Kathy Soles' courses at Emmanuel. While the primary purpose of such excursions is to educate her students, they can also prove equally beneficial to Soles' own artwork. On one such occasion, as she and her students discussed the Greek and Roman marble statues that stood before them, a question was asked about the origin of the beautiful, white stone. As they delved into the history of the Greek island of Paros and its contributions to the world of art, Soles began to see the historic location in a different light -- not simply as an explanation to a student's question, but as a priceless destination for her own artistic inspiration. During her sabbatical in spring 2010, Soles served a residency in the town of Parikia, the capital of Paros, through the Apothiki Art Center, thanks in part to a faculty development grant by Emmanuel. She obtained the residency through TransCultural Exchange, a nonprofit organization dedicated to promoting international art and the understanding of world cultures through high-quality art exhibitions, cultural exchanges and educational programs in Boston and throughout the world. Restored in 2004, the Apothiki Art Center is located in the Kastro, "the historical heart of Parikia," and offers a vibrant cultural scene for artists of all kinds. Through membership in the worldwide network of art residential centers, RESARTIS, the center established its artist-in-residence program as a means of inviting artists from around the globe to experience the island through a creative and reflective environment. The program provides studio and gallery space for each artist in residence for up to four weeks, in addition to access to the Over the last five years, the ocean has been a reoccurring theme in Professor of Art Kathy Soles' work. The island of Paros offered great fuel for her imagination. 6 variety of cultural and artistic activities and exhibitions the center -- and island as a whole -- have to offer. For an artist interested in the ocean and "the mystery of what exists below the surface," it is hard to imagine a more ideal location. Soles' studio was located within the center's renovated 600-year-old buildings, which offered a view of the Aegean Sea from the gallery's rooftop balcony. With the center's goal of further developing Paros as "a meeting place for creative people around the globe," she had the opportunity to meet a number of international artists who have made the island their home, present and attend lectures, and find inspiration from a locale that has served that role for artists since antiquity. As part of the residency, she was required to maintain open hours during which fellow artists and members of the greater community could stop by her studio and see the artistic process in action. "Water takes different forms, it is always moving and changing. Water is a substance in transition. I enjoy working with the tension between movement and stasis, light and dark, depth and shallows and what happens at the edge of a form." � KaThy SoLeS Soles' work is firmly rooted in the landscape tradition. Over the last five years, the ocean has been a recurring theme as she further explored her interests in currents, navigation routes, the junction of land and sea, the vast expanse of sky in relation to the sea and other related topics. Formally, she says, such investigations feed her ongoing interest in contradictions and dualities. "Water takes different forms, it is always moving and changing," she said. "Water is a substance in transition. I enjoy working with the tension between movement and stasis, light and dark, depth and shallows and what happens at the edge of a form. The idea of unexplored ocean depths offers a lot of fuel for the imagination." At the time Soles applied for the residency, she says her work was transitioning from a body of work entitled "Soundings," which loosely referred to the idea of measuring depth. The opportunity in Paros offered an ideal outlet for helping her shift from one body of work to another. Realizing she would be limited to certain size and material restrictions due to traveling, Soles worked on a number of drawings prior to departure, allowing her to use her time in residency for investigative purposes. She worked solely on paper with black and white acrylic paint as well as gouache paint on the island, fully knowing that the work produced in Paros would be transformed when she returned to her studio in the U.S. Soles tends "to work in series in order to stay on an idea." While she works abstractly, she draws from observation daily in addition to taking photographs and videos to inform future work. Soles' research on the island served as the foundation for a much larger series of abstract oil paintings she completed after her sabbatical called "Water Marks." She also reads both fiction and nonfiction books exploring the idea of landscape and memory, specifically. Such research served as reference points for both color and light in the paintings she produced on the island and afterward, all of which include nautical references. While in Paros, Soles completed a series of working drawings called "Navigations," which were exhibited at the art center upon completion. The drawings served as the foundation for a much larger series of abstract oil paintings she completed after her sabbatical entitled "Water Marks." Reflecting on the residency, her first international experience, Soles said: "It was an opportunity to explore the island, which is so geographically different from one part to the other. Art research is investigation. It is open-ended. I like being somewhere where I do not know the solution. [The residency] opened up a lot of possibilities within my artwork." t Emmanuel Magazine While on the island, Soles worked on paper with black and white acrylic paint as well as gouache paint, producing a series of working drawings called "Navigations," which were exhibited at the Apothiki Art Center upon completion. | 7 Winter 2012 Expanded International Opportunities for Students a Response to Growing Trend 8 L aurence Bradford '12 wanted to take full advantage of her time studying abroad in China during the spring 2011 semester. So, in addition to enrolling in three courses at one of the top universities in the country, she sought out an internship as well. Working with Planet International Co., a medical supplies manufacturer located in Shanghai, Bradford conducted market research for the company's U.S. expansion, even assisting with the logistics of opening a branch in California. The internship offered a chance to see what life is like working in a growing organization in Asia and complemented her coursework at Fudan University, where she took an introductory course in Mandarin, international finance and a Chinese history course. For a history major and economics minor with an interest in developing countries in today's global marketplace, the experience was top notch. In fact, when Bradford graduates in May she intends to return to Asia to work and possibly pursue graduate-level study. "I fell in love with Shanghai," she said. "Asia will be our most important partner in the next decade, it is one of the best places to start a business. I liked the challenge [of living there] and once I came home I missed it so much. I'm hooked." Bradford's experience abroad speaks to an ongoing trend among Emmanuel students today. More than ever, they are thinking about ways to incorporate international travel into their schedules. In a survey conducted last spring by Emmanuel's Office of Internships and Career Development (ICD), 70 percent of respondents from the Class of 2012 said they had interest in studying, living or working abroad after graduation. The results prompted the ICD staff to investigate new programming to support this growing interest, including offering an "International Internships/Working Abroad" panel in November and working with the Office of International Programs to partner with study abroad programs specializing in international internships. As staff members from both offices can attest, the common theme among students is not simply determining where in the world they want to go, but rather how to make the most of their time abroad. "We are seeing more students interested in doing additional things beyond just `studying' abroad, including internships, service, research and scholarship," said Director of International Programs and Study Abroad/Associate Registrar Fern MacKinnon. "We want to make sure everything students do is a steppingstone to their future and we work closely with them to make sure these opportunities are available to them." Last year marked one of the most suc- Laurence Bradford '12 spent the spring 2011 semester studying and interning in China. Here, she visits the Forbidden City in Beijing. continued on page 10 Emmanuel Magazine cessful in terms of international scholarship, as Megan Rose Carr LaPorte '11 and Elyse Whitehead '11 each received highly competitive national scholarships to travel abroad. LaPorte was named a Fulbright Scholar and is currently teaching English in Thailand, while Whitehead traveled to Muscat, Oman, in the summer of 2011 to study Arabic as part of a Critical Language Scholarship. Presently, three Emmanuel students are in the process of applying for Fulbright Scholarships, the most applicants the College has produced in one academic year. The College's Fellowships and Scholarships Committee, consisting of faculty and staff members who help identify exceptionally talented students on campus, meanwhile, is working on a proposal for a grant award for an Emmanuel student to conduct research internationally during the summer months. In addition, last spring, the committee invited select students to attend an information session on competitive scholarships. The event drew a recordsetting crowd of sophomores and juniors eager to start exploring such offerings sooner than later. "There is a lot of interest on the part of these foundations to give awards to colleges that have not typically had many winners in the past. It is an opportunity for Emmanuel and our students," said Assistant Professor of Theology & Religious Studies Laurie Johnston, who also serves as the director of scholarships and fellowships at Emmanuel. "We have former Fulbright Scholars on the faculty who have spent time abroad that can serve as good mentors for students. We hold workshops to inform them about what it takes to be a competitive applicant and the importance of having these experiences on their r�sum�s. It is enjoyable helping students see that they can be competitive at this level. There is no substitute for international experience." Collaboration is a key factor in ensuring such international opportunities become a reality for Emmanuel students, no matter their interests. For those thinking about studying abroad, the process begins almost immediately. With assistance from their academic advisors, first-year students initially incorporate studying abroad into their four-year academic plans. From there, | 9 Winter 2012 Students are encouraged to explore the wide range of study abroad options available to them. Sara Berthiaume '12 studied in London during the summer 2011, taking a class in international marketing while interning at a public relations firm. they connect with MacKinnon to learn more about the Office of International Programs, which works in conjunction with the Colleges of the Fenway Global Education Opportunities (GEO) Center. Students can elect to spend a year, semester, summer or school break in one of over 70 countries, choosing from more than 500 suggested programs. While students study abroad traditionally during either the fall or spring semesters, they are encouraged to explore the wide range of options available to them. Sara Berthiaume '12, for instance, studied in London for six-and-a-half weeks last summer, taking a class in international marketing while interning at a public relations firm in the city. "I really wanted to go somewhere and I saw the summer as my last opportunity to [study abroad] before my senior year," she said. "It was a great overall experience." A faculty-led travel course within the Department of Theology & Religious Studies initially sparked Berthiaume's interest in international travel. During the spring 2011 semester, she enrolled in "Religious Traditions of Rome," which explores the various religious traditions that shaped life in Rome from ancient times to today and is built around an eight-day trip to the city over spring break. The course is one of an expanding number of courses with a travel component offered at Emmanuel -- great alternatives for students unable to commit to a full semester of studying abroad, says 10 where the group "encountered Indian MacKinnon. The vast majority are general religion at an experiential level, gaining requirement courses as well, meaning they anthropological, architectural, musical and are available to the greater population of artistic knowledge of Indian culture." The Emmanuel students. class spent the spring semester discussing "For students who want to get a taste Indian history, culture and religion, with an of what the experience is like, these shortemphasis on Hinduism as a means of helpterm options are great for fitting it in," she ing them understand their surroundings said. "We're seeing growing participation upon arrival. in these courses, especially from students "The class was really informative, we unable to travel long term during the tradispent a lot of time talking about what tional academic year." to expect from the trip," said Danielle The College introduced two new courses Harvey '12. "It was still a total culture with travel components last year: "In the shock, but it was good, it was all part of Footsteps of Thucydides," a political science course led by Chair of the Department the experience." Part of the challenge for Dr. Sydnor was of Political Science Petros Vamvakas over finding a way to get his 16 students "out spring break, and the theology & religious of the bubble" and into Indian culture. studies course, "India: Religion, Culture, The group visited Indian temples, ruins Justice," which traveled to India in June, and museums, spoke with native college led by Assistant Professor of Theology & professors and dined on traditional Indian Religious Studies Jon Paul Sydnor. cuisine, which differed greatly depending As part of Dr. Vamvakas's course, he upon the locale. This spring, Dr. Sydnor and nine students trekked around Greece hopes to adjust the travel dates in order tracing the Peloponnesian War as it was to visit when Indian colleges and universidescribed by the Athenian general and ties are in session as a means of generatpolitician, Thucydides. The class visited ing conversation between his students Athens, Delphi, Olympia, Sparta and and their Indian counterparts. Overall, he Epidaurusto to witness firsthand the found the experience of leading such an details Thucydides described in his work, excursion to be a rewarding one. The History of the Peloponnesian War, "It was gratifying to me to internationala contemporary account of the conflict ize the curriculum," he said. "Emmanuel between Athens and Sparta written in 431 B.C. For Dr. Vamvakas, a Greek citizen, the experience was eye opening. "It was fascinating for me as a native to visit with students," he said. "It was a considerably different experience that influenced my teaching and the way I saw the course. It offered a completely different perspective." Dr. Sydnor's course, meanwhile, involved a threeweek visit to Tamil Faculty-led travel courses are a popular choice among students looking for short-term travel options. Nadu, a southern Here, students visit the Roman Colosseum as part of the travel course, "Religious Traditions of Rome," which is built around an eight-day trip to the city over spring break. state in India, 11 Emmanuel Magazine wants to globalize its curriculum and I am all for it. Getting students outside of their comfort zones and into a different culture, into a different religious and economic context can be very transformative. "International travel is essential," he added. "I want students to have that experience. I want them to have that global education. The aesthetic experience of architecture and art, and the spiritual experience of Indian religions can make students more aware of the opportunities humankind has." Additional faculty-led travel courses added this year include a ceramics course taught by Associate Professor of Art Megumi Naitoh, which will travel to Japan for two weeks over the summer, and "Microbiology on the Great Barrier Reef," to be led by Professor of Biochemistry Paul March, a dual U.S. and Australian citizen. Dr. March's course is the first within the sciences to include a travel component. He began developing the course after discussions with his colleagues, who agreed with the need to create "an experience that would broaden students' vision of what science can be about beyond just the standard laboratory experience." Dr. March will conduct the course in one of the Wilkens Science Center laboratories this spring to teach basic marine biology techniques, allowing the group to make the most of its two weeks in the field along the Great Barrier Reef. The course will operate in partnership with James Cook University, which will provide Dr. March and his students with residence, classroom and laboratory space during their stay. The group will also spend three nights on Orpheus Island, located within the Palm Island Group on the Great Barrier Reef, where the university maintains a research station and educational facility. Establishing such partnerships remains an ongoing focus at Emmanuel in an effort to further strengthen its international programs and reduce the use of third-party providers. Direct partnerships with international college and universities reduce costs for students, enabling them to live on campus at the partner institution and receive all the services and amenities available to domestic students. The relationships also foster better international Assistant Professor of Theology & Religious Studies Jon Paul Sydnor led a group of students to India for three weeks in June 2011, as part of a new travel course, "India: Religion, Culture, Justice." exposure for Emmanuel students by easing the cross-cultural transition, thereby creating a more enjoyable experience that ensures their continued academic and social success while abroad. According to MacKinnon, the College will initially offer short-term partnerships, but with consideration for having traditional semesters available in the future. In addition to the partnership with James Cook University, Emmanuel recently partnered with the Universit� Cattolica in Milan, Italy, where Special Instructor of Foreign Languages Isa Orvieto will teach the four-week course, "Today's Italy: A Journey Through Literature, Cinema and Everyday Life," this summer. Partnerships with Middle East Technical University in Ankara, Turkey, Vesalius University in Brussels, Belgium, and J�nk�ping University in J�nk�ping, Sweden, are also being discussed, as are exchange programs with the City University of Seattle, which has 10 international campuses beyond its main Aberdeen, Wash., location. This spring, Dr. Vamvakas's travel course, "In the Footsteps of Thucydides," will also operate in partnership with the Institute for Cretan Studies on the Greek island of Crete. He hopes to develop a summer program at the institute as well in the near future. As the coordinator of global studies & international affairs at Emmanuel, Dr. Vamvakas has an acute appreciation for developing programs that provide international exposure for students and offer windows into different cultures. For him, the more venues made available to Emmanuel students, the better. "We need to make sure our students are engaged to the world," he said. "As a professor, it is my responsibility to show the way to my students. The world is moving to global competition. We must plug our students into that context. "To give students a better understanding of the world in general, to enable them to hear different languages, taste different foods, it brings an Emmanuel education a step above. To have a global experience is not only tremendous, it is necessary now." t �Bryan Mahoney | Winter 2012 Service heart Stories of Emmanuel Students, Faculty and Alumni Making a Difference Around the World By Bryan Mahoney with 12 St. Julie Billiart founded the Sisters of Notre Dame de Namur more than 200 years ago to "make known God's goodness" across the globe. She envisioned her Congregation as one that knew no borders; Sisters "with hearts as wide as the world" who traveled to wherever their mission called them. Today, the Sisters of Notre Dame (SND) maintain a presence across five continents. They remain committed to their founding mission, to helping those less fortunate, and to making a difference in the world. These principles that continue to guide and distinguish the SNDs embody an integral part of an Emmanuel education. It is evident in the College's emphasis on social justice and continued service to the wider community, and through the measures taken by our students, alumni and faculty, who act upon the sense of responsibility to give back to others and live the mission of Emmanuel's founding order. It is a call to action with roots that run deep. Here are three examples of how our Emmanuel community members are responding to the challenge on a global scale. Haiti Climbing to the top of a hill on the edge of Port-au-Prince, Assistant Professor of Sociology Janese Free gazes out along the horizon and finds no relief. Looking down upon a city, which along with its inhabitants she has grown to love and admire, all she can see is what feels like a never-ending wake of destruction. Even from a distance, the immeasurable nature of the devastation is unmistakable; where once stood elegant cathedrals, government buildings and schoolhouses now exists endless piles of rubble and ruins. Specks of blue interwoven throughout the vast scenery appear, at first glance, to be nothing more than ragged tarps. Closer inspection reveals them to be makeshift houses for countless families, some eight-to-10 people deep, sleeping under canvases not much larger than an office cubicle. These "tent cities" are now their homes; the tarps their only protection from the weather in what is the middle of rain season. It is August 2010, already more than seven months since the catastrophic 7.0-magnitude earthquake struck just outside Portau-Prince, killing an estimated 316,000 people at a rate of nearly 10,000 per second. Yet, Haiti appears every bit a country still reeling from the aftereffects. Water is scarce and difficult to access. Jobs are nowhere to be found. Sanitation issues run rampant. Families are torn apart and there are more orphaned children in Haiti than ever before. Despite the fact that some people have fled the city, it is far from desolate, and issues of overcrowding remain. Inscribed on the side of a collapsed home in spray paint remains a simple yet powerful cry for aid, "We Need Help;" seemingly written to no one in particular and everyone imaginable at the same time. Meanwhile, natives work day and night in their effort to rebuild, literally stone by stone. Seeing this on television was hard enough, but now, experiencing it firsthand, Dr. Free is overwhelmed. Driving two-to-three hours at a time around the city and surrounding areas, she cannot escape the destruction. Just a few days into her weeklong trip, she posts a blog Assistant Professor of Sociology Dr. Janese Free remains personally entry reflecting upon committed to improving the issues of poverty, injustice and victimwhat she has seen. ization that exist in Haiti and other parts of the world. She plans to I couldn't help but return to Haiti in the summer of 2012. start to wonder, `Will things ever change for Haiti? If things could change in Haiti, how?' And that was true before the earthquake, let alone now. Remarkably, despite everything, a glimmer of hope exists within the Haitians, whose resilience is nothing short of inspirational. They believe they will rebuild their country. In Dr. Free and her colleagues, who have traveled to Port-au-Prince on a mission and vision trip, they have allies to help them achieve their goal. This is Dr. Free's third voyage to Haiti, her first since the natural disaster, and on this occasion she leads a team of doctors and physical therapists to the nation's capital and largest city to volunteer at King's Hospital. As a representative of her church, Dr. Free spends her time touring disaster sites with members of World Relief, an international nonprofit organization dedicated continued on page 14 13 Emmanuel Magazine | Winter 2012 A cry for aid written on the side of a collapsed home in Haiti. of doing their part, whether that means personally traveling to Haiti, supporting worthy causes or molding their education to support public policy and issues of social injustice. "My job as a professor is to make them aware of the circumstances that exist, but it is up to them to decide what their part is," she said. "My goal is to share my experiences with them, to raise their awareness and compassion for other people -- whether here in Boston, in Port-au-Prince, or anywhere in between." Dr. Free, herself, returned to Haiti in August 2011 for a nine-day stay, once again leading a team of doctors, surgeons and physical therapists to assist at the hospital. In addition, volunteers, many of whom were teachers, came along to orchestrate teacher-training workshops and volunteer at an orphanage within the same community of people the group visited the year before. Dr. Free was encouraged to see the progress made since her last visit, albeit relative. She found fewer families living underneath the blue tarps and instead in shelters and cement-block homes. Buildings formerly in ruin had been leveled and some were being rebuilt. A banana farm she scouted a year before in Cite Soleil, one of the poorest and most dangerous places in the world, had been purchased by World Relief to create jobs and stimulate the local economy. Slowly, Haiti appeared to be moving forward. Yet, there is still so much work to be done. Some people say Haiti is returning to "normal," but Dr. Free and others suggest it is a "new normal" -- a post-earthquakeand-inconceivable-amount-of-loss normal. Yet Haitians are doing things Dr. Free says they do best -- being strong, resilient and even joyful in the face of great adversity. Dr. Free remains committed to Haiti and its people and plans to return again in the summer 2012 with the hope of establishing longer-term projects in which she can become more involved. She also has plans in process for some research there in the future. "I fell in love with the people of Haiti, their resilience and strength years ago," she said. "They are rebuilding and recovering, but you can feel the impact the trauma has had on the city and the people. You can see the pain in their faces, especially the children. It's still a city in recovery." She is starting to open her mind to the idea that these trips are slowly helping the recovery process, that significant steps are being taken to aid a country needing to heal in more ways than one. "When you travel to Haiti, you see so much poverty and desperation and it is easy to feel overwhelmed," she said. "But you have to remind yourself that every bit of support and encouragement helps." Months after the devastating earthquake that struck just outside Port-au-Prince, the devastation is still unmistakable. Many Haitians are forced to live within "tent cities" with tarps offering their only protection from the weather. to responding directly to the world's "most complex humanitarian crises" through collaboration with local churches. The group's mission is to assess where funds donated by U.S. churches can be best utilized, specifically seeking communities hit the hardest by the January 12, 2010 earthquake. Dr. Free's congregation is making a 10-year commitment to partner with World Relief to help Haiti's recovery through rebuilding churches and communities, developing agro-business and creating jobs. A sociologist specializing in crime and justice, Dr. Free remains personally committed to improving the issues of poverty, injustice and victimization that exist in Haiti and other parts of the world. When she leaves the island, she does so with a heavy heart. Her travel companions express a resounding feeling of accomplishment, having spent the last few days working with patients, some still suffering from injuries endured during the earthquake. For Dr. Free, the sense of achievement isn't as tangible and for now is hard to see -- it will be months, maybe years, until the rebuilding developments are accomplished. By touring sites she is laying the groundwork for aid to eventually come from U.S. churches, support that could carry with it long-term gains, but after spending the last five days speaking with people who lost loved ones, such as a pastor who in the span of a few hours lost 82 of his 600 parishioners, including his wife and three of his four children, she isn't ready to rejoice. Not yet. When Dr. Free returns to the U.S., her time in Haiti is far from forgotten. Almost immediately, she finds new ways to bring her experiences into the classroom. In her "Introduction to Sociology" course, she establishes a section on global inequality and international relations, focusing specifically on Haiti. She has her students read the book, On That Day Everybody Ate by Margaret Trost, the founder and director of the What If? Foundation, which funds thousands of meals a week for Haitian children. Dr. Free utilizes Trost as an example of "an ordinary person doing something extraordinary" and tries to convey to her students the importance 14 Peru There were familiar faces here once. Children he recalled from his first mission trip to Peru, little ones he had grown fond of and thought of often, now no longer anywhere to be found. It's just what happens, a nearby priest informs him. His initial thoughts take him back to the images of their innocent, smiling faces; when they were simply students in a youth center studying electrical work and computers. When they were children with ambition and hope. He takes a second to internalize the priest's statement and at that moment realizes that the signs were there. That this outcome was inevitable. He remembers an eight- or nine-year-old girl they called "Lady," who in previous years would be with them in school one day and then disappear the next, traveling up through the mountains with her family to find work. Over the past three summers it occurs to him he has seen this pattern play out many times before. He looks at the children in front of him today and it breaks his heart to know that their fates, like that of Lady and the children who have come before them, are already sealed. Someday soon they too will have to hand over their gift of youth and forgo their education to beg and panhandle on the streets. It's just what happens. For three weeks each August since 2008, Sean Perry '13 has traveled to San Bartolo as a volunteer with his parish from Stoneham, Mass., to work with the Christian Life Movement, founded in Peru in 1985 with the goal of improving the quality of life, especially for children. Located south of the capital city, San Bartolo is a desert along the coast. Some might know it as a tourist site with its pristine beaches and resorts, but much like similar locations, reality is a short excursion off the strip. Here, homes are made from palm tree branches woven together, tarps and tires. The community resides along the side of a mountain in the midst of an area once used for animal slaughtering. The air is still filled with the stench of the locale's previous purpose. There is no electricity, running water or green space for children to play. As a mission volunteer with his church, Sean Perry '13 travels to San Bartolo, Peru for three weeks during the summer to work with the Christian Life Movement, which seeks to improve the quality of life in Peru, especially for children. While Peru boasts the fastest-growing economy in Latin America and has made strides to reduce the national poverty rate in recent years, nearly a third of its citizens continue to live below the poverty line, the vast majority of those being children. With few jobs to be found in rural areas mixed with an increasing economic divide between urban and countryside populations, the result has been a mass migration toward the cities, especially Lima, where approximately 28 percent of Peru's population currently resides. For those continuing to live on the outskirts, their existence is grim. It is the summer of 2010 and this time Perry travels as a group leader among the volunteers. Each time the parish has visited the area the project has been different. They have built youth centers and schools, taught and played with the children, and established hospitals in the poorest regions. They will once again work with the children in the youth center, but their major project this summer is to construct a small chapel for the people in the center of town. It is backbreaking labor complemented with the use of primitive tools, but the volunteers work for a week, pouring the foundation and constructing the brick walls, ultimately breathing new life into the heart of the community. Their spirits remain high throughout the project due to the presence of the local children, who are happy to lend a helping hand with the exciting endeavor. The day the chapel is finally completed, the volunteers amble through the town knocking on doors and inviting residents to attend the inaugural Mass later that day. The event is an amazing scene as people pack the chapel in celebration. Colorful sheets drape down from the structure's ceiling as upwards of 200 people arrive, a standing-room-only crowd. For years, these people had been forced to trek the dangerous roads to nearby towns in order to attend Mass. Perry and his fellow volunteers feel pride in allowing them the privilege of celebrating Mass in their own town, in a brand-new chapel they can call their own. Four baptisms are Local children were eager to lend a helping hand in the construction of a small chapel in the center of town during the summer of 2010. continued on page 16 15 Emmanuel Magazine | Winter 2012 Volunteers work on the foundation of the new chapel, a first for the village. For years, residents had been forced to trek the dangerous roads to nearby towns in order to attend Mass. performed that day and members of the mission group are even asked to be godparents. "We were performing the mission, learning about social issues and what it means to be Catholic," said Perry. "It is so much in three weeks, but I always take a lot from it every time I go back. "We go down there thinking we are going to help them, but it is the complete opposite, they have so much more of an effect on us than we ever could on them. It teaches us so much about humanity, these people who don't have anything yet are happy." Perry credits these mission trips to Peru with "jumpstarting his life as a Catholic." They continue to influence the way he views the world and lead him to seek out challenging environments in an effort to better understand others' sorrows and aid in alleviating elements of social injustice. Despite a busy schedule as a double major in history and education, he participates in service opportunities such as volunteering with St. Anthony's Shrine in Downtown Crossing, helping to distribute food to the homeless around Boston. While his academic plan does not leave room for studying abroad during the school year, he maintains a strong interest in immersing himself in different cultures. During a family trip to China in August 2011, he chose to live on a farm, fish for his own food and fend for himself as a means of exploring and better appreciating Asian rural life. He talks of connecting with the Emmanuel School of Mission in Rome (no relation to the College) after graduating, which offers a one-year missionary program for young adults in various locations around Europe. Perry also hopes to return to Peru this summer to once again volunteer at the youth center. He was recently informed that the number of students continues to decline due to a lack of sponsorships and teaching support. A return to San Bartolo will provide another opportunity to make a difference, however small, on the lives of the individuals who in turn have had such a powerful impact on him. "[Service] is rooted in my faith, but it has become more than that," he said. "It is a mentality to want to lend a helping hand to people who need it. I seek that. When you bear witness to other people's suffering, it makes you appreciate what you have and hopefully recognize opportunities to help...It is a beautiful thing. Mission does that to you anywhere you go." The project was not all work and no play. Here, children take a break from helping with the construction. 16 Niger Katelyn Cusack '08 was looking for something different. That is how she ended up stationed in Niger as a Peace Corps community youth education volunteer, sleeping outside of a mudbrick house, living without running water, and adopting a cat, even though she proclaims she is Katelyn Cusack '08 spent a year and a half in Niger as not a cat person. a Peace Corps community youth education volunteer. At a young age, Known as "The Hard Post" within Peace Corps circles due Cusack's parents to its challenging climate and poor economic conditions, Cusack says the location lived up to its moniker. instilled in her the importance of giving back. As an Emmanuel student, she continued to maintain a strong personal commitment to service, becoming a staple of the Campus Ministry Office's programs around town, participating in Alternative Spring Break to Phoenix, Ariz., and volunteering at hospitals during her summers. When graduation began to near, she recognized the Peace Corps as a chance to contribute on a global scale while offering the once-in-a-lifetime opportunity to venture to another part of the world she otherwise might not consider. Referred to as "The Hard Post" within Peace Corps circles due to its challenging climate and poor economic conditions, Niger lived up to its moniker when Cusack arrived in the summer of 2009. During the midday peak, temperatures easily reached 120 degrees with the lowest rarely ever dipping into double digits. The village, located just outside the Nigerien capital of Niamey, was surrounded by a sea of brown -- mostly dust or decayed vegetation suffering from the exhaustive heat. There were only a handful of schools to support the 30,000 villagers there, and one of the first things Cusack noticed upon her arrival was the library, its doors closed and children unable to enter. One of Cusack's major projects involved renovating the village's library. She led the effort in renovating the building, cleaning and repainting its interior and exterior and restoring the bookshelves. Here, she poses with residents in front of the library. 17 Emmanuel Magazine | In addition to her teaching responsibilities and overseeing the English club she established for children (villagers speak French and Zarma, the latter a language native to the region), Cusack took on the dilapidated library building as her project. She led the effort in renovating the library, cleaning For someone born with the gift of gab, the inability to communicate and repainting its interior and exterior was Cusack's greatest challenge, however, it did not stop her from becoming an active member of the village community. and restoring the bookshelves. The daughter of a librarian, she took a page from her mother's book and hosted an open house to celebrate the reopening of the building upon completing the restoration. For someone who quickly admits she was born with the gift of gab, the inability to communicate as freely as she'd like proved perhaps her greatest challenge. At one point during her stay, Cusack slipped and broke her arm, the barriers of language and culture resulting in an array of confusion on both ends. As she sat crying, her host mother knew not what to do. She handed Cusack a cup of water with the expectation it would quench her thirst and despair, then returned to business as usual. Observation and reflection became the resulting byproducts of her stay, outcomes Cusack fully embraced. She discovered, much to her surprise, that in many ways her initial perception of Niger as a place so different from any she had known was mistaken. She recalled shared elements of human nature shining through as she quietly watched an older sibling pester a younger one at the kitchen table, forcing parental intervention. "Seeing how the world works, that everyone is the same, it was soothing," she said. Cusack's service with the Peace Corps ended in the winter of 2011, after which she returned to the U.S. She currently works in the admissions office of Northeastern University and has aspirations of pursuing a master's degree in education to become a teacher. When she thinks of her time in Niger, she does so fondly. Often, she recalls an elderly couple she met while there. Fellow volunteers, the septuagenarians sold their house and joined the Peace Corps with the simple explanation that they just always wanted to do it. Cusack has it in her mind that someday she too will do the same. Even if she doesn't, she says her time with the Peace Corps will always remain with her. "This was a positive experience and I feel blessed to have had it," she said. t Winter 2012 EmmanuEl SpEakS Dr. Joyce De Leo Vice President of academic affairs on august 1, 2011, emmanuel College welcomed its new Vice President of academic affairs, Dr. Joyce De Leo. In this role, Dr. De Leo oversees all academic areas of the College, in both the traditional arts and sciences and graduate and professional programs, and provides leadership and vision as emmanuel plans for the future. Emmanuel Magazine spoke to Dr. De Leo this fall to catch up on her time at emmanuel so far, discuss her goals for the future, and talk about the importance of a global perspective in the curriculum. Emmanuel Magazine: Now that you have been with the College for several months, what are your impressions of the Emmanuel community? Joyce De Leo: Last spring during the interview process, I felt an incredible warmth and engagement from everyone I met. Now that I am starting my fourth month here and have had a chance to meet with so many other members of the community one-on-one and in small groups, the vibrancy of the College and the commitment of faculty, staff and students to Emmanuel is very evident. I am impressed with the desire, passion and expertise to enhance the intellectual and spiritual environment that will take Emmanuel College to the next level. Dr. Joyce De Leo at this year's Academic Convocation. departments that respond to our recent growth, as well as to achieve further academic excellence and distinction across the College; to continue to shape our graduate and professional programs to be innovative, market-driven and aligned with our mission; and to identify and submit grant submissions to fund our excellent academic programs and initiatives. EM: And, what about longer term? JD: This is an exciting time at Emmanuel College as we look toward our 100th anniversary in 2019. Higher education is at a crucial point in terms of balancing for liberal arts knowledge with the practical side of affordable and accountable education. Emmanuel is positioned to leverage its mission, location and size to become a model for other colleges and universities. One of my goals is to help enhance the regional, national and international reputation of Emmanuel College by celebrating how we educate our students in a dynamic, inclusive and universal learning environment and by achieving exceptional and relevant academic programs. EM: What are your goals for this year? JD: My major goal for this year is to engage in all aspects of our community to learn where our excellence lies and to empower and celebrate our talented and committed faculty, staff and students. For me, this especially applies to our stellar professors, department chairs and program directors. We just recently launched a monthly electronic newsletter to highlight faculty achievements and upcoming academic events and I have been amazed by the number of accomplishments just this fall. Other short-term goals are to complete our current searches for new faculty across 18 EM: You have spoken about the importance of global perspective in a liberal arts and sciences education. Can you tell us more about that? JD: I am a passionate advocate for integrating global studies and experiences into the education of all of our students. The basis of a broad liberal arts education must include understanding diverse cultures, economies and societies. As someone who personally experienced living in another country, I strongly believe that an exposure beyond one's neighborhood builds tolerance and perspectives that can lead to positive personal and societal changes. Thomas Friedman expertly articulated the social and economic interrelationships among countries in his book, The World is Flat. U.S. colleges and universities need to recognize this relationship in order to educate our graduates for competitive global careers and vocations. Global studies are a cornerstone of our mission and history; the more I read and learn about the Sisters of Notre Dame de Namur and St. Julie Billiart, the more I realize the importance of this to Emmanuel. Our interest in a global perspective does not just respond to our current society and economy, but builds on our living history and provides the context for conversation, relevance and excellence for the future. Emmanuel Graduate and Professional Programs Welcomes First Students from Kenya research administration, he studies in the quiet early hours before going to his job as the Business official in the research and Sponsored Projects office (rSPo) at Moi University, a public institution of over 22,000 students that emphasizes science and technology in eldoret, Kenya. The rSPo is a joint venture between the Moi Teaching and referral hospital (MTrh), Moi University School of Medicine (MUSoM), and their collaborators from the United States, Indiana University. a Certified Public accountant, rono was working as a senior accountant at MTrh, supervising the hospital's budget, revenue, salaries and expenses, and had obtained an MBa to ensure that he had the academic certification to take on higher-level responsibilities. In 2003, he was selected to extend his accounting position and be part of the founding team that established the sponsored projects office at Moi University. The office manages all extramural grants and contracts awarded to MTrh/MUSoM and develops and strengthens institutional and faculty collaborations with universities, communities and other organizations in the conduct of research, teaching and service programs. Today, the rSPo has a robust staff of 30 that administers over 90 research and service grants and manages an annual budget of over $18 million. "you will rarely encounter an office like this in Sub-Saharan africa," rono said. rono oversees all financial aspects of donor-funded projects, taking particular enjoyment in building a grant budget from scratch as the proposal is being developed by researchers. he gets great satisfaction in seeing a completed, submitted, funded and finally implemented research project. he also assists the grants manager in identifying funding opportunities, developing and submitting proposals, reviewing pre- and post-awards, R obert rono is a morning person. one of only two current international students in emmanuel's Graduate and Professional Programs (GPP) in EM: What are your goals for expanding this focus here at Emmanuel? JD: Currently, Emmanuel has strong travel courses. I would like to expand these opportunities in addition to growing study abroad semester programs by more effectively partnering with the Colleges of the Fenway and other area colleges, and initiating new student exchange relationships with countries around the world. Based on the location of Emmanuel in the heart of a college city like Boston, we have a unique opportunity to partner with colleges and universities from countries including Spain, Greece, Sweden, Australia, England and Italy for formal student-faculty collaborations. t �MoLLy honan Robert Rono in his office at Moi University Winter 2012 *For more information on Dr. De Leo's background, please visit the College's website or see the announcement in the spring 2011 issue of Emmanuel Magazine. negotiating contracts, and ensuring compliance. In 2009, he was the Co-Principal Investigator on the International extramural associates research Development award (IearDa), a five-year grant under the national Institutes of health, which allowed the university to enhance its existing infrastructure to improve solicitation and administration of continued on page 20 19 Emmanuel Magazine | grants and to train in application and management procedures. "as I engaged more with researchers, cowrote and was awarded the grant, and discovered the breadth of research administration, I realized that a career in research administration is more exciting than just accounting and financial management," rono said. after a colleague attended a meeting of the Society of research administrators (Sra) and brought him a copy of emmanuel's Graduate and Professional Programs brochure on the online Master of Science in Management with a specialization in research administration, he immediately began looking for a tuition sponsor and initiated the application process to become one of two international students admitted to the program this fall. rono noted that his supervisors were initially hesitant to approve his undertaking the graduate program, concerned that his studies would interfere with his work duties. So far, rono said, the course load, which is comprised of six graduate courses that are taken in one calendar year, fits well into his daily routine. "They are actually telling me that I seem to do more now, after reading e-mails and receiving reports that I work on during my breaks when studying outside normal work hours." The Graduate research administration Certificate was launched in fall 2008, created as a partnership between emmanuel College faculty and sponsored research practitioners from the Longwood Medical and academic area (LMa) and beyond. as one of only a handful of graduate programs of its type, the fully online format was developed in 2009, allowing research administration professionals across the nation and now, around the world, to access emmanuel's tailored graduate courses and expand their professional networks. "emmanuel really enjoys a premier position in the field of research administration," said Dean of Graduate and Professional Programs Dr. Judith Marley. "We were the first to launch 20 "As I engaged more with researchers, co-wrote and was awarded the grant, and discovered the breadth of research administration, I realized that a career in research administration is more exciting than just accounting and financial management." �roBerT rono this specialized management graduate content as an academic credential. This extends the work of professional associations such as Sra and nCUra (national Council of University research administrators)." The innovative program attracts strategic partnerships with employers in the field of research, with expert instructors from such renowned institutions as harvard University, Dana-Farber Cancer Institute, Partners healthCare, Massachusetts Institute of Technology and Dartmouth College. In 2010, emmanuel College received an outreach and engagement Community of Practice award from the University Continuing and Professional education association for recognition of excellence in "employer and association Partnerships in research administration." Dr. Marley foresees the program growing as a global resource due to the rigor of the curriculum, expertise of the faculty and because of the addition of the flexible, asynchronous online format, which complements the option to study on the emmanuel campus. These graduate programs are not only important to federally funded health projects, but also to align with emmanuel's mission of transformation for global impact through educational excellence. Currently, the one-year program for working professionals who study parttime starts twice per year, in September and January. To date, students in the program hail from 20 states as well as the country of Kenya, creating a valuable network for graduates. "our students who study in cohort groups, both in the online format or the face-to-face model, bond and utilize each other's expertise to scale their institution's funded research," said Dr. Marley. "It's important for their careers, for information sharing in their profession, and for the impact on society which these funded projects support." rono expects the certification will enable him to confidently participate in the growth of the research enterprise at the MTrh/MUSoM and broaden the institutions they interact with in the east african region. "I also expect that I will be able to advance our research administration efforts by better serving faculty members doing research, protecting the institution's reputation and finances... [providing] good stewardship of donor/ agency funds and facilitating the discovery of new knowledge for the good of the general public, which I believe is the envisaged course output of emmanuel College." For more information on the Graduate Program in research administration, please visit gpp.emmanuel.edu/researchadmin. t �aMy STeWarT The following article about Emmanuel's growing science programs was published in The Chronicle of Higher Education, the most prestigious news source dedicated to important trends and advances in higher education in America. continued on page 22 21 Emmanuel Magazine | Summer 2012 22 23 Emmanuel Magazine | Winter 2012 campusnews Devettere, De Leo Discuss Henrietta Lacks at Academic Convocation E mmanuel College held its Academic Convocation ceremony on September 13th, marking the official opening of the academic year. As is tradition, members of the Class of 2012 were dressed in their caps and gowns to recognize their status as seniors at Emmanuel. Professor of Philosophy and Director of Values-Based Education Dr. Raymond Devettere delivered the keynote address, discussing the ethical, medical, racial and social issues raised by Rebecca Skloot's The Immortal Life of Henrietta Lacks, this year's reading selection for incoming first-year students. The book tells the story of Henrietta Lacks, a poor AfricanAmerican woman from Virginia, whose cancerous cells, known as the immortal line HeLa, became one of the most significant tools in medicine, playing a vital role in developing the polio vaccine, gene mapping, cloning, and in vitro fertilization. Though Henrietta's cells have generated millions of dollars in profit for medical researchers, she remains almost unknown, and her family is still unable to afford health care. Dr. Joyce De Leo, vice president of academic affairs, provided the opening remarks. As a scientist whose research focuses on managing chronic pain, Dr. De Leo spoke of the book's impact on her as both a scientist and a person. "I had worked with HeLa cells, among many human cell lines, and I never imagined where these cells came from. I never imagined that the label HeLa was based on the name of a poor tobacco farmer, Henrietta Lacks. Nor had I considered that these cells were taken without her or her family's knowledge or consent. The Members of the senior class made their way into the Immortal life of gymnasium led by their class banner. Henrietta Lacks is not a story that lives in the past, but one that shapes our lives and our future," said Dr. De Leo. She encouraged students to uphold the moral ideals brought to light in Skloot's book, both in their studies at Emmanuel and as a member of society after graduation. "Actively engage in something that doesn't seem right. Be the one in the group that questions the ethics. Be the critical thinker. Be the leader. Grow not only intellectually, but consider your role as a person in this college, in this amazing city and in the larger community." Dr. De Leo began and ended her talk with a quote from Elie Wiesel, which appropriately serves as the epigraph to the book. continued on next page Emmanuel faculty members proceed through the quad on their way to Academic Convocation. 24 campusnews "We must not see any person as an abstraction. Instead, we must see in every person a universe with its own secrets, with its own treasures, with its own sources of anguish, and with some measure of triumph." In his address, Dr. Devettere posed a series of questions to the audience of students, faculty and staff. "Was it moral, was it right, for the doctors to take those second two biopsies without asking [Henrietta]?" Dr. Devettere referred to this and the questions on medical testing and privacy that followed as "settled" questions, all answered with a definite "no." Dr. Devettere continued with a succession of "unsettled" questions regarding compensation for donated cells and our rights to our own cells as personal property. For these answers, he placed the responsibility in the hands of Emmanuel students. "It would be wrong, I think, to say that there is no right answer. I'd rather we say there is a right answer. We don't know it yet. Maybe you'll help us find it." "That's why we stress values-based education at Emmanuel," said Dr. Devettere. "We hope our faculty and students will raise the value questions, the moral questions, in their science courses...but also across the curriculum." "The point of a values-based education...is simply to prevent moral blindness, to overcome a Professor of Philosophy and Director of lack of moral awareness that can Values-Based Education Dr. Raymond affect all of us and to become Devettere addresses the crowd. sensitive to what the researchers and the scientists in the 50s and 60s--bent on doing good, bent on finding cures, bent on doing great science--never saw. Good people with good intentions often do terrible things. With values-based education we can prevent that from happening in the future." Read more about Henrietta Lacks from Dr. Raymond Devettere in the Values-Based Education Newsletter at the end of this issue of Emmanuel Magazine. Fall Honors for Emmanuel President mmanuel President Sister Janet Eisner, SND was honored several times this fall with awards and recognition from local schools and organizations. On October 6th, she was honored with a Fenway Alliance Celebrates Exceptional Spirit (FACES) award for support of and leadership in the Fenway Cultural District. Later in the month, on October 23rd, she received the Cardinal Cushing Award from the Missionary Society of St. James the Apostle during a ceremony held at Boston College High School. The year's theme, E Sister Janet Eisner, SND, with Emmanuel students at the "Seeds Planted: Harvest Begun" ceremony on November 9th. 25 Emmanuel Magazine | Winter 2012 "Educating the World in the Way of Christ," celebrated her commitment to serving the Church through Catholic education. On November 9th, Sr. Janet was presented with the Notre Dame Montessori School's "Seeds Planted: Harvest Begun" award at Venezia Waterfront Restaurant in Dorchester. The award is given annually to individuals whose professional and personal accomplishments embody the values and goals of the school. Each year, Emmanuel students volunteer and work at Notre Dame Montessori in a variety of ways. The American Council on Education National Network of Women Leaders of Massachusetts selected Sr. Janet to speak on "Leading the Liberal Arts College" at its "Breakfast with a President" event on November 15th in the Fenway Room at Emmanuel. Additionally, Sr. Janet attended the November 15th launch party for photographer Bill Brett's latest book, Inspirational Women. Sr. Janet is featured along with the other women presidents of the Colleges of the Fenway. campusnews Emmanuel Opens 2011�2012 Academic Year with Mass of the Holy Spirit mmanuel College officially opened the 2011-2012 academic year with the celebration of the Mass of the Holy Spirit on September 12th. The Mass of the Holy Spirit is a long-standing tradition among Catholic colleges and universities, dating back to 16th-century Europe. The Mass serves as a means of invoking the Holy Spirit for guidance and wisdom throughout the academic year and allows the entire College community to come together and celebrate Emmanuel's mission and Catholic identity. College Chaplain and Director of Campus Ministry Father John P. Spencer, SJ presided over the Mass, wearing traditional red vestments to signify the fire of the Holy Spirit. During his homily, Fr. Spencer encouraged students to think globally. Jenny Konecnik '14 and Wes Cowles '12 "What we do here as offer the Prayers of the Faithful. a community does have an effect on people we will meet later on. Consider that E College Chaplain and Director of Campus Ministry Father John P. Spencer, SJ presided over the Mass, wearing traditional red vestments to signify the fire of the Holy Spirit. carefully, because that will affect what choices you make, what decisions you make and how you will make them. Make them in good conscience, make them in good faith. Make your decisions with the guidance of the Spirit, so that the Spirit can lead you to a global way of seeing your life and the world around you." Dean of Arts and Sciences Dr. William Leonard welcomes attendees to the Mass of the Holy Spirit held in the Jean Yawkey Center gymnasium. 26 campusnews Emmanuel Recognized by Catholic Charities of Boston Emmanuel College was named one of eight "Volunteers of the Year" by Catholic Charities of Boston. Members of Emmanuel's Office of Campus Ministry and students Jennifer Hayes '14 and Ashley Cilenti '13 were recognized at the organization's annual Volunteer Appreciation Luncheon on October 12th at the Tirrell Room in Quincy, Mass. "It is an honor to be recognized by Catholic Charities of Boston," said Associate Director of Community Service and Service Learning Deirdre Bradley-Turner '98. "This award is a reflection of our students and their commitment to community service." Emmanuel was nominated by St. Ambrose Family Shelter, a 15-family residence in Dorchester, Mass. As part of the nomination process, site coordinators were asked to recommend volunteers who have "gone above and beyond" with their service efforts. Rick Freitas, the director of the St. Ambrose Family Shelter, estimated that in the six-plus years Emmanuel has partnered with the shelter nearly 400 student volunteers have come through its doors, taking part in various beautification projects from painting rooms to maintaining its gardens and playgrounds. Through the years, he has found Emmanuel students to not only be reliable, but enthusiastic. "Emmanuel students stand out above the rest," he said. "Emmanuel has been a great partner to us." The St. Ambrose Family Shelter is one of Catholic Charities of Boston's 33 service locations around Eastern Massachusetts. The organization is one of the largest providers of social services in the state, assisting more than 200,000 of the area's neediest citizens. According to President Deborah Kincade Rambo, LICSW, Catholic Charities of Boston relies heavily on volunteers to make its efforts possible. "We could not do what we need to do without these volunteers," she said. "It makes a difference between doing a good job and Accepting the award on behalf of Emmanuel College during the Catholic Charities of Boston annual a great job. Emmanuel has been Volunteer Appreciation Luncheon on October 12th a wonderful partner in providing were: Associate Director of Community Service and volunteers. It's just remarkable." Service Learning Deirdre Bradley-Turner '98, Director In addition to serving as one of of Campus Ministry and College Chaplain Fr. John P. Spencer, SJ, Jennifer Hayes '14, Ashley Cilenti '13 the College's Day of Service sites and Associate Director of the Center for Mission and each fall and spring, St. Ambrose Spirituality Mark Harrington '08. Family Shelter is a popular location for student service organizations such as Emmanuel College Community Outreach (ECCO) and Spark the Truth. Ben Mathews '15 was one of the first-year students who volunteered at the shelter as part of the 16th annual New Student Day of Service in September. The experience convinced him to connect with the Office of Campus Ministry and explore other ways he can give back to the greater community throughout the year. "My personal experience with St. Ambrose had a large impact on my perspective on Emmanuel," he said. "I realized just how important community service and projects are to the academic structure and spirit of the campus...As a biology and chemistry student, finding time can be difficult, but taking a few hours each week to help is a sacrifice I am more than willing to make." Emmanuel Celebrates Family Weekend The Emmanuel campus teemed with activity during the weekend of October 14th-16th, as students welcomed their loved ones for Family Weekend. Parents, other family members and friends were invited to take part in such rich traditions as the Senior Cap and Gown and Junior Ring and Tassel ceremonies, to experience the talents of Emmanuel undergrads at the Student Musicale, and to hear members of the faculty speak about the challenging and inspiring academic experience offered to Emmanuel students. Families also had the opportunity to explore their student's home away from home, seeing Boston's historic sights on a trolley tour, as well as visiting Fenway Park and the Museum of Fine Arts. Sam Lajoie '12, his mother, Lisa Lajoie, and grandmother, Rose Stewart, with Director of Athletics and Recreation Pam Roecker in the Jean Yawkey Center. Deanna Borrelli, '12 and her mother, Karen Borrelli, meet with President Sister Janet Eisner, SND during the Saturday brunch reception. Noah Doyle-Smith '13 with his sponsor and high school physics teacher Deborah Nacewicz '73 after the Junior Ring and Tassel Ceremony. 27 Emmanuel Magazine | Winter 2012 campusnews Famed Constitutional Scholar Speaks at Wyant Lecture Series arl M. Loeb University Professor and Professor of Constitutional Law at Harvard University Laurence H. Tribe discussed "What Will the Constitution Mean in 2037?" at the October 5th Wyant Lecture. The prominent legal scholar examined the Constitution's trajectory over 200-plus years, as well as how the document's interpretation will continue to evolve, while the text remains virtually unchanged, until 2037, a quarter of a century after the 2012 elections. "Never has our Constitution been more front and center in the news," Tribe said, "with all sorts of groups claiming to know its authentic meaning, often challenging the very Americanism of those who dare to read it differently. Those kinds of claims...are a cause for concern about where we are heading as a nation." According to Tribe, apart from six relatively minor amendments dealing with presidential election and succession, Congressional compensation, poll taxes, and the voting age, not a word of the document's text has changed since 1951. However, the meaning of the Constitution as interpreted and enforced by the courts, as applied by the government, and as understood by the public, has changed profoundly. Tribe explained that the same Constitution was understood to sanction racial segregation by law in public schools, to support the criminalization of interracial marriage, to advocate government suppression of political opposition, to allow official prayers in public schools, to permit the use of coerced confessions and illegal searches to obtain convictions, and other practices that would be constitutionally unthinkable under today's legal framework. "Even if not one single word in the Constitution's text will have changed a quarter century from now, between 2012 and 2037, it will be a different set of political actors, including a differently composed Supreme Court, interpreting the document in an inevitably different social and cultural context that largely determines the operative meaning of much of our Constitution's deliberately open-textured language." Tribe noted the possibility that social and political movements that denounce all current interpretations as treason, as a betrayal of the Constitution's original meaning, might someday be backed be a majority of Supreme Court justices who share the same opinions. "If that transpires, then the next generation of C President Sister Janet Eisner, SND, Carl M. Loeb University Professor and Professor of Constitutional Law at Harvard University Laurence H. Tribe, and Wyant Professor and Professor of Political Science Lenore Martin. Americans...will grow up in a nation whose fundamental law is authoritatively interpreted to say that each human being is indeed an island, and that the safety net constructed ever since the New Deal was built of illusory ropes. "But the plain truth is this, what might actually matter the most in shaping the Constitution's future, are not just the things we tell one another we think the Constitution should be understood to mean, but seemingly unrelated things, like the state of the economy in Greece and Italy and Spain, and the unemployment numbers next summer and fall, or whether people think we're in a double-dip recession by the time they go to the polls next November, because those concerns will powerfully shape the outcomes of the coming elections." Those outcomes, Tribe said, will make a huge difference for the simple reason that the people whom a new president would nominate to serve on the Supreme Court will play a major role in the process of giving the text authoritative meaning, as justices tend to serve for decades, beyond the terms of the presidents that appoint them to the court. Tribe also spoke of changes in the constitutions in other countries, such as Iceland, which recently rewrote its constitution on the Internet, crowdsourcing with the help of social media. 28 campusnews "Some of us, me included, find ourselves reluctant to take that gamble," said Tribe. "Are we afraid of what government that isn't just `of the people' and `for the people,' but truly `by the people' would mean?" While not willing to put our Constitution up for grabs, Tribe believes that we are essentially rewriting our Constitution on the Internet every day, through a dynamic dialogue by people from all walks of life. "Put simply, I have long believed that the Constitution is a verb. It's what propels `We the People.' It constitutes the spirit of the intergenerational process whereby the constitution's deliberately open-ended terms are subject of continuing debate, deliberation, and reinterpretation. Not just by folks wearing black robes and wielding gavels... but in the halls of Congress, in the White House, in town hall meetings, in countless local and national conversations among ordinary people, in lecture halls like this one, on street corners, and yes, in social media such as Facebook and YouTube and Twitter." The New York Times described Tribe as "arguably the most famous constitutional scholar and Supreme Court practitioner in the country." He has taught at Harvard Law School since 1968 and was voted the best professor by the graduating class of 2000. Tribe's title of "University Professor" is Harvard's highest academic honor, awarded to just a handful of professors at any given time and to fewer than 70 professors in all of the university's history. Tribe helped write the constitutions of South Africa, the Czech Republic, and the Marshall Islands, and is the recipient of 10 honorary degrees, most recently a degree honoris causa from the government of Mexico's National Institute of Criminal Science in March 2011, which had never before been awarded to an American. He has prevailed in three-fifths of the many appellate cases he has argued (including 35 in the U.S. Supreme Court), and was appointed by President Barack Obama and Attorney General Eric Holder in 2010 to serve as the first senior counselor for access to justice. A member of the American Academy of Arts and Sciences and the American Philosophical Society, he has written 115 books and articles, including his treatise, American Constitutional Law, which has been cited more than any other legal text since 1950. The Wyant Lecture Series features speakers in the humanities, history and the arts. This endowed professorship was established by the late Louise Doherty Wyant '63 and her husband, Dr. James Wyant, in honor of Sister Anne Cyril Delaney, SND. Foreign Languages Department Offers Voice Lecture Series D uring the month of October, the Department of Foreign Languages hosted four installments of the Voice Lecture Series: Issues of Immigration, Colonialism and Terrorism in Transatlantic Studies. On October 3rd, Boston University Professor of French T. Jefferson Kline discussed, "Michael Haneke's CACH� and the Dilemma of Interracial Violence in France." The lecture examined Haneke's award-winning film as an invitation to rethink the age-old conflict between Arabs and indigenous Frenchmen. Kline addressed both the series of literary and cinematic allusions to this problem as well as the series of "documented" historical incidents of this violence in our own times. Professor of Spanish and Coordinator of the Comparative Literature Program at Clark University Marvin D'Lugo spoke on "Migration and `Otherness': Cinematic Chronicles of Multicultural Spain," October 17th. D'Lugo's talk explored some of the dominant historical and contemporary images and narratives that are part of Spanish cinema's promotion of a multicultural, multi-ethnic national community. The third installment, "2004, Spain's Haunted Year," took place October 19th. Chair of Women's and Gender Studies Program and Associate Professor of Hispanic Studies, Comparative Literature, Women's and Gender Studies, and Film Studies at Brandeis University James Mandrell discussed the March 11, 2004 Al-Qaeda bombings in Madrid in the context of culture and politics. Professor of Fine Arts at Boston College John Michalczyk closed the series October 26th, with a talk on "Celluloid Borders: Immigrant Images on Film." Michaelczyk explored films from three continents reflecting the highs and lows of the immigrant experience: "El Norte," focuses on the harshness of an unwelcoming culture in southern California; Belgian film "La Promesse" delves inside the black market trade of immigrant transport from North Africa; and the Emmy-nominated documentary film, "The Lost Boys of Sudan," which traces the hardships of two refugees from the civil war as they make The lectures were presented with support from the Spanish Consulate of Boston. Winter 2012 their way to America. 29 Emmanuel Magazine | facultynews alumninews Part-time faculty member in graduate education Nancy Barile '90, M.Ed. '93, was awarded the 2011 Commonwealth Award in the category of Creative Learning by The Massachusetts Cultural Council. Professor of Psychology Joyce Benenson's research was mentioned in the Wall Street Journal article, "`It's Mine!' The Selfish Gene: Tots as Young as 3 Can Be Generous While Others are Inclined to Hog," written by Kevin Helliker and published October 11, 2011. Special Instructor of Writing Stace Budzko's short stories appeared in Versal Journal and Flash Forward Press and his creative nonfiction appeared in Upstreet: A Literary Magazine. His story "North End, 2010" was the flash fiction winner of the 2011 Bridport Prize. The art adaptation of his story, "Why I Don't Keep a Daily Planner," was recently exhibited at the 2011 Columbia Art League festival. Assistant Professor of English Christopher Craig will present his paper, "The Invisible Frontier: Ruling-Class Ideology and Class Struggle in the Essays and Stories of Raymond Carver," at the Modern Language Association annual conference in Seattle in January 2012. Assistant Professor of Art Erich Doubek's graduate thesis was published in The Experience of Dynamic Media, 2010. The case study investigates how we interact with common objects, which are enhanced, augmented, or distorted by an interactive visual and audio experience. Associate Professor of English Matthew Elliott's article, "John Fante's Ask the Dust and the Fiction of Whiteness," appeared in the winter 2010 volume of Twentieth-Century Literature. Associate Professor of Art Cynthia Fowler's article, "Aboriginal Beauty and Self-Determination: Hulleah Tsinhnahjinnie's Photographic Projects," was included in the book, Visualities: Perspectives on Contemporary American Indian Film and Art, by Denise Cummings. In October, Fowler presented a paper, "Native Women Artists and American Modernism," at the biannual conference of the Native American Art Studies Association in Ontario, Canada. Assistant Professor of Sociology Janese Free led a team of 16 volunteers to Haiti in July 2011 to work with World Relief, an international relief and development organization. Free and her team volunteered in an orphanage and conducted teacher-training sessions in Port-au-Prince. This was her fifth trip to Haiti over the past 15 years. See related story on page 12. Free also presented a paper titled "Relationship Between At-Risk Youth, School Bonds, and Students' Misconduct and Academic Performance" at the American Society of Criminology annual meeting in November 2011 in Washington, D.C. The paper was presented in the section of the meeting called, "Causes of Crime and Criminal Behavior." Assistant Professor of Education Sister Karen Hokanson, SND conducted a workshop on "Technology in the 21st Century and How it Impacts Educators" at the Jackson/Walnut Park Collaborative School in Newton, October 13th. Sister Karen was also one of the presenters at the Graduate and Professional Programs Forum for Educators held November 14th. Her presentation was titled "Technology in Education: From Fostering 21st Century Learning Skills to Utilizing Social Networking." Additionally, she was also recently appointed to the Board of Trustees at Trinity University, Washington, D.C. Associate Professor of Science Education Fiona Hughes-McDonnell co-authored the article, "Teachers' Explorations of Science and Students' Science Learning Promotes Knowledge and Understanding of Teaching, Learning and Inquiry," in LEARNing Landscapes. HughesMcDonnell also presented a paper, "A Journey with Piaget: Teachers' Explorations into Learning Develop Teachers' Understandings of Teaching Science and Other Areas," at the 41st Annual Meeting of The Jean Piaget Society: Society for the Study of Knowledge and Development in Berkeley, Calif. 30 facultynews Instructor of Nursing Terri Jabaley, RN contributed to a new book from Springer Publishing entitled Accelerated Education in Nursing: Challenges, Strategies, and Future Directions, by Lin Zhan, RN. The two chapters which Jabaley co-authored are "Curriculum Innovation" and "Clinical Immersion as an Innovative Pedagogical Approach in an Accelerated BSN Program." Special Instructor of Art Stephan Jacobs had a residency exhibition, "Under a Midnight Sun," at the Native Art Museum in Riga-Andrejsala, Latvia, which was part of a two-month international artist residency program in Riga, Latvia. He also presented his "Sublime Portfolio" at Photo Madrid 2011. Assistant Professor of Psychology Michael Jarvinen will present a poster at the 2012 National Institute on the Teaching of Psychology (NITOP) in January titled "Increasing Student Engagement and Learning through Digital Video: Taking a Page from Social Media" with co-authors Lamis Jarvinen and Danielle Sheehan. Associate Professor of Chemistry Christine Jaworek-Lopes served as the 2011 National Chemistry Week (NCW) chair for the Northeastern section of the American Chemical Society. Jaworek-Lopes coordinated three NCW events at the Museum of Science, Boston and the Boston Children's Museum during the week of October 23rd. Hands-on activities and demonstrations related to the theme, "Chemistry: Your Health, Your Future," were performed. Professor of Sociology and Religious Studies and Director of the Center for Mission and Spirituality Sister Mary Johnson, SND is serving as a senior fellow at the Center for Applied Research in the Apostolate at Georgetown University during her 2011-2012 academic year sabbatical. Assistant Professor of Religious Studies Laurie Johnston presented "Understanding Ethics: Who Are We and How Do We Choose?" at the Franciscan Hospital for Children in May 2011. In June 2011, she presented "Discerning God's Action in the `Signs of the Times': Congar on Saints' Lives as a Hermeneutical Key" at the Catholic Theological Society of America in San Jose, Calif. Johnston also had an article accepted by Health Care Ethics USA, a publication of the Catholic Health Care Association. Assistant Professor of Sociology Katrin Kriz had two articles accepted over the summer. "How Child Welfare Workers View Their Work with Racial and Ethnic Minority Families: The United States in Contrast to England and Norway," will appear in Children and Youth Services Review and "Child-Centric or Family Focused? A Study of Child Welfare Workers' Perceptions of Ethnic Minority Children in England and Norway," will be published in Child & Family Social Work. Kriz also presented a paper, "Child Protection Practice with Undocumented Immigrant Families: A View from the United States," at the conference of the International Society for the Prevention of Child Abuse and Neglect in Tampere, Finland, in September 2011. Associate Professor of Religious Studies Fr. Thomas Leclerc, M.S. presented a paper at the regional meeting of the Society of Biblical Literature in April titled, "The Transformation of the Divine Warrior in Isaiah 59:15b-20." Fr. Leclerc also made a presentation and facilitated a discussion on "The New Missale Romanum: Context and Contents" for parishes on the North Shore in October 2011. Associate Professor of Management Yoo-Taek Lee had an article published in The Journal of Creativity and Innovation, Seoul, Korea, Vol. 4, No. 2, 2011, titled "Competing on Entrepreneurial Management Innovations: A Case Study of the Fact-based Management System." Additionally, Yoo-Taek was an invited guest speaker and a judge for a new business idea competition, Startup Springboard @ Boston, at the Massachusetts Institute of Technology on November 29th�30th. Winter 2012 continued on page 32 31 Emmanuel Magazine | facultynews alumninews Assistant Professor of Education Christine Leighton presented her paper, "When Bilingualism Works: Sixth-Grade Students' Writing," at the annual conference of the Literacy Research Association in Jacksonville, Fla., in December 2011. Leighton will also be presenting her paper, "Sixth-Grade Students' Use of Cross-Linguistic Transfer While Writing Persuasive Letters in Spanish and English," at the annual conference of the National Association for Bilingual Education in Dallas, Texas, in February 2012. Special Instructor of Art Brian Littlefield exhibited in the 24th annual McNeese Works Paper Exhibition at McNeese State University and in the Masur Museum 48th annual Juried Competition, both in Louisiana. Professor of Political Science Lenore Martin co-authored two opinion pieces this summer. The first appeared on www.foreignpolicy.com in May 2011, titled "Is Turkey Losing Its Balancing Act in the Middle East?" The second, "Turkey's New AKP Government: Will It Move Towards a Liberal or Illiberal Democracy?" appeared in The Huffington Post. This summer, Martin was also invited to give a talk on Turkey and Iran as part of a panel on Turkish foreign policy at the Middle East Institute's Second Annual Conference on Turkey. In addition, Martin was the keynote speaker at a NATO-sponsored conference on "Security and Cross-Border Cooperation in the EU," Black Sea Region and the Southern Caucasus in Ankara, Turkey, on September 23-24, 2011. The title of Martin's speech was "Structural Challenges to Security and Cooperation in the Black Sea Region." The conference was co-organized by Middle East Technical University in Ankara and Khazar University located in Baku, Azerbaijan. She also served on the Fulbright Peer Review Committee in Washington, D.C. in October 2011. Assistant Professor of Psychology Clare Mehta had an article, titled "Sex Isn't Something You Do with Someone You Don't Care About: Young Women's Definitions of Sex" accepted to the Journal of Pediatric and Adolescent Gynecology. She presented this work to pediatricians at Children's Hospital Boston. Assistant Professor of Economics Rebecca Moryl gave a presentation titled "T-Shirts, Moonshine, and Autopsies: Using Podcast Topics to Engage Undergraduate Microeconomics Students," at the 7th Annual Economics Teaching Conference in New Orleans, La., in October 2011. She also presented this work to the Emmanuel College Faculty Development Committee in October. Associate Professor of History Melanie Murphy arranged to have the New England Historical Association (NEHA) hold its fall 2011 conference at Emmanuel College in October. Associate Professor of Art Megumi Naitoh exhibited her work at several venues in March 2011. She exhibited "Self-Schema" at The Heights Waterfront (Trolly Barn) in Tampa, Fla., and "Elastic Authenticity" at the Morean Arts Center in St. Petersburg, Fla. Naitoh also received a grant from Tally Gallery at Bemidji State University for a solo exhibition scheduled in February 2012. Special Instructor of Information Technology Rodica Neamtu had two papers accepted for presentations in November 2011. The first, "The Never-Ending Battle: How to Convince Your Skeptics That OL is OK," will be presented at the 17th Annual Sloan-C International Conference on Online Learning in Orlando, Fla. The second, "Crossroads of the Real and Digital Worlds: Virtual Field Trips for Online and Blended Courses," will be presented at the 4th International Conference of Education, Research and Innovation in Madrid, Spain. Assistant Professor of English David Palumbo's essay, "Death Becomes Her: Figuration and Decay in Swift's `Birthday Poems' to Stella," was nominated for the James L. Clifford Prize. His article, "Mary Wollstonecraft, Jonathan Swift and the Passion in Reading," appeared in the Summer 2011 issue of Studies in English Literature. Palumbo also presented his paper, "Satiric Mistranslation in Swift's `A Modest Proposal' and `An Answer to the Craftsman,'" at the East-Central/American Society for Eighteenth-Century Studies in November 2011. 32 facultynews Associate Professor of English Mary Beth Pope had a short story appear in Upstreet: A Literary Magazine, which was favorably reviewed in The Berkshire Eagle, and two other accepted for publication in Ampersand Review and Crab Creek Review. Professor of Chemistry Faina Ryvkin co-authored a chapter published in the prestigious research volume, Extracellular Matrices. The chapter describes the essential structural and catalytic properties of copper-containing enzyme, lysyl oxidase. Ryvkin created a molecular model of lysyl oxidase using software from Schrodinger, Inc., with the assistance of her undergraduate students at Emmanuel. Visiting Assistant Professor of Math Christine Sample has co-authored three papers on mathematical biology that have been recently published. "Local Kinetics of Morphogen Gradients," appeared in Proceedings of the National Academy of Sciences; "Morphological and Chemical Oscillations in a Double Membrane System," in SIAM Journal on Applied Mathematics; and "Formation of Morphogen Gradients: Local Accumulation Time," in Physical Review E. Assistant Professor of Mathematics Education Kimberly Sofronas co-authored an article in Case Studies in Business, Industry, and Government Statistics titled "An EM-Algorithm-based approach for predicting teacher candidates' success on the Communication and Literacy Skills test for Educator Licensure." Professor of Art Kathy Soles' summer activities included the Goetemann Residency at Rocky Neck Artist Colony in Gloucester, Mass., and the exhibitions, "Off the Wall" at the Danforth Museum in Framingham, Mass., and "Chain Letter" at Samson Projects in Boston. Professor of English Lisa Stepanski recently gave a presentation at Orchard House in Concord on Harriet Lothrop (aka "Margaret Sidney") and the part she played in preserving the house as a memorial to the Alcott family. Assistant Professor of Theology & Religious Studies Jon Paul Sydnor published his book, Ramanuja and Schleiermacher: Toward a Constructive Comparative Theology, in May 2011. The book argues that the novel and burgeoning discipline of comparative theology is a powerful method for gaining critical insight into our inherited worldviews and that the critical insights gained through comparison can produce constructive theology or, in other words, revised and renewed worldviews. Sydnor also presented at the American Academy of Religion conference in San Francisco in November, addressing a joint session consisting of religion, arts, and literature as well as comparative theology. His presentation compared religious imagery in Buddhism and Christianity in order to demonstrate the power of comparison for heightened critical and theological insight. Associate Professor of Mathematics Jeanne Trubek returned from her Fulbright semester teaching Differential Equations at the Kigali Institute of Science and Technology (KIST), Rwanda. See related story on page 2. Associate Professor of Political Science Petros Vamvakas was a panelist at "Southeastern Europe, Middle East and the World: Are we in a New Era" for the International Institute for Political and Economic Studies, Chania, Crete, Greece, in August 2011. His article, "Turkey's ISAF Mission: A Maverick with Strategic Depth," was published in Statebuilding in Afghanistan Multinational Contributions to Reconstruction, from Routledge Press in October 2011. 33 Emmanuel Magazine | Winter 2012 facultynews alumninews Vericker Honored with Outstanding Continuing Education Faculty Award in 2007, "I know it really helped me find my way in life and gave me an opportunity to get my education." In addition to teaching, Vericker is the vice president of the Construction Lending Group of Middlesex Savings Bank where he has worked for seven years. Even with a full-time career of his own, he maintains an exceptional commitment to Emmanuel Chris Vericker College and its students in Graduate and Professional Programs. In her official nomination of Vericker to UPCEA, Executive Assistant to the Vice President of Academic Affairs Ellen Mendonca, formerly the director of advising and special projects for Graduate and Professional Programs, highlighted some of his outstanding contributions, from serving as a graduate student advisor for capstone projects and mentor to students and colleagues, to attending student "His greatest strength [is] to put himself in the place events and participating in activities across the College. of the student, see things from that point of view, and "Chris exemplifies all the extraordiwork together with each student to ensure success in nary traits that we seek for continuing education faculty members teaching the course." adult and graduate students," she �SHEILA DOYLE, GrADUATE STUDENT IN rESEArCH ADMINISTrATION wrote. "We are so fortunate to have Chris as part of our esteemed faculty in Graduate and Professional Programs." appreciate his ability to make complex subject matter "A special talent Chris possesses is his understanding engaging and relevant while understanding their interest in of the intersection of an excellent academic credential, career growth at their places of employment. which our students seek, and how this credential impacts "His greatest strength [is] to put himself in the place of the workforce development strategies of their employer," the student, see things from that point of view, and work said Dr. Judith Marley, dean of Emmanuel's Graduate and together with each student to ensure success in the course," Professional Programs. "Chris' insights in this area played said Sheila Doyle, a student of Vericker's within the gradua key role in the expansion of Emmanuel's employer partate programs in research administration. Vericker's appreciation for the needs of his students stems nerships with Harvard University, Brigham and Women's Hospital, and Blue Cross Blue Shield, to name only a few. from his own experience in education, having received both Clearly Chris' work translates to both student and commuhis bachelor and master's degrees as a part-time student. Of nity impact. It is a delight to work with him." his own educational experience, he told Emmanuel News hris Vericker, an adjunct faculty member of Emmanuel's Graduate and Professional Programs, was named the 2011 recipient of the Outstanding Continuing Education Faculty Award from the University Professional & Continuing Education Association (UPCEA), New England region. Vericker was honored at the association's conference in Providence, R.I., October 26th. Vericker has been an adjunct faculty member at Emmanuel since 1996. He has instructed over 150 courses in the Bachelor of Science in Business Administration program and the graduate programs in management, research administration, and human resource management. In addition, he has been instrumental in the development of new graduate management specializations, which include two courses delivered in a fully online format. As a long-serving faculty member in Graduate and Professional Programs, Vericker is well regarded by his colleagues and is often sought out for direction and guidance. As an instructor, he is consistently evaluated by students as among the top faculty members in management. Students C 34 studentnews alumninews In August, Alex Petty '12, Hillary Butts '13, Kayla Vasconcellos '12 and Sunaro Ngourn '12 traveled with Assistant Professor of Chemistry Aren Gerdon to Denver, Colo., to attend and present was awarded the highest recognition of "Best Delegate" in her committee. Jason Young '12, Mike Vitagliano '12 and Alec Simonette '14 each received verbal commendation for their participation. Biology major Victoria Robinson '12 completed work on a research project with Professor of Biochemistry Paul March that was accepted to the fourth ASM Conference on Cell-Cell Communication in Bacteria in November 2011 in Miami, Fla. robinson was awarded a student travel award to attend the conference and presented a poster, titled "Bacterial GTPases May Link ribosome Activity and Cell Wall Assembly." Kayla Vasconcellos their research findings at the 242nd National Meeting of the American Chemical Society. Projects presented were "Monolayer-protected gold nanocluster scaffolds for hydroxyapatite biomineralization" and "Hydroxyapatite biomineralization through structural DNA templates." Dylan Hillsburg '13, Lindsay Cyr '11, Catherine Johnson '12, Anthony Polanco '12 and Joe Figuereo '12, with Assistant Professor of Psychology Michael Jarvinen, coauthored the publication, titled "Altered Michael Lynch '13, Lauren Gagnon '13, Hung Banh '14 and Brittany Farias '14, all chemistry majors, worked on a paper with Professor of Chemistry Faina Ryvkin, titled "Elucidating the role of Copper within Lysyl Oxidase via Chelation Experiments." The paper was accepted for presentation at the 2011 Sigma Xi Annual Meeting and International research Conference in raleigh, N.C. in November 2011. Betty Thompson '11 published her essay, "Aftershock", in the September 2011 issue of The Battered Suitcase. The piece was submitted to the journal in fulfillment of Associate Professor of English Mary Beth Pope's writing seminar last spring. Sociology majors Bernadine Desanges '12, Jenny Konecnik '14, Amy Longwell '12 and Arielle Mercier '11 were awarded a total of $1,000 by Alpha Kappa Delta, the International Sociology Honor Joe Figuereo in Brain Research. glial gene expression, density, and architecture in the visual cortex upon retinal degeneration," which appeared Four students co-authored three research papers with Associate Professor of Psychology Linda Lin that were presented at the conference for the New England Psychological Association in October 2011. The papers include, "The Effect of Media Exposure on Appearance Investment and Physical Appearance Comparisons in Women," by Lauren Kruczkowski '12, Hannah McCormack '12 and Frank DeCusati '13, "Normative Perceptions of Weight Preferences and Eating Disordered Attitudes in Women," by McCormack and Britney Merrill '12, and "The relationship Between Diet Motivations and Psychological Outcomes: The Development of the Diet Motivations Scale," by Merrill, Kruczkowski and DeCusati. Brendan Grafe '12 was one of several students, including Emmanuel alums, who contributed to Assistant Professor of Physics Allen Price's paper, "A Single Molecule DNA Flow Stretching Microscope for Undergraduates," which was accepted for publication in American Journal of Physics in July 2011. Eighteen students from the EC Model UN club participated in the first competition of the year at the fourth annual Boston Area Model UN (BarMUN) competition at Boston University, October 20th-23rd. Monica Busch '15, in her first college-level competition, Bernadine Desanges Society, to attend the meetings of the Eastern Sociological Society in New York in February 2012. Amy Longwell '12 and Jenny Konecnik '14 worked on a research project this summer analyzing qualitative data from teacher interviews gathered at an alternative school for at-risk youth with Jenny Konecnik Assistant Professor of Sociology Janese Free. Free and her students submitted a proposal to present their paper at the Eastern Sociological Society's annual meeting in New York City in March 2012. Winter 2012 35 Emmanuel Magazine | alumninews Summer/Fall 2011 Alumni Gatherings ALUMNI WEEKEND More than 330 alumni and guests attended Alumni Weekend, held on campus from June 3-5, 2011. Classes ending in 1s and 6s celebrated their reunions with a Welcome Back Buffet, an Evening with the Boston Pops, the 2nd Annual Emmanuel 5K run/Walk, class dinners, a Liturgy and more. Winners of the 5K, Carlos Escobar '07 and Cathryn Lariviere '09 Elizabeth McCarty Grimes '46 and Kristen Tozza '96 at the Champagne Reception. Members of the Class of 2006 at the Welcome Back Buffet: Jill Tarricone, Danielle DiGiovanni Kempe, Kristy Ferreira, Laura Mason, Jennifer Dunphy and Kelly Clark. right: Members of the Alumni Association Board Judy Chadwick LeBlanc '64, Susan Pelleriti Cleary '79, Suzanne Wenz '94 and Lenore Merullo Delvecchio '84 at the BBQ Luncheon. Graduates, family and friends gather in the Chapel for a Sunday Liturgy. 36 Save the Date for Alumni Weekend 2012: June 1�3! alumninews & Regional Events MASSACHUSEttS South Shore Regional Alumni Harbor Cruise Nearly 50 graduates from the South Shore and guests enjoyed a summer cruise on Boston Harbor on June 16, 2011. Graduates enjoy a sunset near Little Brewster Island. Alumni Association Board Treasurer Serghino Rene '05 with Assistant Director of Alumni Relations Valerie Stephens and Emmanuel friend Kellen West Alumni Association Board President Susan Pelleriti Cleary '79 and spouse Tom Cleary with South Shore Regional Alumni Volunteer Cynthia Hurley '65 and spouse Pat Hurley. Merrimack Valley, Southern New Hampshire and North Shore Regional Alumni Event The Merrimack Valley, Southern New Hampshire and North Shore regional Alumni Club gathered for brunch and a performance of John and Abigail Adams' "Love Letters" on October 16, 2011. More than 90 alumni and guests attended the event at the Hawthorne Hotel in Salem, Mass. Mary Cashman Coulon '46, Mary Canning Cullin '46 and Margaret McKenna Curran '46 Alumni enjoyed a front row seat to hear Mr. and Mrs. Adams' correspondence. 37 Emmanuel Magazine | Winter 2012 alumninews MASSACHUSEttS Cape Cod Regional Alumni Club Events More than 150 alumni and guests enjoyed the 34th Annual Cape Cod Luncheon, held in Osterville, Mass., at the Wianno Club on July 28, 2011. Rose Merenda '44 (second from right) and her family. Members of the Class of 1957, pictured at the Cape Cod Luncheon, have already started preparations for their 55th Reunion. September Luncheon and Mass The Cape Cod regional Alumni gathered again at The Popponesset Inn in New Seabury for the ruth Geller '47 Memorial Mass and Luncheon on September 14, 2011. Sr. Janet Eisner, SND with alumni (top, left to right) Marion Burnes Dauwer '47, Patricia McSweeney '51, Frances Murphy Epstine '41, Rosemarie Malik Brutnell '61, Ann Mahon '61 (bottom, left to right) Kay Quill '45, Barbara Quill and Arline Broberg '97 Young Alumni & Faculty Networking Reception Young alumni and faculty members gathered at Emmanuel for a networking event on November 10th in the Administration Building's Fenway room. Vice President of Academic Affairs Joyce De Leo welcomed everyone to the reception and gave a brief update on the College. Associate Professor of Information Technology Gouri Banerjee and Meghan McClafferty '06 Michelle Davidson-Schapiro '06 and Professor Emeritus of Psychology Michael St. Clair 38 alumninews rEgIONAL Maryland Alumni Event Graduates from the Maryland, Washington, D.C. and Virginia areas gathered at the home of Mary Jo Skayhan rogers '77 on September 15, 2011, near Baltimore. New Jersey Alumni Event On September 18th, New Jersey graduates and guests joined together for a fall social. (left to right) Mary Ellen Lavelle '53, Mary Jo Rogers '77, Susan E. Brown '92, Rosemarie Buckley '53, Sr. Mary Johnson, SND '79, Elizabeth Donovan '09, Chris Flanagan '10, Marion Cove '51 and Marya Pickering '69 Lizzie Donovan '09 and Mari Cote '64 above: David Hall, Dr. Pamela Hoch Howard '71, Nancy Bouchard Hall '71 and Dr. Joseph Howard right: John and Marguerite Donlan Boucher '55 D.C.-Area Networking Event Dean of Graduate and Professional Programs Judith C. Marley was the guest speaker at a networking event on November 9th in Bethesda, Md. Dr. Marley presented Emmanuel's Mission in Action: Lifelong Learning and Growth of Graduate Programs. Alumni of all ages from the metropolitan D.C. area gathered to reconnect with other area alumni and to learn how Emmanuel has expanded its graduate programs in management, human resource management, research administration, nursing and biopharmaceutical leadership. front, seated: Elaine Corcoran O'Malley '53 and Elizabeth Donovan '09 first row, left to right: Marion Quinn Cove '51, Marie McClintock Barry '58, Rosemarie Busalacchi Buckley '53, middle row, left to right: Mary Ellen Harnett Lavelle '53, Mari Cote '64, Marya Kaluzynski Pickering '69, Marie Loraine Lynch Nagy '71, Mary Sheehan Paull '62 and Suzanne Sullivan Ballard '69 39 Emmanuel Magazine Sullivan Whiddon '63, Alicia Mendalka Newman '62 and Dr. Carol Vosburg Horn '71 back row, left to right: Susan E. Brown '92, Christopher Flanagan '10, Dr. Judith C. Marley and Joyce Connell Bachman '62 | Winter 2012 alumninews Southern California Regional Alumni "Getting to Know You" The Southern California regional Alumni, represented by Mary Goggin '53, hosted a pizza party in the Fenway room of the Administration Building on October 26th for current Emmanuel students from California. The alumni group also provided a $100 gift certificate to the Emmanuel bookstore which was raffled off at the party. Nick Updike '13, a management major from Manhattan Beach, won the certificate in the drawing and plans to use the money to buy his textbooks in the spring semester. (bottom, left to right): Roxana Khadjehnouri, Nick Updike, Mary Goggin '53, Ashanti Jackson, Ryan Kessler and Tori Hendricks. (top, left to right): Dan Helkey, Josh Doran, Daniel Ho, Cesar Zayas, Frank Malarkey, Hilary Skov and Emily Stewart. 2012 Events March 17 25 Naples, Florida Regional Alumni St. Patrick's Day Parade and Reception New York Regional Alumni�Waldorf Astoria Behind the Scenes Tour and Brunch Memorial Mass Monthly Memorial Masses are held September through June on the third Thursday of each month in the Emmanuel College Chapel. During these Masses, we remember those members of our Emmanuel community who have passed away. For More Event Details: Please visit our website at www.emmanuel.edu for registration, details and more information about any of these events. Please also visit our online events calendar at www.events.emmanuel.edu for other opportunities in Boston, on campus and beyond to connect to your alma mater! Alumni Association Board Emmanuel College has an active Alumni Association Board. Are you interested in becoming a candidate? For more information or to nominate yourself or a classmate -- call (617) 975-9400 or e-mail email@example.com. May 12 Emmanuel College Commencement 2012 June 1�3 2012 Alumni Weekend 19 North Shore Regional Alumni�Ansel Adams at the Peabody Essex 40 alumninews Saints @ Work Shadow Program Connects Students with Alumni in Fields of Interest etting closer to her junior year, Annie MacIntyre '12 felt she was supposed to have figured out what she wanted to do with her communications major. She had some ideas, but no practical work experience, and was feeling unsure about the path she was on. When she heard about the "Saints @ Work" job shadow program last winter, sponsored by Emmanuel's Office of Internships and Career Development, she recognized it as a chance to gain some clarity about her future, and to get her foot in the door of the professional world. "It's a great opportunity to get out there and experience what I would like to do . . . to move forward in my career," she said. MacIntyre was matched with Suzanne Wenz '94, the regional director of public relations at Boston's Fairmont Copley Plaza Hotel, who served as a resource to her, even after the program concluded. MacIntyre met with Wenz for lunch and discussed the hospitality industry and the potential job opportunities that it offered, to give her a better idea of what she wanted to do with her life. MacIntyre kept in touch, and turned her shadowing experience into a public relations internship at the hotel in the fall. She credits Saints @ Work for providing the necessary steppingstone toward a potential career, and now feels more confident than ever about the direction she is headed. Wenz, meanwhile, who has been a part of the program since it started in 2010 and has had several Emmanuel students shadow her, enjoys the experience of giving back to the Emmanuel community and finds Saints @ Work beneficial for both students and alumni. "Meeting a person one-on-one definitely brings the student a step further than other applicants," she said. Saints @ Work takes place over winter break, during which students have the opportunity to shadow alumni at their jobs for a full or half day, or simply grab lunch with them, and ask any career-related questions. The program was developed to help students gain practical work experience, and make connections in the working world that could open up many different career opportunities for them. "It is so beneficial to connect our students to people who are out in the working world, and open their minds to the possibilities that are out there," said Assistant Director of Internships and Career Development Dan Jalbert. For Derek Barton '09, the laboratory administrator for Myers and Balskus Laboratories at Harvard University, making the connection was important. He was paired with biology majors G Through the Saints @ Work job shadow program, Annie MacIntyre '12 turned a meeting with Suzanne Wenz '94 into an internship this past fall at the Fairmont Copley Plaza Hotel. Yassara Gomes '12 and Belinda Valcourt '12, both of whom were interested in better understanding the day-to-day responsibilities within a laboratory setting. Barton also incorporated information on the interviewing process, r�sum�s and cover letters, and how to apply to jobs after graduation. "The program gives alumni a chance to give back to the students of Emmanuel College. It felt good to share my experiences," said Barton, who also feels that the program is a great networking opportunity for both students and alumni. Added Director of Internships and Career Development Mark Kenyon, "It provides a mentorship component as well, and networking that can lead to future opportunities." These opportunities have enticed more students and alumni to join the program as it has developed. This year, there are 30 shadow opportunities with Emmanuel College alumni ranging from the Class of 1976 through 2011. The Office of Internships and Career Development has expanded the shadow program to include all interested employers, not just alumni. However, alumni participants do make up the majority of shadow volunteers. Kenyon acknowledged the importance of alumni in the success of this program and in building a strong image for Emmanuel College. "A big part of it is for alumni to think back on their Emmanuel experience and what they wish they knew then what they know now," he said. Kenyon believes that to build a stronger legacy, alumni should stay connected with the College and help open doors to students. For MacIntyre, it opened the door to her future. "I would not be here if it was not for the Saints at Work program," she said. For more information about Saints @ Work and how to get involved, contact Dan Jalbert at firstname.lastname@example.org. - SAMANTHA FOrD '12 41 Emmanuel Magazine | Winter 2012 classnotes We invite you to share your news with your classmates! You may contact your class notes correspondent(s) directly, or call 617 975-9400, or e-mail email@example.com. Your classmates want to hear about what you are doing! 1935 Anastasia Kirby Lundquist Class of 1946 1951 reunion Ann Blute Vogt 18 Pomfret Street West Roxbury, MA 02132-1810 firstname.lastname@example.org 33 Hancock Street Auburndale, MA 02466-2308 email@example.com An excerpt from Anastasia Kirby Lundquist's completed manuscript Out for Blood appeared in the April 2011 issue of the America in WW2 magazine. It appeared in the "I Was There" section. 1952 Regina Sullivan Hunter 32 Stubtoe Lane Sudbury, MA 01776-1658 firstname.lastname@example.org Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail email@example.com. Would you like to be your Class Correspondent? To sign up or ask questions contact the College at (617) 975-9400. 1936 reunion Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail firstname.lastname@example.org. 1953 1937 Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail email@example.com. 1942 Margaret Drennan organized a wonderful luncheon after a stirring Mass. 1938 Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail firstname.lastname@example.org. Betty O'Hearn reported on reunion Frances-Marie Connaughton Mitchell 81 Emerson Road Wellesley Hills, MA 02481-3411 1943 planning activities for the June 2012 reunion. The class hopes to have a large crowd to celebrate their 65th reunion! 1954 Barbara A. Raftery 151 Wolcott Road Chestnut Hill, MA 02467-3132 1939 Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail email@example.com. Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail firstname.lastname@example.org. 1948 1944 Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail email@example.com. 1955 Ann Kelley Ryan 404 Country Way Scituate, MA 02066-2514 firstname.lastname@example.org Rose Cafasso Merenda 1940 Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail email@example.com. 258 Negansett Avenue Warwick, RI 02888-3425 firstname.lastname@example.org 1949 Joan Brennan Goodwin 1956 reunion Joan Mailloux Paille 113 Church Street South Easton, MA 02375-1580 email@example.com Eighteen members of the Class of 1956 attended the monthly Memorial Mass in the College Chapel on September 15, 2011. Doris Kenney Mahaney, who died in July, was remembered at the Mass. A postreunion luncheon followed in the 1945 134 Scott Circle Dedham, MA 02026-6416 firstname.lastname@example.org Class of 1941 Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail email@example.com. 1950 Lorraine Muse Crosby 1946 reunion Alice McCarthy 3B Pond View Way Northborough, MA 01532-1500 93 Walnut Hill Road Newton Highlands, MA 02461 firstname.lastname@example.org 1947 Class of 1951 Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail email@example.com. Sr. Janet Eisner, SND with Helen Coleman Stanton `41 1941 reunion Sr. Th�r�se Gerard Kleh Emmanuel's Class of 2012. Adele Padvaiskas Martin's grandson, Alejandro Ramirez, is a member of 30 Jeffreys Neck Road Ipswich, MA 01938-1308 kleh@SNDdeN.org or theresegerard.KLEH@SNDdeN.org The Class of 1947 gathered on October 20, 2011 on campus for their annual class luncheon. Class Officers Dorothy DiCicco Freniere and 42 Administration Building's Fenway Room. The class was joined by John Mahaney and Francis Selvitelli, Claire Magner Selvitelli's husband, and three staff members. After lunch, the class was treated to a special tour of the new Maureen Murphy Wilkens Science Center and renovated art department. The next Mass and luncheon for the Class of 1956 will take place on Thursday, September 20, 2012. Mark your calendars. Class of 1956 Phyllis McManus Hayes writes: "I have sad news to report. Our wonderful, smiling Ellen Hayward MacCall died on June 10, 2011. Ellie and her husband, Bruce, had been married 48 years and lived in Charlottesville, VA. Our condolences to Bruce, their four daughters, five sons, 12 grandchildren and one great-grandchild -- what a legacy! Our condolences are also sent to classmate Mary Arapoff McEwen on the death of her husband, Jim. Mary and Jim were married 53 years and lived in The Woodlands, TX. We were also saddened to hear of the death of our professor, Monsignor Stanislaus T. Sypek, in October 2011. Monsignor Sypek was 96 years old and the oldest active priest in the Archdiocese of Boston. May they all rest in peace." A mini reunion of graduates from 1937 to 1997 living on Martha's Vineyard took place on October 16, 2011. Back: Joanne DePietro Connolly '68, Marie Flaherty CaristiMacDonald '67, Rebecca L. Perkalis '97, Dorothy Krupa Dropick '69 and Mary "Anne" Thomas Cummings '91 Front: Eulalie Morris Regan '49, Eileen Sullivan Mayhew '37 and Anne O'Day Mayhew '87 1960 1957 Mary Sheehan Butler Irene Dillen Griffin 1005 Central Avenue Holland, MI 49423-5269 firstname.lastname@example.org 280 Liberty Street Braintree, MA 02184-6030 email@example.com blessed to be able to spend October to May in Fort Myers Beach, FL, and May to October in Fairfield, CT. Anne Patricia Harrington Jaworski's husband, has also been blessed with two daughJoe Jaworski, passed away from cancer ters and three grandsons. Daily Mass in October 2010. When he died, he at the Monastery of St. Clare in Fort and Patricia had one great-grandson, Myers Beach has deepened her family's Henry Allen Jaworksi. Now Patricia faith and added joy to their lives. has two more great-grandchildren, Evie Noelle Jaworski and Liam Carol Delaney Looney Roden's greatest Thomas Gaffey. Many tourists from legacies are her four children -- Quebec, France, Guadeloupe, and Vincent J. Looney III, Kara A. Putnam, Martinique arrive in Boston, and keep Douglas B. Looney, and John W. her very busy giving French tours Looney -- and her 12 grandchildren. around the city. This past season has As a retired Spanish teacher, Carol has been especially busy in spite of all the traveled to over 65 countries, most economic difficulties. recently to Southeast Asia. Anne Marie Trepanier Landisi has been Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail firstname.lastname@example.org. Would you like to be your Class Correspondent? To sign up or ask questions contact the College at (617) 975-9400. 1964 In 2007, Geraldine Sullivan Dalton retired from the National Institute of Standards and Technology (NIST) with 31 years of service. She has two children and five grandchildren -- three in Massachusetts and two in Pennsylvania. 1966 reunion Joan Hurley Black 950 Regency Square, #225 Vero Beach, FL 32967-1817 email@example.com 1965 Anne Toye PO Box 1017 Newburyport, MA 01950-6017 firstname.lastname@example.org Class of 1961 1958 Joanne Cannon Murphy 1961 reunion 11 Lilac Circle Wellesley, MA 02482-4569 Maureen McKenna Horn Joan Costello Bedford is active in community activities, serving as a member of the Board of Directors at the Greater Lowell Kiwanis Club, Lowell Council on Aging, and Elder Services of the Merrimack Valley. She has seven grandchildren and continues to do lots of traveling. Camille Minichino's 14th mystery novel, The Square Root of Murder, was released in July 2011 under the pen name Ada Madison. The novel features a college math professor who solves mysteries on a campus coincidentally similar to Emmanuel College. 50 Fairway Circle Natick, MA 01760-2563 email@example.com Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail firstname.lastname@example.org. Would you like to be your Class Correspondent? To sign up or ask questions contact the College at (617) 975-9400. 1962 Class of 1966 1963 Catherine Berlinghieri Rossi 3 Oak Road Canton, MA 02021-2624 email@example.com 43 Emmanuel Magazine 1959 Phyllis McManus Hayes After many years in the real estate industry, Marie Hyland Doyle, is finally retiring to the Cape with the intention of working very hard on having lots of fun. | Winter 2012 50 Webster Street Arlington, MA 02474-3318 firstname.lastname@example.org 1974 Anne Ierardi '74 exhibited her oil paintings "Landscapes of the Imagination" at the Cahoon Museum in Cotuit, Mass., from November 8th to December 30th. These paintings were inspired by her travels; in the summer of 2011, she attended an 11-day singing workshop in Italy. She continues her ministry in spiritual direction and counseling on Cape Cod at Healthsigns Center. Her art work can be viewed at www.amifinearts.com. Locando de Gallo Anne "Nancy" Lynch Bunch 27342 Antigua Lane Ramrod Key, FL 33042-5411 email@example.com 1975 Marie Campagna Franklin 29 Trowbridge Avenue Newtonville, MA 02460-2222 firstname.lastname@example.org Mary Ann Buchino, Ed.D., has co-authored, along with Bob Herring, a handbook on global education for educators working with students in grades K-8. Published by Rowman & Littlefield, Connecting Across Cultures offers practical low cost or no cost strategies for teaching global education at the elementary school level. The content is based on 30 years of experience and program development at Nativity School in Cincinnati, OH, along with interviews with administrators from a variety of schools that participate in the International School to School Experience student exchange program. At a time when many Catholic elementary schools have declining enrollments, Nativity School, a Blue Ribbon School for high achievement, has a very stable student body of 425 students, in part due to the global education program. Dr. Buchino has been the school psychologist at Nativity School for the past 23 years. 1967 Marcia Grandone Powers 1968 501 Lexington Street, #31 Waltham, MA 02452-3036 email@example.com Elizabeth Sullivan Cimini 1971 reunion Susan Cooney Murphy 569 Annaquatucket Road North Kingstown, RI 02852-5601 firstname.lastname@example.org On June 23, 2011, Rosemary Hanrahan Maher was honored by the Rhode Island Chapter of the National Association of Social Workers as Social Worker of the Year in Health/ Mental Health. 133 Pawtuxet Avenue Cranston, RI 02905-4030 email@example.com Joanne M. McCarthy is currently working as an adjunct psychology instructor at Quincy College. She still enjoys teaching and traveling when possible. husband are retired from Brockton Public Schools but stay busy with travel, book clubs and five terrific grandchildren. Diane Fava D'Errico's son, Dr. Keith Joyce McDonnell McDonough and her Golden, has completed his fellowship in cardiology at University of North Carolina Medical Center Chapel Hill and is now a fellow in electrophysiology at St. Vincent Hospital in Indianapolis, IN. Triathlon Federation ranking for the 2010 season in the female age group of 65-69 years of age. She placed 13th overall out of 66 women in the same age group. Participation in 24 triathlons in the past season earned her 68.763 points out of 78.021. Janit was never a mathematician but will strive to improve her points in this upcoming season! Janit Romayko received a United States and partner of a knitwear design company called PollyMacc Designs. Virginia Duperre Maccaferri is the owner 1972 Ann Marie Keegan 1969 185 S. Cobble Hill Road Warwick, RI 02886-9336 firstname.lastname@example.org 1976 reunion Eileen Devlin MacPherson Patricia Claus Keating 56 Oaks Road Framingham, MA 01702-5938 email@example.com Monica Ross Pullano retired in August 57 Lincoln Woods Road Waltham, MA 02451-1431 Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail firstname.lastname@example.org. Would you like to be your Class Correspondent? To sign up or ask questions contact the College at (617) 975-9400. 2011 from Niagara Community College after 30 years as a counselor and professor. 1977 1970 Valerie B. Gigliotti 1973 Noreen Diamond Burdett 235 Park Drive, #32 Boston, MA 02115-4721 23 N. Hill Avenue Needham, MA 02492-1221 email@example.com Class of 1971 Class of 1976 44 1978 Kim A. Cronin 35 Hillside Road Lincoln, MA 01773-4106 firstname.lastname@example.org 1979 Margaret M. Benz Technology's (MIT) Institute for Soldier Nanotechnology as a Research Support Associate. She started in January 2010 after having been laid off from her previous job of almost 20 years in August 2009. Her new job is different every day and she works with a great group of people. Class of 1981 28 Elizabeth Road Narragansett, RI 02882-5219 email@example.com Class of '79 friends, Maryalice Paroby Smith, Judi Dalton Hom, Karen Bennett Mark, Lauren Bowerman and Paula Scott Dehetre gathered in May for their annual girls' weekend. This year they completed a half marathon in Lake Placid, NY. 1983 Sandra Capriulo Strong 9 Arlington Street Woburn, MA 01801-5743 firstname.lastname@example.org 1984 Kathleen L. Keough 266 Grove Street, #6 Northampton, MA 01060-3680 email@example.com 1989 Class of '79 friends gather for girls' weekend. Left to Right: Maryalice Paroby Smith, Judi Dalton Hom, Karen Bennett Mark, Lauren Bowerman, Paula Scott Dehetre Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail firstname.lastname@example.org. Would you like to be your Class Correspondent? To sign up or ask questions contact the College at (617) 975-9400. Jacqueline Swenson Trudeau started her own business called "Healing Through Music." Go to her website for more information: www.jtshealingmusic.com. 1993 Rhonda Cook Haller 1990 10 Londonderry Lane Derry, NH 03038-5118 email@example.com Julie Nolet Berthiaume 1980 16 Glines Street Haverhill, MA 01830-6550 firstname.lastname@example.org 1994 Tara O'Brien Cordeiro Jayne LaCarubba Mazzaglia 14 W Parish Ridge Road Haverhill, MA 01832-1197 email@example.com Lisa M. Taleghani 1991 reunion Julie P. Reyburn 790 11th Avenue, #34G New York, NY 10019-3512 73 Alice Street North Dartmouth, MA 02747-1915 firstname.lastname@example.org 11 Cheever Street Revere, MA 02151-5008 1995 1981 reunion 1985 Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail email@example.com. Would you like to be your Class Correspondent? To sign up or ask questions contact the College at (617) 975-9400. Kathryn T. Bowler Vitali 5996 Wescott Hills Way Alexandria, VA 22315-4746 36 Nahant Street Wakefield, MA 01880-33052 Michele Gill Tycz is a professional portrait firstname.lastname@example.org artist and says that she will "never 1996 reunion retire and re-ups for the love of it!" Aine Mairead Cryts 1986 reunion Margaret Dillon-Cecil 7445 Yellowstone Boulevard, 3G Rego Park, NY 11374-5301 email@example.com 1992 Gina DeVivo Brassaw Kathryn Begley Blevens 7530 12th Avenue NW Seattle, WA 98117-4147 firstname.lastname@example.org 198 S. Park Street Willimantic, CT 06226-3634 email@example.com In 2010 Kevin P. Coyne earned a Master of Science in Leadership from Northeastern University. Maureen A. Poirier is a registered nurse at the Veterans Administration, Boston. She is also an artist and writer of very short stories. 1987 Karen Zraket Pappalardo Ann-Marie R. Hart 1982 14 Strawberry Hill Road Acton, MA 01720-5707 AMHart@comcast.net 298A Hampshire Road Methuen, MA 01844-1119 firstname.lastname@example.org Andrea Sansone-Cho was married to Jae Cho on June, 25, 2011. The couple is living in Stoneham, MA. Mary E. Donlan 161 Quai de Valmy 75010 Paris France email@example.com Jacquelyn Buck Kelley Class of 1986 241 Plymouth Street East Bridgewater, MA 02333-1918 firstname.lastname@example.org Alda Costa Blackwood is a retired teacher and now volunteers at a senior center in language learning and personality temperament workshop. 1988 Christine Busi DeGiacomo Donna Johnson is now employed at the Massachusetts Institute of 45 Emmanuel Magazine Catherine Fay Brown has had a great life and careers. She is now happily retired! Stephanie Medeiros Wasserman 68 Birchtree Drive Westwood, MA 02090-2404 email@example.com | Winter 2012 10 Drummond Road Stoneham, MA 02180-2121 Class of 1996 Millbury, MA 01527-1904 firstname.lastname@example.org Shannon Watts Cullity married James Cullity in Dorchester, MA, on July 2, 2011. 2003 Maryann T. Ziemba 12 Thompson Road Braintree, MA 02184-4303 email@example.com 2004 Amanda Fontaine 6 Westminster Avenue Haverhill, MA 01830-2702 Afontaine16@yahoo.com 68 Medford Street, #3 Medford, MA 02155-6524 firstname.lastname@example.org Allison M. Fraske 1997 Melissa Tremblay Brimmer 1999 12 Lexington Street Stoneham, MA 02180-2319 email@example.com Andrea Pappalardo Rossi 2000 23 MacArthur Road Plainville, CT 06062-2420 firstname.lastname@example.org Hilary K. Oak Hiers 20 Yorkshire Court Nanuet, NY 10954-3853 email@example.com Keri-Rose Harkins Lanottes Kelli Chapin Kennedy 84 Loring Avenue Whitman, MA 02382-1024 firstname.lastname@example.org Jenna Wilkinson Lourenco completed her Elizabeth A. Motte 10 Boxford Terrace, #2 West Roxbury, MA 02132-2610 1998 master's degree in theatre education from Emerson College in May 2011 with amazing support from her husband, family and friends. She is taking this year off from major academic studies, as Connor begins sixth grade and Rowan starts kindergarten, but hopes to begin her Ph.D. soon. 2001 reunion 13403 Bellingham Drive Tampa, FL 33625-4064 email@example.com Sarah Jackson Consentino 7 Central Square, Apt. 501 Lynn, MA 1901-1344 firstname.lastname@example.org 2005 Aliece Weller Dutson 2002 3 Heritage Hill Dedham, MA 02026-6206 email@example.com Christina Sullivan McCarthy 12 B Beach Street Paulita Velazquez Fernandez 18538 N. 114th Lane Surprise, AZ 85374-6975 firstname.lastname@example.org Alum Charts the History of "Girl Power" in New Book When Rebecca Consentino Hains '98, was exploring the effects of the "girl power" movement, it became clear to her that books and articles on the topic were overlooking the voices of an important group: pre-teen girls. Her book, Growing Up With Girl Power, considers how real girls who grew up in the height of catchphrase's popularity, with television cartoons such as The Powerpuff Girls and Kim Possible, as well as in books and popular music, interpreted the messages about empowerment, girlhood, strength, femininity and race. An assistant professor of communications at Salem State University, Hains worked with a diverse group of girls, mostly ages eight to 10, to learn what girl heroes and girl power in pop culture meant to them. Her research suggests that for young girls, commercialized girl power had both strengths and limitations, in sometimes fascinating or unexpected ways. Hains received her Ph.D. in Mass Media and Communication and a graduate certificate in Women's Studies from Temple University. Her previous publications include chapters in anthologies such as Geek Chic: Smart Women in Popular Culture, Mediated Girlhoods: New Explorations of Girls' Media Culture, and articles in the journals Popular Communication, Girlhood Studies, and Women's Studies in Communication. Rebecca Consentino Hains 9 Beckett Street Peabody, MA 01960-6046 email@example.com Alison Ward Nyhan 208 South Street Concord, NH 03301-2774 Mandy L. Price 1513 E. Mobile Lane Phoenix, AZ 85040-2396 firstname.lastname@example.org Jennifer Baker Jones and her husband, Dr. Chris Jones, of Woburn, MA, welcomed their second daughter, Mary Meredith, on January 1, 2011. Meredith created quite a stir as she was the first baby born at Massachusetts General Hospital in 2011 and kicked off the hospital's 200th anniversary celebration with lots of media attention. Big sister, Margaret, is thrilled to have a little sister. 46 Class of 2001 Technical Project Consultant for a biotech company in Cambridge and hopes to pursue fiction writing and secondary education as a career. Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail email@example.com. Would you like to be your Class Correspondent? To sign up or ask questions contact the College at (617) 975-9400. 2008 Adam Smith married Meredith Ship on September 4, 2011, in Canandaigua, NY. Classmates, Sam Woodson and Jeremy DeCarli were groomsmen. Brian Keese '09 and Abby Clark '10 were also in attendance. Class of 2006 2009 Caitlin M. Santacroce 102 Thorndike Street Apt. #2 Brookline, MA 02446-5845 firstname.lastname@example.org Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail email@example.com. Would you like to be your Class Correspondent? To sign up or ask questions contact the College at (617) 975-9400. Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail firstname.lastname@example.org. Would you like to be your Class Correspondent? To sign up or ask questions contact the College at (617) 975-9400. 2010 Chris Borges '10 took time away from his studies at Harvard Medical School to compete in a marathon in Newport, RI, on October 16, 2011. 2011 Joycelin Tremblay Raho married Keith Raho in May 2011. They currently reside in Manchester, NH. Joycelin works at Saint Anselm College in Campus Ministry. 2006 reunion Laura K. Mason 10 Garfield Avenue Palmyra, NJ 08065-1309 email@example.com Send news to the Office of Development and Alumni Relations, 400 The Fenway, Boston, MA 02115 or e-mail firstname.lastname@example.org. Would you like to be your Class Correspondent? To sign up or ask questions contact the College at (617) 975-9400. 2007 Jesse G. Tannetta is currently pursuing a Master of Theological Studies (MTS) at Boston College. Rachel Lavallee D'Angelo completed her master's degree in elementary education from Framingham State College in 2008 and is currently enjoying her fourth year as a fifth grade teacher. Rachel married Anthony D'Angelo on October 16, 2010. She and Anthony also recently bought a home. Erin Dalianis married her high school sweetheart, Tim Beauregard, on October 11, 2009. The couple welcomed their first child, Victoria Niamh Beauregard, on February 1, 2011. The happy family lives in Austin, TX, where Erin is completing a master's in counseling. Nicholas Lepre, an English-Writing and Literature graduate, recently had two short stories published. His story, "The Robbery," was published in APIARY Magazine (Issue 2, June 2011) and his story, "Karaoke Night," was published by The Threepenny Review (Issue 127, Fall 2011). Nicholas works as a 47 Emmanuel Magazine Dr. Alaric Frazier graduated from University of Texas School of Medicine. He is now completing his residency training at University of California, San Francisco, Fresno. He is planning to specialize in psychiatry. | Winter 2012 In Memoriam We pray for the following alumni who passed away or were remembered at a Memorial Mass in the Emmanuel College Chapel from November 2010�October 2011. 1930s Anna Bigelow Thompson '32 Roberta M. Daly '34 Sr. Elizabeth McNamara, SHCJ '35 Margaret G. Deveney '37 Lucy Verza Fitzgerald '37 Alice Kenneally May '37 Ruth Henderson Provasoli '37 Eileen C. Keane '39 Margaret Reagan O'Donnell '39 Marie Reilly Tierney '39 Joanne Scanlan Lane '46 Mary Earley McHarg '46 Patricia Power Monahan '46 Anne Costello Neary '46 Mary Elizabeth Sullivan Kelly '47 Mary Cregan Bernard '48 Patricia Kiley Corey '48 Roberta Eichenfeldt Doyle '48 Eileen Donovan O'Keeffe '48 Rita Fiorillo Ponte '48 Esta Gendreau Wall '48 Lois Murdoch Wallace '48 Arlene McCloskey Ahearn '49 Isabel Cusick Bedigan '49 M. Louise Collins '49 Claire Slattery Heffernan '49 Elizabeth Ryan Simmington '49 Sr. Marie M. Holt, SND '58 Sr. Cecilia McNeil, SND '58 Ellen Hayward MacCall '59 Joanna Donovan Seagull '59 1960s Anne D. Pasquino '60 Patricia Tombino Stead '60 Joyce E. Cummings '62 Suzanne White Kelly '62 Ann Mullaney Skelly '62 Virginia L. Coghlan '63 Sr. Agnes Marie Dwyer, SND '63 Marion Ward McCarthy '63 Elinore Godvin Moloney '63 Sr. Anne Satchell St. George, SND '63 Sr. Joan Desmond, SND '64 Marion Sheehan Ehmann '64 Ann Marie Deneen Barry '65 Sr. Mary Gill, SND '65 1940s Lillian Pittard Bisbee '40 Mary O'Brien McDrury '40 Irene MacKinnon McGravey '40 Cecily Day Sullivan '40 Frances McLaughlin Jones '41 Rita D. Adams '42 Sr. Mary B. Barrett, SND '42 Mary Fitzgerald Finneran '42 Mary L. O'Brien '42 Edith Forge Perry '42 Kathleen Denneny Carroll '43 Jean Reddy Kennedy '43 Marie E. McCabe '43 Mary Gallagher Mullen '43 Muriel Hardiman Tully '43 M. Louise Butler '44 Kathleen F. Cleary '44 Madeline Berry Henderson '44 Mary Finnegan Rinkus '44 Clare Donaghue Aplan '45 Helen Resca Conroy '45 Virginia M. Horrigan '45 Mae Campbell Sheehan '45 Eleanor Kennedy Winn '45 Virginia Carey Grondin '46 1950s Margaret Tierney Downes '50 Jeanne Marc-Aurele McGinn '50 Joan Barnes Willenborg '50 Louise Saracino Ingala '51 Patricia Boyden Morris '51 Sr. Phyllis St. John Bishop, SND '53 Constance Martin Doran '53 Martha F. Kinneen '53 Sr. Frances Ryan, SND '53 Sr. Ann P. Lynch, SND '54 Catherine Bailey Mack '54 Lois Leitch Nihen '54 Sr. Marie A. Griffin, SND '55 Sr. Grace O'Neill, SND '55 Sr. Matilda M. Dery, SND '56 Ann Sullivan Glenn '56 Doris Kenney Mahaney '56 Marianne Heidt Ockerbloom '56 Joan Dunphy Toussoun '56 Janet M. Cassidy '57 Lola Murphy Cooney '57 Sr. Rosemarie H. Robidas, SND '57 Sr. Anne M. Ruane, SND '57 Patricia A. Cremins '58 1970s Sr. Patrice McCarthy, SND '71 Jennie Coscia Anzuoni '76 Doris Babcock Baier '78 Helen Reynolds Powers '78 Elizabeth Prata '78 Eleanor Eliopoulos McGarry '79 1980s Lelia M. Eldridge '80 Janet C. Harris '80 Edith M. Johnson '81 Pauline M. Sheedy '81 Annemarie Foley '87 1990s Beverly Annese '92 Carmella Hutchings '97 48 newsletter from the Values-Based Education Program fall 2011 Note from the Editor Raymond j. devetteRe pRofessoR of philosophy and diRectoR of values-based education in this issue The Immortal Life of Henrietta Lacks: Medical Triumph and Moral Shame ..................................1 The Value of Holocaust Studies ......7 Developing a Personal Philosophy of Nursing ...................9 A New Name, an Old Major .......10 The Philosophy Major is Back! ...11 For the 2011 edition of the Values-Based Education Newsletter, we are fortunate to have articles from the chairpersons of the two departments that have recently been approved to offer majors in their field of study. Father Thomas Leclerc, M.S., explains the development of the major in his department, formerly the Department of Religious Studies and now newly named as the Department of Theology & Religious Studies. The name change may not mean much to the average reader, but it is significant because it retrieves the importance that most Catholic colleges place on theology, especially Catholic theology. Professor Thomas Wall explains the development of the other restored major, the major in philosophy. Philosophy has always played a major role in the Catholic Intellectual Tradition, where it reminds us of how that tradition honors reason as well as faith. On the academic level, there is no Catholic philosophy any more than there is a Catholic biology, but taking philosophy seriously has long been a hallmark of the Catholic Intellectual Tradition. Professors Melanie Murphy (history) and Helen Ahearn (nursing) have returned to our pages with two important contributions. Melanie's insights after her recent moving visit to Holocaust sites in Poland remind us of what happens when basic human values are forgotten. As a historian, she wants us to remember this moral disaster in the hope we will be less likely to repeat it. Helen's piece explains how her Department of Nursing tries to awaken sensitivity to values in its students, a topic well worth considering as the nation struggles with intense debates about health care. Finally, Rebecca Skloot's best-selling book, The Immortal Life of Henrietta Lacks, which the incoming freshmen were assigned to read over the summer, is the subject of my contribution. The book is important for many reasons, and one of them is its ability to awaken us to the need for an education embedding an awareness of moral values throughout the curriculum. Contact: Raymond J. Devettere Department of Philosophy Emmanuel College 400 The Fenway Boston, MA 02115 email@example.com Raymond J. Devettere The ImmorTal lIfe of henrIeTTa lacks: Medical Triumph and Moral Shame Raymond j. devetteRe ou may well have read, or at least heard of, The Immortal Life of Henrietta Lacks, the best-selling book by Rebecca Skloot. If so, you already know something about the tragic life of Henrietta Lacks and her amazing immortal cancer cells that have allowed important medical advances in many areas including vaccines, chemotherapy agents and gene mapping. More than 60 media outlets, including The New York Times, have chosen The Immortal Life of Henrietta Lacks as a best book of 2010. Oprah Winfrey is now co-producing a film for HBO. In case you have not heard or read about Henrietta's tragic life, her unusual cancer cells, her concerned and confused children, and the morally challenged state of medical research 60 years ago, here is a brief synopsis. Henrietta was born in a small shack on a dead-end street in Roanoke, Virginia, in 1920. Her name was Loretta Pleasant. When Loretta was four years old, her mother died delivering her 10th child. Her father then sent her to live with her maternal grandfather, Tommy Lacks, and Loretta Pleasant soon became known as Henrietta Lacks. Tommy was also raising a cousin of Henrietta's, David Lacks. Henrietta and David shared one of the four rooms in Tommy's log cabin that had no running water. Henrietta became pregnant at 13 by her cousin David and gave birth to Lawrence Lacks. Four years later, she delivered a daughter named Lucile ("Elsie") Pleasant; rumors named a man called Crazy Joe, another cousin, as the father. When Henrietta was 20, she married her cousin, David, and they soon moved to Baltimore where David could work in a steel plant during World War II. Eventually they had three more children. Henrietta soon suffered from syphilis, gonorrhea and the HPV-18 virus, a sexually transmitted disease that places women at high risk for cervical cancer. fall 2011 Y In 1951, when she was 30, Henrietta sought medical help at Johns Hopkins. Unable to pay, she was treated in the public ward. A biopsy confirmed a tragic diagnosis: cervical cancer. Before starting the standard treatment of that time, the insertion of tubes of radium, a surgeon took two additional cervical biopsies, one of healthy cervical tissue and the other of the cervical tumor, and sent the tissues to the tissue research lab at Johns Hopkins. These additional biopsies were for research and the surgeon never asked for her permission before taking these tissues. This was not unusual: doctors routinely took extra tissue for research from many of the poor patients, both white and black, in the free clinic at Johns Hopkins. Practically nobody was raising ethical concerns about this widespread practice; what we know today as bioethics did not exist 60 years ago. When an assistant in Doctor George Gey's (pronounced "guy') research lab cultured Henrietta's cancer cells, an amazing thing happened: they divided rapidly and the new cells were as robust as the originals. Unlike other cell lines that peter out in our bodies or in the lab, these cells doubled every 24 hours and it looked like the cell line could go on forever. According to one estimate, the cells that originated with Henrietta's cervical cancer biopsy have by now amounted to more than 50 metric tons. Gey's assistant labeled the cells "HeLa," the first two letters of Henrietta's first and last names. Scientists have used these HeLa cells in all sorts of important discoveries including the polio vaccine, and they are still using them today. In the early years scientists freely shared them, but by the 1960s, tissue banks, first a nonprofit NIH cell bank (the American Type Culture Collection or ATCC) and then commercial companies, began selling HeLa cells, often at considerable profit. Henrietta died less than a year after her diagnosis despite the best treatment that Johns Hopkins could offer. At the end, they tried to control her pain, first with Demerol, then morphine, then other narcotics, and finally injections into her spine, but with little success. She suffered great pain in her final days, as did many people in the era before hospice and palliative care services existed. She probably never knew that her cells were taken for research, or that her cancer cells had the unusual capability to reproduce indefinitely. And no one could have predicted that her cells would play such a major role in so many important medical breakthroughs. Skloot's book also relates the difficult lives of Henrietta's children after she died. Her oldest daughter, Elsie, died at 15 in the Crownsville State Hospital, formerly known as the Hospital for the Negro Insane. Henrietta's youngest son went to prison for second-degree murder. Another son went to prison for narcotics trafficking. Her daughter, Deborah, whose story has a prominent role in the book, was sexually abused by a cousin as a young teenager and became pregnant at 16 by another man whom she married two years later. After he developed problems with drugs and alcohol, beat her and cheated on her, she divorced him and remarried, but her second marriage also failed. Rebecca Skloot weaves many stories together in her fascinating book: the dogged determination of scientists to cure disease and save lives; the cancer cells that do not die; the tragic lives of Henrietta and her children left motherless; the confusion of her children, who now know that their mother's cells have brought fame and fortune to many while they are impoverished and without access to adequate health care; and Skloot's own story of how she entered the lives of Henrietta's family to gather information for her story -- Rebecca Skloot herself is very much a main character in the web of stories that she relates. continued on page 2 3 The Immortal Life of Henrietta Lacks (continued from page 1) Henrietta was black and poor, the doctors at Johns Hopkins were white, and this has suggested to some that racism played a role in the story of the HeLa cells. Is Henrietta's story the story of racist white scientists doing something malicious to a poor black woman and her family for the sake of science and profit? Some commentaries and reviews of the book, and many blogs, suggest that it is. Yet Skloot herself has said in interviews that her book is not about racist white scientists doing something malicious to a poor black woman. She points out that researchers at Johns Hopkins were taking cells from numerous patients in the charity wards for decades, regardless of their race, and that for years most scientists did not even know that the HeLa cells they were using had originated in a tumor on the cervix of a poor black woman. Henrietta's daughter, Deborah, also believed that taking her mother's cells without her permission was not an instance of racism. At one point she said to Skloot: Everybody always yellin, "Racism! Racism! That white man stole that black woman's cells! That white man killed that black woman!" That's crazy talk. We all black and white and everything else -- this isn't a race thing. There are some serious ethical lapses in Skloot's story of Henrietta's care, but racism on the part of scientists is not one of them. Yet racial discrimination did exist in the background of the story. The town of Clover, Virginia, where Henrietta grew up in the 20s and 30s, was racially segregated, as were its schools. And the public wards for the poor at Johns Hopkins where Henrietta was treated were also segregated. Yet by the early 1950s, it was widely understood that segregated public facilities were inherently unequal. An important feature of Skloot's book that has value for us at present is that it raises numerous important questions about medical ethics. Today some of these questions are settled; we know the right 4 answers. We will look at four of these questions. But for other questions, we are still looking for the right thing to do and the right way to think; these questions remain unsettled and unsettling. We will look at three of these questions. Then, in the conclusion, we will look at what is an embarrassing question and ask what we can do for the future. First settled ethical question: Was it morally wrong in the 1940s and 1950s for physicians at Johns Hopkins to biopsy cells for research from numerous poor patients without the voluntary informed consent of these patients? We now know that this was clearly immoral. And we can think of several reasons why this was wrong. First, doctors taking biopsies from patients for their research without their knowledge and consent undermines trust in doctors, and we need trust between doctor and patient. Second, doctors using our bodies for their research without our knowledge and consent demeans us by treating us no differently than lab animals. Good ethics insists that we treat other people with respect and recognize their dignity as human persons. The fact that Henrietta and all the other poor patients at Johns Hopkins were unable to pay for their medical treatment makes no moral difference and is not a license for taking their tissue for research. Today, bioethics insists that all people, rich or poor, give voluntary informed consent before any clinical procedure or behavioral investigation is performed for research, and federal law requires it. Second settled ethical question: Was the research done on children in the early 1950s at Crownsville State Hospital, which most probably included Henrietta's daughter Elsie, morally wrong? Physicians studying epilepsy needed clear X-rays of the brain, but the fluid surrounding the brain was making the pictures cloudy. In an effort to obtain crisp X-rays, one experiment consisted of drilling holes in the skulls of 100 children suffering from epilepsy to drain the fluid and fill the space around the brain with air. This provided better X-rays for science but caused crippling headaches, dizziness, seizures, and vomiting in the two or more months it took the children's bodies to replace the fluid. In another study at Crownsville during this time, physicians inserted metal probes into the brains of children with epilepsy to learn more about the disease. In neither case did scientists seek parental permission for their studies. Scientists did not name the children they studied, but Henrietta's daughter, Elsie, was most probably one of them -- she had epilepsy and she was an inpatient at Crownsville when the studies on the children were conducted. We now know that the painful brain research on these children was clearly morally wrong and would have been unethical even if their parents had consented, which they did not. And today such research would be illegal as well, especially since federal law has special protections for children not yet 18. Third settled ethical question: Was drawing the blood of Henrietta's immediate family in 1973 morally wrong? Physicians needed the children's blood because many of the cell lines they were using in research were contaminated by cells with a rare genetic marker found almost exclusively in black Americans. Scientists believed that the widely used HeLa cells were the source of the contamination and they wanted the DNA of Henrietta's family so they could identify which of their cell lines were contaminated by the HeLa cells. A post-doctoral fellow named Susan Hsu contacted David Lacks, Henrietta's husband and the father of her four surviving children. Years later, Dr. Hsu told Skloot that she explained to David that the blood was needed "to get HLA antigen" to do a "genetic marker profile" which would let them deduce "a lot of Henrietta Lacks (sic) genotype," and that David apparently understood what she said. But David told his children that the blood draw was a test to see whether they had the cancer that killed their mother. Obviously, there was a terrible misunderstanding. This is no surprise because Dr. Hsu came from China and her explanation about "HLA antigen," "genetic marker profile" and "genotype" in accented English was given EmmanuEl CollEgE � nEwslEttEr from thE ValuEs-BasEd EduCation Program to a man who had never finished the fourth grade. Three of Henrietta's surviving children (the fourth was in prison at this time) later met with Dr. Hsu and had the same impression as their father -- the blood draw was a cancer test for their benefit. They consented to the blood draw, but clearly their consent was not informed consent. Medical researchers have a responsibility to obtain informed consent -- people have to know and understand what is going on. In this case, Henrietta's children were giving blood in a project designed to identify contaminated cell lines being used in research, but they thought it was a blood test for cancer. Today, bioethics insists that researchers have a responsibility to ascertain that people consenting to a procedure such as a blood draw and DNA analysis for research purposes understand its purpose, and federal law requires this consent to be informed consent. Hence we now know that the blood draws from the family members to resolve an issue in research were clearly immoral. The children consented, but it was not informed consent. Fourth settled ethical question: Was it morally wrong for someone at Johns Hopkins to release Henrietta's medical records and for an academic press to publish excerpts from her medical records? We now know that it was morally wrong for the hospital to give Michael Gold information from her medical records and also morally wrong for the State University of New York (SUNY) Press to publish Michael Gold's book, A Conspiracy of Cells, in 1975. Today, bioethicists agree that these actions of disclosure and publication violate patient confidentiality and privacy, and federal law now protects these values. What happened to Henrietta (performing biopsies for research and releasing her medical records without family consent) and her children (X-ray and brain probe research on Elsie and drawing blood for research from other siblings without making sure they understood the purpose of the blood draw) most probably would not have happened in recent decades. And Fall 2011 if these events did happen in the past 30 years, they would immediately be recognized as illegal and unethical. So much for the settled ethical questions. However, and this is where it becomes interesting for people concerned with cutting-edge issues in bioethics and the law, as well as ethical theory, Skloot's book also introduces another set of ethical questions that are not settled and where we do not have ethical consensus. There are at least three such questions and they are both unsettled and unsettling because we simply do not yet know what is ethical and what is not, what is right and what is wrong. This is not to say there are no right answers. There are right answers, we just do know them yet. First unsettled ethical question: Who owns or controls our cells, and the DNA information in those cells, once they are outside our body? Human tissues and cells in biobanks have become scientifically important and commercially very profitable, but we have not yet developed ethical or legal guidelines for the use of these tissues and cells. As long as cells are in our bodies we control them and in some cases we can legally profit from them, as when a person sells blood, sperm, or eggs (although there are some serious moral objections about selling sperm and eggs). But once our cells and tissues are outside the body the question of control and ownership becomes ambiguous. Medical research collects cells for research in many ways. For example, consent forms at teaching hospitals usually include a line indicating that tissue can be used for education and research, and most of us sign them without hesitation. The same is often true for tissue removed during surgery, or for umbilical cords and placentas after childbirth. What was once considered medical waste is now valuable research material. Hospitals often now sell our "medical waste" to companies that resell it to research laboratories or store the genetic information in vast tissue databases that doctors can access for a fee. Another source of cells and tissues for research is the mandatory newborn screening programs that have existed for years in every state. In Massachusetts, for example, state law requires hospitals to collect blood from every newborn and send it to a state lab that screens it for dozens of inherited genetic diseases. Unlike some other states which destroy the blood after the screening, Massachusetts has been storing all the blood drawn for newborn testing for decades, and these dried blood spots can be used for research unless parents realized that they could have opted out of research on their child's blood by checking three boxes on a form they sign at the time of delivery. Almost all parents leave the boxes for research unchecked, probably because nobody explained it to them and new parents are understandably preoccupied welcoming a new baby into their family. But the failure of parents to take the initiative to opt out of releasing their child's blood for research (the screening for disorders is mandatory unless the parents can present a religious objection to testing babies for disease) means they have released their baby's cells for research and allowed the state to have access to their child's genetic identity as well as considerable information about their own genetic profile. Law and ethics have not caught up with the legal control of cells once they are outside the body, so courts are left struggling with the controversies that arise. Skloot discusses the famous case of leukemia patient John Moore, who had his spleen removed at UCLA 25 years after Henrietta died. Scientists were able to develop an immortal cell line called Mo from his spleen (somebody could write a book, The Immortal Life of John Moore) and obtained a patent for his cell line. When Moore discovered that his doctor and UCLA were making money from his spleen cells, he sued. He lost his case when the California Supreme Court overturned an appeals court decision in 1990. The court ruled that it would "hinder research" if people had a property interest in their cells after they were removed from the body. In other words, we do not own or control our cells once they are outside our bodies. continued on page 4 5 The Immortal Life of Henrietta Lacks (continued from page 3) Thus far, only a few other court cases have been concerned with control of human cells outside the body. In Florida, families affected by Canavan disease (an inherited, incurable genetic disease that affects children in the first year of life) created a repository of tissue samples to enable a physician-researcher at Miami Children's Hospital Research Institute named Dr. Matalon to develop a genetic test for the disease. He was eventually able to do this and to obtain patent protection for both prenatal and carrier tests for Canavan disease, thus generating income for himself and his hospital. When the parents found out about this, they sued the institute because the patent and the profits were not what they had in mind when they donated tissue to him. However, they lost the case. In 2003, a court said that it would "cripple medical research" if the families retained control of the tissue after they added it to a research repository. In Missouri, Dr. Catalona, a wellknown researcher on prostate cancer at Washington University who developed the famous PSA test, had collected prostate tissue samples from thousands of his patients and wanted to take them with him to his new appointment at Northwestern University in Chicago. At his request, many of his patients asked Washington University to release their tissue, which they had given to him so he could take it with him to Northwestern. Washington University refused and then filed suit against the doctor claiming that it, and not the patients or Dr. Catalona, now owned the stored tissue. In 2007, a federal court ruled that the patients no longer had the power to allow Dr. Catalona to take the tissue samples that they had given him to his new academic appointment. However, and this shows the confusion that now exists, the court said that the patients could order that their cells be destroyed. The court reasoned that the people who donated the cells were, in a sense, participating in research, and federal law governing human participants in research allows people to withdraw from research at any time. Thus, the court reasoned, people could "withdraw from 6 research" by having their cells destroyed, but they could not get them back from the university and then give them to Dr. Catalona for his research. This gives some idea of how confusing the situation is. These cases reveal a legal trend whereby donated human cells are considered as property: once you donate them you lose control over them. Yet the picture is ambiguous. NIH's Office of Human Research Protection (the OHRP), for example, classifies donors of tissue for research as human subjects and human subjects can withdraw from research at any time. On the one hand, you can think of your cells as your property and once you donate or sell them you have lost control; on the other hand, you can think of your cells as part of you participating in research and thus you can withdraw them from research by destroying them at any time, but you cannot have them returned to you. And so we are faced with a major legal question: are cells like property donation, in which case the donor has lost control, or are cells a continuation of the person's body, in which case the donor would still be able to withdraw them from research at any time? At the present time, the whole legal question of who controls donated cells and tissue is unsettled and unsettling. The ethical question of who should control human cells outside the body, and the genetic information contained in them, is also unresolved in the ethical literature. In view of the increasing importance and commercial potential of cells outside the body, as well as of harm that can be done now that we know these cells contain very personal information in the DNA, the ethical question remains an unsettled and unsettling challenge. Second unsettled ethical question: Should cell donors and their heirs receive profit from donated cells that are found to be valuable? More particularly, should Henrietta's children receive some of the profits from her cells? Many commentators on Skloot's book argue that they should and our initial reaction might lead us to say that they should. Certainly there is an upsetting irony when Henrietta's cells have made so much money in later decades while her family continues to struggle financially. Some argue that it is only fair and just that Henrietta's family receive some money from the profits her cells now generate; some argue that the family should receive reparations because the cells were taken without her consent; some argue that cell donors are truly partners in research and thus they and their estate should profit from it along with the researchers; and some argue that compensation is due because the people providing cells are providing the necessary raw material for something that has become very lucrative for others. These are complicated issues and, at this point, we simply do not know whether or not there is an ethical responsibility to compensate those whose tissue has enabled scientists, universities, or companies to make a profit. The compensation question is difficult for many reasons. First, there is often no way of knowing what tissue might be worth when it is donated. Most of the tissue collected at Johns Hopkins in Henrietta's time was worthless; her cancer cells were the big exception. Second, some cells do not generate profits for years. The HeLa cells did not make any money until years after they were cultured and they are still making money now sixty years after they were taken. This introduces a practical problem -- how long should a claim of compensation last? Third, most cells used in research are now rendered anonymous; that is, the donors' names are removed from the samples. If donors are going to receive a share of future profits, then their samples will be identified. This introduces practical problems as well as privacy issues. There was no DNA testing in Henrietta's day, but today we know that a vast amount of both personal and family information is embedded in the nucleus of our cells. Identifying cells for compensation purposes will make it more difficult to protect the donor's genetic information that would be of great value to insurance companies and employers, and could easily lead to new forms of harmful discrimination. However, the law does permit people EmmanuEl CollEgE � nEwslEttEr from thE ValuEs-BasEd EduCation Program to sell their blood, and few have ethical problems with that. Skloot mentions the story of Ted Slavin, a hemophiliac infected with hepatitis B from transfusions. His blood contained antibodies for hepatitis B and Ted's doctor told him that those antibodies were valuable for scientists working to develop a vaccine for hepatitis B, so he sold his blood to pharmaceutical companies for research. But Slavin knew before giving his blood that it had a special value; researchers did not know ahead of time that Henrietta's cells would be so valuable. Moreover, hospitals can sell leftover tissues from biopsies and surgeries. GulfStream Bioinformatics of Lexington, for example, has purchased hundreds of thousands of tissue samples from medical centers (including Beth Israel Deaconess) to form a vast tissue bank that subscribers can access to compare their tissue samples with those of other patients with similar histories and responses to therapy. Tissue banking will help identify the genetic basis of diseases and develop specific drug targets. So some ask: if hospitals and biobanks make money from our leftover cells and tissue, shouldn't we or our families share in the profits? We are looking for a good answer to that question. These two unsettled and unsettling questions bring us to a third, and more theoretical unsettled question: How should we approach these unsettled questions regarding who controls our cells and their genetic information once they are outside our bodies, and who gets to share in the profits those cells might generate? The question of approach is a theoretical question, but it is important because the approach we adopt will shape our ethical conclusions. At the moment, there are two major approaches to developing the ethics of using cells outside the body for research and profit. The first emphasizes rights and the second emphasizes the common good. In the rights-based approach, we think of our cells and tissues as our property. We own them. We may want to give them away or we may want to sell them or we may want to invest them by letting others Fall 2011 use them and if they make a profit then we should receive a share of those profits. The court cases show that the legal approach is primarily the property approach. Judges are taking property law and by analogy extending it to our cells and tissues. Once we donate property to someone it becomes theirs. However, we can donate property with restrictions, as people sometimes do for endowments, and we can sell our property if there is a market for it. So, some say we have a right to a part of the income our cells might generate. The analogy with property, what we own, may be the best that courts can do although notice that the courts are also concerned about the possible disruption of medical research if people retain too much control of cells after donation. Lately, some ethicists have been suggesting another approach: instead of beginning with my right to control my cells and profit from them, we might begin with my interest in promoting the common good. Human cells are very valuable for today's research. Rather than rights and ownership and money, the better model might be an idea generated from our common humanity: if my cells, especially cells that are left over from biopsies or surgeries or childbirth, and were formerly medical waste, can help science and save lives, then maybe I should simply think of them as a biological heritage that I share with all other members of the species and gladly donate them so they can be contribute to the common good. After all, I did nothing to earn my cells; they were a gift to me from my parents and malignant cells are an undesired genetic mutation. The more noble ethical response might be framed as making a better life for people by helping science develop vaccines, better chemotherapy agents, vast tissue banks and so forth. Instead of seeing our cells as something we own and might make a profit from, we can see them as a gift we can give for others. Certainly companies and individuals may profit from our cells -- we do live in a market-driven society -- but not everything we do personally has to be market driven. Some people do sell their blood, but many donate it for others. We could think of donating our tissues and cells for the good of others, and one day we may even share directly in that common good by receiving, for example, a vaccine. Naturally we have to protect our genetic information, but this is routinely done by removing personal identification from cells and tissues used for research. We can see both of these approaches in Skloot's story of the Lacks children. Henrietta's sons tend to feel that the family has a right to receive some of the money the cells have generated, but her daughter, Deborah, recently deceased, tended to focus on the great good that her mother's cells enabled science to accomplish, and as she understood more and more, she became proud of her mother's contribution. In response to the question of whether Henrietta's family, who have lacked steady access to basic health care, should receive some of the profits the HeLa cells are generating, it would be well to consider how that would not get us very far in addressing the real social problem: changing the social and political structure so all Americans will have access to needed health care. Sharing profits with people and their heirs if their tissues make big money helps some but still leaves millions of Americans, not all of them poor, without adequate health care because of the costs, complexities and inadequacies of our health care insurance system. Finally, there is an ethical question that all of us should find unsettling and embarrassing: how could it happen that so many doctors, well-respected universities and hospitals, and government agencies could engage in research on human beings that was so clearly unethical during the middle decades of the 20th century? Doing biopsies for research without patient consent was just one example of a long list of grossly unethical research practices in the 1940s, 50s and 60s. Skloot identifies some of them: the infamous Tuskegee syphilis study and the research of Dr. Chester Southam, chief of virology at the Sloan-Kettering Institute for Cancer Research, who injected hundreds of people with HeLa cancer cells without their consent. continued on page 6 7 The Immortal Life of Henrietta Lacks (continued from page 5) There were many other unethical biomedical and behavioral experiments on people without their consent during these decades. An early criticism emerged in 1966, when Dr. Henry Beecher, a professor in anesthesia research at Harvard Medical School, wrote a meta-study in the New England Journal of Medicine of 22 published research protocols that were clearly unethical (he did not report on 28 others due to lack of space). The research occurred at such places as Harvard, Georgetown, U Penn, Duke, Emory, and was often funded by NIH as well as large pharmaceutical companies. He concluded that ethically defective research was the rule, not the exception. Reform finally began after Peter Buxton, a young researcher at the U.S. Public Health Service who had been raising objections with his supervisors for six years about the still ongoing Tuskegee syphilis study in vain, finally went to the New York Times in 1972 with the story of that grossly unethical study. The press coverage and his later testimony at a congressional hearing, chaired by Senator Ted Kennedy, led to the creation of the National Commission for the Protection of Human Subjects in Biomedical and Behavioral Research by Congress. The Commission met from 1974 to 1978 and recommended the ethical principles and review boards at each institution that have become the central features of the federal laws governing research involving human participants today. As time has gone on, even more information about the dark world of medical research prior to the National Commission has come to light. In the 1990s, for example, a special advisory committee on radiation experiments examined the three decades before the reform began and found numerous cases where medical researchers at highly respected institutions ignored even the prevailing ethical standards of the day. For example, during the mid-20th century, researchers at the Universities of Chicago and California injected, without consent, plutonium into dying patients to study its impact on the human body. And 8 researchers injected uranium into dying patients without consent at the University of Rochester and at the Massachusetts General Hospital. These examples are but a tip of the iceberg of how vulnerable patients were exploited in the mid-20th century. How could so many dedicated doctors and researchers conduct so many unethical experiments on so many people for so long without creating a major uproar in the fields of medical and behavioral research? I would suggest that this oversight can be described as a failure of moral awareness. Not all bad things are done by bad people. Good people often do bad things without realizing it, and this often happens when good people are trying so hard to do good that they fail to see the bad embedded in their work. In the case of medical research, the researchers were trying to find cures and vaccines to help people live better lives. Their effort to do good apparently blinded them to the harms they caused by not respecting the dignity of their fellow human beings. The surgeon should have known that surgically removing Henrietta's cells from her cervix for research without her permission was wrong. In a famous 1914 case known as Schloendorff, Justice Cardozo stated clearly: "A surgeon who performs an operation without his patient's consent commits an assault, for which he is liable in damages." In 1947, the first of the Nuremberg principles published after the famous trials of Nazi doctors who had experimented on concentration camp inmates clearly stated that doctors should not do research on anybody without their voluntary consent. Yet a few years after the Nuremberg trials, surgeons at Johns Hopkins took the biopsies from Henrietta for research without her permission or consent, and thought nothing of it, and nobody thought to criticize them for it. Nor did anybody criticize the physicians at Crownsville who drained fluid surrounding the brains of sick children, or the thousands of other harmful research interventions on patients that doctors were performing without consent in those decades. And probably none of these doctors thought they were doing something wrong. Moral awareness had taken a holiday. Perhaps the most unsettling thing about the loss of moral awareness is how common it is and how likely it is that it affects all of us. We can think back in our own lives about the harms we would not have done had we only thought about it more carefully. So what can we do? One thing that will help us avoid moral blindness is making an effort to see the full spectrum of important values in what we are doing, to raise consciousness as it were. That is part of what we mean by a values-based education at Emmanuel. We want our students to learn about the sciences but also about the inescapable ethical values permeating those fields. Behavioral and biological scientists often need to use people and animals for their research, and we want our scientists and our students to raise consciousness about morally right and wrong ways to involve human beings and animals in scientific research. The same is true for other areas of study -- we want our instructors and our students to raise questions about ethical issues -- about what is good or bad, right or wrong -- in history, in nursing, in management, in human resources, in business, in economics, in education, in religion, in political science, in information technology, and so forth. The Catholic intellectual tradition that inspired the founding of this College has a long history of taking ethical values seriously, and we want to continue that tradition in the total education experience that we provide. When we talk about values-based education, we are talking about moral values, about human well-being in both individual and social terms. Raising consciousness about moral values in our courses is one way we can lessen the insidious loss of moral awareness that happened in those who took Henrietta's cells and the blood of her children without informed consent, who drilled holes in the skull of her hospitalized daughter and stuck probes into her brain for their research, and who released and published her medical records without permission. EmmanuEl CollEgE � nEwslEttEr from thE ValuEs-BasEd EduCation Program One of the more important lessons we can learn from the story of Henrietta, her immortal cells, her misinformed family, and the sad state of medical research that lost its moral compass in the mid-20th century, is the need to recognize how quickly the effort to do good can undermine awareness of other values inescapably involved in the situation. In Henrietta's story, values such as respect for persons and recognition of human dignity even of the poorest and sickest among us, were the values that were not noticed. A valuesbased education is one small way we try to prevent that blindness in our students and in our own lives and work. The realization that our moral awareness can be easily lost, that we might ourselves be wandering in moral shadows, that future generations might expose our immoral activities that we never saw despite our desire to be good human beings, that we might be no better in perceiving moral values than so many medical researchers half a century ago, suggests that we need to focus constantly on values as well as facts and data in the courses we teach and the lives we live. Without constant reminders that our behavior has not just factual but moral consequences, moral awareness will take another holiday. The Hebrew Bible tells a story about the loss of moral awareness. King David, despite his many wives and concubines, saw a woman he wanted. Unfortunately, she was married to Uriah, one of his generals who was away on assignment, but that did not stop David and the woman became pregnant. He tried to conceal his adultery and when that failed, he arranged a military mission that resulted in the death of Uriah and left him free to marry her before her pregnancy became known and caused a scandal for him. Her name was Bathsheba, and she and David later become the parents of the great king Solomon, an ancestor of Jesus. David never saw how immoral his behavior was until a prophet named Nathan spoke up and told him in so many words that he was a despicable adulterer and a cold-blooded murderer responsible for the death of Uriah. To his credit, David Fall 2011 acknowledged his moral blindness and repented. In science and in life we need more Nathans, people with moral awareness who see what everyone else fails to see or chooses not to see. The three doctors at the Jewish Chronic Disease Hospital in Brooklyn who resigned in 1963 over Dr. Chester Southam's research that involved injecting patients with malignant HeLa cells without their consent, research that was partially funded by the U.S. Public Health Service and the American Cancer Society, were Nathans. Dr. Henry Beecher, the Harvard Medical School professor who wrote the 1966 article in The New England Journal of Medicine that exposed the serious ethical lapses that his colleagues never saw in numerous well-regarded medical studies, was a Nathan. Peter Buxton, the researcher at the U.S. Public Health Service who went to the New York Times in 1972 with the Tuskegee syphilis study after his superiors at the U.S. Public Health Service ignored his objections, was a Nathan. One of the things we seek in a valuesbased education at Emmanuel is helping our faculty and our students raise ethical questions when course material introduces situations involving moral disvalues that others simply do not see or choose not to see. In this way, we hope to transform society and ourselves for the better, and thereby remain faithful to the mission of the College. S The Value of Holocaust Studies melanie muRphy, associate pRofessoR of histoRy espite having taught aspects of the genocide of the Jews of Europe in several classes for a number of years, only this past April did I visit some key sites: the scant remains of the Warsaw Ghetto, Oskar Schindler's factory, and Auschwitz-Birkenau. The trip was sponsored by Salem State University and the group was composed of historians, teachers and people with connections to Holocaust survivors; in short, an informed and serious group. Seeing the remains of death camps is demanding and draining. Assistant Professor of Nursing Helen Ahearn's article, "Reflections on a Visit to Buchenwald: The Value of Caring," in the Fall 2009 Values-Based Education Newsletter described well the sadness that visiting sites such as Buchenwald evokes. When I saw the remains of the Warsaw Ghetto and heard descriptions of life there, I was horrified. A new film, A Film Unfinished, will show you why. How to present the history of the Nazi genocide is an ongoing question not only for history teachers, but for museum curators and really anyone involved with discussion of it in the public sphere. I returned from my trip more interested in this question as well as more aware of the complexity of it. In a New York Times story (February 19, 2011), "Auschwitz Tailors its Story for New Generation," the director of Auschwitz-Birkenau State Museum describes proposed changes to the highly visited but largely explanation-free site. Interactive media, commonplace in contemporary museums, is not proposed, but more signage and background information for visitors are planned. Currently, continued on page 8 9 D The Value of Holocaust Studies Auschwitz is relatively unadorned with only one sign of Nazism (if you don't count the "Arbeit Macht Frei" sign) that I could see -- a picture of Hitler in an interrogation room. Visitors inevitably rely on guides for information as they tour the complex. Birkenau today is a vast outdoor space, unadorned and empty. It is almost a surprise that one can walk right to the end point of the railroad tracks, the very spot where people would disembark and selections would ensue. Perhaps younger generations do need more information than is now provided, but the dignity and the immediacy of the sites impressed me and I am glad to have seen the unmodernized Auschwitz-Birkenau. Somewhat surprisingly, the Holocaust did not emerge in the immediate aftermath of the Second World War as a compelling topic for study and discussion. It was not until the 1960 publication of Raul Hilberg's The Destruction of the European Jews, along with Eichmann's capture and subsequent trial in 1961, that the wartime genocide truly entered public discourse in the Western world. And only in the 1990s did Holocaust studies become an established academic discipline, chiefly in history. My trip to Poland brought home to me the urgency of the study of the Holocaust in Poland. In the past, I had assigned for my classes books such as Henry Grynberg's The Victory, an ironically titled novel that shows how the Allied victory over the Nazis was hardly a guarantee of safety for Poland's Jews, who were often not welcomed home, mainly because the people who had taken over their property were not eager to return it. As the result of my trip, I will now include more contextual accounts. For example, a fascinating author who has lived in New England, but whom I had to go to Kielce to discover, is Nechama Tec. As a young girl, she survived the war in hiding in Kielce. In middle age, she began to write about her experience of the Shoah, particularly studying what motivated the Polish-Christians who helped Polish Jews, as opposed to being passive or actively (continued from page 7) harming them. The movie Defiance was based on Tec's account. From her writing and other work, it is apparent that even after the war many Poles who helped Jews did not want it made public. One commentator has noted a great contrast between the way that the inhabitants of Le Chambon-sur-Lignon in France felt about their rescue operation (proud, vocal) as compared with how many Poles felt about their rescue work (restrained, silent). Thinking about the reasons and implications of this, or why for instance Irena Sendlerowa was honored only late in life in her native land, gives us some sense of the historical work yet to be done, especially by Polish historians themselves. As Stanislaw Krajewski, a leading participant in Jewish renewal as well as in Jewish-Catholic dialogue in Poland, wrote in 2009: When it comes to deeper consideration of the Holocaust -- its effects on the vision of the world and civilization, its unprecedentedness, its role as a turning point in history, its links with modernity, its consequences for Christianity and for the nature of Europe -- although these issues hold no threat to material interests, Poland has never been an important center for reflection....Nevertheless, I observe with satisfaction, though with a certain incredulity, that among the young people willing to become deeply involved in these issues are the most talented and the most intellectually astute university students. It seems that in studying the history of the Jews they want to better understand not only the Jews and their fate, but themselves." In my classes, I have learned that the story of one or a few individuals arouses student interest more than general histories. One work, for example, students seem particularly willing to engage with is The Nazi Officer's Wife, the amazing story of an Austrian Jewish woman who survived the war by assuming a gentile identity and marrying a Nazi party member who became an army officer. Another provocative work is I. B. Singer's Shosha. Students who read this work often protest that the characters should "do something" or "go somewhere," resisting what they saw as fatalism on the part of the people in this novel. Only one student said, "Where could they go? What could they do now?" Sometimes I have assigned Defying Hitler by Sebastian Haffner because students are fairly divided on whether Haffner does, in fact, "defy Hitler." Most significant to me about that work is how it suggests that it is better to question, defy, or attack political or social abuse and injustice earlier rather than later. My purpose here is not to give capsule reviews of books about the Holocaust, but to suggest how varied the works can be and that picking the best ones to convey certain significant points about the Holocaust is no simple task. Historians and others want to keep our awareness of genocides alive so we can prevent such terrible evils in the future. Professors Katrin Kriz and Caroline Reeves of the sociology and history departments, respectively, have presented courses on genocide. And two recent Emmanuel graduates, Kayla Zaremske '11 and Kaitlyn Soares '11, presented their work on the Holocaust in a poster session during a meeting of the New England Historical Society at Emmanuel in October 2011. In her article on Buchenwald in the newsletter, Professor Ahearn ended by reaffirming her commitment as a nurse to an ethic of care. As a historian, I would reaffirm my commitment to keeping the history alive so we can learn from it. Studying the Holocaust and visiting the places where it happened moves me, and I hope my students, to recommit to the historical knowledge that will help people of good will bring an end to genocide. S [My main source is The Holocaust: Voices of Scholars, edited by Jolanta Ambrosewicz-Jacobs and published by The Centre for Holocaust Studies, Jagiellonian Univeristy and AuschwitzBirkenau State Museum, Cracow, 2009.] 10 EmmanuEl CollEgE � nEwslEttEr from thE ValuEs-BasEd EduCation Program Developing a Personal Philosophy of Nursing helen aheaRn, assistant pRofessoR of nuRsing, gRaduate & pRofessional pRogRams nstitutions such as colleges and medical centers have mission statements and philosophies which help us to understand what they are about and whether or not we want to be associated with them. For example, we state in our Department of Nursing philosophy: The following beliefs frame the educational experiences of the registered nurse student in this value-centered baccalaureate program. The professional nurse is committed to the promotion of health and wellness for all persons. The recipients of health care are unique and have distinct emotional, physical, spiritual and social needs to which the professional nurse must respond. The nurse as caregiver uses knowledge and caring activities to affect positive outcomes for care recipients within the context of their environment. Assuming a leadership role in health care, s/he advocates for access to health care for all members of society, particularly vulnerable populations. These beliefs shape our work in the department. We also believe that it is important for our individual nursing students to develop an explicit personal philosophy and mission that will influence and direct their practice as they interact with patients and colleagues. And so the question arises: how do we go about helping our students develop a personal and professional philosophy? Basically, we do this in three ways. First, new students in the Bachelor of Science in Nursing program are asked to write a personal statement explaining why they want to enter the program, what their preparation is, what their goals are, and how they want Fall 2011 I to achieve these goals within the discipline of nursing. This essay serves as the basis for developing their philosophy of nursing, which is a course requirement in Concepts of Professional Practice, the first course they take in the program. Writing the personal statement is a useful endeavor as it directs the student to reflect on her/his values, beliefs and reasons for practicing nursing. Second, new students engage in a group values-clarification exercise wherein they not only identify their own values and beliefs, but also listen to the values and beliefs of others. This helps them to realize that there are different cultural values inherent in belief systems. Among the values that emerge in the personal statement are caring, the belief that there is a God and an afterlife, the desire to help people, the belief that they can alleviate suffering, and the belief that their nursing care can make a difference in the quality of life among patients. For many, the choice of nursing as a profession is a reflection of their belief that they have been somehow called to do this work. After writing the initial personal statement and participating in the values clarification exercise, the students then proceed to the third phase: we ask them to write a statement of their personal philosophy. This assignment requires them to reflect on several prepared questions/ statements, such as, "What is your central belief about the individual human person and his/her potential?" or "What is society...of whom is it composed...what is the nature of relationships between people and the environment?" and "What are your beliefs about nursing...who are its recipients of care...what are the rights and responsibilities of care recipients...of nurses, etc.?" Examples from various students' philosophy statements include the following excerpts: "The nurse must be sensitive to a patient's values and beliefs," and "...a strong spiritual belief is needed in order to be able to deal with death and dying." "When integrating one's own set of beliefs and values, along with using the code of ethics, one can enhance the quality of life for individuals, whether it be spiritually, physically or emotionally." "It is through a spiritual connection with God that He has chosen me to become a nurse...I am moved by the Holy Spirit and often ask God for help in difficult situations." "...nursing is also a vocation, a call from God that allows one to widely open her heart to help, support, and comfort the helpless, the sick and the poor." "I believe that all human beings are entitled to enjoy optimal health...that we have a right to a feeling of well-being," and "By acquiring knowledge and developing values about people and their needs, I am able to develop the skills and attitudes I need to give the care my patients deserve." Encouraging a philosophy and mission that respects human life and allows an acknowledgement of the presence of God can help us avoid moral disasters. As prosecutor Whitney R. Harris, writing in Tyranny on Trial: the Evidence at Nuremburg about the slaughter of millions of people considered to be a burden to the state because of race, disabilities or political views, put it: "And so, to the twentieth-century Christian civilization there came these monstrous instruments of extermination. They were the product of the philosophy of nihilism -- of the negation of the worth of the individual -- of the denial of the soul -- of the rejection of God." Directing students to develop a values-based philosophy of nursing is an important part of the education of the professional nurse at Emmanuel. We believe that preparing nurses who exemplify good moral values in their professional practices will improve the delivery of health care for all and help make the world a better place now and in the future. S 11 A New Name, an Old Major fR. thomas l. lecleRc, m.s., chaiR, theology and Religious studies I n June 2010, the College celebrated Sister Janet Eisner's 30th anniversary as president of Emmanuel College on a warm starlit evening. From the glass pavilion on the quad, the many guests could clearly see the original Marian Hall rebuilt as the remarkable Yawkey Center, the impressive Wilkens Science Center, and the towering Merck laboratories located on the campus, all three major construction projects built during Sr. Janet's tenure and representing the College's successful commitment to an exciting future. Another indication of success is the reestablishment of the religious studies major, a program the College suspended in 1995. A once robust program, the department lacked the faculty to offer the breadth and depth of courses needed for a credible major. In recent years, however, the College has seen its enrollment grow to the current academic year's all-time high of 1,800 traditional undergraduates and the number of faculty swell to more than 100 full-time members. By 2007, the religious studies department was able to add three tenure track faculty positions. With sufficient faculty to cover all the major areas of religious studies -- scripture, systematic theology, ethics, and comparative theology -- new courses were developed to bring greater depth to all areas of the field. The department was now in a position to provide a major in the field. An intensive two-anda-half-year study made it clear the better approach was not to create something new, but to reintroduce the major that had been suspended. In February 2011, the proposal to reinstate the major found favor with the Curriculum Committee and was sent to Sr. Janet. She eagerly approved it. In the process of preparing the proposal, members of the department 12 appropriated what seems to be something of a tradition in the departmental history: change the name! Since the 1950s the department has see a number of different names: religion, theology, theology and sacred scripture, theology (again), and finally religious studies! After much discussion, we settled on another new name -- theology and religious studies -- as describing most accurately what we are, in fact, teaching. So, what is the difference between theology and religious studies? Theology approaches the subject from an inside point of view, i.e., it stands within a particular tradition to study it. It examines a body of beliefs and teachings to determine whether they are reasonable, coherent, comprehensive, and consistent. Perhaps the most famous example of this is the magisterial work by Thomas Aquinas (1225-1274), the Summa Theologiae or Compendium of Theology. This massive five-volume work (never completed) considers the entire sweep of Catholic thought: the existence of God, creation, humanity, human purpose, ethics, Christology, sacraments, ecclesiology and eschatology. A modern example of a wide-ranging theological work would be Karl Rahner's (1904-1984) 23 volumes entitled Theological Investigations. Both of these works are a systematic examination of Catholic doctrine and teaching seen in their biblical, historical, and religious contexts. Theology also applies its beliefs and teachings to ethical and social situations, and seeks to determine how belief is expressed in action and whether actions are consistent with beliefs. Religious studies approaches the subject as an object of scientific study, standing outside a religious tradition to examine and describe it. Religious studies utilizes historical, literary, anthropological, cultural and sociological approaches in the study of religion. Its courses examine the phenomenon of religion, which is ubiquitous in human culture, and look for elements and structures that are common among a number of different traditions, especially Hinduism, Buddhism, Judaism, Christianity and Islam. Students learn to appreciate the social role of religion and its deep roots in the understanding of what it means to be human. Reestablishing the major, however, is more than a matter of teaching and research in theology and religious studies, and more than a matter of growth in the number of faculty and interested students. The reestablishment of the major is a bold and public assertion of Emmanuel's identity as a liberal arts and sciences college shaped by the Catholic Intellectual Tradition. The College is reclaiming Emmanuel's own history and taking its place in the living tradition of the Church's long-standing educational mission. From the founding of the first churchsponsored universities in Bologna and Paris in the late 12th century, theology has held a central place in the higher education curriculum. This is true not only for Catholic colleges and universities but for other denominational institutions as well, as the robust school of theology at Boston University attests. There is an essential connection between the life of the mind and the life of faith. The Roman Catholic tradition has seized on this realization and framed higher education as a dialogue between faith and reason. Emmanuel's reestablished majors in theology and religious studies, as well as in philosophy, highlight this distinctive aspect of the Catholic Intellectual Tradition; namely, its insistence on engaging both faith and reason as well as its conviction that the goal of education is the cultivation of the whole person rather than only the development of utilitarian skills. The reestablishment of the major is an assertion and celebration of our proud tradition as a Catholic college and a bold articulation of our commitment to a curriculum that reflects that identity. EmmanuEl CollEgE � nEwslEttEr from thE ValuEs-BasEd EduCation Program The Philosophy Major is Back! thomas Wall, pRofessoR of philosophy, chaiR, philosophy depaRtment The study of theology and religion fosters informed global citizenship, deeper social analysis and a more acute moral awareness of the many complex issues that confront us: justice for women, gays, immigrants and minorities; the growing divide between rich and poor; our responsibility for the environment; the implications of globalization and the global economy; dilemmas in medical care; moral uses of military force; and so much more. To be informed and knowledgeable about our world and culture it is crucial to have some awareness of religion and the roles it plays on the world stage. The Book of Ecclesiastes tells us: "For everything there is a season." In its seasons, the program in religious studies flourished and then faded. Now is the time for it to come back to life. In doing so, the College celebrates its own history and gives voice to an always firmly held belief that the major in theology and religious studies is an essential part of what it means for Emmanuel College to be "a dynamic learning community rooted in the liberal arts and sciences and shaped by strong ethical values and a Catholic academic tradition." S With thanks to Susan von Daum Tholl, Sherry Lavalle, and Jon Paul Sydnor for research assistance. W hen I first joined the Department of Philosophy as a faculty member in 1969, I was pleased to find that philosophy played a significant role in the curriculum and in the lives of our students. Since high schools generally do not offer courses in philosophy, most students arrive at college with no knowledge of what it is. However, at the time, Emmanuel wisely required its students to take two philosophy courses, providing them with the opportunity to discover its intellectual excitement and benefits. As a result, many students chose to become philosophy majors and the department thrived. In the years to follow, however, for several reasons it became necessary to eliminate the major. Some of these reasons had to do with changes in the curriculum. Chief among these was our shift from a three-creditper-course system to a four-credit system. This meant that students took fewer courses, which also meant a reduction in the number of required courses. The two philosophy requirements became one. As a result, students had less chance to become familiar with philosophy and less time in their schedules to take philosophy electives. For the 2011-2012 academic year, I am happy to report that the College has decided to reintroduce the philosophy major. We do so for two reasons. First, philosophy has always played a central role in helping to shape the lives of students in a good liberal arts college. This has been true since Plato's Academy in ancient Greece, as well as in the grand medieval universities, and continues to remain true today. It is even more the case in a Catholic liberal arts college that cultivates the philosophical mind as a central part of what we aspire to do. If Emmanuel is going to be counted as an excellent educational institution, and we are, then that big empty place in its curriculum where philosophy used to be, just had to be filled in once again. The second reason for reintroducing the philosophy major was a resurgence in student demand. As our enrollments have increased, so has the academic quality of our students. Students who arrive at college better prepared academically often are more interested in theoretical disciplines. Even before the major was reintroduced, we had 10 students who were what we call "individualized majors" in philosophy. They were, in effect, philosophy majors. We also have a minor program in philosophy with about 30 students enrolled. While these numbers are relatively small, they show a trend that we will encourage. But why should we do this? Why should we encourage a greater role for philosophy in the curriculum and in the lives of our students? One answer to this question is that philosophy promotes the mission and vision of the College. Some of the goals mentioned in our vision statement include those of encouraging students to become critical thinkers and ethical decision makers. Our mission statement says that an Emmanuel education is rooted in the liberal arts and shaped by strong ethical values and a Catholic academic tradition. The study of philosophy clearly promotes critical thinking skills. One of the central things philosophers do is examine basic beliefs, beliefs that are usually assumed to be true on the basis of little or no evidence. These "basic" beliefs include such things as the nature of knowledge and reality, about the mind and the self, about the basis of social and political systems, about ethical values and the existence and nature of God -- to name a few. To "examine" such controversial beliefs means to consider any evidence that may support or undermine them, and to continued on page 12 Fall 2011 13 The Philosophy Major is Back! construct arguments for and against their truth. This is a type of problem-solving activity that requires successful students to gather information, identify and construct possible solutions, examine assumptions, formulate arguments and consider implications of one solution or another being true. These are the types of skills, among others, that constitute critical thinking. It should be clear that philosophy also contributes significantly to the development of our students' ability to make moral decisions. Our many course offerings in ethical theory and applied ethics will attest to that. It is no accident that the editor of this newsletter on values-based education is a philosopher. That philosophy is rooted in the liberal arts tradition is also true. This is not simply because it always has been. One could argue, for example, that while philosophy may have played a central role in a liberal arts education throughout Western history, it is now science that plays this role and answers philosophy's central questions. While the relationship between philosophy and science is too complex to be discussed in this brief article, we can say that the very nature of philosophy lends itself to a cooperative, and not an antithetical relationship with all other disciplines, including the sciences. This is because philosophy is interdisciplinary by its very nature. Since it examines basic beliefs, and since all disciples have unexamined basic beliefs, there is always a "philosophy of" any field. The importance of this for an Emmanuel education is that philosophy does not only stand alone as one liberal arts discipline among others, but is really "rooted" in all liberal arts and sciences and thus able to consider issues in an interdisciplinary way, a way that promotes reflection on the nature and methods of various modes of knowing. So, for example, there is a course offered at Emmanuel that is team-taught by a philosopher and a biologist that discusses bioethical issues. Each professor brings his own expertise to this cooperative discussion, allowing students to see more clearly not just biological facts and discoveries, but also their implications for (continued from page 11) good or evil. Philosophy needs science for discovering truth about the world; science needs philosophy to help understand the significance of these discoveries. What remains to be discussed is how philosophy contributes to the Catholic academic tradition. After all, philosophy is not supposed to be any more "Catholic" than math or chemistry, so what can we say about Catholic ideas? I think that philosophy has three roles to play here. First, it can clarify the official teachings of the Church and the ideas of Catholic theologians. What "Catholic" ideas have to say about morality, society or anything else may be tested in the court of reason like any other ideas. For philosophers, it is not the origin of an idea that is important, but rather its truth or falsity. Second, philosophers can draw historical connections to demonstrate the perennial influence that some ideas have and continue to have. One of the great philosophical visions embedded in the writings of Aquinas, for example, includes the idea that God created the world according to a plan, a set of eternal ideas located in God's mind, which served as a blueprint of creation. Now much of this idea comes right from Plato, even though he would not locate the set of ideas in the mind of God. The third way that philosophers can contribute here is to draw out some of the implications of the philosophical ideas embedded within this tradition. To stay with the idea of Aquinas, for example, we can point out that this is the basis for the confidence present in much of the Catholic academic tradition that there is no conflict between faith and reason. If truths discovered in nature reflect the mind of God, and if those revealed in scripture do the same, then there is no conflict between them that cannot be resolved. There ought to be no fear of science for a believer, for example, since what is discovered can be understood as simply revealing the Truth that is God. Finally, we need to consider an important question: what about our belief that an Emmanuel education prepares students for successful careers? How does an abstract field such as philosophy contribute to that? I have said much about this in a piece published in an earlier volume of this Newsletter (Fall 2009). I will not repeat what I said there except to say that in addition to being intellectually exciting and a pathway to answering important questions required for personal development, philosophy is excellent preparation for many of today's most interesting and rewarding careers. Because it develops the thinking skills required for such careers, successful philosophy majors earn higher salaries at mid-career than all but two of the majors offered at Emmanuel. So, because it is intrinsically valuable, and because it plays such a central role in all the areas that the College finds important in an undergraduate education, it gives us great pleasure and excitement to announce that "the philosophy major is back!" S 14 EmmanuEl CollEgE � nEwslEttEr from thE ValuEs-BasEd EduCation Program 400 The Fenway Boston, Massachusetts 02115 www.emmanuel.edu Emmanuel College, founded by the Sisters of Notre Dame de Namur in 1919, is a coed, residential, Catholic liberal arts and sciences college located in the heart of the city of Boston. Patricia "Pat" McSweeney '51 W hen attending alumni gatherings, Patricia "Pat" McSweeney '51 still experiences the "warm, enthusiastic Emmanuel spirit" she felt during her college years. While so much about Emmanuel has changed since those days, she is proud to see that Emmanuel's Catholic identity remains strong and that the mission of the Sisters of Notre Dame de Namur continues to "set a tone that nurtures as well as educates each student." A social justice advocate, Pat made a generous donation to Emmanuel's Center for Mission and Spirituality in 2011. The center seeks to: create a reflective environment on campus that recognizes the spiritual core of academic life; develop the Catholic intellectual life; and serve as a catalyst for community service and awareness of justice and peace issues. For Pat, a retired Lexington, Mass., English teacher, contributing to an outlet that emphasizes Catholic principles and aims to strengthen students' awareness offers her much hope for the future of Emmanuel and its graduates. "I support Emmanuel because our College adheres to the Gospel message of justice and compassion," she said. "I am pleased that Emmanuel features a Center for Mission and Spirituality where students advocate service to others and to self all while promoting the charism of the Sisters of Notre Dame de Namur." Patricia "Pat" McSweeney '51 "I am pleased that Emmanuel features a Center for Mission and Spirituality where students advocate service to others and to self all while promoting the charism of the Sisters of Notre Dame de Namur." Nonprofit Organization US Postage 400 The Fenway Boston, MA 02115 Lowell, MA Permit No. 57 PAID Make your gift today. Visit www.emmanuel.edu and click on "Alumni & Friends" or call 617 735-9771. Imagine the Possibilities. Give to the Annual Fund.