It is with great pleasure that we announce the appointment of Lerzan Aksoy, Ph.D. as dean of the Gabelli School of Business, effective January 1, 2023. A Fulbright scholar, prolific author, and award-winning professor of marketing, Dr. Aksoy has been serving as interim dean of the Gabelli School since July 1, 2022. From 2015 to 2022 she served as associate dean of undergraduate studies and strategic initiatives within the school. 

Dr. Aksoy began her academic career as a marketing professor in the College of Administrative Sciences and Economics at Koç University (Istanbul, Turkey). She joined Fordham’s marketing faculty in 2008 and is the managing director of the Responsible Business Coalition at the Gabelli School. Dr. Aksoy has published over 70 journal articles and is co-author of the NY Times bestseller The Wallet Allocation Rule and co-author/co-editor of four other books on customer loyalty. In 2022, she received the American Marketing Association’s Christopher Lovelock Career Contributions to the Services Discipline Award. This is the highest award presented in the field of service marketing and recognizes exemplary teaching, research, and service. Dr. Aksoy currently sits on the Academic Council of the American Marketing Association (AMA) and will serve as president of the Academic Council beginning in 2024. 

Dr. Aksoy is an outstanding teaching scholar and accomplished administrator who will bring to the deanship a broad, strategic, and global vision for the school. She possesses a rare combination of intelligence, generosity of spirit, humility, and ambition for advancing Jesuit approaches to business education. As dean, Dr. Aksoy will ensure the Gabelli School continually offers innovative and relevant degree programs; helps students thrive as future business leaders in a diverse, inclusive community; and produces high-impact research. 

The Gabelli School of Business serves just over 2,700 undergraduate students and 1,600 graduate students, and boasts a global network of 40,000 alumni. It is a flagship institution for responsible business strategy; integrating business connections; environmental, social and governance (ESG) research; and expertly designed curricula to develop leaders who are change agents and critical thinkers prepared to act in the service of the greater good. 

Dr. Aksoy received her Ph.D. in marketing from the Kenan-Flagler Business School, University of North Carolina-Chapel Hill; an M.B.A. from George Mason University; and a B.S. in business administration from Hacettepe University (Ankara, Turkey).

We would like to thank the search committee, chaired by Matthew Diller, dean of the law school, for a comprehensive and successful national search that included extensive interviews of 11 semi-finalists and four finalists. From this very talented pool of candidates, Dr. Aksoy emerged as the clear leader best prepared to take the Gabelli School of Business to new heights.

Please join us in enthusiastically congratulating Dr. Aksoy as she assumes her new role.

With best wishes for a rewarding new year, 

Tania Tetlow
University President             

Dennis C. Jacobs
Provost and Senior Vice President for Academic Affairs

Gaylin came to Fordham from Yale, where she had served as associate dean for graduate education since 2017. She has held several leadership positions at other institutions, including associate dean of undergraduate education for academic support at Harvard University, associate dean at Brown University, and program officer at the American Council of Learned Societies. Gaylin, who has a Ph.D. in comparative literature from Princeton University, is a scholar of English and French 19th- and 20th-century literature and culture who has taught courses at Yale, Princeton, and Brown universities. She was born in Chicago and raised in Washington, D.C. 

In a Q&A with Fordham News, Gaylin reflected on her personal journey in higher education and shared her vision for GSAS. 

You told me you once wanted to become a museum curator. How did you become an administrator in higher education? 

I was one of those people who enjoyed many things but didn’t have a single passion. I loved reading, studio art, ceramics, folk dancing, and learning about art and history, as well as French literature and culture. After I graduated from college, I spent three years in the art world. But I came to realize that I wanted to surround myself with people, not just objects.

I returned to my first love—literature—and learned how to teach. For 11 years, I taught at Yale. I thought, ‘I can’t believe I am paid to talk about the books and ideas that I love.’ But I gradually recognized that being a faculty member in a single field—even one as broad as comparative literature—wasn’t for me. What I really enjoyed was getting to know students outside the classroom and helping them grow in ways that weren’t just academic. I remember talking with a senior who was worried they didn’t know what they wanted to do after graduation and, after a long conversation, helping them realize that they would be okay; they would figure things out. That’s cura personalis, right? Care for the whole person. It was something I was instinctively drawn to, but didn’t have a name for at the time.

I discovered I wanted to continue to bring people and ideas together, but not as a faculty member. I found a job at the American Council of Learned Societies, where I helped to convene faculty and researchers across the humanities and social sciences to think broadly about the humanities and to award research fellowships to scholars in these disciplines. But I missed being able to walk across a campus and see students excited about their first day of classes, being goofy on a beautiful day, or just sitting outside in a circle with a faculty member in a seminar. I was recruited to serve as an associate dean at Brown University, where I worked for six years, and then I became an associate dean at Harvard University for three years. At Harvard, as much as I appreciated creating better systems of academic support for students, I wasn’t able to interact with students and faculty in a direct and sustained way, and I missed those interactions. Finally, I moved to Yale’s Graduate School of Arts and Sciences. I loved thinking holistically about the health and development of graduate programs and their students and working in a faculty-facing position. Having been a faculty member myself, I believe I also understood where they were coming from, the concerns and pressures they faced, and their aspirations and goals for their students and programs. 

What drew you to Fordham? 

This was an opportunity to bring all that I had learned throughout my many years in higher education to a leadership position at an institution that places value on principles that resonate with me. It was also very exciting to hear about Tania Tetlow’s appointment and to realize that the institution was poised to enter a new era of leadership and innovation. I think she is going to make all kinds of amazing changes here. It will, no doubt, take me a while to understand fully the Ignatian philosophy undergirding Fordham, having been in secular institutions for most of my career, but I was drawn to its commitment to cura personalis—that sense that the institution is attentive to more than the intellectual life of students. 

What are your goals for GSAS? 

One of my biggest goals is to create robust professional development programs that can enable our students to think about a variety of career paths. I want to connect them with alumni to help them think about how they can use their skills in the broader world, for the greater good. For example, I would like to create easier access to internships at publishing houses, archives, and museums for students in the humanities, together with career placements in less traditional sectors of employment. Fordham is uniquely placed in an amazing metropolis filled with cultural institutions, non-profits, industry, etc. I also want to encourage more undergraduates to stay for an accelerated degree, which is a great way to get a master’s degree at a discount. 

In addition, I aim to strengthen our partnerships across the New York area, especially in STEM, with the Bronx Science Consortium. Can we connect our students in the health administration program more deeply with local hospitals and create pipeline programs with health care companies to encourage professional development of their staff through graduate coursework? What about our student historians with cultural institutions like the New York Historical Society? How can we revitalize the Co-tutelle program, where our doctoral students learn from mentors at other institutions—a great way to encourage intellectual cross-fertilization between Fordham and other graduate schools in New York City like NYU and Columbia? Also, can we increase the number of students from other institutions who take classes with our faculty, so that intellectual communities are not just within a single institution, but across institutions—especially since we’ve now learned, thanks to the pandemic, that we can do this without having to get on a plane, train, or a bus? Even more importantly, how can we enhance the pipeline of students from all backgrounds and walks of life to come to Fordham for graduate study and support them while they are here, and afterwards?

I also want to develop programs that capitalize on Fordham’s strengths. This year, we’re launching a new dual-degree program in economics and data science, and I’d love to work with faculty to identify other such possibilities. We already have a dual-degree program between the School of Law and IPED. A J.D. with a Ph.D. in theology or history would be really interesting, since we already have strong theology and history programs. Dual-degree programs are a great way for humanities students to think about how they can put their education to use for the global good. Also, our interdisciplinary medieval studies program and Center for Medieval Studies draw from strengths across a number of humanistic disciplines. Could we create a new program for early modern studies across a number of disciplines? What about a program that brings together ethics and another field, such as computer sciences, the biological sciences, or health administration?

Essentially, I see myself as the connector who brings people together and enables innovative  ideas to come to fruition. None of these are short-term goals or easy wins. But they are exciting challenges, and I’m looking forward to working with our students, faculty, staff, and administrators to address them. 

What’s something that most people don’t know about you? 

I have a commuting marriage in order to work at Fordham. I live in New Rochelle during the week and go home on weekends to my husband and our poodle, Colette, in Hamden, Connecticut. Within the family, we think of her as ‘Coalette’ because when we first got her, she looked like a little lump of coal. She keeps us laughing and reminds us not to take the world too seriously, as well as to find pleasure in the smallest of things.

Not living with my husband and our dog—and giving up my garden, which has been a great solace in the pandemic—has been difficult. But I was eager to come to Fordham. My husband has been very supportive in all of this, and we cherish our time spent in person together. And when I come home, Colette gives me the best greeting; it’s as if she hasn’t seen me for a month, rather than just a few days.

What advice do you have for new graduate students? 

Our entering class has students from Azerbaijan to Zambia—literally from A to Z. I met some of them at our new student orientation, including a young, gifted Lebanese woman in our humanitarian studies program, as well as a couple from Egypt. The diversity of not only the countries of origin, but also life experiences that our students bring to Fordham is amazing. 

In my welcome speech at their orientation, I gave them the following advice: 1. Get to know your faculty outside of the classroom. These are people who have devoted their lives to preserving and advancing knowledge; you can learn a great deal from working closely with them, as well as your peers. 2. Be intellectually adventuresome, and explore courses and events across Fordham, not just within your own program. Great ideas often come from bringing fields of knowledge together. 3. Learning happens both in and outside the classroom. You’re in one of the most exciting places in the world, so take advantage of all that New York City has to offer. 4. Consider doing an internship. It’s a wonderful opportunity to help you investigate a career path or two. New York is a great place to learn more about not just academia but industry, non-profits, international organizations, and more, and Fordham has alumni in all kinds of fascinating sectors of employment. 5. Don’t be afraid to ask for help; it’s a sign of strength and wisdom. 6. Give back to your community. There are many opportunities for public service, and you learn as much from the people you serve as they will learn from you. 7. This is a precious moment in your lives. Take the time to reflect about what you are studying and why, as well as its effect on the people around you. Consider how you can apply what you learn here at Fordham to the creation of a more just, equitable, and better world. 

This interview has been edited and condensed for clarity.

Alvarado previously served as provost and vice president for academic affairs at Cal State Los Angeles, the founding dean of the College of Education at California State University Monterey Bay, and associate dean of the College of Education at San Diego State University. He developed the Teacher Pathway Program, a partnership between California State University Monterey Bay and community colleges in the Salinas Valley region that educates underserved first-generation college students predominantly from diverse backgrounds. At the College of Education at California State University Monterey Bay, he also cultivated a diverse community of students and faculty; over 70% of new faculty hires were from diverse, underrepresented backgrounds.

At Fordham, Alvarado is responsible for setting and implementing the vision of GSE, which offers more than 40 master’s, doctoral, and certificate programs in nearly three dozen fields of study. 

In a Q&A with Fordham News, he spoke about his humble beginnings and how they shaped him into an educational leader. 

You had a challenging childhood. What lessons did you learn? 

I was born in the city of Mexicali, Mexico, which borders southeastern California. As my siblings and I progressed in school, my parents who worked as farm laborers, felt that it was time to immigrate and try to escape poverty. In the U.S., our family of six first lived in a one-room shack. We struggled, but there was always a sense of love and togetherness. My mother worked in citrus packing sheds, where she packed grapefruit, oranges, and lemons. My father worked all sorts of crops. I learned my work ethic from my parents, who tried so hard to do better for us children. But growing up, I realized that working hard wasn’t sufficient. As hard as my parents worked, we were still poor. And as I saw the struggles that my two brothers faced—one of them involved in gangs and substance abuse—I knew I needed to do something different.

What set you on a path toward college? 

In my junior year, I told my guidance counselor I wanted to go to college. She leaned back in her chair, looked at me, and said, ‘College is not for you. You should go to a trade school instead.’ My parents raised me to be respectful, so I didn’t say what I was thinking. But I thought, ‘You don’t know me. You don’t know what I’m capable of doing.’ I don’t believe anyone in my high school knew what I was capable of because they just saw another Mexican kid—a throwaway kid. 

My goal was to graduate from college, become a counselor, and take her job. I wasn’t prepared to attend a university because most of my high school experience was remedial. But in community college, I finally felt academically challenged. I fell in love with learning. And I realized that revenge wasn’t my motivator anymore. Whatever I became, I would be in a position to help others. 

You’ve lived and taught on the West Coast for a long time. What brought you to Fordham? 

I love teaching and working with students. But at this point in my career, I see my role as a facilitator: supporting the highest quality preparation for tomorrow’s educational leaders. I feel like I can make a greater impact by supporting the faculty who do that and the staff who support the programs. 

Fordham is an institution that lives by its values: a commitment to social justice, equity, human rights, and to serving underserved communities. I’ve lived my life professionally and personally in a way that aligns well with Fordham as an institution, and certainly the GSE. It felt right.

As dean of the Graduate School of Education, what are your main goals for the upcoming academic year? 

I am interested in engaging faculty and staff in strategic planning, increasing student enrollment, and diversifying our faculty and the students we serve. Research shows that students who are taught by teachers who reflect their ethnic and social backgrounds tend to do better academically. Having teachers who are well-prepared and experts in their field is necessary, no matter what. But when you also have teachers who also reflect the ethnic background and cultural experiences of their students, that’s an even better deal. 

How has being a first-generation college graduate changed your life? 

Education allowed me to break the cycle of poverty for myself and my children, who are both college graduates. They didn’t have to struggle the way our ancestors struggled. What I did is not just for me—it’s for every generation that comes afterwards. 

I wouldn’t be here without the help of so many people, especially my parents, Ignacio and Angela. They always supported me, even though they didn’t know quite what I was trying to do. We were really poor, but somehow my mother ended up with a credit card. The only reason she got it was to put gas in my car so I could drive to my community college. 

Being in education humbles you. You come to realize that people may not have a formal education, but that doesn’t mean they’re not smart. My father went to school until third grade, but he’s one of the smartest men I’ve ever known. He just never had the opportunity. Every day, I try to live up to his potential. 

This interview has been edited and condensed for clarity.

Dear Members of the Fordham Community,

Father McShane and I are pleased to announce the appointment of José Luis Alvarado, Ph.D., as dean of the Graduate School of Education, effective July 1, 2021. Dr. Alvarado brings a wealth of experience to the role, having served as provost and vice president for academic affairs at Cal State Los Angeles, the founding dean of the College of Education at California State University Monterey Bay, and associate dean of the College of Education at San Diego State University.

Dr. Alvarado earned a Ph.D. in education, with a specialization in special education, from the University of Virginia; an M.A. in special education from San Diego State University; and a B.A. in psychology from San Diego State University. He is a prolific scholar publishing in areas including education and multiculturalism, holistic learning approaches, approaches to students who have emotional and behavioral disorders, and the preparation of special education teachers. Supported by grants from the federal government and other sources, he has made it a central focus of his career to ensure that the educational system is responsive to those living in rural, diverse, and low-income communities. He has a well-established commitment to justice and equity that aligns perfectly with the mission of Fordham.

At California State University Monterey Bay, Dr. Alvarado helped establish accelerated credential programs for teachers in bilingual education and special education. He developed the Teacher Pathway Program as a novel partnership between California State University Monterey Bay and partner community colleges in the Salinas Valley region. Funded in part by philanthropic sources, the program educates local underserved students who are predominantly from diverse backgrounds, and who are the first from their families to attend college. The program has been hailed for demonstrating strong student retention and graduation rates. In building the College of Education, he cultivated a diverse community of students and faculty. Over 70% of new faculty hires were from diverse, underrepresented backgrounds.

Fordham’s Graduate School of Education offers more than 40 master’s, doctoral, and certificate programs in nearly three dozen fields of study. Faculty within the school are renowned teachers/scholars in educational leadership, counseling and counseling psychology, school psychology, and teacher education. As dean, Dr. Alvarado will serve as the chief academic officer of the Graduate School of Education, and bear responsibility for setting and implementing its vision.

Fordham is delighted to welcome an academic leader of Dr. Alvarado’s caliber. He has broad and deep administrative experience, from developing and communicating strategy to generating philanthropic support to promoting diversity, equity, and inclusion. His drive for excellence is rooted in his own life experience—he was a 10-year-old English learner himself, an immigrant son of impoverished parents who worked as farm laborers. As a first-generation college graduate, he is exceptionally devoted to the cause of educational access and opportunity. We look forward to his tenure at the helm of the Graduate School of Education.

We would like to thank the search committee, chaired by Faustino M. Cruz, Ph.D., dean of the Graduate School of Religion and Religious Education, for a comprehensive and inclusive national search. We likewise extend our heartfelt gratitude to Akane Zusho, Ph.D., professor of school psychology, who has admirably served as interim dean of the Graduate School of Education since July 2020.

Please join us in enthusiastically welcoming Dr. Alvarado to the Fordham community.

Sincerely,

Dennis C. Jacobs, Ph.D.
Provost and Senior Vice President, Academic Affairs

“It’s an honor to be recognized for the work I’ve done advocating for women to be successful in mathematics—and, more broadly, for diversity,” Mast said.

Mast was among 18 U.S. scholars recognized for increasing the visibility and success of women in the mathematics field. 

As a mathematician and a woman, Mast said she knows firsthand the challenges that women in STEM face. She was one of the few female graduate students in her mathematics Ph.D. program at the University of North Carolina in the 1990s—and the only one in her original class to finish the program, she said. She also recalled people who told her, “You’re not going to have a problem getting a job because you’re a woman. Universities are supposed to be hiring women now.” 

But thanks to the work of Mast and her colleagues, women are getting closer to achieving parity with their male counterparts. 

Over the past two decades, Mast has promoted the participation of women in math through her leadership in several organizations. As co-chair of the Joint Committee on Women in the Mathematical Sciences, she designed panels for women in math, including a panel on balancing professional and family life. As a member of the AWM executive committee, she helped mitigate implicit bias in the honors and awards processes in the mathematics community. With three colleagues, she co-edited the book Women in Mathematics: Celebrating the Centennial of the Mathematical Association of America (Springer International Publishing, 2017), which celebrates the contributions of women in mathematics. 

As the first female dean of Fordham College at Rose Hill, Mast has mentored women in STEM student groups. Last fall, her office secured funding to create the ASPIRES Scholarship program, which provides mentorship and monetary support to underrepresented students in STEM—including young women. A few months ago, she became the director of the Clare Boothe Luce Program at Fordham, which provides scholarships for outstanding women undergraduate students and graduate fellows in the sciences. 

“I’m very excited to work with the other deans and with the faculty to strengthen the support that we give to the Clare Boothe Luce scholars and to create a stronger community for women in STEM at Fordham,” Mast said. “We’ve got some amazing scientists and mathematicians here, and I’m really excited about bringing them together so that we can be even stronger.”

Mast will be honored at the AWM Reception and Awards Presentation in Denver on Jan. 16, 2020.