“What does it mean to work to convey to software engineers how to understand and reduce bias? How do you bring a social justice ethos or cura personalis into your work life?” asked Lauri Goldkind, Ph.D. an associate professor in the Graduate School of Social Service.

These are the kinds of questions she hopes to focus on through Fordham’s membership in the Public Interest Technology University Network.

Working with Jesse Baldwin-Philippi, Ph.D., associate professor of communications and media studies, and Vice Provost Jonathan Crystal, Ph.D., Goldkind pursued a connection to the group, which welcomed Fordham as a full member this month.

Ethics and the User Experience

Fordham students are already focusing on the human aspects of their work in the digital space.

One example Baldwin-Philippi gave is the User Experience Design: Design for Empowerment course, offered as part of the New Media and Digital Design major.

The course focuses on how human-centered design and participatory design methods can be used when creating websites and email campaigns.

“It’s not just trying to get people to do everything but click the unsubscribe button, which is bad practice and bad ethics. It’s about designing privacy notices that actually inform people rather than trick them into giving up their data,” said Baldwin-Philippi.

“There are people who are dedicated to thinking through both what an actual, legally binding opt-in policy looks like, and also what user experience design looks like.”

A More Just Tech Ecosystem

The course is one example of the ways that Fordham students can learn how to ensure that technology is harnessed for good. It’s part of a growing field known as “public interest technology.”

The field is the focus of the Public Interest Technology University Network, which brings 59 universities and foundations together to answer the question ‘What does a more just tech ecosystem look like?’

Goldkind said the field is similar to the focus on justice in law education.

“Many schools have public interest-facing law that is oriented around social justice, the legal process, and equity and access,” she said.

“This is the same paradigm applied, broadly speaking, to the digital sector. So it’s addressing everything from government institutions and making more equitable public policy around technology to how to make the corporate sector in the tech space more equitable, inclusive, and open.”

Opportunities for Faculty Grants and Research

Goldkind said the most immediate benefit to membership in the Public Interest Technology University Network is that it opens doors to faculty for research and teaching grants. In her own research, for instance, Goldkind has extensively explored the role that artificial intelligence can play in social work.

Building New Tech-Ethics Courses Across Disciplines

The network also offers a different spin on interdisciplinary teamwork, both for faculty research and student engagement. Goldkind said grants offered through the network could be used to build courses that tap into multiple disciplines.

“What it means is that we could work with someone in say, the department of computer and information sciences, or information systems at the Gabelli School of Business, on a course that cuts across majors and minors and focuses on tech ethics,” she said.

The new membership is an opportunity, Goldkind said, to focus on ethical questions across sectors, and potentially in areas where they “hadn’t been previously thought about.”

To make this happen, the University is undertaking an unprecedented overhaul of the way it delivers academic instruction.

Dennis Jacobs, Ph.D., Fordham’s provost and senior vice president for academic affairs, said the new model, a “flexible hybrid learning environment,” will make it possible for the University to offer an excellent education to students during an uncertain time. And just as importantly, if another outbreak of COVID-19 forces New Yorkers to once again shelter in place, it will enable Fordham to shift seamlessly away from face-to-face instruction.

“None of us can anticipate how the next year will unfold in regard to the virus, because the epidemiologists are still studying and learning about it, and so much of it depends on human behavior,” Jacobs said.

“Unlike some institutions that have tried to play the crystal ball and said, ‘We need to start early and get done early,’ or, ‘We have to start late and get done late,’ what Fordham said was, ‘We wanted to create an environment that’s versatile and resilient, to deliver a quality Jesuit education under any circumstance.’”

The new model, which Jacobs announced to the University community on May 11 and detailed in the document Fordham’s Academic Approach in 2020-2021, relies on a blend of asynchronous learning, where students pursue assignments on their own time, and synchronous learning, via either in-person classroom teaching or through video platforms such as Zoom.

Planning for Social Distancing

Jacobs, one of the primary members of a task force convened by the Commission on Independent Colleges and Universities (CICU), charged with quickly developing guidelines and best practices for restarting of higher education in New York, said this approach will fulfill two distinct challenges the University expects to face when it welcomes nearly 16,000 undergraduate and graduate students back for the fall semester. For starters, it will enable Fordham to follow social distancing requirements that are expected to be mandated by the State of New York.

“We can take a class of 24 students who would normally meet once a week for three hours, split them into two groups, and have one group come for the first 90 minutes, and then the second group for the next 90 minutes, knowing that each group will also engage in asynchronous material, to balance out the course,” he said.

Many specific aspects of the plan are still in the works, and all nine of Fordham’s colleges and graduate and professional schools are working to implement it in ways that make the most sense for their students.

In addition to achieving lower campus density, Jacobs said the second concern the model addresses is the possibility that not every student or instructor will be able to attend class, due to health concerns, visa issues, or family issues related to the ongoing pandemic. Students who cannot attend classes will still be able to access asynchronous content, and synchronous content such as live lectures will be made available to them through videoconferencing technology. And if an instructor is unavailable for a time, students will still have access to the content they have prepared in advance.

Building a Flexible Model

He said the framework is akin to the bones of a skeleton, and that the University’s schools and distinct academic programs such as performing arts, lab sciences, and humanities, are currently putting flesh on it. It was borne out of open discussions held within the University community in April, and incorporated many lessons learned from the shift to online learning that took place in March.

“It would be like if you are in the middle of performing a play on Broadway, and someone says, ‘Stop! Now we’re all going to go into a TV studio and finish the play.’ How you do that on TV is very different in how you shoot and act than how you would do it on stage. That’s what we were faced with this year,” he said.

“What we’re doing now is building something flexible that can be done on stage or on TV, and therefore can accommodate all the possible scenarios that anyone might dream up for the next year.”

Doing that requires the development of content for courses that can be delivered asynchronously, a new skill for many faculty members. So this summer, professors are working with teams under the supervision of Steven D’Agustino, Ph.D., Fordham’s director of online learning, and Alan Cafferkey, director of faculty technology services, to transition elements of their course into Blackboard, the University’s learning management system.

“We start with the question, ‘What is the kind of learning you’re hoping students achieve?’ and then build out the kind of experiences in either the asynchronous or synchronous portions of the course that support that,” Jacobs said, noting that faculty will continue to refine plans for curriculum throughout the summer.

Fostering Community and Collaboration

The classroom isn’t the only aspect of University life that will change in September. In addition to the work being overseen by Jacobs’ office, 13 separate working groups from around the University are working on plans for how everything from housing and dining to the library will function once health authorities deem it safe to bring students back to campus. One group, led by Jonathan Crystal, Ph.D., vice provost, associate vice president and associate chief academic officer, is working on ways to help incoming first-year students form a sense of community over the summer that will carry on into the fall when they meet in person.

Through all the planning, Jacobs has consulted with counterparts at colleges in New York City such as Columbia, New York University, Yeshiva, and CUNY, as well as other schools throughout New York state and members of the Association of Jesuit and Colleges and Universities. Joseph M. McShane, S.J., president of Fordham, sits on the state’s New York Forward Reopening Advisory Board.

“It’s remarkable, but perhaps not surprising, how similar our situations and our challenges are,” he said, noting that many institutions’ first instincts were to try to outsmart the virus, predict what its next move would be, and then create a solution that would match it.

“What we recognized is, whatever we come up with, if we try to do that, we’re going to be wrong. The virus is going to follow a course that’s far much more complicated than any of us can understand,” he said.

Maintaining a Commitment to Cura Personalis

The clarity and stability that are built into the flexible education model are also meant to enable the University to uphold the Jesuit tenet of cura personalis, or “care for the whole person,” during challenging times.

“Today’s generation certainly connects via social media to one another. Their sense of relationship is already very much tied to using technological tools. It is not as incompatible for them to engage in relationships virtually, and I think what we’re trying to do is build out opportunities for their relationships to bud and flourish,” he said.

Professors and administrators from offices such as Counseling and Psychological Services, Disability Services, or Mission and Ministry, and Multicultural Affairs are also striving to make themselves available to students, he said.

“They’re making efforts to make contact with every student, even during these remote periods, to let them know we’re thinking about them and care deeply about them.”

Fordham will post brief updates on reopening and other University matters by end-of-business each Friday on the Fordham Coronavirus webpage.

Fordham and the New York Giants, two institutions with deep connections to New York football and each other, will team up on an array of initiatives after signing a formal partnership this summer. Benefits will include academic offerings for students and exposure for the University.

“Our identity has been tied to the gridiron since the 1920s, with Fordham’s ‘Seven Blocks of Granite’ dominating the sport in the 1930s, and John Mara is of course a distinguished Fordham Law alumnus,” said Joseph M. McShane, S.J., president of Fordham.

“We are therefore pleased to deepen our family connection to the Giants and excited to enter a partnership with the team that will be mutually beneficial.”

The partnership has the potential to result in new academic programs and new initiatives in the areas of community service, student enrollment, fundraising, alumni relations, branding, and special events.

“As a graduate of Fordham Law, I was fortunate to experience firsthand the wonderful educational opportunities that Fordham has to offer,” said John Mara, LAW ’79, president and co-owner of the New York Giants.

“This partnership will create new academic programs, student internships, and community service initiatives that will build upon and strengthen those experiences for Fordham students and our community.”

Academic Programming and Marketing

Jonathan Crystal, Ph.D., vice provost for Fordham, said there are many benefits to the new partnership.

“This initiative furthers the university’s strategy of deepening partnerships with leading New York City institutions, using them as a springboard to develop new academic programs and create unique opportunities for our students,” he said.

“It draws on our strengths across a number of different disciplines, from business and marketing to communications and media studies. It also takes Fordham’s visibility to the next level.”

The University and its programs and schools will be featured on in-stadium advertising during Giants games, as well as radio, digital, and social promotion.

Anthony R. Davidson, Ph.D., dean of Fordham’s School of Professional and Continuing Studies, said an intriguing aspect of the partnership is the way he sees Fordham leveraging it to create new academic programming in sports business at the school—potentially at the graduate level. Davidson said he’s eager to collaborate with colleagues in the department of communications and media studies, which currently offers a minor in sports journalism, and the Gabelli School of Business, which offers a concentration in sports business.

“I think this allows for us to develop our offerings in sports, an area of interest for many students,” he said, noting that the opportunities in the field extend far beyond working for individual teams or leagues.

Davidson said also he expects that members of the Giants organization will likewise take advantage of continuing education opportunities that Fordham offers.

Internships and Class Projects

This semester, three students will be interning with the team. Annette McLaughlin, director of Fordham’s Office of Career Services, said the internships—in departments such as corporate partnerships, premium services, and media production—are well aligned with the academic interests of Fordham students.

“Career success depends on two things: connections and experience, which includes the classroom, internships, volunteer work, and campus leadership roles. Fordham does an amazing job on the academic side with projects and presentations. We prepare the students by helping them connect their experiences inside and outside the classroom for future employment,” she said.

“Our role is to facilitate and create opportunities that connect students to employers and introduce them to a variety of career options. The Giants internships really match well with the knowledge, skills, and interests of our students and will no doubt help them as they begin their next chapter.”

Students will also be able to work with the Giants in the classroom through a class project. The project, which will be treated like a case study, will bring together an interdisciplinary group of students to work on a business challenge. Students will have the opportunity to make a presentation to the Giants’ management team. The agreement will also bring Giants executives into the classroom for guest lectures.

Jeffrey L. Gray, senior vice president for student affairs at Fordham, called the agreement “a team effort.”

“It involved genuine collaboration by many individuals and units across the University and in the Giants organization,” he said.

“The process is a model for how to get complex projects across the goal line, and I am grateful for the time and effort put in by everyone in both organizations.”

Partnering on Community Service

Beyond the classroom and the field, the two organizations will pursue community service projects together. The Giants will support Fordham students as they assist in community service projects such as clothing drives for the homeless, food delivery to those in need on holidays, and visits to children in hospitals.

A Long History Together

Fordham and the Giants have shared many connections through the years. Wellington Mara, the son of the team’s founder, Tim Mara, graduated from Fordham College at Rose Hill in 1937. His classmate, Fordham football legend Vince Lombardi, got his start in the NFL as an assistant coach with the team. Several executives in the Giants organization are Fordham graduates. And Bob Papa, the radio voice of the Giants, who has broadcast the team’s games since 1995, is a 1986 graduate of Fordham’s Gabelli School of Business.

Jacobs comes to Fordham from Santa Clara University, a Jesuit university in California, where he has served as provost and vice president for academic affairs since 2011. From 2004 to 2011, he was associate provost and vice president for undergraduate studies at the University of Notre Dame. Jacobs will replace Stephen Freedman, Ph.D., who died suddenly on July 2.

“In Dr. Jacobs we have gained an innovative and thoughtful leader, and one who is well prepared to lead the faculty during what promises to be a period of great change in academia,” said Father McShane.

“I am deeply impressed by his experience, intellect, and humanity, and am proud to call him a colleague.”

Jacobs said he was drawn to Fordham because the University understands that liberal arts education is about more than transferring knowledge and honing skills. Rather, he said, Fordham aims to develop persons of character and integrity who aspire to lead ethical lives of meaning and purpose.

“It is an honor and a privilege to be joining the Fordham community. I am excited to help the University adapt and innovate its program offerings, explore mutually beneficial partnerships, and launch strategic initiatives aligned with Fordham’s distinctive Jesuit mission,” Jacobs said.

A native of California, Jacobs earned his Ph.D. in chemistry from Stanford University in 1988, and his bachelor’s degrees in chemistry and physics from the University of California, Irvine, in 1981 and 1982, respectively.

He first joined the University of Notre Dame in 1988 as an assistant professor of chemistry and biochemistry; he became a full professor in 2000. His research focused on reactions relevant to semiconductor processing in the microelectronics industry. Among his most notable projects was a yearlong experiment in 2008 that he designed to take place on the International Space Station. The experiment, which recorded how polymeric materials (plastics) degrade under continuous attack by energetic particles in low Earth orbit, was part of an effort to develop inexpensive, lightweight materials for use in next-generation satellites.

In 2002, Jacobs was named U.S. Professor of the Year for Doctoral and Research Universities by the Council for the Advancement and Support of Education (CASE) and the Carnegie Foundation for the Advancement of Teaching.

At Santa Clara, he has led the university’s strategic planning process; helped secure many major fundraising gifts; assisted faculty in launching the school’s first three online degree programs; and provided leadership throughout the design process of several new academic facilities, including a new STEM complex.

He also created Santa Clara’s Office for Diversity and Inclusion, which supports deans and department chairs in the recruitment of underrepresented faculty and fosters diversity and inclusion in the university’s community and curriculum.

Jacobs’ hiring was the result of an intensive search spearheaded by a 13-member committee that sought input from the University community on who should replace Freedman.

Father McShane also announced that Jonathan Crystal, Ph.D., who assumed the role of interim provost after Freedman’s death, will be promoted to the newly created position of vice provost, the senior member of Jacobs’ staff.

The award, which was presented in a ceremony at the Lincoln Center campus, was given for Gottlieb’s memoir, Avid Reader: A Life (Farrar, Straus and Giroux, 2016). It was accepted by Gottlieb’s wife, Maria Tucci. During his considerable career, Gottlieb served as editor-in-chief of Simon & Schuster, Alfred A. Knopf, and The New Yorker. Considered one of the greatest editors of the mid-to-late 20th century, he worked with the era’s leading authors—John Cheever, Salman Rushdie, Doris Lessing, Toni Morrison, Janet Malcolm, and Robert Caro, to name a few.

Jonathan Crystal, Ph.D., Fordham’s associate vice president and associate chief academic officer, called it an especially relevant tome to be honored amidst a crowd of book lovers.

“I think in the academic world, you’ll find many of us who identify completely with Robert Gottlieb when he writes ‘From the start, words were more real to me than real life, and certainly more interesting,’” he said.

“It was fascinating for me to see how editors work with authors to, as he put it, ‘Edge a book closer to its platonic self.’ I felt like I was peeking behind a curtain and getting a glimpse of this mysterious process.”

Patricia Bosworth, a contributing editor for Vanity Fair and a member of the Sperber Prize jury, hailed Avid Reader as a “buoyant memoir of a remarkable career,” and spoke fondly of her experience working with Gottleib on Diane Arbus: A Biography (Knopf, 1984).

She recalled that although she had earned the trust of Arbus’ brother Howard Nermorov, Arbus’ estate refused to work with her or let her reproduce the late artist’s photography.

[Gottleib] said, ‘It doesn’t matter. You’re going to write about the photographs, describe them, find out how she took the pictures. Photographs will not matter,’” she said.

“Once he said that to me, it gave me confidence. I was really worried about it before.”

He taught her that work is more fun than fun, she said.

“Digging deep into something can be one of the most exciting things a writer and editors can do—discovering collecting, shaping. Bob said in his book, that ‘Work is my natural state of being.’ That’s what I learned from him, so I’m forever grateful,” she said.

In remarks delivered on his behalf by Tucci, Gottleib joked that he assumed that, having edited biographies of George Balanchine, Charles Dickens, and Sarah Bernhardt, tackling a book about himself would earn him ridicule for engaging in an “act of nervy self-indulgence.” He said he was thrilled that the prize was being given for a book that is really about books.

“I don’t know which is more gratifying: helping a writer make his or her book even better than it already is, or watching your enthusiasm for a writer or a book spread out into the world at large. And they’ve been paying me to do these things for 62 years now!” he said.

“I’ve always believed that editors should do their work invisibly, without attention being called to them. And yet I can’t pretend I’m indifferent to seeing our work honored, so I’m happy to accept this tribute not in my name only, but in the name of my whole club.”

The Sperber Prize was established by Liselotte Sperber to honor the memory of her daughter Ann, who wrote the definitive biography of Edward R. Murrow, Murrow: His Life and Times (Freundlich, 1986). It is administered by Fordham’s Department of Communication and Media Studies.

The gathering is an annual occasion to honor employees with Bene Merenti and Archbishop Hughes medals for 20 or 40 years of service.

Joseph M. McShane, S.J., president of Fordham, noted that this year the celebration was taking place in a world gripped by anxiety and worry. Such uncertainties make it even more important honor the professors, lecturers, caretakers, designers, fundraisers, bursars, DJs, secretaries, managers, librarians, public safety officers, and more who help make the University function.

They’re a “paradoxical lot,” he said—wonderfully adaptive and yet unchanging, and remarkably diverse but united.

“In response to the many challenges that an accelerating, evolving world has presented to them, they have displayed a rare combination of wisdom and courage. They have brought to the University a broad array of interests and talents.  In spite of this, they are and have remain united in their devotion to the mission of the University,” he said.

“Therefore, we celebrate unity in diversity, and a constancy grounded in our history that is combined with a zest for new challenges.”

Many of the honorees were joined by children and grandchildren. When Aleksander Rebisz was honored with a Sursum Corda Award for outstanding contributions to the University, his son-in-law Matt Kraeger hoisted aloft Rebisz’ 2-year-old grandson Mason for a better view, to the delight of the audience.

Jonathan M. Crystal, Ph.D., associate professor of political science, associate vice president and associate chief academic officer, said that when he began his career at Fordham in 1997, his oldest son Nathan was just a year old. On Sunday, Nathan was unable to see his dad accept a Bene Merenti award because he was away at college. Crystal, who was lauded in a citation as the “keystone” of the University’s academic enterprise, said it was a little frightening how quickly time had passed.

“To be surrounded by all of my colleagues is an amazing feeling. This is one of the best days of my life,” he said.

“If you ask most people in the world, ‘do you love the place you work,’ maybe they like their job and maybe they like their colleagues,” he said. “But people who work at Fordham love Fordham.”

Georgine Barna Hoar, an adjunct professor of Spanish who was awarded a Bene Merenti medal for her four decades years of service, credited the teaching profession with having kept her young. She and her husband Leo Hoar, Ph.D., professor emeritus who retired in 2015 after teaching Spanish for 53 years, estimated that they have collectively served 12,500 students—the same number of chairs set up for Commencement Day on Edwards Parade.  Each semester on the last day of class, she said she makes a point to thank her students for all that they’ve taught her.

“In practicing a language, it helps to talk about things that interest them,” she said. “I don’t know what programs they watch and what concerts they go to, so they tell me, and it makes them feel good because they have helped me to understand what’s important to them.”

For John Platt, director of communications at WFUV (90.7), the afternoon was slightly bittersweet, as his colleague in 20 years of service and fellow honoree, Rich Conaty, the host of The Big Broadcast, died in December.

He was grateful for the stability that WFUV has provided him. In commercial radio, where he worked previously, he noted that the field is so unpredictable, time can feel as if it should be measured “in dog years.”

“If you look at my resume prior to WFUV, it’s a very checkered career. Ownership changes, management changes, program directors change,” he said. “To be at WFUV [this long]with a team of people who are all doing radio for its own sake . . . is about the most gratifying way you can make a living.”

Dominique R. Jenkins, a friend of Assistant Director of Enrollment Services Melissa L. Scriven, an Archbishop Hughes Medal winner for 20 years of service, marveled at how the awardees— though occasionally humbled to be in the spotlight—showed “pride in everything they do.”

“Why leave if you work in such a great environment, with a great group of people?” she said.

Bene Merenti Medal | Forty Years

Bruce F. Berg | Professor of Political Science
Constance W. Hassett | Professor of English
Georgine Barna Hoar | Adjunct Professor of Spanish
Gail D. Hollister | Archibald R. Murray Professor of Law
Katherin Marton | Professor of Finance and Business Economics
E. Doyle McCarthy | Professor of Sociology and American Studies
Marie A. Sheehan | Adjunct Assistant Professor, College at 60
David P. Stuhr | Associate Professor Emeritus, Faculty of Business, Retired Faculty Advisor
Anthony Tartaglia | Adjunct Instructor of Mathematics
Frank M. Werner | Associate Professor of Finance and Business Economics

Bene Merenti Medal | Twenty Years

Stephan Apicella-Hitchcock | Artist-in-Residence
Cheryl G. Bader | Clinical Associate Professor of Law
Paul M. Bochner | Clinical Assistant Professor of Taxation
Colin M. Cathcart | Associate Professor of Visual Arts
Jeffrey E. Cohen | Professor of Political Science
Carole Beth Cox | Professor of Social Work
Jonathan M. Crystal | Associate Professor of Political Science, Associate Vice President and Associate Chief Academic Officer
Maddy Cunningham | Associate Professor of Social Work
Pearl Fisk | Adjunct Assistant Professor of Social Work
Warren Dana Holman | Clinical Professor of Social Work
Francesca Parmeggiani | Associate Professor of Italian and Comparative Literature
S. Elizabeth Penry | Assistant Professor of History
Aditya N. Saharia | Associate Professor of Information Systems
Kieran Scott | Associate Professor of Religious Education
Yvette Michelle Sealy | Associate Professor of Social Work
Daniel Soyer | Professor of History
Kirsten Swinth | Associate Professor of History and American Studies
David S.L. Wei | Professor of Computer and Information Science
Greg Winczewski | Lecturer of Economics, Director International Political Economy Program 

Archbishop Hughes Medal | Forty Years 

John M. Algieri | Director of Budget Development

Archbishop Hughes Medal | ​Twenty​ ​Years​

Bob Ahrens | Executive Sports Producer, WFUV 
Hopeton Campbell | Director of the Edward A. Walsh Digital Media Lab
Marcos Antonio Carrasco | Information Technology Analyst/Manager
Joan P. Cavanagh | Director of Interfaith Programs, Director of Campus Ministry at Westchester 
Rich Conaty | WFUV Host, The Big Broadcast
Frank A. DeOrio | Director of University Procurement
Aldo Di Vitto | Facilities Architect
Melissa D. Forston | Senior IT Business Analyst/Manager
Gloria L. Guzman | Assistant Director of Budget Operations
John C. Hurley Jr. | Technical Support Manager, University Libraries
Daniel Thomas Kiely | Director of Public Safety at Rose Hill
Michael Lambros | Caretaker, The Louis Calder Center
Yael Mandelstam | Head of Cataloging, T.J. & Nancy Maloney Law School Library
Kimberly M. McKeon | Senior Director of Development Research and Prospect Management
Jan Miner | Assistant Dean and Director of Field Instruction, Graduate School of Social Service and Adjunct Instructor of Social Work
Maureen Murray | Nurse Practitioner, University Health Services
Norma L. Pérez | Office Manager, Information Technology Department, School of Law
John Platt | Director of Communications, WFUV
Marguerite Power | Financial Aid Supervisor, Graduate School of Social Service
Eric J. Sanders | Senior Associate Academic Advisor for Student-Athletes
Michael J.K. Schiumo | Assistant Dean of Alumni Relations and Development, School of Law
Melissa L. Scriven | Assistant Director of Enrollment Services
Gilbert M. Stack | Director of Assessment and Accreditation, Gabelli School of Business
Melanie Teagle | Senior Designer, Office of Marketing and Communications
Wendy Viggiano | Enrollment Service Administrator – Technical Support
Richard A. Waite | Director of University Conference Services

Sursum Corda Award

Marc Christopher Canton | Director of University Transportation
Susan Bair Egan | Associate Dean and Director of the M.S.W. Program, Graduate School of Social Service
Aleksander Rebisz | Refrigeration Engineer