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Gail Holian, Ph.D., professor of English, (left) and Dr. Chinery, an associate professor of English, listen to Father Berrigan's morning poetry reading. Father Berrigan takes a moment from his busy day to speak with SGA President Sandrine Holloway '09. “These are the students who create new dialogues, who push themselves and move conversations forward.” PRESENTATIONS STRENGTHEN FACULTY-STUDENT TIES In addition to speaking at Convocation, Father Berrigan reflected at the Peace Pole, toured campus, and read his poetry. He also spent time with students, faculty, and guests, and enjoyed lunch in the Mansion. The full day of events included faculty and student talks on a dizzying array of subjects. Among them: brain enzymes, Sigmund Freud, middle school literacy, semantic bookmarking, teachers’ attitudes toward digital games, the globalization of accounting standards, and modern-day perspectives on Biblical women of the first century. In addition to discussing research, faculty led interactive panels and interdisciplinary presentations across subject areas. Some even highlighted academic collaboration between faculty and students, said Mary Chinery, Ph.D., ’86, associate dean of the Schools of Arts and Humanities and Sciences and Mathematics. “Not only did it show the ways faculty mentor students, but it also showed the ways students help faculty conduct and discover research,” said Dr. Chinery, who helped organize Scholarship Day. “It gave many students their first experience making such presentations, and it offered an opportunity for students to see—in action—what faculty research is, how it is conducted, and how it is presented.” For students, presenting research brings the scientific process alive, said Steven Pirutinsky ’09, whose presentation looked at cultural impact and influence on community attitudes about mental illness. “I gained deeper insight into the issues surrounding culture and psychology, and enhanced my in-class learning,” said Mr. Pirutinsky, who graduated this year with a master’s degree in community counseling. “Presenting to a multidisciplinary and multicultural audience gave me a chance to hear other perspectives on these issues.” Although he’s now a doctoral student at Columbia University, Mr. Pirutinsky is still involved with Georgian Court: He has teamed with Alfred Mancuso, Ph.D., an assistant professor of psychology, to research student identity and academic engagement. Such collaborations illustrate what more students— and faculty—would like to see. “Students are craving the opportunity to share and go deeper,” said Pamela Rader, Ph.D., assistant professor of English. “They are proud of their work. These are the students who create new dialogues, who push themselves and move conversations forward.” 12 | FALL 2009
A “Education is not just academic. It’s life-related, too.” WHAT DOES LEARNING LOOK LIKE? In coming years, some of those conversations may be held in the Georgian Court Learning Commons, a specially designed learning environment that would blend student learning styles with technology and other tools needed in particular fields of study. The Learning Commons, which is conceptual for now, was the focus of a Scholarship Day presentation by Leslie Korb, Ph.D., associate professor of business, and Linda Kardos, associate professor of social work. “When it comes to student life and academics, the basic idea is that learning occurs all over campus, not just in the classroom,” said Dr. Korb. “Every member of the university—staff, faculty, administration—educates students. Education is not just academic. It’s life-related, too.” The new structure would include great technology, Dr. Korb said, but creating the facility goes beyond having the hippest gadgets. “What are we looking for? Organizationally savvy students,” she explained. “It’s about seeing how we can use environment differently and teaching that to our students.” Faculty and staff in discussions about building the Learning Commons have definite ideas about it should be: a welcoming environment with lots of windows, excellent lighting, nontraditional workspaces, classrooms and even a lounge, which Dr. Korb described as “serious business.” “When you allow people to sit and relax and exchange information, they’re still learning and still creating,” she said. “Ideas may not dawn on them immediately, but because people are relaxed, ideas may percolate in a different way.” And that’s exactly how one of the most memorable, interdisciplinary presentations from Scholarship Day came about. FROM CONVERSATION TO COLLABORATION The idea for “Visible + Invisible: Spatial Dialogues,” a panel that looked at how people interpret the space around them, came from a casual conversation between two colleagues: Claire Gallagher, Ed.D., professor of education, and Heather Sultz, former GCU dance chair. “As an architect, I’m especially interested in spaces for learning,” said Dr. Gallagher. “As a dancer, Heather was interested relating one idea of space to another. She wanted to explore how space makes you feel and how our bodies feel as they relate to space. “Two other friends just happened to be in the Little Theatre and overheard us talking and wanted to be part of the discussion,” Dr. Gallagher recalled. Their interest sealed the deal. Dr. Rader from English and Kathryn Quinn-Sanchez, Ph.D., assistant professor of Spanish and director of world languages, joined the collaboration. As Ms. Sultz interpreted space through dance and movement, Dr. Rader asked the audience to consider space from a literary perspective. Dr. Quinn-Sanchez examined personal space and border space as it relates to illegal immigrants, and Dr. Gallagher asked listeners to rethink the notion of classroom space. “Spaces for learning are different in different cultures,” said Dr. Gallagher. “It could be a stereotypical, turn-of-the-century schoolhouse room with a potbellied stove. But there are classrooms without walls; some are outdoors and have simple shelter from the sun. There are edible classrooms—big gardens where kids work outside and learn from being in nature.” While their session was one of the most talked about, all of the Scholarship Day collaborations were memorable, said Dr. Rader. “These kinds of events and experiences are incredibly valuable,” she said. “They create a sense of community on campus—a connection you might not otherwise get when you just travel from class to class to class.” Dr. Gallagher discusses experimental learning spaces at one of her presentations. GEORGIAN COURT UNIVERSITY MAGAZINE | 13
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Page 4 and 5: Lives Transformed T hroughout the a
Page 6 and 7: Doreen celebrated her long-awaited
Page 8 and 9: TheRoad LessTraveled GCU STUDENTS P
Page 10 and 11: This Appalachian resident was thril
Page 12 and 13: 10 | FALL 2009 Father Daniel Berrig
Page 16 and 17: faculty Kudos Scott H. Bennett, Ph.
Page 18 and 19: faculty Cultural Conference. She al
Page 20 and 21: at the court Dr. Joseph M. Monahan
Page 22 and 23: at the court Centennial Commencemen
Page 24 and 25: at the court Georgian Court Granted
Page 26 and 27: at the court Lincoln Scholar Kunhar
Page 28 and 29: at the court Poetry in Ocean County
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Page 36 and 37: athletics From the BASKETBALL Chris
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Page 40 and 41: alumni Woman on a Mission, Includin
Page 42 and 43: alumni Centennial Reunion 2009 CLAS
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