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Press Strikes Distribution Deal with Oxford

Beginning in January, titles published by Fordham University Press (FUP) will be distributed in the United States and Canada exclusively by Oxford University Press.

“We’re very excited by this new partnership,” said Fredric W. Nachbaur, director of Fordham University Press. “Oxford’s reputation, market reach and demonstrated ability to sell into all channels will allow Fordham to increase its sales and market share of its outstanding scholarship. I see this as an incredible opportunity for enhanced recognition and visibility—both for FUP and our authors.”

Fordham University Press books are distributed currently by New York University Press.

The Fordham press, which celebrated its 100th anniversary in 2007, publishes primarily in the humanities and social sciences, with an emphasis on anthropology, classics, communications, history, law, philosophy, political science, religion and sociology, as well as literature and the fine arts.

Additionally, the press publishes books of interest to the general public and books focusing on the metropolitan New York region. FUP recently announced a new imprint—Empire State Editions—to expand and better brand the program.

We are thrilled to have a university press of Fordham’s caliber become a part of our family of distributed presses,” said Colleen Scollans, vice president of global marketing at Oxford University Press. “Fordham’s commitment to the dissemination of scholarship is a perfect fit with Oxford’s own mission. The synergies between our editorial programs are obvious.”

Yonkers Public Schools Partner with GSE for STEM Learning Lab

These soon-to-be seventh graders enjoyed summer school at the STEM Learning Lab.

Photo by Angie Chen

Few children would agree that failing a class and then attending school in July qualifies as a fun summer.

But that’s exactly what happened over 17 days in July, thanks to a program co-developed and implemented by Fordham’s Center for Educational Partnerships (CEP).

About 100 sixth graders who failed at least two subjects discovered the excitement of science, technology, engineering and math (STEM) in the “Grade 6 STEM Learning Lab” at Yonkers High School.

Fordham consultants worked with teachers in their classrooms to instill a problem-solving approach in the lessons, and held professional development sessions on the collaborative style afterward.

The result was a hugely successful poster presentation session on July 29 at Fordham’s Rose Hill campus.

Twelve-year-old Jean Hakim beamed as he explained what he and his classmates researched on air pollution.

“We measured our carbon footprints,” said Hakim, who will enter seventh grade in the fall. “We learned about hybrid cars and then we got to poke around in one in the parking lot. It was so much fun.”

Hakim’s enthusiasm was matched by the roughly 100 children who presented their findings at Duane Library in front of their peers, family and teachers.

“It is gratifying to see GSE work reaching not only teachers, but their students as well,” said James J. Hennessy, Ph.D., dean of the Graduate School of Education.

“Making connections to maximize resources and increase achievement is what we are all about,” added Anita Vazquez Batisti, Ph.D., associate dean and director of CEP.

—Gina Vergel

Fordham Lincoln Center Development Suit Dismissed

On Aug. 18, the Supreme Court of the State of New York dismissed the Article 78 suit filed by the Alfred Condominium to halt development of Fordham’s Lincoln Center campus.
The development plan, approved by the New York City Council in June 2009, allows Fordham to add six buildings and 1.5 million square feet of academic and dormitory space within the current boundaries of the Lincoln Center campus.

“The plan could not move forward until we cleared this hurdle,” said Joseph M. McShane, S.J., president of Fordham. “While further litigation is always a possibility, this legal judgment is a very important one for the University. The Lincoln Center campus must grow to accommodate the needs of our students and faculty, and the needs of the city we call our campus.”

The suit was brought by the board of directors of the Alfred Condominium, which The New York Times calls “a 38-story luxury tower” on West 61st Street. In dismissing the suit, Judge Judith J. Gische wrote, “[The Alfred] has failed to show that the city respondents’ actions, decisions and determinations which were voted on and approved by the City Council on June 30, 2009 were made in violation of lawful procedure. The approval had a rational basis.”

The economic impact of Fordham’s Lincoln Center development plan—modified extensively in negotiations with local community members and Manhattan Borough President Scott Stringer—includes millions of dollars a year in tax revenue for the city generated from the residential buildings to be built by private developers. Additionally, the plan will mean $1.6 billion in construction over the life of the project, and 4,500 to 5,000 construction jobs over its term, with about 520 permanent and 200 contract jobs.

Disney Musicals in Schools


Special and general education students at Public School 209Q, the Clearview Gardens School in Whitestone, N.Y., perform a scene from The Jungle Book KIDS. The school was selected by the Disney Musicals in Schools program from a field of more than 100 city schools that applied to stage the show.

PS209Q is a member of the Graduate School of Education’s Partnership Support Organization (PSO) within the school’s Center for Educational Partnerships. The center at Fordham assisted with the grant application that brought Disney to Clearview Gardens.

— Joseph McLaughlin

This Month in Fordham History
Lecture Leads to Schism Between Psychological Heavyweights

Carl Gustav Jung is pictured standing in front of a building in Burghölzi, Zurich, Switzerland.

In September 1912, a defining event in the history of psychoanalysis took place at Fordham when Carl Jung delivered a series of lectures at the campus in the Bronx.

Jung came to Fordham as part of a broader United States tour. He received an invitation to speak from James Walsh, dean of the Fordham medical school, who was trying to raise its profile by bringing a dozen international scholars to the school that fall.

At Fordham, Jung made a decisive break with his colleague Sigmund Freud, rejecting his broad application of sexuality to the explanation of human behavior. Pleasure is not synonymous with sexuality, Jung argued, disputing Freud’s concept of infant sexuality and redefining the concept of libido. He also diverged from Freud by locating the source of neurosis in the present, not the past.

When Freud wrote to Jung to welcome him back to Europe, he abandoned his earlier salutation, “Dear Friend,” and instead wrote, “Dear Dr. Jung.”


—Chris Gosier



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