Advising is integral in helping students in the Bachelor's Program for Adults and Transfer Students attain their goals. Advising in the program is done primarily by Core Faculty Advisors, a select group of instructors with broad knowledge of The New School and the liberal arts. We see advising as a collaborative process in which you will develop a coherent plan of study that not only assists you in attaining your degree, but also positions you for what comes next.
You are assigned a Core Faculty Advisor in your first semester who will work with you throughout your studies. You should meet with your Core Faculty Advisor at least once a semester, and we recommend more frequent meetings as needed. Advisors are available to meet with you in person, as well as by phone or Skype.
The Pathways to Learning course is an efficient and effective way to address many new student needs in a group setting. The course provides a community-building point of entry for new students and an opportunity to learn about The New School, the history and purposes of higher education, and the nature of liberal arts education. You will gain or improve core skills, especially in communication (written and oral), research, problem solving, and critical thinking. During this course, you will also develop an individualized degree plan to guide you through the completion of your degree. The course is taught by Core Faculty Advisors on a rotating basis.
Because you may either self-design your liberal arts curriculum or select a more structured major, the Degree Plan is an integral part of your educational experience. The Degree Plan identifies core competencies and establishes a practice of self-reflection as part of your ongoing educational process. The Degree Plan is intended as a guide, not a contract, for you and your advisor. It can be revised as goals, circumstances, and resources change and may serve as a tool for self-assessment. Core Faculty Advisors work with students on perfecting and polishing this plan throughout their academic career at The New School.
Core Faculty Advisors are instructors who have a nuanced understanding of the curriculum, policies, and structures of the Bachelor's Program for Adults and Transfer Students. Core Faculty Advisors are the primary point of contact should a student have any concerns related to their academic program.
The core philosophy Core Faculty Advising in the Bachelor's Program for Adults and Transfer Students is grounded in the following principles:
Beatrice Banu earned her PhD in philosophy at City University Graduate Center in New York. She has taught at Hunter College, Brooklyn College, New York University, and Parsons School of Design. She is the co-editor of a book that uses literature to introduce young students to the problems of ethics. After 25 years of teaching, she turned her attention to administration. Here at The New School, she has been chair of Parsons Liberal Studies and associate provost of the university. Before rejoining the faculty in 2004, she served as dean of Eugene Lang College. Dr. Banu's interests in the visual arts and modernism led her from the study of ethics, which still holds a fascination for her, to the study of the philosophy of art and aesthetics. She taught courses in philosophy of art and aesthetics, ethics, and general philosophy for most of her career. Her interest in aesthetics led her to Food Studies, which she now chairs. Dr. Banu has been a core faculty advisor from the program's inception. She believes that advising, as a form of teaching, is critical to student success. She also sees advising as a way to help students plot a pathway to their goals through the complexities of the New School curriculum and bureaucracy.
Michelle Materre earned an MEd in Educational Media at Boston College and has a professional background spanning more than 30 years' experience as film producer, writer, arts administrator, and distribution and marketing specialist. Early in her career, she was a staff writer/producer for Henry Hampton's Blackside Productions and an assistant story editor for MGM/UA in the feature film division. As a founding partner of KJM3 Entertainment Group, Inc., a film distribution and marketing company that specialized in multicultural film and television projects, she directly managed the marketing and positioning of 23 films, including the successful theatrical release of Daughters of the Dust, the highly acclaimed, now classic film by Julie Dash. Her critically acclaimed film series Creatively Speaking has been a premiere forum for presenting works by and about women and people of color for 22 years. Ms. Materre is a current member of the Board of Directors of Women Make Movies, a former member of the Board of Directors of New York Women in Film and Television, and a recipient of the Distinguished Teaching Award from The New School in 2005. In addition to holding a position as associate professor of media studies and film at The New School, where she has been teaching since 2001, Ms. Materre is currently the director of the Bachelor's Program for Adults and Transfer Students at The New School. As an advisor, she seeks to act as a facilitator assisting students in the pursuit of their career goals and academic ambitions. The New School is a complex institution, and her hope is to help guide students throughout the course of their time here.
Timothy Quigley has been teaching at The New School since 1996. He is both a philosopher and an artist, with an MFA in Art and a PhD in Philosophy from the University of Wisconsin-Madison. Before coming to The New School, Dr. Quigley taught at UW-Madison, New York University, and the School of Visual Arts in New York City. His scholarly work has been published in the Journal of Aesthetics and Art Criticism, Canadian Philosophical Review, Philosophy Today, and the anthology Art and Representation. He teaches a range of interdisciplinary courses in the philosophy of art, modern and contemporary philosophy, and ethics. Dr. Quigley sees drafting a degree plan as both a rational and a creative exercise. As a philosopher and academic advisor, he encourages students to savor the process of re-imagining where they are, where they want to be, and how they're going to get there.
Joseph Salvatore is the author of the story collection To Assume A Pleasing Shape (BOA Editions, 2011) and the co-author of the college textbook Understanding English Grammar, tenth edition (Pearson, 2015). He is the books editor at the Brooklyn Rail and a frequent contributor to the New York Times Book Review. His fiction has appeared in publications including The Collagist, Dossier Journal, Epiphany, H.O.W. Journal, New York Tyrant, Open City, Post Road, Rain Taxi, Salt Hill, Sleeping Fish, and Willow Springs. His criticism has appeared in The Routledge International Encyclopedia of Queer Culture, Angels of the Americlypse: An Anthology of New Latin@ Writing, and The Believer Logger. Professor Salvatore regularly gives talks and leads pedagogy workshops at national professional conferences, such as the Association for Writing Programs (AWP) and the Conference on College Composition and Communication, part of the National Council of Teachers of English (CCCC/NCTE). He is an associate professor of writing and literature at The New School in New York City, where he founded the literary journal LIT. As a core faculty advisor, Professor Salvatore helps students navigate their educational pathways and supports them if they decide to change those pathways, to forge new directions. Learning new things can challenge our old assumptions; Professor Salvatore believes that we all can benefit from having an informed guide help us think through some of those new challenges and choices.
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