CHARTERING CEREMONY
for
ZETA OF CONNECTICUT
UNITED CHAPTERS OF
PHI BETA KAPPA
April 4, 1995
FAIRFIELD UNIVERSITY
Center for Financial Studies
MUSICAL ACCOMPANIMENT
Fairfield Chamber Ensemble
Ann Marie January, Oboist, Director
WELCOME
William M. Abbott
President, Zeta of Connecticut
Chairman, Department of History, Fairfield University
DINNER
C HAPTER I NSTALLAT ION
Pruentation of Charter
Joseph W. Gordon
Dean of Undergraduate Studies, Yale College
INAUGURAL ADDRESS
John Brademas
President Emeritus, New York University
CONCLUDING REMARKS
William Abbott
ZETA OF CONNECTICUT CHARTER MEMBERS
William M. Abbott
President
Department of History
Chapter of Election: Alpha of California
University of California. Berkeley
Martha Schmoyer LoMonaco
Vice President
Department of Fine Arts/Theatre
Chapter of Election: Omicron of Massachusetts
Boston College
Lisa H. Newton
Secretaryffreasurer
Department of Philosophy/Applied Ethics
Chapter of Election: Delta of New York
Columbia University
Lawrence J. H. Kazura
Historian/Archivist
Department of History
Chapter of Election: Sigma of New York
Queens College, CUNY
John A. Barone
Department of Chemistry and Provost/Emeritus
Chapter of Election: Omicron of New York
University of Buffalo
Be1$y A. Bowen
Department of English
Chapter of Election: Beta of Maine
Colby College
Kim Bric:f&ford
Department of English
Chapter of Election: Alpha of Iowa
University of Iowa
Douglas Brouder
Chapter of Election: Iota of Pennsylvania
Gettysburg Colle.ge
Diane J. Brousseau
Department of Biology
Chapter of Election: Nu of Massachusetts
University of Massachusetts, Amherst
Barbara D. Bryan
University Librarian
Chapter of Election: Delta of Maine
University of Maine
Kevin J. Cassidy
DeparrmentofPo~tics
Chapter of Election: Beta of District of Columbia
The Catholic University of America
Donald A. Coleman
Department of Philosophy
Chapter of Election: Epsilon of Connecticut
University of Connecticut
Kelly A. Farrell
Chapter of Election: Pi of Massachusetts
College of the Holy Cross
Benjamin Fine
Department of Mathematics
Chapter of Election: Beta of New York
New York University
ZETA OF CONNECTICUT CHARTER MEMBERS
Elizabeth B. Gardner
Department of Psychology
Chapter of Election: Beta of Vermont
Middlebury College
Evangelos Hadjimichael
Department of Physics
Chapter of Election: Gamma of New York
City College of New York
Dennis C. Hodgson
Department of Sociology
Chapter of Election: Tau of New York
Fordham University
Julia M. Johnston
Department of Philosophy
Chapter of Election: Gamma of Texas
Southern Methodist University
LucyV. Katz
School of Business/Business Law
Chapter of Election: Zeta of M.auac:husetts
Smith College
Lisa A. Mainiero
School of Business/Management
Chapter of Election: Zeta of Massachusetts
Smith College
David W. McFadden
Department of History
Chapter of Election: Gamma of Colorado
University of Denver
Stephen J. O'Brien
School of Business/Emeritus
Chapter of Election: Gamma of Connecticut
Wesleyan University
Sally O'Driscoll
Department of English
Chapter of Election: Sigma of New York
Queens College, CUNY
Edward J . O'Neill
Department of Mathematics
Chapter of Election: Beta of District of Columbia
The Catholic University of America
Marcie J. Patton
Department of Politics
Chapter of Election: Epsilon of Texas
Trinity University
Susan R.akowitz
Department of Psychology
Chapter of Election: J\lpha of Connecticut
Yale University
Mariann S. Regan
Department of English
Chapter of Election: Beta of North Carolina
Duke University
M. Sallyanne Ryan
Department of Communications
Chapter of Election: Epsilon of Connecticut
University of Connecticut
John J . Schurdak
Chapter of Election: Alpha of Connecticut
Yale University
JOSEPH W. CORDON
Joseph W Gordon has served as Dean
of Undergraduate Studies at Yale
College since 1988, and has been an
active participant in district and national
Phi Beta Kappa governance and review
activities. Graduated .mmma cum laude
from Amherst College in 1970 (he was
inducted in Beta Chapter of Massachusetts
in 1969), he pursued graduate
studies in the English Department at
Yale, earning his M.A. in 1972, aM.
Phil. in 1975 and his Ph.D. in 1978. Dr.
Gordon has taught British and American
Literature at Roosevelt University and at
Yale, where he also served as Director of
the Bass Writing Program, Acting
Master of Pierson College and Director
of Summer Programs before assuming
his present responsibilities. He has
earned fellowships from the Danforth-
Kent and Woodrow Wilson foundations,
and received several academic honors as
an undergraduate and graduate student.
Dr. Cordon has been a delegate to the
Phi Beta Kappa triennial councils in
1988, 1991 and 1994, served on the
Committee on Qualifications since 1991,
and in 1994 was elected to the Phi Beta
Kappa Senate from the New England
District.
JOHN BRADEMAS
John Brademas, President Emeritus of
New York University, served as President
of the University from 1981 to
1992. Before coming to New York, Dr.
Brademas served for twenty-two years as
United States Representative in Congress
from Indiana's Third District, the
last four as House Majority Whip.
While in Congress he earned a particular
reputation for his leadership in education
and the arts. At present he is chairman,
by appointment of President Bill Clinton,
of the President's Committee on the Arts
and the Humanities.
Dr. Brademas served five years, four as
chairman, on the Board of Directors of
the Federal Reserve Bank of New York.
He also served on the Carnegie Commission
on Science, Technology and Government
and chaired its Committee on
Congress. He is co-chair of the recently
established Center on Science, Technology
and Congress, in Washington, D.C.,
at the American Association for the
Advancement of Science. He is a trustee
of the Committee for Economic Development
and in 1986 served on the National
Commission on Jobs and Small Business.
He is a member of the Board of
Advisors of The Carter Center of Emory
University and The Trilateral Commission.
In 1992 he served on the Carnegie
International Endowment National
Commission on America and the New
World; he is a Fellow of the American
Academy of Arts and Sciences and
served on the Council of the Academy.
Dr. Brademas was a Veterans National
Scholar at Harvard University from
which he graduated in 1949 with a B. A.,
magna cam laude, and was elected to Phi
Beta Kappa, Alpha of Massachusetts.
From 1950 to 1953 he studied as a
Rhodes Scholar at Oxford University,
England, receiving the degree of Doctor
of Philosophy in Social Studies in 1954.
In 1972 he was elected an Honorary
Fellow of Brasenose, his college at
Oxford.
Or. Brademas is a former member of the
Board of Overseers of Harvard and of
the Senate of Phi Beta Kappa. During
1981-1983 he served, by appointment of
House Speaker Thomas P. O'Neill, Jr.,
on the Nationpl Commission on Student
Financial Assistance and chaired its
Subcommittee on Graduate Education.
In 1983 the Commission approved the
Subcommittee's study, Sign<~ ofTrou6k and
ErOJi.on: A &port on Graduate I!ducati.on in
America.
In 1978 Dr. Brademas received the
annual Award for Distinguished Service
to the Arts of the American Academy and
Institute of Arts and Letters; in 1980 he
was, with Leonard Bernstein and Eubie
Blake, one of the first three recipients of
the George Foster Peabody Award,
presented by the Peabody Conservatory
of Music for Outstanding Contribution
to Music in America. He received the
first James Bryant Conant Award for
distinguished service to education from
the Education Commission of the States.
He has been awarded honorary degrees
by forty-six colleges and universities,
including the University of Athens
(Greece), Brandeis, the City College of
New York, Fordham University, University
of Notre Dame, and Michigan State
University. He is, with Lynne P. Brown,
author of The Politic<~ of Education: Conflict
and Con<~enJUJ on Capitol Hill, published in
1987 by the University of Oklahoma
Press.
PHI BETA KAPPA
Phi Beta Kappa, whose letters stand for the Greek
phrase, "Love of wisdom, the guide of life," is the
nation's oldest honorary society, recognizing intellectual
capacities weU employed, especially in the
acquiring of a liberal arts education. Founded in
1776 at The College of William and Mary, the
society includes 250 chapters at institutions which
have demonstrated that their educational programs
~e liberal in emphasis, that their academic standards
encourage excellence, and that they have a
scholarly faculty, a promising student body, and a
system of governance supportive of intellectual
&eedom and vigor.
The original emblem of the society was a square
silver medal, engraved on one side with the letters
S P, the initials of the Latin words SociettUJ
PhiloJophiae, and on the other with PBK. The
pointing finger and the three stars symbolize the
ambition of the members and the three distinguishing
principles of their society: friendship, morality
and learning. Later a stem was attached to the
medal, converting it into a watch-key. The emblem
is now crafted in gold.
I
THE MISSION OF FAIRFIELD UNIVERSITY
Fairfield University, founded by the
Society of Jesus, is a coeducational
institution of higher learning whose
primary objectives are to develop the
creative intellectual potential of its
students and to foster in them ethical
and religious values and a sense of
social responsibility. Jesuit Education,
which began in 1547, is committed
today to the service of faith, of which
the promotion of justice is an absolute
requirement.
Fairfield is Catholic in both tradition
and spirit. It celebrates the God-given
dignity of every human person. As a
Catholic university it welcomes those
of all beliefs and traditions who share
its concerns for scholarship, justice,
truth, and freedom, and it values the
diversity which their membership
brings to the university community.
Fairfield educates its students through
a variety of scholarly and professional
disciplines. All of its schools share a
liberal and humanistic perspective and
a commitment to excellence. Fairfield
encourages a respect for all the
disciplines - their similarities, their
differences, and their interrelationships.
In particular, in its undergraduate
schools it provides all students
with a broadly based general education
curriculum with a special emphasis
on the traditional humanities as a
complement to the more specialized
preparation in disciplines and profes-sions
provided by the major programs.
Fairfield is also committed to the
needs of society for liberally educated
professionals. It meets the needs of its
students to assume positions in this
society through its undergraduate and
graduate professional schools and
programs.
A Fairfield education is a liberal
education, characterized by its
breadth and depth. It offers opportunities
for individual and common
reAection, and it provides training in
such essential human skills as analysis,
synthesis, and communication. The
liberally educated person is able to
assimilate and organize facts, to
evaluate knowledge, to identify issues,
to use appropriate methods of reasoning,
and to convey conclusions
persuasively in written and spoken
word. Equally essential to liberal
education is the development of the
aesthetic dimension of human nature,
the power to imagine, to intuit, to
create, and to appreciate. In its fu llest
sense liberal education initiates
students at a mature level into their
culture, its past, its present, and its
future.
Fairfield recognizes that learning is a
lifelong process and sees the education
THE MISSION OF FAIRFIELD UNIVERSITY
which it provides as a foundation
upon which its students may continue
to build within their chosen areas of
scholarly study or professional
development. It also seeks to foster in
its students a continuing intellectual
curiosity and a desire for se'lf-education
which will extend to the broad
range of areas to which they have
been introduced in their studies.
As a community of scholars, Fairfield
gladly joins in the broader task of
expanding human knowledge and
deepening human understanding, and
to this end it encourages and supports
the scholarly research and artistic
production of its faculty and students.
Fairfield has a further obligation to
the wider community of which it is a
part, to share with its neighbors its
resources and its special expertise for
the betterment of the community as a
whole. Faculty and students are
encouraged to participate in the larger
community through service and
academic activities. But most of all,
Fairfield serves the wider community
by educating its students to be socially
aware and morally responsible
persons.
Fairfield University values each of its
students as an individual with unique
abilities and potentials, and it respects
the personal and academic freedom of
all its members. At the same time it
seeks to develop a greater sense of
community within itself, a sense that
all of its members belong to and are
involved in the University, sharing
common goals and a common commitment
to truth and justice, and manifesting
in their lives the common
concern for other~ which is the
obligation of all educated, mature
human beings.
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