For five-year teaching program master’s student Katharine Erath, it was her amazing K-12 teachers who inspired her to think seriously about becoming a teacher. She makes special mention of her 9th grade religion teacher, who “challenged us to think about societal ideas regarding what jobs are worthwhile or respectable.” She adds, “He built up the confidence of every single student in the class. For me, his class was the highlight of the day, a place where I felt smart, capable, and challenged. Most importantly, his class inspired me to want to create that kind of environment for my own future students.”
In truth, the teaching bug had bitten Katharine years before that. She recalls, “I have pictured myself as a teacher for as long as I can remember. I always wanted to play school with my friends and family members. One Christmas, I even begged for an easel so I could teach my stuffed animals!”
Katharine’s lifelong passion for education initially led her to Fordham because of the quality of education she knew she would receive. She puts it this way: “Fordham has a great reputation for producing quality teachers, and not just because of statistics or rankings. Many times I have heard people in the field of education comment about how Fordham produces great teachers. The five-year track that Fordham’s Graduate School of Education offers was also a key solidifying factor in my decision to enroll. The opportunity to begin my master’s degree while finishing my undergraduate studies is an incredibly valuable experience that allows me to save both time and money, all while pursuing something I am passionate about.”
Katharine also noted Fordham’s location in the New York City’s center as an asset in her educational experience because it “allows access to a variety of resources and fieldwork opportunities. I’ve worked with many different types of students during my time at Fordham, and I’m excited to continue gaining experience through the rest of my time in the Graduate School of Education.” Fordham’s emphasis on cura personalis (care of the whole person) definitely made the university stand out to her, too. Katharine notes, “It is important to me to remember that students are whole people, with complex minds and lives outside the classroom; choosing a program that keeps that in mind felt like the best possible choice.”
Finally, Katharine describes Fordham as more than a fantastic school, noting that the University’s culture is what makes it so great. She concludes, “Classmates truly uplift one another, professors are here to support us, and all the people I’ve met in this program [five-year teaching] so far have been kind and enthusiastic. I am excited to grow alongside them and the students I tutor for my fieldwork, while I gain new skills to put into practice. When I finish the program, I hope to be a high school history teacher.”
