SPRING 2015
Highlights
A Message from Dean Dr. Bill Robinson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
JTS partners with YU and HUC to launch the Experiential Jewish Educator
Alumni Network . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Davidson School Engages with Alumni at Columbia/Barnard Hillel . . . . . . . . . . . . . . .
Alumni spotlight—Idit Bendavid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Kesher Hadash profile—Rachelle Grossman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A Visit to the Museum of Jewish Heritage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Experiential MA students learn fundraising skills from the experts at UJA . . . . . . . . . . . .
Early learning: The foundation for early engagement with Israel . . . . . . . . . . . . . . . . . . . . .
Etgar Yesodi curriculum development nears completion . . . . . . . . . . . . . . . . . . . . . . . . . . . .
JELI Cohort 2 fellows graduate during JCC Professional Conference . . . . . . . . . . . . . . . .
Three Davidson School MA Students Accepted to Israel Fellowship
Program at the iCenter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Save the Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Alumni News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Faculty Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Recent Publications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Davidson School Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Alumni:
Fill out the alumni contact
form to receive additional
information about The
Davidson School and
special alumni-only
programs and events.
Alumni Update Form
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A Message from Dean Bill Robinson
As the year nears its end and another class graduates from The Davidson School,
I find myself thinking about the school’s beginnings. More than a century ago,
Solomon Schechter asked Mordechai Kaplan to lead a new enterprise called the
Teachers Institute. At that time, there were no other institutions addressing the
deep challenges of Jewish education across the continent, much less build a whole
new profession of Jewish educator—Benderly’s Bureau of Jewish Education was
founded a year later.
Today, The Davidson School continues the mission of the Teachers Institute—cultivating educational
leadership for the vital center of the Jewish people in North America. In the 20 years since its
founding, more than 1,000 alumni have experienced a Davidson education—not only in the master’s
degree program, but in our doctoral program and in our field programs that help educators advance
in their careers. Our alumni lead more than 125 day schools, serve in Reform and Orthodox as well as
Conservative institutions, and work in settings as diverse as early childhood centers and entrepreneurial
start-ups. I am honored to be a part of this tradition of innovative leadership. I am blessed to join the
Davidson family.
As a family of Jewish educators, we are always excited when one of our students, campers, teachers,
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Dean Bill Robinson
THE DAVIDSON SCHOOL NEWSLETTER
William Davidson Graduate School
of Jewish Education
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THE JEWISH THEOLOGICAL SEMINARY
A Message from Dean Bill Robinson
continued from page 1
or colleagues wants to join us in this sacred
vocation. It is not only our pleasure but our
responsibility to nurture the small flame of
vocational passion growing within them. If
you know someone with an interest in Jewish
education, tap him or her on the shoulder
and encourage the person to contact us. Give
your potential colleague the opportunity to
experience a Davidson education and join
our family. We still have open slots in the MA
program and funding to support them.
Last, we hope you will take advantage of our
expanded alumni support. We want to be with
you throughout your career in Jewish education.
This June, we are hosting what we intend to be
the first of many conferences and consultations
that will explore and clarify the purpose and
outcomes of Jewish education. For instance,
we all talk about meaningful Jewish education
and leading meaningful Jewish lives, but what
do we really mean by “meaning”? We know that
if we teach without clarity of purpose, shared
understanding of outcomes, and the tools to
assess our progress, we are educating blindly.
These are examples of how The Davidson
School continues to support and advance the
field of Jewish education.
L’Shalom,
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JTS Partners with YU and HUC to
Launch the Experiential Jewish Educator
Alumni Network
Over the past four years, The Davidson School, Yeshiva University, and Hebrew Union
College–Jewish Institute of Religion have each designed and implemented pre-service and
in-service training programs to train better, more experienced experiential Jewish educators.
Now, thanks to the generosity of the Jim Joseph Foundation, the three institutions are
collaborating to launch a dynamic alumni network to help support, nurture, and further inspire
graduates of their programs.
The programs involved are JTS’s Jewish Experiential Education master’s degree program
and Jewish Experiential Leadership Institute, YU’s Certificate Program in Experiential Jewish
Education, and HUC’s Certificate in Jewish Education for Adolescents and Emerging Adults.
The Experiential Jewish Educator Alumni Network will hold its first annual gathering in the fall.
Graduates of each of the four programs will meet and interact formally for the first time and be
engaged with top educators from both within and outside the field of Jewish Education. The
gathering will be a starting point for alumni to create communities-of-practice and engage
in collaborative projects aimed at furthering knowledge, understanding, and application of
experiential Jewish education.
The network is the first of its kind for those who identify and practice as experiential Jewish
educators. It is also a unique and deep partnership among the four very different institutions,
each of which is equally committed to this venture.
The Davidson School Engages with
Alumni at Columbia/Barnard Hillel
The Davidson School engages our graduates in multiple ways, including career advancement
services, celebrations of their accomplishments, and forums for networking and professional
development.
Dean Bill Robinson
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A recent example took place January 29th at The Kraft Center for Jewish Life, home to
Columbia/Barnard Hillel. Davidson graduates who completed their studies either 10 years ago
or last year were served a delicious dinner and participated in a session facilitated by Dr. Shira
Epstein: “Expanding Our Lens: Issues of Race and Gender Today and Implications for Jewish
Educators.” The session provoked rich discussion and, ultimately, new learning for our alumni.
Several current students also attended, as did a handful of prospective Davidson students, who
experienced firsthand the excitement and impact that comes from being part of the Davidson
community.
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Alumni Spotlight—
Idit Ben David
Idit Ben David (online MA ’13) is in her first year as the director of
Judaic Studies at the Epstein School, a Solomon Schechter school in
Atlanta, Georgia, after serving there as a senior Hebrew teacher.
Idit works with 19 teachers and their combined 278 students in the
elementary school. She is responsible for developing the Judaic and
Hebrew-language curriculum, from goal-setting to instructional design
through assessment. Her goal is to place the student at the center of
the curriculum, with the teacher as facilitator, and she enjoys providing
professional development to support the teachers in their work.
Having already taught for many years when she matriculated at The
Davidson School, Idit says the MA program enabled her to “think
differently about teaching and learning” and helped her bolster her
practical tool box. As an Israeli, she appreciated the opportunity to
learn about the American Jewish community as she explored current
educational approaches and content areas such as Israel education,
Jewish history, and institutional leadership.
Idit advises prospective students:
“If Jewish education is your passion—do not
hesitate! This is what you need to do. You are
joining a group of leaders who wish to improve
and professionalize Jewish education.”
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Kesher Hadash Profile—
Rachelle Grossman, Educational Leadership Concentration
Rachelle Grossman is spending the spring
2015 semester in Israel as part of Kesher
Hadash. She began her studies at JTS in 2009
as an undergraduate, and during the past six
years has also held numerous professional
roles within the Jewish community, including
teacher, administrator, benai mitzvah tutor,
and regional director of United Synagogue
Youth in the Metropolitan New York Region.
The Kesher Hadash: Semester in Israel Program has empowered me to
think about how I can “bring my experiences home” by incorporating
them into my personal philosophy on Israel education, thus helping me
to more effectively lead students through explorations of Israel that
are both connection-inspiring and intellectually engaging. While there
have been numerous courses, field trips, conversations, and personal
encounters that inform my vision, two specific components of my Kesher
Hadash semester stand out: my internship at Makom—a company that
creates educational content about the vibrant complexity of Israel—and
a documentary filmmaking workshop at Ma’aleh School of Television,
Film, and the Arts.
Working with Makom enabled me to understand my experiences and
career in Jewish education within a larger framework of innovative
education. Calling itself the Israel education lab of the Jewish Agency
for Israel, Makom sees itself as a key player and innovator in the field.
In addition to feeling inspired by the materials the company produces,
many of which engage difficult issues, I have been able to help create
such materials myself. In particular, I am proud of a school-twinning
curriculum that I am helping to create: a pen pal program for the 21st
century. Using the Internet and the myriad of social technologies
available to educators, the curriculum engages students living in Israel
and in other Jewish communities in a discussion of Jewish identity and
values, asking them to consider the “other,” learn from him, and reflect
on the encounter. This twinning program has given me the opportunity
to put into practice the concept of dialogical relationship that Kesher
Hadash Director Dr. Alex Sinclair describes in his book Loving the Real
Israel: An Educational Agenda for Liberal Zionism. Viamifgash (meeting/
encounter), both players in a dialogical relationship are changed and
enriched through knowing one another.
In addition, I am working with a classmate and colleague on Kesher Hadash
to create a documentary about the Arab village of Mas’ha, located in the
West Bank near two Israeli settlements, Etz Efraim and Sha’arei Tikva.
We plan to explore multiple narratives related to the village and its main
market, a place that once played a large part in the economic life of the
area for both Israelis and Palestinians but is no longer active. I hope to
use the film as a major educational tool, structuring a curriculum around
the themes it addresses as one way to broaden and add nuance to the
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conversations that we have, in American Jewish educational settings,
about Israelis and Palestinians.
Halfway into this semester, it seems the experience will continue to build,
each day giving me something new to consider. I feel lucky to have this
opportunity and a safe space to share my ideas, be challenged by my
colleagues, and surprise myself.
After I graduate from The Davidson School, I plan to enroll in a PhD
program at Harvard in comparative literature. I intend to focus on themes
of identity, language, and power in world literatures, and I believe my
experiences wrestling with multiple narratives on Kesher Hadash provide
an invaluable perspective for that focus.
Rachelle notes: I can “bring my experiences
home” by incorporating them into my personal
philosophy on Israel education, thus helping
me to more effectively lead students through
explorations of Israel that are both connectioninspiring and intellectually engaging.
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A Visit to the Museum of
Jewish Heritage
Davidson students were learners of both history and
education during a February visit to New York’s Museum
of Jewish Heritage—A Living Memorial to the Holocaust.
Dr. Paul Radensky, manager of education programs,
greeted our JTS group with a brief introduction to the
museum’s mission and his specific role and goals as a
Jewish educator within the museum.
The students then went upstairs to the special exhibition Against the Odds: American
Jews and the Rescue of Europe’s Refugees, 1933–1941. This exhibition documented the
stories of Jews who were able to help relatives, friends, and even strangers escape
Nazi persecution by immigrating to the United States, despite restrictive immigration
policies. Reflecting on our visit, we discussed several ingredients of experiential
education, including learner empowerment, making content accessible to the learner,
and creating multiple differentiated opportunities for reflection.
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Experiential MA
Students Learn
Fundraising Skills from
the Experts at UJA
Endowments and donations provide important support
for Jewish experiential education. So our third cohort
of Experiential MA students visited UJA-Federation of
New York on March 10 to study the practical skills of
fundraising with Lyn Light Geller Executive Director of
Educational Resources at UJA-Federation of New York
and her stuff. These fundraisers gave encouragement
about becoming comfortable with nurturing donor
relationships and with “getting to the ask”—making the
specific request for monetary support, a step that is
anxiety-provoking for many fundraisers.
Early Learning:
The Foundation for Early Engagement with Israel
The third cohort of the Jewish Early Childhood Education Leadership
Institute (JECELI) completed its Israel Seminar February 15–25. Sixteen
participants, four mentors, and I visited several important sites including
Jerusalem, Tzipori, and Beit She’an. Led by two expert educational guides,
we discussed how the Jewish People have faced conflicts throughout
time, as well as the critical roles played by leadership and communitybuilding. We used our learning as a context for our observations of a
wide variety of Israeli early childhood program contexts, such as religious,
nonreligious, kibbutz, urban, and multifaith. This experience demanded
that each of us reflect on how Israel inspires and affects us, and think
about how we want to draw families and young children into relationship
with Israel. As a community of practice, we became even more inspired
by Israel to be aware of our own values, commitments, and responsibilities
as leaders.
As a community of practice, we became
even more inspired by Israel to be aware
of our own values, commitments, and
responsibilities as leaders.
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EtgarYesodi Curriculum Development
Over the past few years, the early installments of the Etgar Yesodi
curriculum have been tested and implemented in a variety of school
settings across the country, including supplementary and day schools.
The material has met with enthusiasm, engagement, and appreciation.
Etgar Yesodi is a third-through-fifth-grade Judaic curriculum that was
developed to support congregational school educators as they attend
to the innovations and challenges emerging in the early decades of
the 21st century. Its three-year scope and sequence invites students to
find personal meaning in their Judaism through a variety of learning
modalities, including text study, art, music, writing, projects, and other
hands-on experiences.
Each year of the curriculum provides a different window into Jewish
life and tradition. In third grade, students focus on Jewish values and
practices that mark the Jewish year. In fourth grade, students think about
their lives as Jewish stories by considering how Judaism enhances their
everyday experiences. In fifth grade, students see themselves as part
of the larger Jewish people by exploring their relationships with each
other, their communities, their ancestors, and other people around the
world. In all grades, the lessons emphasize text study, tefillah, and Jewish
experiences as essential components of learning.
Etgar Yesodi gives a rare level of support to education directors and
teachers as they use the curriculum. An online wiki provides educators with
JELI Cohort 2 Fellows Graduate
during JCC Professional
Conference
The Davidson School’s Jewish Experiential Learning Initiative (JELI)
congratulates its 17 Cohort 2 graduates. They completed their 17-month
fellowships in March at the institute’s final retreat, which took place
during the Jewish Community Center (JCC) Professional Conference in
Orlando, Florida. The JELI fellows had participated in monthly webinars,
four in-person retreat intensives, and mentoring to study leadership and
management as influenced by Jewish text, history, values, and rituals.
Each fellow designed an independent project that adds value to his or
her JCC and demonstrates the individual’s growth in JELI.
The Davidson School thanks the Jim Joseph Foundation for its
generous support that helped launch and support JELI and this dynamic
partnership with the JCC Association of North America, a partnership
we plan to continue in the years ahead.
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“I just couldn’t wait to share with you the unbelievable
buzz in our classroom this morning. My students were
doing a modified version of the Creation Challenge, and
they were so engaged. It was exciting to hear the sounds,
the depth of the discussion and the anticipation of more
activities. We even had a brainstorming few minutes where
they offered potential challenges that were right on the
mark.” —Etgar Yesodi Teacher
access to all of the curricular material, including the rationale, enduring
understandings, learning objectives and performance outcomes, supply
lists, step-by-step directions, student worksheets, and assessment rubrics.
First-year educators participate in a series of webinars that introduce
them to the content, pedagogy, and technology used in the curriculum
while connecting them with colleagues across the country. In addition,
Lonna Picker, our Etgar educator, provides ongoing assistance to help
teachers and education directors manage the day-to-day challenges that
arise when implementing a new curriculum.
For more information, contact Lonna Picker, Etgar Yesodi educator, at
[email protected].
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Three Davidson School
MA Students Accepted
to Israel Fellowship
Program at the iCenter
The iCenter for Israel Education, a Chicagobased organization dedicated to Israel
education, offers graduate students its Master’s
Concentration Program in Israel Education.
Students participate in the initiative for 18
months, during which they study a common
curriculum, gather together for a total of eight
colloquium days, receive individual mentoring,
and create their own learning experience in
Israel. The Davidson School congratulates
the three students selected for the 2015–2016
cohort: Rachel Smith, Kelly Kossar, and
Elizabeth Singer.
What is the Meaning of
“Meaning?”
O
UT
The Jewish Theological Seminary
New York City
Sunday, June 7 at 2:00 p.m. to
Monday, June 8 at 4:00 p.m.
SO
LD
The term “meaning” is one that is often used
in a variety of contexts in the contemporary
discourse about Jewish education and identity.
However, it is a term that is loosely defined, and
often used differently among the various people
who invoke it. This conference will look at the
concept of “meaning”—how people use it, what
it might denote, and what the implications of
these ideas are for our work in Jewish education
to set goals and create assessments.
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Alumni News
Hava Anderson (DS ’04) had a birth in the
family. Noa Maayan was born in February
2014 and recently celebrated her first birthday.
Eliav Bock (DS ’09) and Dina Danon
welcomed their second son into the world in
September. His name is Yuval Danon Bock.
Rafi Cohen (RS and Davidson ’09) moved
back to New York during the summer of 2014
and was mashgiach at the Ramah Day Camp
in Nyack. Since then, Rafi has been serving
the Flatbush Jewish Center as a visiting rabbi;
and working toward completion of a second
unit of CPE at JTS as a chaplain intern at
Mount Sinai Hospital.
Allie Conn (DS ’14, Experiential Jewish
Education Track) became engaged to Josh
Kanter while on vacation in Jerusalem this
January. The couple lives in New York. Allie
is the director of engagement at Columbia/
Barnard Hillel, and Josh is the community
relations officer at American Jewish World
Service.
Sarah Ossey (DS ’11) and her husband,
Jason, welcomed a daughter, Leora Shai, on
September 4, 2014. Rebecca Rosenthal (DS ’09) and her
husband, Adam, welcomed a daughter,
Madeline Rose Arenson, on December 1,
2014. Madeline joins big brothers Simon and
Leo. Rebecca is the director of education at
IKAR in Los Angeles, but on July 1, she will
start a new job as director of education at
Central Synagogue in New York City.
Karen Stein (DS ’98) just celebrated one
year with the New York staff of American
Friends of Magen David Adom as a
Development Executive.
Joshua Troderman (DS ’05) is
ShalomLearning’s new executive director.
He authored a successful application
for a $2 million grant from the William
Davidson Foundation. He also wrote
and is spearheading implementation of
ShalomLearning’s strategic plan.
Eran Vaisben (DS ’06) completed a
doctorate degree in Educational Leadership at
University of California, Davis. Last January,
Eran published an article summarizing one
segment of his doctoral research.
Shirah Rubin (DS ’03) was honored to
recently learn that she will be receiving
Hebrew College’s Sidney Hillson/Rose
Bronstein Memorial Award at this year’s
90th Hebrew College commencement. The
award, which acknowledges her work as
director of Hebrew Play, is given to recognize
“distinguished leadership and commitment
to the centrality of the Hebrew language in
Jewish education and for the advancement of
Jewish culture and civilization.”
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Faculty Notes
Dr. Ofra Backenroth
presented “Moving from
Vision to Practice in the
Preparation of Emerging Israel
Educators” at the Association
for Jewish Studies’ 46th
Annual Conference in December 2014 in
Baltimore.
Galya Greenberg led a session at Limmud
New York 2015 in Stamford, Connecticut, titled
“Torah in the Religious School Classroom.”
She also encouraged attendees to check out
the MaToK: Bible Curriculum for Day Schools
student booklets, which are now all available
as e-books on the Behrman House Online
Learning Center.
Dr. Barry Holtz was a featured
speaker at the “Summit for
Leaders in Adult Jewish
Learning” in October 2014
at Boston Hebrew College;
Dr. Holtz spoke on the topic
“Adults and Jewish Text Study: A View from the
Inside” and engaged in a dialogue on teaching
adults with Dr. Marc Brettler, a Bible professor
from Brandeis University. In December, Dr.
Holtz presented a study session at the Society
for the Advancement of Judaism (SAJ) on “A
Self-Created Sage: Texts about the Origins of
Rabbi Akiva.” Also in December, he spoke at
the Melton Coalition for Creative Interaction
Conference in Jerusalem, which he organized.
And in January 2015, Dr. Holtz gave a talk at
the conference held at the Hebrew University in
memory of Professor Michael Rosenak.
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Recent Publications
Dr. Zachary Lasker
gave presentations about
experiential Jewish education
at the United Synagogue
Youth International
Convention in December 2014
and at the National Ramah Commission Winter
Staff Training Institute in January 2015. He also
conducted a workshop titled “Leveraging Your
Judaic Studies Department in Recruitment and
Fundraising Efforts” at the North American
Jewish Day School Conference in March.
On March 24–25, Dr. Jeffrey
Kress led workshops at the
Lekhu Lakhem camp directors
program at the Capital Camps
Retreat Center, Waynesboro
PA. The program is run
through the JCCA and FJC. One workshop
titled: Passover Patters, Sequences, and Cycles;
and the other titled: The Lens of Experiential
Jewish Education.
Mark S. Young facilitated a
workshop titled, “Experiential
Jewish Education 2.0” for
approximately a dozen
synagogue education
directors who are members
of WATE (Westchester Association of Temple
Educators). The primary discussion focused
on how we can best utilize and apply EJE to
developing and managing our staff, board,
and other stakeholders, as well as a discussion
on where the Jewish Education field is now
with EJE, and implications for synagogue
educational leaders.
Dr. Ofra Backenroth and Dr. Alex
Sinclair’s article “Lights, Cameras, Action
Research!—Moviemaking as a Pedagogy
for Constructivist Israel Education” was
published in the Journal of Jewish Education.
Dr. Jeffrey Kress was interviewed in a
Q&A titled “Social-Emotional Learning and
Spirituality” that appears on Edutopia.
Andrea Fleishaker’s article “Turning Our
Teenagers into Social Entrepreneurs,”
coauthored with Rabbi Jesse Olitzky, was
featured in eJewish Philanthropy.
Lauren Applebaum’s article, “Teaching
about Israel after Election Day . . . and Every
Other Day,” coauthored with Sivan Zakai,
appeared in eJewish Philanthropy.
Cheryl Magen’s article “The Key to
Success? Don’t Do It All Yourself!” was
featured in eJewish Philanthropy.
Saul Kaiserman’s article “Studying Our
History to Build a Jewish Future” appeared
in eJewish Philanthropy.
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The Davidson School Team
Faculty
Project Directors and Staff
Dr. Bill Robinson
Dean
Dr. Ofra A. Backenroth
Associate Dean
Adjunct Assistant Professor of
Jewish Education
Dr. Aryeh Davidson
Assistant Professor of Jewish
Education
Dr. Shira D. Epstein
Assistant Professor of Jewish
Education
Area Coordinator, Jewish
Education
Dr. Barry W. Holtz
Theodore and Florence
Baumritter Professor of Jewish
Education
Dr. Meredith Katz
Clinical Assistant Professor of
Jewish Education
Dr. Jeffrey S. Kress
Associate Professor of Jewish
Education
Academic Director of the
Experiential Learning Initiative
Rabbi Jonathan Lipnick
Rabbi-in-Residence
Dr. Alex Sinclair
Adjunct Assistant Professor of
Jewish Education
Director of Programs in Israel
Education
Dr. Sarah Tauber
Assistant Professor of Jewish
Education
Dr. Abigail Uhrman
Assistant Professor of Jewish
Education
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Project Directors and Staff
Charlotte Abramson
Director, Jewish Day School
Standards and Benchmarks
Project
Mitchell Gersten
Administrative Assistant, Melton
Research Center for Jewish
Education
Jody Gansel
Admissions Director, The
Graduate School and The
Davidson School
Jillian Halpern
Assistant to the Associate Dean
Rabbi Jason Gitlin
Project Manager, ReFrame:
Experiential Education in
Congregational Schools
Edie Freudenberger
Education Technologist Galya Greenberg
Project Director, MaToK: Bible
Curriculum for Day Schools
Debbie Kerschner
Project Manager, Etgar and Etgar
Yesodi
Dr. Zachary Lasker
Director of Educational Projects,
Melton Research Center for
Jewish Education and The
Davidson School
Dr. Ray Levi
Director, Day School Leadership
Training Institute
Cheryl Magen
Senior Experiential Educator
Dr. Deborah U. Miller
Associate Director, Melton
Research Center
Project Director, MaToK: Bible
Curriculum for Day Schools
Lyndall Miller
Director, Jewish Early Childhood
Education Leadership Institute
Rosemary Raymond
Executive Assistant
Dr. Janette Silverman
Outreach Director
Mark S. Young
Director of Alumni Engagement
Tiffany Rogers
Administrative Assistant, Albert
A. List College of Jewish Studies
and The Davidson School
Alumni,
we need your help!
The Davidson School wants to continue to connect with you and act on our commitment
to the environment by sending you this newsletter via email.
Please send us your current email address by filling out the alumni update form. You may
also email Director of Alumni Affairs Melissa Friedman at [email protected].
Alumni Update Form