Alumni Stories

Stephen Adubato

Moved by the imperative to put his own curiosity before anything else, Stephen is doing great things in the classroom and in his writing.

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Having recently defended my dissertation at Baylor and started a new position at Harvard, I am reminded of how fellow Scala participants from different theoretical traditions and methodological backgrounds examined essential questions and increased my desire to engage in interdisciplinary dialogues and research. I now work as part of a team that values and works toward the integration of knowledge and perspectives from multiple disciplines.

Renae Wilkinson, PhD

Post-Doctoral Fellow, Harvard University

Scala radically changed my entire educational experience. Through my involvement with Scala, my intellectual and personal development have been integrated in a way that stands out among all my educational experience. This is what a good education should do. What I have learned from Scala impacts how I actually interact with the people that I live and work with every day.

Eric Tuttle

Master of Divinity Student, Princeton Theological Seminary

I have found myself transformed by my involvement with Scala. Scala has inspired me to seek out continuing education courses at the New York Academy of Art and the Brooklyn Institute for Social Research. I was grateful to find myself making the time for ongoing learning in my leisure time, again inspired by the vivacious intellectual curiosity I found in the Scala community

Rose Tomassi

Teacher at Martin Saints Classical High School (Oreland, PA); MA in English Literature, CUNY

It was only when I started reading [for the Scala seminar] that I realized that it was hardly my fault that I was apathetic toward education. The only passionate encounters considering learning that I had were at home. I was just—and frankly still am—another number with an expiration date in the school system. Because of the Scala seminar, I am much more able to define the inadequacies of my education. Scala has motivated me to work on education reform in the political sector, and to perhaps pursue teaching as a career.

Kathryn Fortenberry

Undergraduate Student, University of Nebraska-Lincoln