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Provost’s 2014-‐2015 Annual Report: Undergraduate Education
Fordham College at Rose Hill The year 2014-‐2015 was a year of transition for Fordham College at Rose Hill (FCRH). After five years of successfully defining and implementing a new strategic vision for the college, Dean Michael Latham relocated to a leadership position in another liberal arts college. Dean John P. Harrington served as interim dean, while continuing as dean of the Faculty of Arts and Sciences, during the international search for a new dean for FCRH. In this context, FCRH continued to be the historic, current, and future center of the University. Already the largest undergraduate college or school, its enrollments continued to rise. In spring 2010, FCRH degrees conferred numbered 753; in spring 2015, they numbered 858. Total enrollment in FCRH in fall 2009 was 3,454; in fall 2014 it was 3,949. In those five years, from 2009-‐2014, the percentage of all Fordham University undergraduates who were FCRH students rose to more than 44 percent. It is noteworthy that all measures of academic quality of enrolling students also continued to rise in the same period. Key to this competitiveness as a liberal arts college and potential for future enrollments are the very clear focus of programs on its Jesuit mission, the wise investments in and strong leadership of signature programs such as its integrated learning communities and its honors program, and strategic initiatives including undergraduate research, the pre-‐health program, the pre-‐law program, and the Matteo Ricci seminar preparing students for prestigious fellowships. In 2014-‐2015, the college leadership focused on pursuit of the goals previously defined by the Office of the Dean of FCRH. These included advancing the University mission, resources, and planning; infusing the academic curriculum and culture with new energy and quality; promoting distinctive programs of excellence; and supporting the recruitment, advising, and retention of FCRH students. In addition, the following new goals for 2014-‐2015 were identified: advancing the new core curriculum advising plan; enhancing programs in digital liberal arts; and promoting student information literacy. These goals required extensive participation and collaboration with faculty members and also with other divisions of the University such as the library and information technology. The FCRH staff, consisting of associate deans, assistant deans, and program directors, plays a significant role in reaching these goals and ensuring excellence for students. In 2014-‐2015, the organization and communication within the dean’s office was reshaped under three associate deans; the new associate dean for STEM (Science, Technology, Engineering, and Mathematics) and pre-‐health education completed her inaugural year; a new director of the honors program was appointed after an open, internal search; and a new executive assistant to the dean, with extensive responsibilities for communications and events planning, was appointed.
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The faculty, through the Fordham College at Rose Hill Council and the dean’s office, introduced significant new curricular additions: a new minor in cybersecurity; a new minor in peace and justice studies; and a new joint major in mathematics and computer science. Additionally, the year saw full implementation of two programs approved previously: integrated neuroscience and new media and digital design. FCRH continues to support many programs demonstrating engagement with and service to the community on local, regional, national, or international levels. Many of these programs are bi-‐campus or interschool. In the coming year, key foci for FCRH will be formulating means to provide academic support for the larger enrollment of the college and participating in joint planning across Arts and Sciences that will enable collaborations across undergraduate colleges and between colleges and the graduate school to achieve their shared goals. A continuing focus for the college will be to provide support for all science programs, as well as facilities required for these programs. The interim dean’s plan for FCRH in 2014-‐2015 was to create the best possible platform for the next dean of FCRH. That dean is now appointed: Dr. Maura Mast began in August 2015 as the first female dean of the college and the first dean from a STEM discipline. Goals for 2015-‐2016 FCRH goals for the coming year are to provide support for the following key areas:
• Mission • Core curriculum • Sciences • International education • Integrated learning communities • Undergraduate research • Matteo Ricci seminar • Pre-‐professional and graduate school advising • Honors program • Academic advising and recruitment of student athletes • Core advising program
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FCRH: CLASS PROFILE
Notes: Avg SAT scores in Academic Quality chart include only pure SAT Verbal + Math scores.
Semifinalist scholarships include National Merit, National Achievement and National Hispanic Recognition.
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FCRH CLASS PROFILE (CONT.)
Note: Minority profile excludes students with two or more races and nonresident aliens.
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FCRH: BY THE NUMBERS
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FCRH: RANKINGS & STUDENT ACHIEVEMENTS
Source: Data provided by Institutional Research.
Placement in U.S. Medical SchoolsFall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
U.S. Allopathic and Osteopathic Medical SchoolsFordham Acceptance Rate (Five-‐year Average) 74.6 75.2 77.3 75.0 PendingFordham Acceptance Rate (Single-‐year) 77.3 76.2 80.8 81.8 66.7 66.7 PendingNumber of Fordham Applicants 22 21 26 33 30 30 Pending
Placement in U.S. Law SchoolsFall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Fordham Acceptance Rate 68.1 73.9 76.0 78.9 86.8 86.7 PendingNational Acceptance Rate 66.5 67.4 68.7 71.1 74.5 76.9 PendingNumber of Fordham Applicants to U.S. Law Schools 144 142 154 128 91 90 Pending
Sources. Pre-‐law advisor and the Law School Admission Council.
Student Awards
2014-‐2015Number of Prestigious Awards 43
Note. Awards counted were announced during the academic year specified. Source. St. Edmund Campion Institute for the Advancement of Intellectual Excellence.
Note. Included in number of applicants are Fordham graduates from any prior year who applied to medical school and were accepted Sources. Pre-‐health advisor and the Association of American Medical Colleges Data Warehouse.
Note. Included in number of applicants are Fordham graduates from any prior year who applied to law school and were accepted for
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Gabelli School of Business With the unification of the undergraduate and graduate business schools in 2014-‐2015 into a new Gabelli School of Business, Fordham University gained a singular sense of purpose, identity, and community surrounding business education. The last 12 months represented a period of reflection, institutional self-‐assessment, goal-‐setting, and thoughtful experimentation, all in the service of improving student outcomes, enhancing faculty performance and satisfaction, and laying groundwork that will set the stage for the Gabelli School’s eventual rise into the top 25 for business education. The task ahead—furthering the reputational gains that the undergraduate level made from 2011 to 2014 and catalyzing a similar improvement at the graduate level, especially for the MBA—is a challenge, but one that the Gabelli School is ready to confront. The business education environment is highly competitive, the top schools are entrenched, and the overall market in certain traditionally central programs is flat or on the decline. This is why the dean’s office spent more than two years drawing on input from faculty, alumni, trustees, the University administration, industry leaders, and current students to develop actionable plans around four principal goal areas: academic excellence, globalization, personal and professional development, and pedagogical innovation. As this annual report illustrates, these four levers are seen as keys to creating, driving, and maintaining ever-‐higher levels of institutional excellence. Part of the work of 2014-‐2015 involved developing a consensus and buy-‐in for these four areas among faculty, administrators, and alumni volunteers. Heightened communication was essential in this process. The dean held gatherings of the full administration, several faculty open forums, Joint Council sessions, and two meetings of the newly formed Advisory Board, which comprises about 55 alumni donors who have committed to a hands-‐on role in helping the Gabelli School deliver on its mission. These meetings reinforced the goal areas’ significance, outlined current and future initiatives, and offered examples of potential contributions. They also introduced three concepts identified to guide progress across the goal areas: excellence, student experience, and efficiency. Going forward, the school will be grounded in regular evaluations, continuous goal-‐setting, and performance assessments tied to metrics. This dovetails perfectly with the University’s move toward Continuous University Strategic Planning. The view of strategic planning as an ongoing, regularly reviewed effort is strongly held by the business school faculty and administration, and the Gabelli School is committed to full participation. This narrative will focus on achievements in the three areas in which most progress was made in 2014-‐2015: academic excellence, personal and professional development, and pedagogical innovation. The fourth area, globalization, is interwoven throughout the accomplishments in the other three areas. Academic Excellence Academic excellence begins with faculty, and, as such, significant energy was devoted in 2014-‐2015 to cultivating a faculty characterized by excellence in scholarship, teaching, and service, and to enhancing the visibility of business researchers and instructors.
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Two committees were crucial. The Research, Teaching, and Service committee examined best practices in faculty excellence by benchmarking the policies and procedures of Boston College, Lehigh, Georgetown, Villanova, Indiana University, and University of Texas at Dallas and by surveying the Gabelli School faculty’s needs and perceptions of the current environment. The report yielded specific approaches to foster faculty excellence, some of which have already been implemented, including a new Faculty Day in May. Five awards for research, one award for teaching innovation, and one for service were given. A parallel stream of information came from the Committee on Integration, which gathered faculty opinions on unification progress. The views expressed in the winter of 2015 report provided ideas for the dean and the provost on how the unification’s second phase could improve the faculty working environment to enable gains in research and teaching. This committee’s work informed the creation of academic administrative positions that increased the presence of the faculty perspective and leadership in the upper-‐level Gabelli School administration. Increasing the visibility and extending the reach of the faculty is a core element of elevating the Gabelli School’s reputation. To that end, faculty research center directors increased the public exposure of their centers. For example, the Center for Humanistic Management launched a workshop in leadership for human dignity that appealed to business executives as well as professionals in social work and education. The Global Healthcare Management Innovation Center worked in partnership with Mount Sinai Hospital to organize a lecture for the Manhattan community on patient-‐centered cancer care. Conferences of note helped to strengthen the Gabelli School’s reputation: EPIC, the premier annual gathering of business ethnographers, was held at Lincoln Center in September 2014, and Fordham’s finance and business economics area co-‐sponsored a conference in Xiamen, China, on bank regulation and financial innovation. Faculty also continued to hold editorial roles at peer-‐reviewed academic journals, lead conference sessions, and appear on industry panels. The marketing area pioneered a new reputation-‐building method that can be expanded to other areas: an electronic newsletter about research and teaching that is sent quarterly to fellow marketing faculty at US and international universities. Future faculty visibility efforts will hold greater value if aligned with a cohesive Gabelli School brand identity. With the unification complete, now is an ideal time to establish that brand. The school conducted an identity study this winter using an external consultant and used the data to inform the selection of a branding firm, the Philadelphia-‐based Karma Agency. The agency will develop a new positioning strategy and will advise the administration on reputation-‐enhancement and enrollment-‐development strategies. The goal is to complete concept development by January 2016. At the graduate level, academic excellence was supported in 2014-‐2015 by the thoughtful creation, revision, and consolidation of programs. Applications were submitted to the New York State Education Department for two doctoral programs: PhD (since approved by the state) and DPS (Doctor of Professional Studies). Both will advance the school’s academic reputation while developing the next generation of research and practitioner scholars. The revised full-‐time cohort MBA welcomed its first students in September, providing a rigorous, team-‐based, ethics-‐driven curriculum that features summer internships as well as a business consulting project in the final term. The professional MBA was
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thoroughly analyzed by a task force of faculty, administrators, and alumni; on the task force’s recommendation, a faculty committee has taken up the revision of that curriculum. The goal is a new, streamlined and workplace-‐relevant program that will compete more effectively. The management area chair launched an effort to design a new MS in management that could capture the market of academically gifted students who are too early in their careers to have the minimum work experience needed to apply for an MBA. With tracks in human resources, organizational behavior, global business, and healthcare, it could absorb the market of the MS in business enterprise program and the MS in human resources, both of which were suspended in summer 2015. Meanwhile, the Gabelli School pursued partnerships with other Fordham divisions to provide academically excellent programs that bridge disciplines. In addition to working with Fordham Law School to revitalize the JD/MBA, there is the potential for new business-‐LLM joint degrees and a hybrid program in corporate compliance that would draw on the strengths of both schools. The MS in nonprofit leadership, a cooperative degree with the Graduate School of Social Service, filled its initial first-‐year cohort and attracted enough interest from the field to provide two cohorts for fall 2015. Academic excellence at the undergraduate level hinged on the continual refinement of the integrated business core. Faculty expanded the senior integrated project to offer three choices: a management computer simulation where students see the real-‐time effects of their decisions on a theoretical company; a service-‐learning project that culminated in a Day of Service in the Bronx; and an examination of business ethics that prepared students to compete in the international Business Ethics Case Competition in New Orleans. Four seniors represented the Gabelli School in New Orleans and won one of the three formats in their division, placing second in the other two. Meanwhile, faculty worked this year to expand niche concentrations in alternative investments and sports business and to develop a new global version of the sophomore core curriculum for Lincoln Center. In general, global programs and international study enjoy strong support among undergraduate students. London remains the hub of Gabelli School study abroad, and the program is gaining traction among students at other universities. Through three newly established partnerships, 14 non-‐Fordham students will study in London this year, and two more partnerships are on the horizon. The year 2014-‐2015 saw continued emphasis on two interdisciplinary programs that have the potential to be powerful differentiators for Fordham and the Gabelli School. One is entrepreneurship, which continued to thrive via an active Entrepreneurship Society and 17 businesses in the Fordham Foundry, up from 10 this year. In May, faculty approved the addition of a secondary concentration in entrepreneurship to the existing primary concentration. This will allow students with majors other than business administration to earn an academic designation in this field. It is now incumbent on the Gabelli School to enhance entrepreneurship programs at the graduate level, where there is great interest but a dramatically lower level of coursework and services. The second area is sustainability, which is strengthened by Fordham’s designation as an Ashoka Changemaker Campus and the Gabelli School’s selection as one of 24 UN Principles of Responsible Management Education “champion” schools. There are many global opportunities connected to
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sustainability, especially because the mindset cultivated by this program encourages holistic thinking about populations and the planet. Students are encouraged to participate in academic challenges in this field, such as a UN project that enables cross-‐university student teams to review and rate proposals for clean cook stove technology in developing countries, and a practicum on enterprise investing in local and sustainable food sources in the US Northeast. The goal is to continue the sustainability program’s momentum in 2015-‐2016 with even greater administrative coordination and faculty involvement. Personal and Professional Development This year saw the realization of several long-‐delayed goals in personal and professional development (PPD). Foremost was the selection of a leader for the PPD unit: a senior director with more than 20 years of business and executive-‐recruiting experience who oversees the spectrum of PPD services for undergraduate students, graduate students, and working professionals at the executive level. He first assessed the state of student career advising, recruiter relations, and corporate partnership development. He then reorganized the unit to better meet student needs, internship and job placement goals, and revenue projections for programs such as executive education. To fulfill the latter, the school also hired a director of executive education, who has prior experience at IESE, the graduate business school of the University of Navarra, and Dartmouth’s Tuck School, to work with the faculty to create and market customized and open-‐enrollment programs. Overall, greater full-‐time career support has greatly reduced the PPD unit’s reliance on outside contractors, yielding a cost savings while providing improved student services. The senior director of personal and professional development has undertaken a long-‐range effort to make the Gabelli School a feeder school of choice for corporate and nonprofit recruiters. New relationships were developed with Deutsche Bank, Carlyle Group, Jefferies, McGraw Hill Financial, Aksia, and iHeart Media. Existing ties with BNY Mellon, Bloomberg LP, Bank of America Merrill Lynch, Citigroup, and Pfizer were reinforced. Faculty used their connections at companies such as KPMG, Booz Allen Hamilton, American Express, Catalyst Global, Mathematica, IBM, St. Barnabas Hospital, and the New York City government to improve student job placement. A catalyst for improvement in PPD is the Gabelli School’s new Advisory Board, which has a council devoted to this topic. Board members leveraged connections to ensure that 46 of the 47 MBA Class of 2016 students who wanted summer internships were able to find one, and they helped five unplaced MBA graduates in the Class of 2014 to find full-‐time employment. Beyond the Advisory Board, about 25 alumni lent support to PPD initiatives by participating in the pilot edition of the graduate-‐level Alumni/Student Supper Club. Serving 125 students in its inaugural run, the program responds simultaneously to student requests for both mentoring and networking, as three to five students have dinner with the same industry-‐relevant mentor four times a year. The program is being evaluated for continuation in 2015-‐2016 with a larger group of students and alumni mentors. Pedagogical Innovation The value of innovative teaching is undeniable. Students enrolled in innovative courses extol these classes’ virtues during their time at Fordham, remember them happily as alumni, and excel in the
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working world because of their influence. For these reasons and others, pedagogical innovation always will remain a priority. Applied learning remains a hallmark of the program. Faculty began the design of a consulting project course for the full-‐time cohort MBA, which will run for the first time in spring 2016, and started developing new options for the undergraduate Integrated Project 3 that will incorporate applied learning in marketing and information systems. Interdisciplinary thinking characterizes the Gabelli School at all levels, too. Students actively uncover the links among different business disciplines and between business and the liberal arts. The entrepreneurship and Ashoka-‐related sustainability programs are excellent examples of interdisciplinary thinking, as are the four undergraduate concentrations at Lincoln Center. In 2015-‐2016, as faculty plan elective courses in digital media and technology, global finance and business economics, healthcare management, and consumer insights, new interdisciplinary opportunities will be revealed with more than a dozen FCLC academic departments. Technology is at the heart of pedagogical innovation at the business school. The business world into which Gabelli School students emerge demands it. The faculty and the Advisory Board will work to ensure that industry-‐current technologies are woven into the curriculum. The Gabelli School leadership will continually assess its technology to ensure that students have access to hardware and software that lets them practice skills needed for workplace success. Also in the realm of technology, offering more courses online remains a goal. This is especially critical at the graduate level, where convenience and flexibility may influence a prospective student’s decision to choose Fordham versus another school. Six new courses funded for development in 2014-‐2015 were either hybrid or fully online, and the Gabelli School co-‐sponsored its first MOOC (massive open online course) with Stanford University and three other global universities. This is only the leading edge of development, and additional support will be needed for faculty to be able to meet targets in the availability of online learning. Finally, the Gabelli School realized advances in ethics education, especially via the aforementioned service-‐learning option for the senior-‐year integrated project and Ashoka initiatives, many of which are attuned to the needs and challenges of the developing world. The new Markets, Business, and Society course introduced ethical case studies from all over the world and encouraged frank discussions on how businesses should contribute to society. All of these developments are in line with the Jesuit mission of Fordham and the Gabelli School and should be viewed as a solid start at the graduate level that can inspire further improvement in 2015-‐2016 and beyond. Goals for 2015-‐2016
• Academic Excellence o Create an outstanding faculty unified by a culture of scholarship, excellence in teaching, and
collaboration o Advance the reputation of the Gabelli School of Business and increase faculty visibility
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o Intensify the academic rigor of the curriculum at all levels and deliver high-‐quality academic programs that will attract high-‐ability students
o Expand and develop niche academic programs that can enhance Fordham’s positioning in the marketplace
o Improve the student experience to increase the retention rate and graduation rate • Globalization
o Assess existing and potential international academic partnerships and use those assessments to set new global priorities
o Expand opportunities for students and faculty to travel and study abroad o Heighten the global character of the on-‐campus experience at Lincoln Center and Rose Hill
• Personal and Professional Development o Create structural and organizational improvements in personal and professional
development o Act strategically to build a foundation for improved student internship and job placement o Continue to develop programming that, though not overtly career-‐related, enhances
students’ personal development in ways that help them reach their overall goals o Develop non-‐degree executive education as a means of providing lifelong learning
opportunities while generating revenue • Pedagogical Innovation
o Expand applied-‐learning strategies in all courses and encourage faculty creativity in developing new applied-‐learning methods
o Broaden and deepen the integration of technology into the curriculum, and expand tech-‐based online and hybrid learning
o Renew commitment to service-‐learning and ethics as crucial components of the mission of a Jesuit business school
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GABELLI SCHOOL OF BUSINESS (UNDERGRAD): CLASS PROFILE
Notes: Avg SAT scores in Academic Quality chart include only pure SAT Verbal + Math scores.
Semifinalist scholarships include National Merit, National Achievement and National Hispanic Recognition.
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GABELLI SCHOOL OF BUSINESS (UNDERGRADUATE): CLASS PROFILE (CONT.)
Note: Minority profile excludes students with two or more races and nonresident aliens.
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GABELLI SCHOOL OF BUSINESS (UNDERGRADUATE): BY THE NUMBERS
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GABELLI SCHOOL OF BUSINESS (UNDERGRADUATE): RANKINGS & STUDENT ACHIVEMENT
Ranking in Publications
2008 2009 2010 2011 2012 2013 2014 2015Business Week 27 41 48 52 49 40 38 N/A
Note. Business Week has suspended the Undergraduate Business ranking as of October 28, 2014.
Placement in U.S. Law SchoolsFall 2012 Fall 2013 Fall 2014
Fordham Acceptance Rate 84.8 80.8 81.3National Acceptance Rate 74.5 76.9 78Number of Fordham Applicants to U.S. Law Schools 46 26 16
Sources. Pre-‐law advisor and the Law School Admission Council.
Student Awards
2014-‐2015Number of Awards (including prestigious awards) 3
Source. St. Edmund Campion Institute for the Advancement of Intellectual Excellence.
Prepared by Office of Institutional Research
Publication Year
Note. Awards counted were announced during the academic year specified.
Note. Included in number of applicants are Fordham graduates from any prior year who applied to law school and were accepted for fall of the specified year.
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GABELLI SCHOOL OF BUSINESS (GRADUATE): BY THE NUMBERS
GABELLI SCHOOL OF BUSINESS (GRADUATE): STUDENT ACHIEVEMENTS
Prestigious Awards
2014-‐2015Number of Prestigious Awards 4
Source. St. Edmund Campion Institute for the Advancement of Intellectual Excellence.Note. Awards counted were announced during the academic year specified.
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GABELLI SCHOOL OF BUSINESS FACULTY: BY THE NUMBERS Composition 97 full-‐time tenured/tenure track faculty 28 full-‐time non-‐tenure track Appointments 2014-‐2015 8 T/TT 1 non-‐T/TT Faculty Scholarship 22 books and book chapters 90 articles 22 other intellectual contributions 88 international presentations 7 national presentations 5 regional, state, and local presentations
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Fordham College at Lincoln Center Founded in 1968, Fordham College at Lincoln Center (FCLC) continues to grow in size, in scope, and in quality. Located in the heart of Manhattan, the college is an intellectual and creative community that takes advantage of the tremendous possibilities the city offers. FCLC’s affiliation with The Ailey School, the partnership with Jazz at Lincoln Center, and cooperation with The Juilliard School are just a few of the possibilities. The college is a community that fosters the complementarity of faith and reason as well as the search for justice that stems from them. The academic year 2014-‐2015 brought enormous change for the college. The opening of a new law school building and a new residence hall (McKeon Hall) on the north side of Robert Moses Plaza has transformed the campus. Freshman residential students call McKeon Hall home with its breathtaking views and generous amenities. Students and staff can dine in the new Undergraduate Community Dining Facility looking out on West 62nd Street and Damrosch Park or experience Schmeltzer Dining Hall in the Law School. The whole University community benefits from the facilities in the Skadden Conference Center. On August 31, 2014, 475 FCLC freshmen arrived on the Lincoln Center campus. They were joined by the 81 freshmen making up the first class of the Gabelli School’s undergraduate program at Lincoln Center. The FCLC freshmen shared the experience of reading The Powers by Valerie Sayers, a 1972 graduate of FCLC and head of the creative writing program at the University of Notre Dame. During academic orientation the author joined the freshman class in a lively discussion of the novel, which deals with three recent 1941 high school graduates in New York City. From an applicant pool of 12,329, the largest in its history (and a 59 percent increase over the previous year), FCLC enrolled 475 freshmen. Though below the targeted number, this class was still the largest in the college’s history. In the current year, the total number of applications dropped from the previous year, but the yield increased to ensure that the new goal of 530 freshmen will be met and surpassed. Of the many highpoints during the 2014-‐2015 academic year, three stand out: • New programs were successfully introduced into the college including a major in new media and
digital design, a major in humanitarian studies, and a minor in fashion studies. • The music program at FCLC continued to flourish and this year saw the first concert at which the
chamber orchestra, the F-‐Sharps (an a capella group), the Chamber Singers and University Choir, and the Jazz Orchestra performed. The program was further strengthened by the $100,000 gift from Jim Dineen, Gabelli ’56, to the music program at FCLC.
• The arrival of an undergraduate Gabelli School program at Lincoln Center was marked by the establishment of a faculty Joint Ventures Committee to look at new ideas and new programs that can emerge from the two schools working together. The committee presently is working on a course in business entrepreneurship for majors in STEM disciplines.
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Promoting a Culture of Excellence During the 2014-‐2015 academic year, many students, alumni, and faculty distinguished themselves and brought credit to the school. Nikolas Oktaba, FCLC ’15, winner of a Beinecke Scholarship during his junior year, was awarded a Gates Cambridge Scholarship this year. Nora Dwyer, FCLC ’15, winner of a Truman Scholarship last year, was named student social worker of the year by the New York State Association of Social Workers. Priscilla Consolo, FCLC ’16, was a finalist for a Truman Scholarship. Sophia Nolas, FCLC ’17, was named a Clare Booth Luce Scholar for 2015-‐2017. The Observer, the FCLC newspaper, placed third in the New York Press Association Better Newspaper Contest. There were over 200 entries in the competition. Mock Trial at FCLC continued to be strong in the first semester, posting an impressive first place win at the 19th Annual Yale Mock Trial Invitational in December, placing ahead of teams from Brown, Harvard, NYU, Penn, Princeton, and Yale. FCLC alumni received national recognition for their achievements in theater, film, and television. The category of “best performance by an actress in a featured role in a play” had two FCLC alumnae nominated for a Tony Award: Patricia Clarkson, FCLC ’82, for Elephant Man and Julie White, FCLC ’84, PCS ’09, for Airline Highway. John Johnson, FCLC ’02, was nominated twice in the category “best revival of a play” as executive producer of both Skylight and This Is Our Youth, and won a Tony for the former, his fourth Tony Award. FCLC alumni have won seven Tony Awards in the last eight years. Moritz von Stuelpnagel, who has taught as an adjunct and directed main stage and studio productions at FCLC, was nominated in the category of best director. Taylor Schilling, FCLC ’06, was nominated for a Golden Globe in the category “best performance by an actress in a television series” for Orange is the New Black. Graduates of the Ailey/Fordham BFA in dance also continued to excel. Presently ten graduates of the program are among the 33 members of the Alvin Ailey American Dance Theater. Graduates of the program can be found on Broadway and in Cirque du Soleil, Martha Graham, and Hubbard Street Dance of Chicago, as well as television and film. Faculty at FCLC also excelled. Associate Professor of Theatre Daniel Alexander Jones was one of 20 performing artists to be named 2015 Doris Duke Artists. He will receive $275,000 in “flexible, multi-‐year funding as an investment in and celebration of [his] ongoing contribution to the field of contemporary … theatre.” Associate Professor of Anthropology Ayala Fader was awarded a National Science Foundation grant of $131,000 for her project “Religious Orthodoxy and New Media Technology.” Assistant Professor of English Andrew Albin is the recipient of an American Council of Learned Societies Fellowship for 2015-‐2016. Professor of Philosophy Babette Babich was awarded a Fulbright Fellowship to Humboldt University in Berlin for spring 2016. Assistant Professor of English Dennis Tyler received a Career Enhancement Fellowship from the Woodrow Wilson Foundation. The Coming Year Last year the college experienced a successful transition of over one half of the college’s administration. Academic year 2015-‐2016 will be a year of new challenges for the college. Enrollment Services is estimating the size of the freshman class at Lincoln Center (both FCLC and Gabelli) at 644. Two years ago
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the entering class was 449. The size of the faculty, especially in mathematics and economics, has increased in part to support the business school curriculum. The English Department is transferring three lectureships from Rose Hill to Lincoln Center to deal with the increase in English composition courses. It is quite possible that one floor of McMahon Hall will need to function as a freshman residential community in addition to the twelve floors of McKeon Hall. Taking into account the architecture of McKeon Hall and the arrival of a second undergraduate college at the Lincoln Center campus, plans are underway to experiment with a new model of integrated learning communities that is linked to freshman advising rather than the first-‐year Eloquentia Perfecta seminar. The plan seeks to have advising for both resident and commuter students take place within the learning community in McKeon. Preparing for the Next Chapter in FCLC History In the next few years, FCLC stands to benefit enormously from the space that will be opening up on the Lincoln Center campus. If the renovations to the old Law School building proceed on schedule with completion in August 2016, a number of projects could be possible in the summer of 2016. These include:
• Expansion of science laboratories on the eighth floor of Lowenstein, including facilities for core science classes and neuroscience
• An additional computer lab for the cybersecurity program benefitting both FCLC and the Graduate School of Arts & Sciences
• Expansion of the Academic Advising Office to handle the increased number of students • The addition of a psychology lab that includes soundproof cognitive testing rooms
By 2017, the present Quinn Library is expected to have moved into the old Law School building, opening up approximately 17,000 square feet of space on the street level. A group of faculty representing the fields of communication, music, new media, theatre, and visual arts are developing a proposal for the most strategic use of that space. Fordham’s reputation in these fields, especially communication and theatre, far exceeds the quality of the facilities for these programs. For their reputation to be maintained and to grow, up-‐to-‐date facilities are essential. The year 2018 will mark the 50th anniversary of the founding of the college, originally named “The Liberal Arts College,” then, “The College at Lincoln Center,” and only in the mid-‐1990s “Fordham College at Lincoln Center.” While the public profile of the college has increased greatly in recent years, it needs to continue to rise. Working with the Office of Development and University Relations, the college seeks to produce “image-‐building” materials for distribution at college events at which many non-‐Fordham people are present, for example, Lessons and Carols or performances at the Rubenstein Atrium. FCLC will continue its practice of college-‐wide faculty meetings and significant student representation on the College Council as the process of Continuous University Strategic Planning (CUSP) begins. This will
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help to foster a sense of faculty community beyond disciplinary boundaries and to bring the creativity of the whole community to planning for the college’s future. The college will continue to work with other institutions in the city, building on its affiliation with The Ailey School, the growing partnership with Jazz at Lincoln Center, the cooperative work with The Juilliard School, and college performances at Lincoln Center’s Rubenstein Atrium. Goals for 2015-‐2016
• Successfully initiate the new model of integrated learning communities for freshmen in McKeon Hall
• Begin serious planning for the build-‐out of space at Lincoln Center • Raise the public profile of FCLC
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FCLC CLASS PROFILE
Notes: Avg SAT scores in Academic Quality chart include only pure SAT Verbal + Math scores. Semifinalist scholarships include National Merit, National Achievement and National Hispanic Recognition.
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FCLC CLASS PROFILE (CONT.)
Note: Minority profile excludes students with two or more races and nonresident aliens.
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FCLC BY THE NUMBERS
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FCLC: STUDENT ACHIEVEMENTS
Placement in U.S. Medical SchoolsFall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
U.S. Allopathic and Osteopathic Medical Schools Fordham Acceptance Rate (Five-‐year Average) 76.7 58.5 64.3 Pending PendingFordham Acceptance Rate (Single-‐year) 100.0 83.3 62.5 30.0 87.5 Pending 64Number of Fordham Applicants 2 6 16 10 8 Pending 11
Placement in U.S. Law SchoolsFall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Fordham Acceptance Rate 66.2 62.2 75.3 71.9 78.2 71.4 90National Acceptance Rate 66.5 67.4 68.7 71.1 74.5 76.9 78Number of Fordham Applicants to U.S. Law Schools 68 74 77 64 55 63 50
Student Awards
2014-‐2015Number of Awards (including prestigious awards) 16
Source. St. Edmund Campion Institute for the Advancement of Intellectual Excellence.
Prepared by Office of Institutional Research
Note. Awards counted were announced during the academic year specified.
Sources. Pre-‐medical advisor and the Association of American Medical Colleges Data Warehouse.
Sources. Pre-‐law advisor and the Law School Admission Council.
Note. Included in number of applicants are Fordham graduates from any prior year who applied to law school and were accepted for fall of the specified year.
Note. Included in number of applicants are Fordham graduates from any prior year who applied to medical school and were accepted for fall of the specified year. The accept rates are for the number of applicants who were acepted to any school in the category divided by the number of students who applied to any school in the category. Thus, a student who applied to more than one school is counted only once, and one who is accepted to more than one school is counted only once.
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Fordham School of Professional and Continuing Studies The top three goals from the past academic year for Fordham School of Professional and Continuing Studies (PCS) were:
• Developing a new master’s program in the area of health care or health services administration • Launching the new master’s in cybersecurity • Expanding the undergraduate offerings in healthcare
PCS saw a major change in its responsibilities and academic breadth in fall 2014, welcoming 28 graduate cybersecurity students into the first graduate program at PCS. The program currently has 35 students, with approximately 15 to 20 new students expected in fall 2015. PCS has also made good progress in drafting a master’s of health care administration, along with a faculty committee of approximately 20 drawn from across the different graduate and professional schools. Because this is the first cross-‐school master’s program that involves more than two schools, the Office of the Provost has been working with several University deans on establishing an infrastructure. At the same time, a smaller faculty executive team is helping to finalize the courses and syllabi for a fall 2015 submission to New York State Education Department (NYSED). Although PCS has initially taken the lead in developing the new master’s in the area of health care administration, the school is now partnering with the Graduate School of Arts and Sciences (GSAS), as both schools look to develop new master’s programs housed in GSAS. This new level of collaboration across schools is strongly supported by the Office of the Provost, the Committee on University Strategic Planning (CUSP) established by the President, and the University deans. At PCS new growth in the graduate area is offsetting a leveling-‐off of undergraduate, non-‐traditional bachelor’s degree students. It is becoming harder to compete for non-‐traditional students and veterans in the face of increasing competition from reputable online programs and from local schools offering lower tuition rates or greater financial aid. Overall, the undergraduate registrations have held steady, despite the more challenging environment. The veteran initiative has helped significantly, as veteran students now constitute 25 percent of the PCS student body. The growth has slowed here, too, as more New York City universities have joined the Yellow Ribbon program. One curricular area that could help the undergraduate programs, and help make PCS more competitive, is that of health care. This last year, PCS expanded one of its existing majors, legal and policy studies (registered for the Westchester campus), to include a track in health care management. The PCS Faculty Council approved the changes. The revised major (and its expansion to all campuses) will go to NYSED for approval during the coming academic year in preparation for a fall 2016 launch. The greatest potential for undergraduate growth at the undergraduate level, however, is with distance learning. Without an online bachelor’s completion program it will be very difficult for PCS to grow at the undergraduate level. With investment in laboratories and staff, the post-‐baccalaureate pre-‐medical /pre-‐health program, now at 65-‐70 students, is also capable of more growth. The rehabilitation of a Calder laboratory into a teaching lab will allow expanding to Westchester where biology classes can now be taught.
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PCS’s first international collaboration was off to a good start this past fall, with nine Chinese students coming from China Youth University (CYU) to complete their Bachelor of Arts in Social Work (BASW) degree. This collaboration was spearheaded by the Graduate School of Social Service (GSS). Both PCS and GSS are in discussions to expand this agreement to students from other universities, as well as from disciplines in addition to that of social work. In the non-‐credit arena, PCS, in collaboration with Institute of American Language and Culture (IALC), has successfully landed its first corporate training contract. IALC and PCS will be offering ESL business communication classes to 40 Ernst & Young employees whose language of origin is Chinese. Overall, PCS has now built up modest revenue from its new non-‐credit offerings (Certified Management Accountant exam preparation; certificate in digital and social media marketing) and will be able to expand its corporate training. In fall 2015 PCS has also planned a series of non-‐credit workshops in health care at the Westchester campus. Goals for 2015-‐2016
• Graduate Program o Establish system for offering cross-‐school graduate programming to support master’s in
health care and other professional cross-‐schools master’s programs o Move master’s in cybersecurity to GSAS, using new financial cost-‐sharing structure o Work with GSAS to get master’s in health care administration approved by NYSED for fall
2016 o Develop role of PCS as incubator/support for GSAS in developing new master’s programs
• Undergraduate Program o Develop strategic plan for PCS that clarifies:
! Role of full-‐time faculty at LC and RH, and department role in oversight of adjuncts ! PCS’s role in the expansion of online courses into programs and for hybrid programs
o Get NYSED approval of revised legal and policy studies major, with healthcare undergraduate track
o Increase enrollment of Chinese students from CYU partnership and explore viability for PCS to use new partnerships being developed with other Chinese universities
o Expand post-‐bac pre-‐med/pre-‐health to Westchester in a limited manner based on Calder teaching lab for biology; explore LC lab use to expand there, as well
o Explore collaboration with Law School for new pre-‐law summer program • Non-‐Credit Program
o Build corporate training programs through strategic partnerships modeled on Ernst & Young o Run healthcare workshops at Westchester or Lincoln Center o Launch CPA to accompany CMA certification workshops o Possibly run Certified Information Systems Security Professional (CISSP) intensive course for
cybersecurity master’s students at additional cost o Market the College at Sixty to ensure it meets enrollment target
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PCS: CLASS PROFILE
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PCS: BY THE NUMBERS
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PCS: BY THE NUMBERS (CONT.)
PCS: STUDENT ACHIEVEMENT
Source: Data provided by Institutional Research.
Student Awards
2014-2015Number of Awards (including prestigious awards) 1
Source. St. Edmund Campion Institute for the Advancement of Intellectual Excellence.Note. Awards counted were announced during the academic year specified.
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Dean of the Faculty of Arts and Sciences The key goal that informed all others in the Fordham University Faculty of Arts and Sciences in 2014-‐2015, and led by the Office of the Provost, was the reorganization of the various constituent colleges and schools of the Faculty of Arts and Sciences: Fordham College at Rose Hill, Fordham College at Lincoln Center, the Graduate School of Arts and Sciences, and the School of Professional and Continuing Studies. The Arts and Sciences faculty provides all teaching and research functions in these schools, as well as one-‐third of the undergraduate curriculum of the Gabelli School of Business.
Reorganization of Arts and Sciences The goals of the new organization of the Faculty of Arts and Sciences are: to develop a unified voice and effective organization to promote Arts and Sciences jointly through the distinct colleges and schools; to advance mutual interests and to create mutual opportunities through collaboration; and collectively to create an the "overarching planning voice" to promote Fordham Arts and Sciences internally to schools, administration, and Board of Trustees of the University, and externally to make Fordham University a prominent agent for the advancement of liberal education in the rapidly changing environment of higher education and Catholic higher education in America. In development of this organization, immediate actions included frequent open fora with faculty and administration leaders and also frequent focus of existing administrative councils and other bodies on needs that will be key to the effectiveness of the newly shaped Arts and Sciences. In pursuit of this goal, actions taken in 2014-‐2015 included: appointment of acting associate dean for curriculum and planning; redefinition of an existing position as a joint GSAS and Arts and Sciences business and planning officer; adding GSAS, PCS, FCRH, and FCLC Councils as regular agenda items to the Arts and Sciences Council; revival of the Arts and Sciences standing committee on Faculty Policies and Resources as a key strategic planning committee and a "leadership team" to link ideas to implementation; and development of new, more integrated programs across departments, schools, and colleges such as new communications majors, a new master’s in data analytics, and a new undergraduate joint major in mathematics and computer science. Faculty Renewal A second fundamental and continuing goal of Arts and Sciences is faculty renewal. In 2014-‐2015, a year in which student enrollment continued on trajectory toward higher numbers, that goal became even more important. The faculty that provides all curriculum for four colleges as well as a portion of the undergraduate business school's has not grown in proportion to enrollment. At the same time, attrition and reductions in teaching workloads to provide administrative roles have limited the presence in classrooms of the key tenured and tenure-‐track faculty and their roles in academic advising, recruitment, and alumni development. The same faculty creates the research that is both Fordham University's contribution to society and the basis of what ensures the place of Fordham as a "high research university" in Carnegie Classification of Institutions of Higher Learning and in the hierarchy of Catholic universities in America. The Faculty of Arts and Sciences provides all academic advising and many other support systems for students.
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In August 2014, the Office of the Provost approved searches for 14 tenure-‐track faculty positions in Arts and Sciences. These positions, all filled, were especially addressed to rising programs and larger enrollments at FCRH, FCLC and the Gabelli School (both campuses). This hiring trend lags behind enrollment trends. An additional dimension of faculty renewal is faculty development. One key strategy for this goal continues to be Arts and Sciences deans jointly disbursing discretionary spending in order to maximize the impact of funding and to align funded initiatives with strategic goals. In this way, Arts and Sciences deans have used available funds to compensate for the frozen level of support for fundamental faculty functions, such as travel to conferences for presentations at professional societies. In 2014-‐2015, over $56,000 was distributed jointly by the deans to individual faculty projects. As a separate form of support for research, the deans also maintain a “gap funding” policy through which prestigious fellowships that fall short of full salary can be complemented from internal sources. In 2014-‐2015, this policy enabled Fordham faculty to accept fellowships from: Stanford Humanities Institute, American Council of Learned Societies, National Gallery of Art, Woodrow Wilson Foundation, Louisville Foundation, Fulbright Program, and the Association of American University Women.
Faculty promotion and tenure processes are another dimension of faculty renewal. Though largely governed by University Statutes and contingent on actions by the provost, President, and Board of Trustees, actions on faculty promotion and tenure are a focus of Arts and Sciences faculty development and of the deans. The process of bridging department recommendations and University actions is complex and is treated as among the highest of priorities by the Arts and Sciences deans. The Office of the Dean of Arts and Sciences Faculty continues to promote use of electronic tools for the large volume of forms and applications required by the University Statutes. It reviews changes in process with the Faculty Senate before proceeding. The dean’s office has managed all promotion and tenure decisions according to the deadline for personnel actions attached to the University Statutes. Successful compliance with these by-‐laws is a fundamental instrument of assessment. Fordham Arts and Sciences has an excellent structure for faculty mentoring, especially junior faculty mentoring, based on the University Statutes and supplemented by policies instituted by the University Senate and the Arts and Sciences Council. The structure of "department norms" includes clear statement of tenure and merit criteria that are renewed annually, and the Faculty of Arts and Sciences website provides reports on reappointment, tenure, and promotion processes. In 2014-‐2015 the dean of faculty continued to meet with each faculty member and his or her department chair following reappointment of a tenure-‐track contract. The goals of the meeting are to ensure clarity on contractual arrangements and also on qualitative assessments returned to the tenure candidates in reports from the personnel committees and comments from the Arts and Sciences deans. In 2014-‐2015 the Office of Dean of Arts and Sciences Faculty completed, through department and decanal procedures, without procedural error, 18 cases for promotion, 14 cases for tenure, and 43 tenure-‐track reappointment cases (75 tenure-‐track personnel actions), in addition to a larger volume of reappointment and appointment processes for full-‐time, non-‐tenure-‐track faculty.
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Core Curriculum A third fundamental and continuing goal of Arts and Sciences is the core curriculum for all undergraduate students in all colleges and schools. Its Core Curriculum Committee is committed to the mission of the core curriculum: “Fordham’s core curriculum is a central part of its larger mission and identity as a university in the Catholic and Jesuit tradition preparing its students for responsible leadership in a global society." The ‘core’ plays a key role in the undergraduate curriculum as a whole. As students’ majors and electives allow specialization and individualization in their studies, the core curriculum assures that every student’s undergraduate education is anchored, as a whole, in the liberal arts.
Actions taken in 2014-‐2015 by the Core Curriculum Committee (CCC) to continue to refine and to promote the core curriculum included improvements in coordination with the provost and the class deans of the schools. A major initiative of the CCC chair in 2014-‐2015 was to improve the committee’s coordination with key administrative stakeholders in the core and to ensure that, moving forward, increased collaboration would occur between the CCC and the Office of the Provost with regard to strategic planning about the core. The Core Curriculum Committee is also leading the planning process on replacing the Center for Teaching Excellence (CTE), which was closed in spring 2014. While a new center for pedagogy does not yet exist, the committee has met with and will continue to work with the provost who is committed to replacing the functions of the CTE. Also, in summer 2015, the chair of the CCC met with an outside consultant to help prepare a report that would make recommendations on how to create such a pedagogy center. The consultant was hosted by the acting associate dean for curriculum and planning for Arts and Sciences. Initiatives taken by the Faculty of Arts and Sciences that engage local and global communities are too numerous to list. They are more fully documented in the individual Annual Report and Strategic Plan filed by each department and interdisciplinary program. A representative list of recent initiatives of note would include the following: • The Latin American and Latino Studies faculty developed links with universities and institutions
in Latin America and Spain to strengthen experiential on-‐site learning. These include the very successful semester abroad in Granada, and short-‐term study tours at the Jesuit Iberoamericana University in Puebla, Mexico, the Pontificia Universidad Católica Javeriana in Bogota, Colombia, and in Casa de las Américas in Havana, Cuba.
• The Department of Modern Languages and Literatures partnered with the educational institutions whose mission is to engage communities in educational activities and projects and to foster community-‐based research and learning. These included a collaboration with Harvard University’s Cultural Agents Institute on a Workshop on Cultural Agents and Public Humanities. In 2014-‐2015, Modern Languages and Literatures also engaged in several activities to reach out to the larger NYC community.
• In the Environmental Policy and Ethics course, students worked with an organic farm business to supply food to the Fordham community and Bronx food banks, and used this work as a case study in applying environmental ethics theories in their research assignments for the course.
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• Students organized the St. Rose’s Garden organic food co-‐op that provided food to 130 Fordham community members and local food banks.
• In the Department of Classics and Classical Languages, Professor Matthew McGowan has developed an EP4 seminar that also functions as a service-‐learning course. Additionally, he has established the Pontanus Text and Translation project for FCRH undergraduate research grants. The project involves transcribing and translating the text of the Progymnasmata Latinitatis, Latin dialogues created for early Jesuit schools by the Jesuit humanist, Jacobus Pontanus (1542-‐1626). Under Professor McGowan’s presidency and with the participation of Lincoln Center, the New York City Classical Club has organized and sponsored programs on oral Latin and on the teaching of Latin in the public school system.
• The Fordham Chapter of Engineers Without Borders (EWB) was established two years ago and currently has over 30 active members. Also, in the fall of 2014, faculty and students from the Department of Physics and Engineering Physics, through EWB, raised funds to travel to Uganda to help establish a self-‐sustaining fish farm. Students and faculty traveled to Uganda for this purpose.
• The Department of Theatre and Visual Arts’ Gallery Exhibition Program, which is open to the University and the general public, in addition to showcasing student thesis shows, also offers a strong program of exhibitions, many in conjunction with outside artists and other universities. The department also collaborated with the Queensland University of Technology, Brisbane, Australia on the exhibition Suspension Points, featuring work of both Queensland and Fordham students.
• The Department of African and African American Studies has formed a partnership with the Bronx Museum of the Arts in which the Bronx African American History Project (BAAHP) helps the Bronx Museum plan public programs based on the BAAHP’s Research and Oral History Interviews held at the museum, and contributes the tapes and transcripts of such interviews to the museum’s archives. The department also partners with PS 140 to train its staff in community and oral history and helps the school develop an “Old School Museum” which pays tribute to the history of the Morrisania neighborhood in which the school is located.
• The Center for Ethics Education continues to establish and foster outside partnerships through its research, programming, and academics. The center maintains relationships with several local organizations, including St. Barnabas Hospital, Families and Work Institute (a prominent research and policy non-‐profit organization), and the National Jewish Center on Learning and Leadership. These organizations serve as practicum sites for the MA in ethics and society students of the center. This past year, it developed relationships with two new practicum sites in New York City: Global Bioethics Initiative, a UN-‐affiliated education and advocacy non-‐profit organization, and Harlem United, a non-‐profit organization that provides medical and psychological care, sexual health education, and support for approximately 15,000 HIV-‐positive at risk or otherwise underserved individuals in the New York City area.
• Fordham Robotics and Computer Vision Lab was also active in reaching out to local area high schools. Students gave mobile robot demonstrations to parents and students attending the First Lego League Robotics Challenge Qualifier at Horace Mann High School. Students also gave
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demonstrations to visiting robotics groups from Roselle High School and from Helen Keller School (PS 153) to encourage interest in STEM and Fordham.
Many other initiatives in Arts and Sciences are documented in the reports of the undergraduate colleges and the graduate school. Goals for 2015-‐2016 Arts and Sciences goals are to support progress in the following areas:
• Ongoing reorganization of Arts and Sciences • Faculty renewal, development, and mentoring • Core curriculum • Assessment of program and student outcomes • Arts and Sciences at Fordham London Centre
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ARTS & SCIENCES FACULTY: BY THE NUMBERS
Composition 367 T/TT faculty 93 full time non-‐tenure track Appointments 2014-‐2015 11 full-‐time tenured/tenure track 25 full-‐time non-‐tenure track Faculty Scholarship 146 books and book chapters 237 articles 163 other intellectual contributions 280 international presentations 99 national presentations 194 regional, state, and local presentations 7 Art Exhibitions 6 Film/Television 3 works of music published 3 works of music performed 9 written/directed/set design/performances play 2 creative works of fiction Source: Data provided by the Office of the Provost.
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