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1 Provost’s 20142015 Annual Report: Undergraduate Education Fordham College at Rose Hill The year 20142015 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 prehealth program, the prelaw program, and the Matteo Ricci seminar preparing students for prestigious fellowships. In 20142015, 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 20142015 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 20142015, 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 prehealth 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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Page 1: Provost’s 2014 2015 Annual&Report: Undergraduate*Education€¦ · Placement)in)U.S.)Medical)Schools Fall)2008 Fall)2009 Fall)2010 Fall)2011 Fall)2012 Fall)2013 Fall)2014 U.S.)Allopathic)and)Osteopathic)Medical)Schools

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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.  

Page 2: Provost’s 2014 2015 Annual&Report: Undergraduate*Education€¦ · Placement)in)U.S.)Medical)Schools Fall)2008 Fall)2009 Fall)2010 Fall)2011 Fall)2012 Fall)2013 Fall)2014 U.S.)Allopathic)and)Osteopathic)Medical)Schools

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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

   

Page 3: Provost’s 2014 2015 Annual&Report: Undergraduate*Education€¦ · Placement)in)U.S.)Medical)Schools Fall)2008 Fall)2009 Fall)2010 Fall)2011 Fall)2012 Fall)2013 Fall)2014 U.S.)Allopathic)and)Osteopathic)Medical)Schools

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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.  

Page 4: Provost’s 2014 2015 Annual&Report: Undergraduate*Education€¦ · Placement)in)U.S.)Medical)Schools Fall)2008 Fall)2009 Fall)2010 Fall)2011 Fall)2012 Fall)2013 Fall)2014 U.S.)Allopathic)and)Osteopathic)Medical)Schools

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FCRH  CLASS  PROFILE  (CONT.)  

 Note:   Minority  profile  excludes  students  with  two  or  more  races  and  nonresident  aliens.  

Page 5: Provost’s 2014 2015 Annual&Report: Undergraduate*Education€¦ · Placement)in)U.S.)Medical)Schools Fall)2008 Fall)2009 Fall)2010 Fall)2011 Fall)2012 Fall)2013 Fall)2014 U.S.)Allopathic)and)Osteopathic)Medical)Schools

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FCRH:  BY  THE  NUMBERS  

 

Page 6: Provost’s 2014 2015 Annual&Report: Undergraduate*Education€¦ · Placement)in)U.S.)Medical)Schools Fall)2008 Fall)2009 Fall)2010 Fall)2011 Fall)2012 Fall)2013 Fall)2014 U.S.)Allopathic)and)Osteopathic)Medical)Schools

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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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