1. University Level Faculty Development activities/policies (administered by the Office of Research)
those that are University-wide in which A&S has its share of participation
- Faculty Fellowships
- Faculty Research Grant program
- Faculty Research Expense Program


2. Dean of A&S Faculty
those that are administered by the Dean of A&S Faculty or by that Dean in conjunction with the Deans of the A&S Colleges and Schools

- Help with Presenting papers: Provides reimbursement, partial or full, (depending on demand and availability of funds) for presentation of papers at academic conferences.

- Help with Prestigious Fellowships: Awards full salary and benefits for faculty receiving year-long prestigious fellowships (NEH, etc.) that pay less than full salary for the academic year. 

- Help with Hosting Conferences: Provides support for hosting conferences, symposia, speakers (decisions on these awards are made jointly by and come from the budgets of all the A&S Deans).

- Awards Course Relief: Awards, in cooperation with the other A&S Deans, especially the GSAS Dean, course relief, and in some cases graduate assistants and stipends, for editing of journals. Such arrangements have been rarely awarded however during the 3-2 phase-in, but several of them are now operative. 

- Help with Publications: Provides subventions for publications (done very selectively from the Dean of Faculty's budget when in the University’s interest).   Over the past three years, including the current year, approximately five faculty have received such assistance.

- Administers the course evaluation program each semester:  An instrument (known as SEEQ) is provided all instructors, who are required to set aside a time, toward the end of each semester, for the students to complete the instrument.  The results are scanned, scores calculated and the results, with the student comments included, returned to instructors early in the following semester. Guidelines for this practice are provided by a committee of the Arts and Sciences Council, together with statements that provide help in the interpretation of SEEQ scores.  The intention of this program is, first, to provide teachers with information about how students are judging their effectiveness in the classroom.  The process is in other words an important tool in a teacher's effort to improve.  SEEQ scores are also used by departments and the A&S Deans as one source of information in the evaluation of the teaching effectiveness of candidates' for reappointment, tenure and promotion.  Peer evaluation, through classroom visitations, also is however employed by most departments as part of the teaching evaluation process.

- Oversees performance evaluations of untenured faculty: Reviews, with all untenured faculty, the performance evaluations that have been made by the department and the A&S Deans during reappointment reviews.  Thus, in their early years, untenured faculty every second year discuss with the Dean of Faculty, with the department chair present, where their department, and the Deans, have judged their performance strong and where in need of improvement. 

- Administers a mentoring program for junior faculty: in which a senior faculty member from a department other than that of the junior person is assigned to be the person's mentor.  New junior faculty members are notified early in the academic year of the availability of such a mentor.  The concept is to provide new faculty with a senior mentor who will not, as the mentor is from an outside department, be sitting on the junior faculty member's personnel committee later, a mentor with whom one can be perfectly frank in all matters.  This relationship is not intended to substitute for but to complement departmental mentoring.  The intention is that the outside mentor can give new faculty some entree to the University outside the home department as well as give him/her the benefit of the senior's experience in teaching, and so on.  Senior mentors are volunteers.  The program has been in place, including the current year, for two years.  the volunteers have included many of the most experienced and highly regarded of the tenured A&S faculty.  Last year, the new faculty cohorts beginning in academic 06-07 and 07-08 were invited to request a senior mentor; this year only the cohort of 08-09 was contacted.  At least half of each entering cohort did request and receive a mentor.  Informal reports indicate the program has proven successful; in most cases a helpful relationship between the senior mentor and the mentee was formed... 

- Arranges for a year-long orientation seminar (one for each campus) for new faculty: in which Fordham’s educational mission and traditions as a Jesuit and Catholic University are discussed (funded by VP for Mission but arranged for by the Dean of A&S Faculty).  The seminars are now, and have been in recent years, led by Professor Fred Wertz of Psychology for the current and previous academic years.  Participation is voluntary but a high percentage of new faculty choose to attend the seminars.  Readings and topics are selected partly upon the suggestions of the participants and may range from certain of Loyola's writings to Newman's Idea of a University to more recent publications that discuss the issues.  The seminars are well attended and appear to have been quite successful in encouraging new faculty seriously to reflect upon their role in terms of Fordham's mission.


3. Deans of the A&S Colleges and Schools
those that are conducted by the Deans of the Arts and Sciences Schools

- The Ames Fund: Assistance (research funds, salary supplementation) for especially promising junior faculty through the Ames fund (Dean of GSAS).

- Faculty Seminars:  Support for ongoing faculty seminars such as the NY 18th Century Seminar (Dean of GSAS).

- Mellon Challenge Grant: funding for a variety of faculty development activities, e.g., organizing  interdisciplinary faculty discussion seminars, organizing faculty seminars devoted to exchange of ideas regarding improving delivery of the core courses, development of new or enhancement of existing courses (Deans of FCRH and FCLC).


4. A&S Departments
those provided by the A&S Departments

- Departmental Faculty Mentoring: Many of the A&S departments do have practices for orienting, assessing and mentoring junior faculty.  In Philosophy for example, the Chair reports that he makes it a point to meet early in their coming here with new faculty to provide and explain the statement that outlines departmental norms for reappointment and tenure and to explain departmental best practice as to teaching, inviting the person to return for further discussion and with questions, which usually occurs more than once.  Many other departments, including Theology, Economics, Mathematics, Computer and Information Science, report very similar practices. Two departments, English and Communications, have established faculty committees that meet with junior faculty, at an early point after they begin here, to discuss with them departmental teaching and scholarship norms and practices.  The Communications department's committee is especially active.  It meets three times per semester with all untenured faculty for discussion of procedures, norms and expectations regarding reappointment and tenure.

- Faculty Seminars: Another type of faculty development, departmental seminars or discussion meetings, are found in a number of  departments, including Philosophy, Sociology, Theater and Visual Arts and Computer and Information Science among them.  English reports that a meeting of the department is held each September to welcome new faculty at which a senior member offers a lecture.



Faculty Fellowship program
- Topping off an externally funded leave to keep the faculty member's salary & benefits the same.
- Academic travel:  partial support (not full per diem) for presenting papers at academic conferences (usually 2 per year).
- Support for hosting conferences, symposia, speakers.
- Course relief for scholarly projects, particularly in the pursuit of external funding, editing journals, and new course development.
- Subventions for faculty books.

Junior Faculty
-The Ames Fund: The GSAS has an endowment, the Ames fund, which is used to support the faculty development of junior (i.e., tenure-track) faculty. 

Graduate Students
- Professional Workshops for Graduate Students: We also do professional workshops for the grad students--and faculty have asked to attend those. 
- Funding for Graduate Assistants: We provide GAs (including tuition scholarships) to endowed chairs, several special initiatives (e.g., the Joyce Studies Annual. the new Center for International Policy Studies) and for specialized projects (the on-line medieval source book, a working paper series in Economics, etc.)  in the summer when funding is available (I think that there were about 16 such awards last summer). 

Faculty Seminars
- Support for Seminar Series: Finally, by moving funding from our operating funds, the GSAS has created separate budgets for several on-going seminars:  The NY 18th Century Seminar, the American Politics Forum, and the Writing program.

The Office of Research
has the following programs:
- the Faculty Fellowship program
- the Faculty Research Grant program
- the Faculty Research Expense Program
- Faculty Workshops: The Office of Research has been slowly moving into faculty workshop - we offered an all day one on getting funded last week with an internal speaker and will be offering more with the staff as instructors - one on each campus in each semester.


M. Gillan

No full-time faculty, as you know, but, in the interest your having full information, know that at both Rose Hill and Westchester, at which we have a substantial presence of part-time faculty, there are dinner-cum-presentation programs held at the start of each year to kick it off well. This August at RH, for example, the presenter was Chris Toulouse on the Center for Teaching Excellence. Also, from time to time, adjunct faculty discussion groups are assembled at each campus, as well, on topics in a "faculty development" vein, but in which the topic is secondary to the purpose of sharing and community- building.

P. Holt

Per your request, here is an outline of activities for faculty at Fordham Westchester:

New Faculty Orientation: held 3 times per year.  Typically runs about 90 minutes where we review best practices, sample syllabi, profile who our students are, discuss the Ignatian Heritage guide we get from Campus Ministry.

Faculty Meetings: 3 per year, one meeting to open each semester, usually 2 hours or so.  We provide dinner, discussion of the state of the college, faculty concerns, and try to build community between our faculty.

Book Discussions: 2-3 per year.  We ask faculty to help us choose interesting books to discuss as a group.  We purchase a copy of the book for each faculty member attending and provide dinner.  Recent books included:  Mike Davis Planet of Slums, Jean Twenge Generation Me, and Thomas Friedman The World is Flat.

Blackboard: 3-4 x per year: Blackboard trainings at the introductory and advanced level for our faculty.

CADE: Bi-annually, we have the AJCU staff come and provide a CADE training for successful on-line teaching.



Per your request, below is an inventory of faculty development programs and opportunities currently in place at the law school.  Below is a list and brief description of those that pertain to law school programs.  Please feel free to let me know if you have any questions or need additional information.

Mentor Pairing
We pair incoming entry level faculty with more senior members of the faculty who can advise them on developing their scholarship, law review placement, and teaching. Typically the Associate Dean for Academic Affairs pairs the faculty members, although in some years that task has been delegated to a senior faculty member.

Faculty Workshops
Each year the faculty hosts weekly workshops where our own faculty and faculty from other schools are invited to present recent articles or book projects.  Typically these workshops last for an hour and a half over lunch. The faculty member presents his or her project or paper during the first twenty minutes or so of the workshop. The remaining hour is spent discussing the project with workshop participants.

Brownbag Series
We offer a slightly less formal forum for presenting very early drafts of papers, or even an early idea for a paper or project before anything has been written.  These “brownbag” lunches are more relaxed than workshops and allow our faculty to test new ideas at the very beginning stages of the project. They are offered much less often than workshops, but on average there are around five brownbag lunches per semester.

Junior Faculty Workshop
Our untenured faculty hosts an area-wide workshop for untenured faculty members a few times each semester.  This attracts faculty from law schools throughout the tri-state region. The workshop is modeled along the lines of the regular faculty workshop.  Only untenured faculty may attend.

Teaching Committee
Our faculty teaching committee is charged with crafting programs to help faculty members develop as teachers.  Partly this is accomplished by setting up a system whereby faculty can visit each other’s classes. The untenured faculty members are also paired with each other to visit each other’s classes and to discuss the various teaching techniques that they employ.  The goal of the committee is also to help create a dialogue within the faculty about teaching issues so that faculty can more readily learn from each other and by introducing the Fordham community to techniques in use in other schools that are not routinely in use at Fordham.

Faculty Retreat
We hosted our first annual day-long faculty retreat in the spring.  The retreat features a small group of faculty who present their work to the entire faculty. The format very much mirrors the regular faculty workshops but involves a full day of presentations.  We plan to continue the retreat annually near the end of each academic year.



P. Vaughan

Dean’s Discretionary Fund
In addition to set aside funds for the faculty development committee,  I provide from the Dean’s Discretionary Fund, money for faculty travel to present at professional conferences has been increased substantially, since I became Dean.  This has resulted in a large number of faculty members participating in juried workshops and invitations to be presenters and keynote speakers at professional events.

Jumpstart Grants
For the past five years each new faculty member has received a research “jumpstart” grant as a condition of employment.  This has been funded from gifts. In addition to those funds, I established a faculty research fund in 2001 to provide money to seed research efforts that hopefully would lead to external funding.  A committee appointed by the dean reviews the grants and makes one time awards to further the awardee’s research.

Faculty Mentoring
As dean, when requested, I have asked appropriate faculty to serve as mentors to non-tenured and pre-tenured faculty.  Although the results have been mixed as it relates to the time spent and actual help received, all mentees have expressed appreciation for at least having the opportunity to develop a more personal relationship with a senior faculty member.  It should also be noted that Dr. Sandra Turner, Associate Dean, in large measure serves as a mentor for all faculty regarding their teaching performance and classroom engagement of students.  She has made herself available to do classroom observations, to review course construction as new courses are developed, and to spend time talking about teaching strategies.  Dr. Raymond Fox, a master teacher, is given course credit to offer a year long teaching seminar for our faculty.  This is available to all faculty members including clinical faculty and is well attended.

Writing Group
Dr. Cynthia Poindexter spearheaded a writing group for faculty, and that group has continued for three years.  The group meets monthly for idea generation, manuscript critique, and support in writing.  Senior and junior faculty have participated in this ongoing work group.

Director for Research for GSSS
In fall of AY 08-09 a senior research scholar was appointed at Director of Research for GSSS.  In addition to providing a fair amount of technical assistance she helps faculty in research design, proposal development and engaging them in strategic about how to get projects funded.  Her involvement has been with junior and senior faculty.  


C. Berkman, Faculty Development Committee, GSSS

This report includes the faculty development activities for the Visiting Scholars Series and the Faculty Research and Development Fund. 

Visiting Scholars Series
The Visiting Scholars Series (VSS) began its third year in September 2008.  I was the founding, and still current, director of this program.  There are five other faculty on the VSS Committee.  The goal of this program is to offer workshops that allow faculty to acquire knowledge or skills in an area of interest.  The three hour length of the typical workshop allows for a more in-depth experience.

We select the topics to be presented by requesting possible topics from the entire GSSS faculty during the Spring semester. These topics are included in a survey in which faculty are asked to indicate which of these topics they want included in the VSS for the next year.  The four most popular topics are scheduled for one of the four Friday afternoons during the academic year that are reserved for the VSS workshops.  We also try to schedule other topics included in the survey that received at least five votes.  These are scheduled on other weekdays. 

Finally, we have offered full-day workshops in May after classes end, and this has been very popular.  The goal of these workshops is to enable faculty to gain in-depth knowledge or skills.

Faculty Research and Development Fund
The Faculty Research and Development Fund (FRDF) started in 2003, with Lee Badger as Chair.  I began as Chair this September.  There is a five member FRDF Committee of faculty who review the applications submitted to the FRDF (two reviewers plus the Chair for each application).  The FRDF Committee also proposes revisions to the FRDF Guidelines, as necessary, which are then presented to the full faculty for adoption.

As stated in the FRDF Guidelines “The purpose of this Fund is to foster and support GSSS faculty scholarship. Funds may be used to support research and evaluation projects, whether in their entirety or as supplemental to funds available through other sources. Priority will be given to those proposals that bear a clear and significant relation to an applicant's overall research program and would likely result in presentation at a national conference, publication in a refereed journal, and/or a grant proposal.”



Faculty Technology Centers
- Rose Hill,  Keating B27,  X2289
- Lincoln Center, Room 416, X7788
- Westchester, Room 219, X 3349

Getting Help: Help is always available at the Faculty Technology Centers in person, or via phone or email.

The FTCs offer both Windows XP and Macintosh OS X workstations equipped with scanners suitable for working with either documents or images. In addition, we have a range of A/V digital production equipment for producing A/V presentations and podcasts, and converting older A/V materials to digital formats. In addition, all FTC machines are equipped with webcams for video chat and teleconferencing.

One-on-One Trainings

The various trainings we offer to faculty are:

- Blackboard Fordham’s online Course Management System

- Lotus Notes Fordham’s Faculty and Staff e-mail system
- WAVES Fordham’s Web Content Management System for building and maintaining your department webpage within the Fordham Website.
- On-line Plagiarism Detection Tools Turnitin and SafeAssign

- Microsoft Windows Working with Windows, File Management, Customizing Taskbar and Desktop; Adding Shortcuts to the Desktop; Maintenance and Troubleshooting; Getting Helpby Content
- Mac OS X Basic features for MacOS X including the Desktop, the Dock, Organizing Files and Folders; Working with Macintosh windows; Applications; Connecting to Printers and Other Computers.
- Smartboard Smart Board Basics; Creating and Editing Documents with Notebook.  Tutorial on Smart Podiums: Personalized Instructions on how to use the podiums in our Smart Classrooms.
- Podcasting Delivering audio and visual content to iPod and other portable media players. 

Content Creation
Converting non-digital course material into digital or electronic form can be a great asset to instructional technology, as well has having portability and easier reusable material for classes.  The FTC has the equipment necessary to convert almost any sort of content into a digital format.  If you have a particular need for a specific learning object that you cannot find in a pre-made form we may be able to help you create what you need.



Faculty Websites 
Fordham now provides all tenure tracked faculty with space for personal web sites on http://faculty.fordham.edu. Although we recommend that your main page include professional information including your contact information, a brief bibliography of your published works, and perhaps a statement of your current professional interests, it is your space to use and explore.If you are a full-time tenure-tracked faculty member, you should have received your password in an email. If you did not, please contact the Faculty Technology Center on your campus for information on obtaining it.

Smart Classrooms
These classrooms are technology-enhanced with multimedia presentation capabilities. There is a ceiling-mounted LCD projector for widescreen presentation of all video/computer sources. The instructor podium contains a computer, DVD player, and VCR. There is also an interface for laptop/UBS connections. All classrooms have program speakers for sound reinforcement. Some rooms have advanced features, including tiered seating, touch screens, A/V and environmental controls, and SmartBoard interactive white boards.  Media Services maintains more than 200 technology-enabled classroom throughout the university to enhance Fordham's teaching and learning environment. Available facilities range from traditional classrooms with basic A/V support to fully wired lecture rooms with digital presentation devices and ethernet access at every seat, to "smart" classrooms equipped with interactive whiteboards.

Blackboard Course Management System

Within this web site, you can:

- Post text items and files, such as course syllabi, instructor information, articles, assignments and slide shows / presentations
- Conduct online discussions using the built-in discussion boards tool

- Create and deliver online tests, quizzes and surveys
- Manage a course gradebook, including display of individual grades (available only to the appropriate student)

With Bb, you do not need to know any HTML or other technical languages - the course or organizational web site is developed entirely through a point, click and type, on-screen web page.

Turnitin Plagiarism Detection Service

The University licenses plagiarism detection services from Turnitin.com. This on-line service scans student papers for content from a large and continually increasing database of on-line sources including websites and search results, reference materials, student papers and homework assignments available on-line, Cliff/Spark Notes, and essays available for purchase. Fordham currently licenses only the plagiarism detection tool. For online collaboration, discussion boards, and peer review tools, please continue to use Blackboard. Obtaining a faculty account on turnitin.com: To receive a turnitin.com account, please visit the Faculty Technology Center on your campus to create your login and get a quick walk through of the service.

About using Turnitin.com: Most commonly, instructors will submit papers for review that they suspect of plagiarism. It is possible, though, to have students submit papers directly to the Turnitin service themselves. To get started with Turnitin, including setting up student submissions, there are Quick Start Guides available on Turnitin's website. For in-depth help, there are also more detailed User Manuals and Training Videos. If you intend to have your students submit papers themselves, they can download Student QuickStarts and detailed Student Manuals, specifically designed for student use.

Things to keep in mind: You know your students best. Turnitin reports are based solely on similarities to on-line sources. The service cannot compare writing styles, detect variations in performance across assignments, notice suspicious transitions, or otherwise analyze student writing for tell-tale signs of plagiarism.

Turnitin Originality Reports are just that. They show parts of assignments that are not a student's original writing. The service has no awareness of different documentation styles and does not make any attempt to distinguish quotes, notes, and references. The simple appearance of unoriginal passages in student work is not itself cause for concern. It is up to the instructor to decide if unoriginal work has been properly quoted and cited or otherwise well used, or if a particular inclusion is a case of plagiarism.
Turnitin checks student work almost exclusively against on-line sources. A clean report from Turnitin is not proof that plagiarism has not occurred. Again, you know your students best, and Turnitin.com is not a substitute for experience and common sense.


Faculty Forum on Teaching & Technology

The Faculty Senate Technology Committee and Instructional Technology Academic Computing (ITAC)  sponsor the Faculty Forum on Teaching and Technology.  It is an informal, bi-monthly gathering for members of the Fordham Faculty to share insights and ideas for: enhancing courses with online resources, teaching online at Fordham, using instructional technologies in the classrooms, online pedagogy and practice.