The 2012-2013 academic year saw many innovations and new partnerships in graduate and professional education at Fordham. The University focused on comprehensive planning initiatives and programmatic development across Fordham’s graduate and professional schools as the landscape of higher education presented new challenges and opportunities. Fordham created distinctive new master’s degree programs attuned to market demands to prepare students for the global economy. Online learning advanced, and Fordham forged new collaborations to expand opportunities for research and learning. The achievements of Fordham faculty, students, and alumni enhanced the University’s profile nationally and internationally and continued to build a vibrant intellectual community.

Click on the links below for each school:

School of Law

Graduate School of Arts and Sciences

Graduate School of Education

Graduate School of Social Service

Graduate School of Business Administration

Graduate School of Religion and Religious Education

The Graduate School of Religion and Religious Education (GRE) enjoyed success in 2012-2013 in several important areas.

Curriculum Review and Revision
The greatest accomplishments for GRE this past year involved curricular redesign, review, and revision to meet the needs of the 21st-century church and the changing job opportunities for GRE students. In spring 2013, faculty and administration began implementation of a core curriculum that, for the first time, is shared by all master of arts (MA) programs, save for the counseling program. Provisional student learning outcomes are in place in MA programs, and will be used as the starting point for developing an outcomes assessment plan.

The GRE Faculty Council and the dean enacted a new committee structure for school governance and the review of new syllabi, courses, programs, and area strategic planning. GRE faculty and deans created a three-year course plan for the entire school that increases efficiency and quality.

In a remarkably busy year, two new GRE master’s degree programs in Christian spirituality and in pastoral studies were approved by the New York State Education Department (NYSED), and two new advanced certificates in Latino ministry and spirituality were also prepared for NYSED review. In addition, the master’s in religious education, the advanced certificate in spiritual direction, and the Doctor of Ministry went through curriculum revisions.

Online Education
The master’s programs in Christian spirituality and pastoral ministry noted above will be available online, along with the advanced certificate programs in Latino ministry and spirituality when they are approved. The Doctor of Ministry program has also been reformatted to allow students to complete it through online courses and intensive summer courses. Exceeding the school’s original plans, eight new online courses were in production. These changes, combined with the doubling of the number of GRE degrees available online, will allow GRE to continue current success in reaching national and international audiences.

A new GRE faculty-mentored program to train online instructors began with three current faculty members teaching online for the first time. The program was developed both to eliminate the need for outside consulting and to integrate all that GRE has learned in four successful years of online education.

Collaboration and Partnerships
GRE implemented new collaborations with the Jesuit Collaborative to train spiritual directors and leaders for other Jesuit ministries. GRE students will complete internships at Jesuit Collaborative retreat houses, and future areas for collaboration will be explored.
GRE’s work with the Catholic Extension Society has expanded in terms of students and outreach. The dean of the school,

C. Colt Anderson, Ph.D., visited the mission dioceses of Richmond, Va., Savannah, Ga., and Charleston, S.C., to build on GRE service to mission dioceses, both through the Catholic Extension Society and through GRE programs and aid. Additional GRE connections have been established in 10 other mission dioceses.

The historic strength of GRE in Latino ministry continues. In addition to sponsoring the National Symposium on Catholic Hispanic Ministry and a new Latino ministry certificate, a new Novak Scholars program will support future leaders in Hispanic ministry.

In spring 2013, GRE co-sponsored a conference with the National Association of Catholic Chaplains on trauma and hosted a conference on the new evangelization featuring diocesan leaders from New York and Brooklyn. With the Department of Theology and the Curran Center for American Catholic Studies, GRE jointly sponsored the visit of Father Timothy Radcliffe, former master of the Dominican order, to Fordham. GRE also continues its close work with the Archdiocese of New York, hosting its annual Faith Formation Forum in November 2013, and with Maryknoll/China, training priests and women religious for the church in China.

Academic Planning
In 2013-2014, GRE will engage in planning for a program of noncredit workshops for GRE students and new audiences that leads to certification in lay ministry and chaplaincy. In collaboration with the Graduate School of Business Administration, GRE will develop a Catholic leadership program for Fordham alumni and is working to create a joint master’s degree in mission and administration. GRE is also exploring a partnership to create a master’s degree in digital ministry. GRE is preparing to offer new degree programs in a hybrid format (online courses and intensive winter/summer on-campus sessions). Discussions are taking place to create a massive open online course (MOOC) with WFUV on music and religion, and work will begin on revising the curriculum of the doctoral program in religious education.

The Graduate School of Business Administration (GBA) launched three new master’s degree programs and expanded the number of collaborations involving the Master of Science in Global Finance and the Master of Science in Investor Relations.

A series of prominent events during the past academic year, anchored especially on the Fordham Wall Street Council, have contributed to the growing reputation of the school. Additional high-profile GBA events conducted in London, Istanbul, Jerusalem, and Beijing attracted business and government leaders, as well as growing numbers of Fordham alumni. Development activities are beginning to produce international donations and commitments to the school.

The three overarching goals of the GBA strategy remain as follows:

• Quality — revising, culling, and developing programs to assure quality enhancement, enrollment growth, and improved placement of GBA graduates

• Recognition — establishing a coherent global standing of GBA that is anchored on academic, industry, and alumni relationships

• Administrative Support — building an administrative infrastructure appropriate to support the academic enterprise of the school

GBA established three new master’s degree programs in fall 2012 and two new programs in fall 2013. An additional new program developed jointly with the Graduate School of Social Service (GSS) has been approved by both the joint council of business faculty and the faculty of GSS and is expected to begin in fall 2014.

Enrollments have exceeded targets for fiscal year 2013. A significant aspect of the enrollment growth is that the average credit-hour load per enrolled student has increased as GBA now has more full-time students than part-time students. The quality of enrolled students has improved significantly, as indicated by a rising average GMAT score for the MBA program and for the entire program portfolio of GBA. The use of digital technology to enhance the design and delivery of the curriculum offers new opportunities to advance academic excellence.

Negotiations conducted over the past year yielded collaborations with the Gordon Institute of Business Science at the University of Pretoria on the Master of Science in Global Finance and the 3 Continent Master’s of Global Management, to begin in summer 2014.

GBA developed a plan for fiscal year 2014 to integrate veterans of the United Kingdom with those of the United States, based on the model of the Fordham Accelerator for Business. Collaborators include retired Gen. Peter Pace and a select group of prominent individuals in London who are associated with the UK Veterans’ Aid, the Prince of Wales, the Church of England, and the Lady R Foundation.

In collaboration with Bilkent University, Petroturk, and the Turkish Ministry of Energy and Natural Resources, a certificate program on the business of energy has been designed for launch in Turkey.

Fiscal year 2013 delivered rising enrollments in the collaborative programs, increased number of international conferences and seminars with international academic partners, growing participation in the alumni and special interest groups sponsored by the school, and agreement with a partner to collaborate on a new executive program.

The Fordham Wall Street Council has reached 400 members, and the Alumni-Student Career Alliance (ASCA) now has more than 400 members. Both groups hold regular events matching students, alumni, and friends from industry to assist in building community with the school. In close coordination with the director of development for GBA, well-known speakers have been secured to elevate the stature and visibility of the Fordham Wall Street Council, ASCA, and a series on Business and the City. Additionally, a documentary film has been prepared based on the four events of the Future of Business series.

As a direct result of these activities, contributions and the number of contributors to the GBA Annual Fund have increased markedly.

The highest priority for the Graduate School of Education (GSE) in 2012-2013 was to develop a comprehensive enrollment strategy focused on identifying areas of potential growth in master’s degrees and certification programs at Lincoln Center and Westchester, and to meet enrollment targets in all doctoral programs. An admissions taskforce was established, and it met throughout the year. New programs in special education were implemented, as were newly registered certificate programs. The outcome of these efforts yielded a 6 percent increase in the number of credits attempted in the fiscal year.

A second major goal was to redesign the GSE website to enhance its user friendliness and effectiveness. In the early spring, the GSE website was completely rebuilt and now serves as the school’s primary communication platform. The social media links are very active, the blog is updated almost daily, the events calendar is accessible, and program updates are made and posted readily.

The third major goal was to enhance the reputation and visibility of GSE in the region and nationally. Several efforts were undertaken to increase the number of partnerships with city and regional school systems, both to enhance GSE’s reputation and to increase enrollment. The school sponsored three major conferences and hosted a meeting called by the chancellor of the Board of Regents to discuss new regulations for teacher and administrator certification. The school also worked with the Council of School Supervisors and Administrators on a grant application and hosted its summer leadership institute. The dean of GSE, James Hennessy, Ph.D., served as president of the Association of Jesuit Colleges and Universities Education Conference, playing an instrumental role in the statement released by the conference regarding the National Council on Teacher Quality report.

Partnerships for Excellence
Through the Center for Educational Partnerships, GSE was successful in its application to continue to serve as a Partnership Support Organization (PSO) for the New York City Department of Education (DOE), the only education school in the city that was awarded a contract. The Fordham PSO network comprises 35 city K-12 schools distributed across four boroughs, with the greatest concentration in the South Bronx. The Regional Bilingual/English language learners Educational Resource Network, funded by the New York State Education Department (NYSED) through June 2014, serves more than 200,000 English language learners (ELL) across the five boroughs, giving Fordham the preeminent position in ELL education in the city. GSE continued its partnership with Teach For America, one of only four education schools in the region to have that designation. GSE is also one of four schools participating in the DOE Pipeline to Leadership program, through which DOE helps recruit teachers into the School Building Leaders program.

As a result of these activities, GSE is the “go-to” education school in the region for the NYC DOE, NYSED, and the regents, and it is regarded as the partner of first choice by city, regional, and state agencies and associations.

Other Academic and Programmatic Accomplishments
GSE’s standing in the world of Catholic education continues to rise. The GSE Center for Catholic School Leadership and Faith-based Education entered into a formal agreement with Kirchliche Padägogische Hochschule Wien/Krems (KPH) to provide leadership preparation for Christian school teachers in Europe. GSE will provide the curriculum and half of the instructors for the week-long courses to be offered in late spring in Vienna and London.

Three new GSE programs— Contemporary Learning and Interdisciplinary Research, Accelerated Master’s Program in Educational Leadership, and School District Leader— enrolled their first classes of students. The new and modified Master of Science in Education and advanced certificate programs addressing the needs of childhood, early childhood, and adolescent special education students received state approval; most of the programs were implemented by the beginning of the spring 2013 semester. GSE has also addressed the current trend in national and local school districts in which most teacher-education students are seeking dual certification (additional 15 credits). In response to needs expressed by professionals who participated in the Bilingual Education Teacher Leadership Academy (BETLA), the master’s degree program in school building leadership was expanded in Westchester and on Long Island. Twenty former BETLA participants matriculated during 2012-2013.

The Division of Educational Leadership, Administration, and Policy (ELAP) faculty continued participation in the Carnegie Project on the Education Doctorate (CPED). The doctor of education programs in the division are being redesigned as “doctor of practice” programs, incorporating design elements provided by CPED. The eventual goal is that these programs will be recognized by CPED as “programs of excellence.” In cooperation with the Center for Educational Partnerships, ELAP also participated in three funded-projects grants.

Project Rigor, Equity, and Access through Collaboration in Higher Education (REACH), a $1.5 million grant funded by the U.S. Office of Special Education, brought in numerous consultants to work with individuals, programs, and the division as a whole throughout the year.

Strategic Planning
GSE’s short-term and long-term planning includes initiatives to support areas that are redesigning their curricula and degree requirements to create state-of-the-art, nationally prominent programs; to increase enrollment across the school; to attain national recognition in all 21 program areas for which Specialty Professional Association self-studies are being submitted; to obtain unconditional reaccreditation of the counseling psychology program; and to advance cross-divisional and interdisciplinary collaboration.

“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness ….” The classic words of Charles Dickens’ A Tale of Two Cities capture the reality of the achievements and challenges of the Graduate School of Arts and Sciences (GSAS) during 2012-2013. Since 2011, GSAS has been guided by a set of five-year goals that share an underlying theme: strategic decision making, and partnerships to create and sustain an intellectual community that will achieve the vision of Toward 2016. The context in which these goals are now being realized has shifted dramatically.

Transformation of the Graduate Educational Landscape
Excellence in traditional approaches to graduate degrees in the arts and sciences, particularly Ph.D.s, is associated with financial support built on federal funding for both research and student financial aid. Recent decreases in federal funding and questions about the return on investment for graduate degrees render this funding approach unsustainable. The downturn in enrollment in graduate education seen at the national level was also experienced within GSAS. In 2012-2013, the school focused on forecasting expected enrollments, assisting programs in analyzing their strengths, developing new programs that suit the needs of applicants as they graduate and move into the job market, and engaging members of the school in a re-visioning process.

Re-Visioning Graduate Education in the Arts and Sciences
The GSAS Council and department chairs laid the foundation for both the short-term goal of creating marketable master’s programs and the long-term need for modifications in doctoral programs by revising the guidelines for program development. GSAS also continued to explore alternative funding approaches and is experimenting with new models in some areas.

The Master of Arts in International Humanitarian Action has demonstrated the potential of nontraditional approaches to master’s degrees. Using intensive courses taught in locations around the world, the program enrolled 11 students and generated 96 credits in its first year of operations. Another approach to the expansion of master’s degrees is through early admission during undergraduate study, which enables completion of graduate courses during the senior year. Of all GSAS master’s students matriculating between fall 2008 and fall 2010, 21 percent began their master’s as early admission students, and 92 percent of these early admission students completed their degrees.

By reducing the size of the entering cohorts to more closely match University resources for merit-based funding and placement records, the humanities departments are already in the forefront of changes in doctoral programs and are focusing on the nature of the dissertation. GSAS has become a national leader in assessment of graduate programs.

Academic and Professional Development of Students
The student cohort that entered GSAS in fall 2012 demonstrated the quality that has been a hallmark of GSAS for the past decade. With only one out of 10 applicants offered admission, GSAS doctoral programs are the most selective in the University, and the 42 percent selectivity of GSAS master’s programs also shows their strength.

The achievements of GSAS students this past year are a particular source of pride for the University. GSAS students received 85 prestigious national and international awards, including a distinguished Junior Residential Fellowship from Koç University’s Research Center for Anatolian Civilizations, three outgoing Fulbrights, two National Science Foundation Fellowships, and four grants from the Folger Shakespeare Library.

GSAS used new media more extensively to publicize professional activities and to help students capitalize on their own achievements. GSAS also continued its merit-based awards for scholarships and stipends, with more than half of GSAS students receiving support. Almost $6 million, 63 percent of the stipends, directly supported undergraduate education.

International Initiatives, Partnerships, and Community Engagement
Global perspective is critical to the quality of scholarship and practice in the arts and sciences, and GSAS faculty and students pursue a variety of activities with counterparts abroad. GSAS has focused its initiatives on work with Jesuit universities abroad, Fordham’s partnership with the University of Pretoria, and interaction with the United Nations (U.N.)—particularly the U.N. Academic Impact initiative.

Other innovative partnerships include the GSAS collaboration with the Bronx Science Consortium (BSC). GSAS received approval for the joint Einstein-Fordham Master of Science in Biomedical Sciences. In addition, GSAS developed a course on the business of science for biomedical doctoral students, including students at Albert Einstein College of Medicine, which will be offered by Fordham business faculty. The Wildlife Conservation Society and Bronx Zoo provided funding for GSAS students to mentor teens in urban ecology and sustainability research projects. With BSC partners, Fordham submitted four institutional grant proposals to the National Institutes of Health, National Science Foundation, and the National Center for Science and Civic Engagement.

Conclusion
The worst of times, the challenge of decreases in enrollment, should be measured against the best of times, the achievements of GSAS students and alumni. Likewise, the needto react to forces adversely affecting graduate education at the national level has created the opportunity for active consideration of new approaches to old programs and new programs distinctive to GSAS. The re-visioning of graduate education in the arts and sciences constitutes the foundation for bold action in this time of contrasts.

The law school maintained its position as a top-tier institution and continued to enhance its faculty, promote faculty scholarship, develop advanced degree programs, recruit and retain a strong student body, and direct resources to enhance student placement opportunities. The school also began developing and implementing strategic initiatives to address the immense challenges facing the legal profession and legal education. These initiatives are designed to strengthen the law school’s competitive position while adapting to a rapidly changing legal profession and economic environment.
Maintaining a Top Law School
In the 2014 edition of “America’s Best Graduate Schools,” U.S. News & World Report ranked Fordham Law 38th among the 194 U.S. law schools included. Of particular note is that the law school’s evening program was ranked third out of 82 such programs across the country. The law school remains very proud of the recognition garnered by its specialty programs in U.S. News & World Report. The dispute resolution program was ranked 12th, the clinical legal education program 16th, and the intellectual property law program 24th. Other rankings similarly position the law school as among the best regarded in the country. In a National Law Journal survey of the “go-to law schools,” the law school was ranked in the top 20 for first-year-associate hiring at the top 250 national law firms. Even as the economy has tightened, Fordham Law has maintained much of its traditional placement success.

Faculty Development
The law school continued its successful multiyear effort to strengthen and support its distinguished faculty by making high-impact lateral appointments and supporting research productivity. One new lateral hire was made in 2012-2013, and the addition of renowned scholars raises the school’s academic reputation among its peers. Law school faculty have dramatically increased the number of publications in top-30 academic journals, submission of academic book manuscripts, and faculty presence in the media.

The law school encourages scholarly productivity through competitive research grants and manageable teaching loads. This past year, a new teaching policy was instituted that requires each faculty member to teach in the core curriculum, which reduces the law school’s reliance on visiting faculty to teach required and high-demand courses. The policy increases the standard teaching credit load but allows faculty members to reduce their load by two to three credits by demonstrating a consistent record of scholarly productivity.

Advanced Degree and Graduate Programs
The law school nurtures its existing academic and curricular strengths through efforts to establish additional joint-degree programs and through other cross-departmental collaborations. During 2012-2013, the School of Law and the Graduate School of Arts and Sciences discussed the establishment of joint JD/PhD programs that would highlight and make the most of their respective strengths. The law school also expanded its Master of Law programs with a new LL.M. in international dispute resolution beginning in fall 2013, along with a new LL.M. in corporate compliance beginning in 2014.

Long-Range Planning
This past year, the law school’s Long-Range Planning Committee and the law school administration began to develop several strategic initiatives that will help maintain Fordham’s very strong competitive position, increase the value proposition for students who are comparing Fordham to its peer schools, and diversify its educational mission beyond traditional audiences. These strategic initiatives include a reduction in entering class size, strategic use of financial aid, curricular reform to meet the evolving needs of students in a competitive market, and increased use of faculty expertise outside of the JD program.

The Long-Range Planning Committee undertook the first steps toward restructuring the current upper-class curriculum to be responsive to the changed professional environment. Proposed revisions include creating curriculum pathways for students, orienting students towards additional core courses and distributional requirements, and deepening experiential learning across the curriculum. This work is ongoing. The law school will also examine the best ways to build on the capacity of the in-house clinical and field placement programs to offer every student a significant real-world lawyering experience.

The law school has long augmented its traditional focus on its JD program with a focus on increasing LLM concentrations and enrollments. Having successfully expanded LLM programs over the past decade, and having successfully instituted a Doctor of Juridical Science program, the law school will seek to expand its educational mission by offering its academic programming to a wider audience. Some of the programs that are nascent or underway include the planned expansion of continuing legal education programs intended to reach bench and bar, more summer certificate programs that would attract non-JD/LLM audiences wanting to acquire specific legal skills or knowledge (e.g., corporate compliance, commercial contracting/contract drafting, etc.), and Master of Legal Science and executive degrees for both legal and non-legal professionals. Each of these programs can use existing faculty expertise and build on the law school’s existing curricular strength.

This report sets out the academic achievements in 2012-2013 along with the priorities for 2013-2014, which emphasize excellence in engaged teaching and research, mission integration, the development of new interdisciplinary programs, international education, innovative partnerships, and academic financial planning, among other areas.

Over the past year, the Office of the Provost advanced the integration of academic and financial planning, focusing on the alignment of resources with the University’s mission, strategic goals, and assessment. The deans and faculty, in collaboration with the Office of the Provost, made important strides on a broad range of initiatives supporting the University’s strategic vision articulated in Toward 2016.

Fordham College at Rose Hill

Gabelli School of Business

Fordham College at Lincoln Center

Professional and Continuing Studies

The noteworthy success of the pre-med/pre-health post-baccalaureate program, in particular, has encouraged PCS to develop related curricular initiatives in growing areas where there are many professional opportunities. These initiatives include a more robust undergraduate pre-med track, and exploring such new programs as allied health and health care management.

Additionally, PCS has begun to draw on the energy and expertise of its newly created Board of Advisors to establish a vital alumni network. By raising support for more scholarships, PCS should be able to attract and retain students who currently opt for other educational institutions. The first official PCS fundraising event has encouraged other Board of Advisors members to volunteer to host more. Such public events raise the profile of Fordham PCS, especially in Westchester, where many board members reside. PCS is competing in the challenging Westchester market with certificates and programs directed at the community. The expansion of the College at Sixty to the Westchester campus is also a means of raising its visibility.

Moving forward, PCS will expand the post-baccalaureate pre-med/pre-health program and look to develop new undergraduate majors in the area of management health care, as well as increase students’ research activity and competitiveness for external fellowships. PCS will increase its fundraising capabilities, foster collaborative projects with Westchester corporations, and work to strengthen the PCS Faculty Council and internal cross-school relations.

PCS By The Numbers

Fordham College at Lincoln Center (FCLC) completed its 45th year in 2012-2013. It is successor to a number of Fordham schools in Manhattan since the one founded by John Larkin under the Fordham charter in 1847. Just as American higher education is in a time of significant transition, major changes are on the fall 2014 horizon for FCLC with the expansion of the Lincoln Center campus and the opening of a new undergraduate residence.

The 2012-2013 school year was in many ways a most successful year. At the beginning, Colum McCann, author of Let the Great World Spin, the book that new students read during the summer, spoke at Freshman Orientation and challenged students to “imagine yourself into the lives of those who do not have your advantages.” This is one of the 33 items contained in the “Pledge for the Class of 2016” that Mr. McCann compiled for the students.

Other highlights include the Matteo Ricci Seminar for FCLC’s most talented sophomore students. The presence of prominent alumni enriched many of their meetings. The FCLC Mock Trial Team, mostly underclass students, won first place in regional competition and fifth place in the qualifying round of the national finals, and competed in the finals against some of the best teams in the country. Experience Fordham, which brings some of the most talented accepted students to campus, yielded the largest group ever.

FCLC hosted the Arts and Sciences Faculty Day, which included a presentation by Professor Larry Stempel of the Department of Art History and Music on the work of composer Richard Rodgers, including the music of Carousel. After dinner, the Ailey/Fordham dancers performed a newly choreographed version of the Carousel Waltz.

It was also a successful year in fundraising for the college, including a $2 million gift from Mary Higgins Clark (FCLC ’79) to establish the Mary Higgins Clark Chair in Creative Writing in the Department of English and a $500,000 gift from Gilbert and Ildiko Butler (FCLC ’85) to the Visual Arts Department to enhance and sustain the gallery at Fordham College at Lincoln Center and provide student grants.

Preparing for the Changes in 2014

FCLC faculty and administration engaged with great energy and urgency the task of creating new and revitalized academic programs to attract an expanded pool of talented students to FCLC in 2014-2015. The programs developed and approved include a major in humanitarian studies, an interdisciplinary major in new media and digital design, a concentration in music theatre, and a new minor in fashion.

The new bachelor of arts in humanitarian studies degree at FCLC is a mission-driven program which will draw on established academic strengths at Fordham as students learn to bridge the gap between theoretical and practical responses to international humanitarian crises. The program includes an innovative international component culminating in a two-week service-learning immersion project in another region of the world. The bachelor of arts in new media and digital design program is also interdisciplinary in focus and offers students an opportunity to develop a knowledge base and leadership capacities in rapidly expanding and interrelated fields. Once suitable facilities can be developed, a new concentration in music theatre will enrich FCLC’s nationally regarded Theatre Program and build on its partnerships with other NYC arts institutions. Capitalizing on NYC as one of the major fashion capitals of the world, FCLC’s fashion studies minor is distinctive among other area programs in its grounding in a four-year liberal arts curriculum. The program will provide a strong foundation in both design and business, with courses that approach the study of fashion from multiple disciplinary perspectives.

An Increased Presence for FCLC in the Lincoln Square Neighborhood

FCLC continued to become a more significant presence in the neighborhood. Thanks to the school’s relationship with the Rubenstein Atrium at Lincoln Center for the Performing Arts, the Fordham Alumni Theatre Company presented the premiere of a new musical version of Henry James’s Turn of the Screw, with a book by Michael Kimmel, FCLC ’99, and a cast made up of FCLC alumni and one current student. In November the Ailey/Fordham Dancers performed at the atrium and drew standing-room only crowds.

Poets Out Loud, the acclaimed poetry series, held six events, one in collaboration with the Poetry Society of America. Poets Out Loud outreach to high school students in Manhattan, including Cristo Rey, was again very successful and included one event where high school students presented their original work.

Expansion of the Music Major

The music major continued to grow in 2012-2013, enriched by the long and mutually beneficial relationship that FCLC has developed with The Juilliard School. In the spring semester, there were 36 students registered as music majors, including some of FCLC’s top students. Twelve members of the class of 2017 have indicated their intention to be music majors. Five Fordham students registered for classes at The Juilliard School evening division during the academic year. Once again, Bill Baker, Ph.D., the Claudio Aquaviva Chair and Journalist-in-Residence in the Graduate School of Education, taught a joint Fordham/Juilliard course, The Performing Arts in the 21st Century, in the spring semester. In other academic areas, Professor Edward Bristow of the History Department taught a course at Juilliard on the Holocaust, while Gonzalo Sánchez of the Juilliard faculty taught a Modern European history course at FCLC. Both faculty members were warmly welcomed by their colleagues in the school they were visiting.

Professor Daniel Ott of the Department of Art History and Music received a Goddard Lieberson Fellowship from the American Academy of Arts and Letters. These fellowships are given to “mid-career composers of exceptional gifts.” Five of the Fordham students in Professor Ott’s composition workshop heard their works performed by professional musicians, The Exponential Ensemble, on May 2. The work of one FCLC student, Charlie Martin, was chosen by the musicians to be performed at their concert the following evening at the Dimenna Center.

Over the course of the year, a number of chamber music ensembles were professionally coached. They were joined in the spring semester by five small jazz ensembles that practice in space provided by Jazz at Lincoln Center. The jazz ensembles are coached by Matt Butterman of Jazz at Lincoln Center, and FCLC is in discussions to formalize cooperation with a memorandum of understanding. During the 2012-2013 academic year, the revenue sharing plan for the Ailey/Fordham BFA was favorably renegotiated.

International Education

In July 2012, students in Fordham’s International Study Abroad Program were based in Rome at the Irish College for a class, Acting in Italian, co-taught by Professor Joseph Perricone, Ph.D., of the Department of Modern Languages and Literatures and Matthew Maguire, director of the Fordham Theatre Program. The group performed Dario Fo’s farce, “Non Tuttii i Ladri Vengono per Nuocere” (Not All Thieves Come to Harm You) in Orvieto and Rome to enthusiastic and appreciative Italian audiences. During their stay, the class was thrilled to accept an invitation to the home of 86-year-old Dario Fo, the 1997 Nobel Prize for Literature winner. The program was repeated in the summer of 2013.

Bernard Moore, FCLC ’13, and two Rose Hill students, Matt Ecker and Steven Rice, received summer research grants to travel to Namibia in southern Africa and make a documentary on Chinese investment in that country. They met many of the political leaders of Namibia, including the current prime minister, Hage Geingob, FCRH ’70. Excerpts from their documentary were shown at the FCLC Research Fair in April 2013.

Other opportunities for international study included the second Foreign Service trip of the Humanitarian Studies minor to Nicaragua in January 2013; a trip to Russia sponsored by the Theatre Program for students interested in costume design; and a study tour to China in June 2013 led by the director of the International Studies Program.

FCLC Fall 2012 Entering Class Profile

Average SAT: 1234
down 1 pt from fall 2011 and up 28 pts since fall 2007

FCLC By The Numbers

US News & World Report Ranking: 58
(Fall 2012 magazine)
compared to 53 in 2011 and 67 in 2007

The Gabelli School of Business is an intellectual business community defined by high academic standards, global participation, and ethics: one in which students become socially responsible global leaders. Faculty and administration pursue four main initiatives: to foster academic excellence through the integrated core curriculum and applied learning; to create a global business education by forging new international connections and encouraging students to see beyond boundaries; to help each student develop as a whole person; and to cultivate a business faculty whose classroom approaches and research define them as innovators.

In 2012-2013, the Gabelli School grew on several fronts. Faculty and deans developed a plan for the new bachelor of science in global business program that will begin at Lincoln Center in fall 2014, choosing four business concentrations that reflect growing fields and working with FCLC to make the most of common academic interests between business and liberal arts students. The integrated core curriculum, introduced in fall 2009 as a pilot program, graduated its first seniors. Students and faculty embraced globalization in new ways and with new enthusiasm, leading to a tangible shift in the perceived importance of international study. Hughes Hall opened as a state-of-the-art home for the school and became a point of pride for the entire campus.

Academic Excellence

The Gabelli School’s academic program has attracted growing national attention as a model for business education. The school rose nine places in the Bloomberg Businessweek ranking of undergraduate business schools, placing No. 40 nationwide in 2013. This included a jump to No. 20 nationally in academic quality, from No. 33 the year before, and a significant advancement in the eyes of recruiters and employers who hire its graduates. Businessweek’s ratings of the Gabelli School’s teaching quality and job-placement record remained at A. The school ranked in the national top 25 in six of 14 business specialty areas: international business (7), marketing (11), corporate strategy (16), finance (17), sustainability (22) and entrepreneurship (25).
 
Applied learning is one of the hallmarks of a Gabelli School education. Class assignments in 2012-2013 mirrored what students eventually will do as professionals. Sophomores in the integrated business core identified the biggest marketing obstacles facing major companies and worked in teams to develop and present original solutions, often thinking globally about avenues toward new markets. Juniors performed under pressure in front of evaluators to address the kinds of communications challenges that business leaders face. Students participated in national competitions that asked them to tackle complicated case studies, actual marketing problems, or the issues facing the U.S. economy. Several Gabelli students also applied their learning through the business faculty’s research centers: undergraduate fellows at the Center for Digital Transformation explored plans to make the Bronx into a new high-tech corridor for New York City, and practitioner fellows at the Center for Positive Marketing conducted market research with faculty guidance. By graduation, on average, 91 percent of Gabelli students hold internships.

Central to the Gabelli School curriculum is the dual core: a liberal arts core and the new integrated business core. For the first time, the entire freshman and sophomore classes were enrolled in the integrated business core. Of the more than 50 senior pioneers who were the first to complete all four years of the core in 2013, nearly all reported feeling prepared to approach their first jobs with the 12 cross-disciplinary capacities it was designed to give them: analytical skills, career planning, entrepreneurial thinking, modes of ethical thinking in business, global perspective, integrated business thought, leadership, presentation skills, self-awareness, teamwork, technology, and writing ability. The academic program as a whole continued to expand with new secondary concentrations in alternative investments and sports business. Both of these rigorous concentrations feature a capstone component: a research, internship or travel experience. Other specialized programs in entrepreneurship and sustainable business grew as well.
 
This past year saw twice as many Gabelli School students participate in local service learning, in which they chose a nonprofit organization and executed a service project on its behalf in sync with one of their existing business courses. A record number of students volunteered as tax preparers for underprivileged Bronx residents in the VITA program. Outside speakers such as Chris Lowney, author of the book Heroic Leadership, reinforced the idea that Fordham business students have an especially great responsibility to conduct business in ways that benefit other human beings.
As Hughes Hall opened in August 2012, it began to shape the academic environment by enabling greater collaboration: among students, between students and their professors and deans, and among faculty. All have benefited from the building’s dedicated spaces for cooperative work, group meetings, and Skype-enabled discussions. Academics in 2012-2013 enjoyed a renewed sense of energy, enthusiasm, and pride as Hughes Hall ushered in a new era at the Gabelli School of Business.

Globalization

The Gabelli School’s globalization efforts are twofold: to provide more options for international study and to emphasize global experiences as a crucial part of business education. The school expanded existing full-semester and summer-long study-abroad programs, developed new study tours, and sought to make it more feasible for students to choose an international experience.
 
The centerpiece of this effort is Fordham’s London Centre, which offered additional coursework in fall 2012 enabling students to take upper-level courses toward their majors. A KPMG partnership created a total of six annual London-based accounting internships, and mentors in London were identified for marketing majors. Thanks to these efforts, enrollment doubled in London in fall 2012 compared with the year before.
 In collaboration with the Office of Development and University Relations, the Gabelli School created new scholarships for study abroad, and study tours offered short-term experiences for students unable to opt for a full semester or summer abroad. In 2012-2013, faculty-led groups went to Brazil, India, and Ireland, the first two of which were linked directly to a full-semester business course at Rose Hill.

 Academics at the Gabelli School became more global as faculty improved international content in existing law and ethics, information systems, and management courses and also introduced new classes, such as Global Tax. The secondary concentration in international business, formerly known as the G.L.O.B.E. program, strengthened its requirements. Students now must align their coursework, language proficiency, and international study around a specific nation or region and complete a set minimum of study abroad.
 
Fordham received national attention in the AACSB’s BizEd magazine for the new international student orientation that represented a collaborative effort among many schools and departments, including the Gabelli School. International Business Week shone a brighter spotlight on the home lives of international students by giving them the chance to present their own countries to their peers.  A new freshman advising session promoted the advantages of developing cross-cutural perspectives for all Gabelli students. This two-way interaction with students from abroad will remain a school priority in 2013-2014.

The coming year will challenge the Gabelli School leadership to think creatively and intensively about what international education can be, as plans are finalized for the bachelor of science in global business program that will open at Lincoln Center in 2014.

Personal and Professional Development

The Gabelli School’s Personal and Professional Development Center collaborated with Fordham’s career services office to support University-wide programming and supplement it with programs tailored to meet the needs of business students in an integrated way over their four years. The new Boardroom Series offered students a better chance at making personal connections with alumni. The Alumni/Student Supper Club provided small-scale networking dinners for one alumnus or alumna and four to five students. A Young Alumni Marketing Roundtable attracted recent graduates to talk to current students about their first years in the working world. Alumni advisory board members now are required to hold at least one student personal and professional development event during their three-year terms.
In recognition of the Gabelli School’s Jesuit philosophy that personal and professional development is about self-discovery, the freshman class dean introduced advising sessions to help students identify personal goals and interests.  A new structure for peer advising matched freshmen with upper-class advising assistants, and students participated in Ernst & Young’s social-justice-focused “Your World, Your Vision” program, which has since been discontinued by the firm.

Pedagogical Innovation

Many business professors engaged more deeply in blended and technology-enabled learning. Outside experts visited the Gabelli School in January to offer a teaching workshop, and faculty began to use a technique known as “flipping the classroom.” Having students take quizzes online before class, for example, yields more discussion time. A campaign was begun to encourage faculty to record their Hughes Hall-based classes using the Echo360 system, enabling students to review lectures and improve the way they prepare for exams. Bloomberg terminals allowed for a greater flow of data in financial courses, and high-tech control consoles let faculty conduct in-class demonstrations. Computer simulations became a more regular feature of the curriculum: in the senior core, students took control of a simulated company and made management decisions related to production, pricing, corporate image, and other factors.

In the coming year, the Gabelli School will redouble fundraising efforts through collaboration with the Office of Development and University Relations to ensure that the school’s mission can continue at full strength and expand into new areas.

GSB Fall 2012 Entering Class Profile

Average SAT: 1261
up 5 pts from fall 2011 and
up 41 pts since fall 2007

GSB By The Numbers

Businessweek Ranking: 40
(Fall 2013 magazine)
compared to 49 in 2012 and 27 in 2008

In 2012-2013, the college made significant progress on four primary goals in accord with the University’s strategic plan, Toward 2016:

• To advance the college’s commitment to University mission, resources, and planning
• To infuse the academic curriculum and culture with new energy and quality
• To promote distinctive programs
• To advance advising and retention of FCRH students

University Mission, Resources, and Planning

To guide the work of the college, the FCRH dean consulted with the provost and collaborated with the College Council, the Dean’s Budget Planning Committee, the United Student Government Dean’s Academic Council, and the FCRH Board of Visitors to draft an operational plan. The plan was framed in accordance with Toward 2016, the work of the Strategic Plan Review Committee, and President Joseph M. McShane, S.J.’s Response to the Committee. Intended to provide operational direction for the college starting in the fall of 2013 and concluding in the spring term of 2016, it will be replaced by the new University and college strategic plans once they are prepared.

To further strengthen the college’s Jesuit identity, the FCRH dean collaborated with the Jesuit Community to continue the Arrupe Seminar for a second year, strongly increasing the faculty enrollment in it. The seminar provides a valuable opportunity for members of the college community to read and discuss texts in Jesuit history, spirituality, and educational philosophy and to reflect on how they live the mission of the University in their daily work with colleagues and students. The college also strengthened the mission-oriented commitment and programming of its Integrated Learning Communities (ILCs), and the dean met with the rector of the Jesuit Community to plan ways for students to have greater contact with the Jesuits living at Rose Hill.

FCRH made additional progress in securing vital resources, raising its total in the University’s capital campaign to $28.2 million and further surpassing its original goal of $25 million. The dean worked with the Office of Development and University Relations (DAUR) to place the Science Council on stronger footing with an active board, regular communication to alumni, and an engaging calendar of events to promote alumni philanthropy. The fall Science Council Lecture by Dr. Ronald DePinho, FCRH ’77, president of the M.D. Anderson Cancer Center, was an especially compelling event, drawing a very large audience to the University Club. In the coming year, the dean plans to further expand the membership of the Board of Visitors.

Distinctive Programs

During the past year, the college managed the full and successful implementation of the liberal arts core curriculum, ensuring that sufficient upper-division core offerings, including the new interdisciplinary capstone course, advanced disciplinary courses, the third Eloquentia Perfecta course, and the Senior Values course were available for students. Seventeen new faculty members in the Arts and Sciences brought outstanding teaching experience, scholarship, and sponsored research portfolios to Fordham and will help to raise the percentage of courses taught by full-time faculty.

Committed to the success of its Integrated Learning Communities, FCRH faculty and staff led a large number of colloquia, retreats, and trips into New York City for Queen’s Court, Campbell-Salice-Conley, the Science Integrated Learning Community, and the “West Wing” in O’Hare Hall. The Manresa Program was particularly active, with some of the college’s most dynamic teachers offering eight seminars, serving as freshman advisers, and supporting a full calendar of excursions, retreats, community dinners, spiritual reflections, a debate series, and writing workshops.

Science programs remained an important curricular focus as well. The New York State Education Department approved the new major in integrative neuroscience which is being offered for the first time in fall 2013. Renovations designed to enhance science pedagogy dramatically improved the introductory biology teaching labs. An engineering physics lab in Freeman Hall and new space for collaborative research in computer science by students and faculty in John Mulcahy Hall were also created. Benefiting from the new Bronx Science Consortium, FCRH students pursued expanding research opportunities at the New York Botanical Garden, the Wildlife Conservation Society, and the Albert Einstein College of Medicine, and assisted physicians through a new program at the Montefiore Medical Center.

To prepare graduates for success in an increasingly interconnected world, FCRH maintained a strong commitment to international education. For the first time, incoming international students participated in an expanded academic orientation designed to help them make the transition to Fordham. The Fordham London Centre launched its first Liberal Arts Semester, and the Ubuntu Program in Pretoria, South Africa, enjoyed a successful second year, integrating academic courses with community-based service and learning in townships outside the city. Overall, the college’s participation in study abroad continued to rise. During 2012-2013, 363 students studied abroad, a major increase in relation to the 279 who studied abroad the previous year, and the 255 in 2010-2011. The share of students participating in full-term programs of a semester or more in length also increased.

FCRH emphasizes innovative teaching across all disciplines and plans to expand a grants program to support faculty attendance at conferences on pedagogy, bring in external consultants to lead departmental teaching workshops, and invest in new technology to enhance the classroom experience. In particular, FCRH will promote curricular advances based on projects in the digital humanities and new, inquiry-led science pedagogies. The college has also partnered with the University Library, the Department of English, and several outstanding faculty to launch a new pilot program to enhance students’ information literacy and research ability in selected Eloquentia Perfecta courses.

Culture of Research and Achievement

Building on an effort launched four years ago, FCRH has achieved its goal of making undergraduate research an integral element of the college’s culture. In 2012-2013, FCRH drew on alumni donations and Mellon Foundation funds to support 98 student projects, distributing $237,000 in grants. A remarkable 337 students from across the academic disciplines participated in the college’s Undergraduate Research Symposium, an increase of 23 percent over the previous year, and FCRH collaborated with Fordham College at Lincoln Center (FCLC) to publish the third issue of the Fordham Undergraduate Research Journal. As in the past two years, external outcomes were especially impressive as 16 students co-authored articles in professional journals and delivered or co-authored 49 presentations at regional or national conferences. These achievements will enable graduates to be more competitive in seeking admission to graduate and professional schools, and the FCRH undergraduate research program is now attracting interest among prospective students.

Following a long-standing record of excellence, FCRH students won 29 prestigious fellowships and scholarships, including four Fulbright Awards, one National Science Foundation Graduate Research Fellowship, one Boren Scholarship, four DAAD-RISE awards, a New York City Urban Fellows Award, and a Lilly Foundation Graduate Research Fellowship. The Matteo Ricci Fellowships Preparation Seminar helped to continue this trend by enabling sophomores to gain exposure to vital issues in contemporary public policy and debate, learn from faculty and alumni mentors, embark on research projects, and prepare to apply for awards as juniors and seniors.

FCRH students in the college’s pre-professional advising programs achieved noteworthy success as well. Supported by a dedicated faculty and a very active Committee on the Health Professions, 83.3 percent of FCRH applicants gained admission for fall 2013 to doctoral level medical and health professional schools. The college’s three-year average now stands at 83.1 percent, far surpassing the national average of approximately 45 percent. The FCRH pre-law program expanded to include advanced course offerings in addition to the symposium for new students, and graduates excelled here as well. All of the Class of 2013 pre-law advisees gained admission to law school, many with acceptances to the nation’s best programs, including those at NYU, Duke, Georgetown, Boston College, and Fordham. FCRH also expanded its advising program for students seeking admission to graduate school in the arts and sciences and business fields.

Academic Advising and Retention

During 2012-2013, FCRH defined a comprehensive approach to retention, putting in place strategies intended to improve retention and graduation rates. The college’s new director of retention and student success supported FCRH faculty and staff and coordinated with other areas to provide additional advising and counseling to students experiencing academic, health, and financial challenges. FCRH will seek further improvements through a “Core Advising Plan” designed to fully integrate freshman, sophomore, and transfer student advising. FCRH will also work directly with the Office of Career Services to incorporate orientation and career planning workshops into the advising model.

The 2012-2013 academic year was a very successful one for the college. FCRH looks forward to further advances, continuing to raise its profile, recruit and support excellent faculty and students, and promote the wider mission of the University.

FCRH Fall 2012 Entering Class Profile

Average SAT: 1262
up 15 pts from fall 2011 and
up 28 pts since fall 2007

National Merit Award winners: 33
compared to 46 in fall 2011 and 40 in fall 2007

Freshmen in the top 10 percent of class: 42.1 percent
compared to 42.1 percent in fall 2011 and
42.7 percent in fall 2007

Minority percentage: 23.1 percent
compared to 23.0 percent in fall 2011 and
20.1 percent in fall 2007

Male/Female ratio: 40.8 percent male/
59.2 percent female
compared to 45.7 percent/54.3 percent in fall 2011 and 44.9 percent/55.1 percent in fall 2007

FCRH By The Numbers

US News & World Report Ranking: 58
(Fall 2012 magazine)
compared to 53 in 2011 and 67 in 2007

Prestigious fellowships and awards: 42
compared to 41 and 53 in the two previous years, respectively

Number of degrees conferred: 827
609 bachelors of arts and 218 bachelors of science
compared to 803 in 2012 (591 BAs and 212 BSs)
compared to 783 in 2008 (616 BAs and 167 BSs)

Total enrollment: 3,613 (fall 2012)
International enrollment: 73
compared to 70 in fall 2011 (a 4.3 percent increase)
compared to 28 in fall 2007 (a 160.7 percent increase)

FCRH Post-graduation Statistics*

Medical School (US): 66.7 percent
compared to 81.8 percent in fall 2011 and
59.3 percent in fall 2007
national average is 45.2 percent

All Doctoral Level Health Professional Schools (US and Non-US): 88.4 percent

Law School (US): 86.8 percent
compared to 78.9 percent in fall 2011 and
68.8 percent in fall 2007
national average is 74.5 percent

* class of 2012 and prior