Middle States Institutional Self-Study 2006 i TABLE OF CONTENTS Assessing the Use of Resources and Future Resource Allocation 39 Recommendations 40 EXECUTIVE SUMMARY 1 STANDARD 4: CERTIFICATION STATEMENT 9 LEADERSHIP AND GOVERNANCE 43 Introduction 43 INTRODUCTION 13 The Board of Trustees 43 The University: Its Colleges and Schools 13 The President 44 The 1990s: Structural, Procedural, and Programmatic Innovations 16 The Faculty Senate 45 The 2006 Self-Study 17 Student Representation in Governance 46 Strategic Planning 18 Recommendations 49 Conclusion 19 STANDARD 5: ADMINISTRATION 53 STANDARD 1: Description of Administrative Structure 53 MISSION, GOALS AND OBJECTIVES 23 First Level of Administration: Department Chairs and Program Directors 54 Introduction: Ignatian Education 23 Second Level of Administration: Contemporary Jesuit Education 23 The Arts and Sciences Deans 55 History of Fordham’s Mission Statement 24 Third Level of Administration: The Mission in Action 26 The Vice Presidents 56 Recommendations 28 Top Level of Administration: The President 57 Qualifications of Administrators 57 STANDARDS 2/3: STRATEGIC PLANNING, Mechanisms for University-Wide Planning, PLANNING AND RESOURCE ALLOCATION 31 Coordination and Communication 57 Introduction 31 Administrative Electronic Information Systems 58 Strategic Planning 31 Recommendations 58 Earlier Planning at Fordham 32 STANDARD 6: INTEGRITY 63 Planning Groups 32 Introduction 63 Evaluating Planning Effectiveness 32 Commitment to and Implementation Assessing Planning Efforts and Some Examples 33 of the Mission Statement 63 Allocating Resources 34 Academic Freedom and Excellence The University Planning Council and in Higher Education 63 School-Based Budgeting 34 Commitment to Cura Personalis 65 Faculty and Staff Resources 35 Commitment to Fair and Equitable Standards 66 Capital Improvements 36 Cultural and Intellectual Diversity 67 Space, Technology and Infrastructure Needs 38 Integrity in Print and Electronic Publications 68 Fiscal Operations 38 Recommendations 69 ii Table of Contents STANDARD 7: STANDARD 10: FACULTY 111 INSTITUTIONAL ASSESSMENT 73 Introduction 111 Introduction 73 Institutional Support for Faculty Recruitment, Methods for Evaluating University Assessment 73 Retention, Continued Growth and Retirement 111 Assessment Activities within Administrative Decentralization 112 Vice-Presidential Units 74 Institutional Support for Faculty Scholarship Recommendations 87 and Research 113 Institutional Support for Effective Teaching STANDARD 8: STUDENT ADMISSION 91 by Faculty 113 Institutional Support for the Procurement of Introduction 91 Grants by the Faculty: Office of Research and Traditional Undergraduate Colleges 91 Sponsored Programs 114 The Council on Undergraduate Enrollment (CUE) 91 Service 114 Policies, Practices, and Fordham’s Mission 92 Instructional Curricula Design, Maintenance, and Updating 114 Information Regarding Academic Programs, Admission Criteria and Programs, Transfer Appointment, Promotion, Tenure, Grievance, Policies, and Student Learning Outcomes 93 Discipline and Dismissal Procedures 115 Evidence of the Multi-Dimensional Assessment Recommendations 115 of the Admission Process 94 Fordham College of Liberal Studies 97 STANDARD 11: EDUCATIONAL OFFERINGS 119 Graduate Schools 98 Consonance between Fordham University’s Recommendation 98 Mission and Its Educational Offerings 119 Balance of the Core Curriculum with Majors STANDARD 9: and Minors 119 STUDENT SUPPORT SERVICES 101 Departmental Curriculum Evaluation Procedures 120 Introduction 101 Curricular Content on Diversity, Ethics and Moral Mission 101 Values, and Religious and Humanistic Concerns 121 Services 101 Monitoring Undergraduate Accelerated Programs 121 Resources 102 Opportunities for the Development of Staff and Staff Qualifications 103 Information and Computer Literacy 121 Non-Academic Advising and Analytical and Critical Reading,Writing Guidance Procedures 103 and Thinking: Student Commentary 122 Grievance, Complaint and Monitoring Procedures for the Evaluation of Record Keeping Processes 104 Graduate Student Progress 122 Assessment 105 The Library System 122 Athletics 105 Library and Department Relations 123 Accessibility of Information about the Recommendations 107 Service Learning Program and Extra-curricular Clubs and Organizations 123 Middle States Institutional Self-Study 2006 iii Clubs and Organizations 124 The Fordham Educational Culture: Urban and Campus 124 Attention to University and Campus Culture: Two Examples 125 Recommendations 126 STANDARD 12: GENERAL EDUCATION 129 Introduction 129 Core Curriculum 129 Recommendations 139 STANDARD 13: RELATED EDUCATIONAL ACTIVITIES 143 Related Educational Activities and Programs 143 Additional Sites 143 Focused Educational Programs and Services 144 Externally-Funded Campus-Based Programs 145 Interuniversity Doctoral Consortium 147 Beijing International MBA Program (BiMBA) 147 Undergraduate Honors Programs 148 Recommendation 148 STANDARD 14: ASSESSMENT OF STUDENT LEARNING 151 Introduction 151 Learning Objectives and Desired Outcomes 151 On-Going Monitoring 154 Evidence of Learning 156 Recommendations 165 FORDHAM AS NEIGHBOR 169 ORGANIZATIONAL CHART 185 Middle States Institutional Self-Study 2006 1 EXECUTIVE SUMMARY Introduction Founded in 1841 on the grounds of Rose Hill Manor in the Bronx by Bishop John Hughes, Fordham University opened its doors as St. John’s College. In 1846, the State of New York chartered the College, and Bishop Hughes transferred control to a contingent of French Jesuits. Under a 1907 New York Board of Regents charter amendment, St. John’s College changed its corporate name to Fordham University. Fordham University is an independent, Catholic, Jesuit institution comprised of 11 schools and colleges. The University’s Jesuit tradition is dedicated to providing an education to individuals of all and of no religious persua- sion which encourages cultivation of the whole person and fosters academic experiences that promote justice in accordance with the traditional precepts of Catholic social thought. The Carnegie classification cites Fordham as a research extensive institution. The University has approximately 700 full-time faculty and 16,000 students located on three campuses: Rose Hill in the Bronx, Lincoln Center in Manhattan, and Marymount in Westchester County. Highlights of Major Institutional Changes and Innovations During the 1990’s, the University embarked upon a series of endeavors involving structural, procedural, and programmatic innovations that are highlighted below: • Between Spring 1994 and Spring 1996, the Trustees approved the restructuring and integration of the Arts and Sciences Faculty and the Arts and Sciences constitution which contained the governance procedures. • The Trustees required the Arts and Sciences faculty to develop a ‘common’ core curriculum for all undergraduates, and a proposal to revise adult education programs. • In December 1997, the Trustees approved the Arts and Sciences faculty plan for adult education to be implemented in Fordham College of Liberal Studies. • In October 1997, the University dedicated the new William D.Walsh Family Library. • In 1999, The Graduate School of Business inaugurated a Master of Business Administration program at Peking University with the American Jesuit Universities’ Consortium. • In April 2000, the Trustees appointed a new Chief Financial Officer to oversee the budget process. • Beginning fiscal year 2002, the University implemented a school-based budget system for allocating all direct, indirect, and overhead costs to its schools and colleges. • In July 2002 through consolidation, Marymount College became the University’s eleventh school and fifth undergraduate college. • Based on the year 2000 Periodic Review recommendations, the President established a task force to reformu- late the University’s Mission Statement in light of a renewed understanding of its Catholic and Jesuit identity. • In Fall 2003, shortly after his inauguration, the new President initiated a long-range strategic planning process. • On December 5, 2005, the Board of Trustees approved the University’s Strategic Plan, Toward 2016. Preparation for the 2006 Self-Study After participation in the November 2002 Middle States Self-Study Institute, the Vice President for Academic Affairs recommended to the President, and the President agreed, that the University employ the comprehensive model for its self-study.The President approved the Vice President for Academic Affairs’ recommendation for creating sepa- rate task forces for each of the Middle States’ fourteen Standards. Task force chairs and members were identified and they began working with the self-study executive staff to prepare the Self-Study Design that included the 2 Executive Summary development of charge questions for each task force. Based on the charge questions, each task force prepared draft reports for review by the Self-Study Steering Committee in Fall 2004. In Spring 2005, the University augmented the composition of the Steering Committee to include the Vice President for Academic Affairs (ex officio), the self-study executive staff, the Vice President for Administration, the President of the Faculty Senate, and additional faculty, administrators, students and staff. The goal was to ensure community- wide representation. The Steering Committee received the final edited versions of the task force reports in Fall 2005 and combined them into a comprehensive self-study report. Standard 1: Mission, Goals and Objectives

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