Full Time Faculty Handbook

• Business Division Chair, Vandana Rao 
• Business, Department Chair, Emily Goldsmith

 

Communication and Media Arts  

• Communication and Media Arts, Division Chair, Peter Schaefer 
• Communication and Media Arts, Department Chair, Jennifer Dixon 

 

Fine and Performing Arts  

• Fine and Performing Arts, Division Chair, Katie Langan 

• Art, Department Chair, Beth Shipley 
• Dance, Department Chair, Nancy Lushington
• Theatre, Department Chair, Jill Stevenson

 

Humanities and Social Sciences  

• Humanities and Social Sciences, Division Chair, Jennifer Brown 
• English and World Languages, Department Chair, Michael Colvin 
• Philosophy and Religious Studies, Department Chair, Brad Herling 
• International Studies, Department Chair, Jennifer Mueller
• Interdisciplinary Studies, Coordinator, Brad Herling 
• Politics and Human Rights, Department Chair, Erin O’Connor 
• Academic Writing Program, Director, Diana Epelbaum 

 

Sciences  

• Sciences, Division Chair, Benedetta Sampoli Benitez 
• Communication Sciences and Disorders, Department Chair, Susan Behrens 
• Mathematics, Department Chair, Lia Margolin
• Natural Sciences, Department Chair, Ann Aguanno 
• Psychology, Department Chair, Linda Solomon 

(See Appendix A:  Academic Affairs Organization Chart )

 

SECTION IV: CURRICULUM PLANNING AND STUDENT LEARNING ASSESSMENT 

 

Curriculum Planning 

Faculty members are encouraged to work with their departments, division and college in the planning, maintenance, revision and creation of academic curricula. It is through such dynamic, faculty-centered development that Marymount Manhattan College can continue to offer engaging courses that drive and represent our dedication to a liberal education. 

To assist in the process of curriculum development there are several forms available to the faculty. Each form is applicable to a specific type of curricular development needed. All forms may be found in the Appendix of this handbook. Additional questions regarding curriculum development may be directed to the members of the Curriculum Committee.  

(See Faculty Portal for all Curriculum Committee Forms)  

 

Student Learning Assessment 

In addition to assigning grades for assessment of learning in individual courses, faculty engage in assessment of student learning at the program level. Doing so enables faculty to assess whether students are in fact achieving the learning goals of their respective majors/programs. Measuring student learning at the program level also enables faculty to determine what areas of the curriculum might be altered to improve student learning. Further, student learning assessment is required to maintain accreditation by the Middle States Commission on Higher Education which requires that student learning assessment be conducted at the program and institutional level. A variety of assessment measures including homework, papers, exams, presentations, projects, and performances measure the level of mastery of these goals for each student.  

At the program level, student-centered learning goals have been generated by the faculty to articulate what graduates of these programs should be able to do as a result of completing the program. Direct and indirect assessment methods are designed by the faculty in each department and implemented to measure the level of student achievement of the program goals. Typically, program assessment takes place within the capstone course; however, faculty may wish to conduct program assessment earlier, at various points of program completion. 

Assessment of student learning in the general education curriculum also occurs.  Each general education requirement (writing, mathematics, disciplinary studies, and interdisciplinary perspectives) has an assessment program that helps faculty understand the strengths and weaknesses of the curriculum and of pedagogy. 

Also at the institutional level, periodically a sample of first year and senior year students is asked to complete the National Survey of Student Engagement (NSSE). The NSSE asks students to indicate the degree to which they are engaged in various kinds of classroom and extracurricular activities. Established research into student learning shows that student engagement in classroom and extracurricular activities increases the likelihood that students will persist and succeed in their higher education endeavors.  The College uses these and other data to assess students’ academic success. 

There are various other assessments at the institutional level. Routinely, data on graduation rates and retention rates are collected and analyzed. When the data indicate a downward trend, then further research is conducted. For example, the exit survey completed by students who are leaving MMC without finishing a degree program has been redesigned to determine more specifically why students are not being retained.  

Ideally, faculty and students should be familiar with the learning goals for their majors/programs. The learning goals for the majors/programs are listed below:  

(See Faculty Portal for  Information for Student Syllabus ) 

 

Learning Goals (General Education) 

Disciplinary Studies	Learning Goal
Studies in Creative Expression	Students will engage as informed observers or active participants in the visual, spatial, performing or creative arts.   Students will describe processes by which works of art, media, performance and creative writing are created individually and collaboratively.   Students will demonstrate critical listening, reading, seeing and writing skills, and the ability to articulate aesthetic responses.
Studies in Literature and Language	Students will articulate their understanding of the role language plays as a system of communication and as   Marker of cultural expression and identity.  Students will produce formal analyses of how oral or written language reflects the sociohistorical conditions that produce it.  Students will apply a variety of theoretical frameworks to their analysis of written and oral language
Studies in Natural Science and Math	Students will demonstrate higher-level critical thinking and quantitative reasoning skills.  Students will integrate and apply principles of the natural sciences and mathematics.   Students will demonstrate comprehension and will communicate scientific or mathematical knowledge.
Studies in Psychology, Philosophy and Religious Studies	Students will identify, describe, and explain key terms, concepts, and distinctions central to the discipline of psychology, philosophy, or religious studies.  Students will reconstruct and explain (in speaking and writing) various arguments concerning the foundations and applications of theories of human nature, knowledge, and/or value.   Students will critically evaluate (in speaking and writing)
Studies in Social Science, Business and History	Students will critically consume discipline-specific knowledge in social science, business, or history.  Students will discriminate between a variety of research methods, and demonstrate an understanding of their advantages and limitations.  Students will identify the economic, historical, political or social factors shaping the procedures, practices, and policies of collective existence.
Studies in Social Science, Business and History	Students will critically consume discipline-specific knowledge in social science, business, or history.  Students will discriminate between a variety of research methods, and demonstrate an understanding of their advantages and limitations.  Students will identify the economic, historical, political or social factors shaping the procedures, practices, and policies of collective existence.

 

 

Perspective	Learning Goals
Cultural Perspectives	Students will demonstrate knowledge of the ways through which culture is produced.  Students will demonstrate knowledge of how people participate in and are influenced by individual, group, and social action.   Students will recognize their contribution to the production, consumption, and reproduction of culture.
Ethical Perspectives	Students will identify ethical issues and controversies in various contexts.   Students will analyze and articulate multiple perspectives on ethical issues.   Students will construct arguments that are grounded in ethical and other analytical or scholarly perspectives in support of their own judgments
International Perspectives	Students will demonstrate a comparative understanding of communities outside the United States.   Students will identify and evaluate contemporary or historical issues from global perspectives.  Students will demonstrate an awareness of international communities and perspectives to encourage engagement with the world and its citizens
Natural Science Perspectives	Students will articulate and recognize the contribution of scientific developments to human endeavors.  Students will demonstrate an understanding of the scientific method as it applies to the natural and physical world.  Students will identify the relevant key aspects of the evolution of scientific thought.  Students will gain experience working with empirical data.
U.S. Perspectives	Students will identify and analyze issues central to the United States experience.  Students will articulate and analyze the plurality of experiences in the United States.  Students will demonstrate an understanding of the impact of diversity on the United States experience.

 

Learning Goals (Majors/Programs) 

Department	Learning Goals
Art	Upon completing the major in art, students will be able to:    Exhibit conceptual and technical skills in a chosen art or articulate aesthetic responses through critical observation, reading, design medium, writing and oral presentation.  Demonstrate scope and depth of knowledge in art historical and develop an individual artistic and/or design vision necessary to aesthetic practices. advance studies and/or enter careers in the visual arts
Biology	After completing the major in biology, students will be able to:   Demonstrate knowledge of biology, chemistry, physics and mathematics  Demonstrate understanding of natural sciences from both a contemporary and historical perspective  Demonstrate enhanced critical thinking skills  Integrate and apply scientific information  Utilize research strategies to address scientific questions.   Effectively communicate scientific principles orally and in writing.   Actively participate in the scientific community.   Demonstrate appropriate training for the pursuit of post baccalaureate careers, advanced degrees or professional programs.
Business Management	After completing the business management major, a student will be able to:  B.S.  Goal 1:  Business functions: Apply concepts in marketing, finance, management, economics and accounting in business methods and strategies.   Goal 2: Critical Thinking: Interpret situations and apply appropriate methods to solve business problems.   Goal 3: Technology: Demonstrate the appropriate use of technology to conduct research, manage information and communicate effectively.  Goal 4: Diversity: Articulate the importance of diversity and demonstrate the value of different perspectives in decision-making.   Goal 5: Communication skills: Demonstrate competency in writing and speaking professionally.  Goal 6: Ethics: Integrate ethical principles with business processes.  Goal: 7: Quantitative skills: Demonstrate skills in utilizing quantitative concepts, data and models to analyze business.     B.A.  Goal 1:  Business functions: Apply concepts in marketing, finance, management, economics and accounting in business methods and strategies.   Goal 2: Critical Thinking: Interpret situations and apply appropriate methods to solve business problems.   Goal 3: Technology: Demonstrate the appropriate use of technology to conduct research, manage information and communicate effectively.  Goal 4: Diversity: Articulate the importance of diversity and demonstrate the value of different perspectives in decision-making.   Goal 5: Communication skills: Demonstrate competency in writing and speaking professionally.  Goal 6: Ethics: Integrate ethical principles with business processes.
Communication Arts	COMMUNICATION AND MEDIA ARTS DIVISION GOALS  Demonstrate knowledge of how communication affects individuals, society, and/or diverse public/professional groups.  Produce oral, written, or mediated communication that engages with culturally relevant and/or social justice issues.  GOALS FOR INDIVIDUAL MAJORS  Communication Arts  Demonstrate knowledge of how communication theory shapes individual, group, and/or organizational behavior.  Creatively analyze and criticize communication texts using appropriate vocabulary.  PR and Strategic Communication  Demonstrate an understanding of how message design shapes the effectiveness of social practices at the interpersonal, group, organizational, and public levels.  Evaluate and employ communication theories to effectively respond to issues that require social action.  Cinema, Television, and Emerging Media  Demonstrate knowledge of cinema, television, and/or emerging media aesthetics and forms.  Explain the relationship between media texts and industrial, technological, and/or social forces.  Digital Journalism  Apply research, writing, and reporting skills through traditional as well as digital media to create informative, relevant, and original content.  Articulate the impact of new technologies on journalists in the 21st century.  Digital Media and Video Production  Execute compelling projects using video, sound, and/or emerging media skills.  Demonstrate knowledge of cinema, television, and/or emerging media aesthetics and forms.
Dance	Upon completing the major in dance, students will be able to:   BFA/BA  Demonstrate, in movement, writing, and speech, critical engagement with practices, theories and histories of dance.   Integrate creative, intellectual and physical approaches in the study of dance techniques, composition, production and performance, at a level commensurate to sustain and refine growth in the individual’s area of concentration.   Practice discipline, reflection, communication, and collaborative skills commensurate with professional and post-graduate environments.   Apply sophisticated kinesthetic and physical awareness to work in the discipline and to associated fields of artistic and knowledge production.   Respond critically to choreographies and performances using integrated descriptive, analytical, interpretative, and evaluative skills.   Employ creative and intelligent approaches, such as tolerance for ambiguity, negotiation, and the development of alternative courses of action, in addressing challenges of collective and individual processes.   Propose strategies and techniques for arts advocacy and for the participation in the improvement of society through dance on a community, institutional and social level.
English and World Literatures	The English & World Literatures major provides a platform on which students will:    Analyze a variety of texts from world literature in several genres.  Analyze texts from world literature using a variety of critical methods and approaches.  In addition, those concentrating in Creative Writing will: Practice the fundamentals of writing poetry, fiction and creative non-fiction.  Produce creative work that develops these foundational skills through advanced level study of fiction, poetry, or creative nonfiction.  Use these skills in analysis and revision of their own work.  Apply these skills in working with other students through the workshop model.  Create an undergraduate literary magazine from first receiving submissions to editing, layout and distribution.  Express their own tradecraft while examining the many contrasting views.  In addition, those concentrating in Literature will:  Utilize a variety of research tools to situate their literary interpretations into a larger critical conversation.  Write and present orally critical analyses of literary texts that frame them within a broader historical and cultural context.  In addition, those concentrating in Literature and Media will:  Utilize a variety of research tools to interpret various media (cinema, television, and/or emerging media) into a larger critical conversation.  Write and present orally critical analyses of media (cinema, television, and/or emerging media) that frame them within a broader historical and cultural context.
History*	Upon graduation, students will be able to:   Students will demonstrate knowledge of the past gained through reading, writing, discussion and lectures;   Students will demonstrate understanding of their society in context of diverse time frames and perspectives  Students will read and think critically, write and speak clearly and persuasively, and conduct research effectively;   Students will demonstrate insight into human values in their own and other cultural traditions.  *Adapted from the AHA (American Historical Association) “Liberal Learning and the History Major”
International Studies	Upon completing the major in international studies, students will be able to:  Demonstrate a critical understanding of global politics, economics and history;  Demonstrate a cross-cultural understanding and be able to analyze and evaluate issues from a global perspective;  Demonstrate an understanding of international institutions and their role in the world;  Demonstrate an ability to write well and conduct research.
Philosophy and Religious Studies	Upon completing the major in Philosophy and Religious Studies, students will be able to:   Identify (in speaking and writing) concerns at the heart of human experience, especially those pertaining to the fundamental nature of reality, knowledge, and values;   Investigate, understand, and articulate (in speaking and writing) the way great thinkers and religious communities have addressed these issues throughout history;  Explain (in speaking and writing) the nature and function of religion in individual life and human society, and historical and contemporary differences and similarities between religious systems; and   Respond to and evaluate (in speaking and writing) these concerns themselves, building on a firm foundation of cultural literacy, analytic method, and critical intelligence.
Political Science	Upon completing the major in political science, students will be able to:   Critically reflect on and analyze contemporary political trends   Communicate effectively, both orally and in writing, about political topics, and developments.   Conduct qualitative and quantitative research on political topics
Psychology	After completing the major in psychology major, students will be able to:  Demonstrate knowledge of diverse areas in psychology;   Evaluate and perform research;   In both written and oral presentation, communicate psychological material clearly and in appropriate format and style  Apply psychological content and skills to professional o pre-professional tasks
Sociology	Students who graduate with a major in sociology should be able to do the following:  Evaluate quantitative and qualitative research articles in the field  Design and implement valid, reliable, and ethically sound research that is original and empirical  Analyze social situations utilizing different theoretical perspectives implicit in sociological imagination
Speech-Language Pathology and Audiology	Upon completion of the major in speech-language pathology and audiology, students will be able to:  Effectively demonstrate knowledge of a range of normal, different, and disordered functions of human communication system, across varied cultural contexts  Exhibit critical thinking and problem-solving skills in behavior, speech, and writing across genres  Demonstrate scientific literacy as it pertains to the communication system by engaging in tasks such as research, and clinical and field related practica.
Theatre Arts	Upon completing the major in theatre arts, students will be able to:    BA/BFA  Demonstrate comprehension of achievements in drama and theatrical production across a range of periods and cultures.   Demonstrate comprehension of the interdisciplinarity of theatre study and the collaborative nature of theatre production.   Demonstrate writing, oral communication, research, performance, and technical skills as foundations for building specific expertise in selected areas of concentration.   Draw on external resources for further study and work experience by utilizing museums, theatres, performing arts organizations, libraries, and other institutions in New York City and abroad.

 

 

Academic Divisions: Course Differentiation Characteristics 

The faculty of the various academic divisions and departments have identified the characteristics that differentiate 100-, 200-, 300-, and 400-level courses.  They are presented below by division and, in some instances, by department. 

Accounting and Business Management
100-Level	200-Level	300-level	400-Level
*Intro to databases, APA format – a basic intro to research.  *Develop writing and presenting (oral presentations also included when possible) skills. *Provide grading rubrics for written and oral presentations. Use exemplars examples of good papers/ assignments) to clarify expectations.    Integrate reading and analyzing business newspapers/journals.	*Making connections as they compare/contrast theoretical models/ conceptual frameworks.    *Build research, analytical and conceptual skills through appropriate writing/and or oral presentation based assignments.   Continue using exemplars and rubrics.    *Discuss/analyze specific readings in addition to a text, including cases, scholarly articles, consumer journals and specialized business publications.	*Students ‘create’ a product, propose a thesis statement, or write/present a research/ applied research paper that proposes a distinct point of view, while synthesizing/evaluating theories/concepts and examining evidence across fields such as accounting, economics and business.    *Complete a list of readings/ manuals/scholarly articles, theoretical works and engage in discussions/ writing assignments to integrate concepts/analysis across disciplines.	*Complete a major individual research/applied research capstone project that replicates practice and demonstrates depth and breadth in the field.   * Present (scholarly or theoretical works) readings/applied research in a setting that replicates the workplace; example presenting an executive summary report or preparing and presenting an audit.

 

Communication and Media Arts
100-Level	200-Level	300-level	400-Level
Students are introduced to foundational concepts within the discipline.  Upon successful completion of a 100-level course, students are able to recognize and articulate essential theories.  In addition to becoming acquainted with basic theoretical propositions, students also embark on basic skill building.  Level 100 courses also guide students in making logical and ethical critiques of basic communication arts concepts.	Courses offer a more complex survey of concepts and skills.  Upon successful completion of a 200-level course, students are able to further utilize course material:  applying theories across an array of contexts and building skills informed in part by 100-level courses.   Intermediate critical thinking skills are fostered as students assess scenarios and develop arguments for the utility, functionality, and timeliness of communication arts concepts.	Students build from 100 and 200-level courses to have a more secure identity as practitioners of communication arts.  Students become acquainted with primary sources and explore introductory research methods and methodology.  Upon successful completion of a 300-level course, students will be able to appraise concepts at an intermediate to advanced level and defend the practicality and marketability of their growing skill set.  Service learning opportunities introduced at the 300-level allow students’ creative and practical skills to develop.	Students use the skills learned in lower-level courses to create and contribute to the field of communication arts.  Upon successful completion of a 400-level course, students further develop a sense of identity as communication arts practitioners, making initial yet significant contributions to their intended profession.

 

Fine and Performing Arts
100-Level	200-Level	300-level	400-Level
Provide an introduction to foundational skills and aesthetic literacy.	Are typically for the majors/minors in the discipline or more advanced sophomore-level courses in general education.  Students develop foundational knowledge and aesthetic literacy through the study of concepts, history, and theory, and develop fundamental skills for the discipline.	Are advanced studies in the discipline in which students build on foundational knowledge and skills from 200-level courses.  300-level courses typically encompass historical periods and broader techniques, or more focused themes, and incorporate advanced writing, presentation, and creative skills.	Are advanced courses for majors and qualified minors wherein students demonstrate the scope and depth of their competency in their chosen field of study.

 

Sciences
100-Level	200-Level	300-level	400-Level
Communication Science Disorders   The department differentiates our courses on the quality and quantity of our written assignments, the assigned texts, the extent of our use of primary literature and the types of clinically related activities in which students engage.
Readings include textbooks, reports on language in the popular press, and structured reading of journal articles.   Writing requirements in one and two-hundred level courses include one-two page summary sheets of textbook chapters, three-page synthesis work of various data points, five-page papers synthesizing findings from texts and primary literature, annotated bibliographies, clinical observations reports, and literature reviews.  The use of primary literature in one and two-hundred level courses includes the current professional literature as well as foundational articles from the late 20 th century. The implementation of clinical activities in one and two-hundred level courses includes speech sampling, transcription and analysis, clinical observations, write-ups and presentations of in-class observations.  Students in our lower-level courses routinely present on material they have researched, including observations of clinical and audiological treatment.	Readings include textbooks, reports on language in the popular press, and structured reading of journal articles.   Writing requirements in one and two-hundred level courses include one-two page summary sheets of textbook chapters, three-page synthesis work of various data points, five-page papers synthesizing findings from texts and primary literature, annotated bibliographies, clinical observations reports, and literature reviews.  The use of primary literature in one and two-hundred level courses includes the current professional literature as well as foundational articles from the late 20 th century. The implementation of clinical activities in one and two-hundred level courses includes speech sampling, transcription and analysis, clinical observations, write-ups and presentations of in-class observations.  Students in our lower-level courses routinely present on material they have researched, including observations of clinical and audiological treatment.	Reading requirements in upper level courses build on those in the lower level with a shift to more primary than textbook reading. The overall amount of assigned reading also increases.  Writing requirements in three -hundred level courses range from more detailed clinical observation reports to 20-page literature reviews. Students are required at this stage to go beyond summary and synthesis, to evaluation and hypothesis testing.  Advanced clinical writing includes session notes (SOAP notes), end of term progress reports, diagnostic reports, case studies, and the creation of a professional portfolio.  The use of primary literature in three -hundred level courses increases, and the overall demands of the associated assignments also increases (see above).   The implementation of clinical activities at the three -hundred level includes more detailed and advanced in-class observation, observation in the Ruth Smadbeck Center, and observation off-campus.   At the four-hundred level, students are responsible for providing services for patients/clients in the Smadbeck Center and at various internship sites	Reading requirements in upper level courses build on those in the lower level with a shift to more primary than textbook reading. The overall amount of assigned reading also increases.  Writing requirements in three -hundred level courses range from more detailed clinical observation reports to 20-page literature reviews. Students are required at this stage to go beyond summary and synthesis, to evaluation and hypothesis testing.  Advanced clinical writing includes session notes (SOAP notes), end of term progress reports, diagnostic reports, case studies, and the creation of a professional portfolio.  The use of primary literature in three -hundred level courses increases, and the overall demands of the associated assignments also increases (see above).   The implementation of clinical activities at the three -hundred level includes more detailed and advanced in-class observation, observation in the Ruth Smadbeck Center, and observation off-campus.   At the four-hundred level, students are responsible for providing services for patients/clients in the Smadbeck Center and at various internship sites
Mathematics
These are elementary level math courses and students with adequate high school algebra skills may take these courses.  These courses serve as prerequisite courses for 200-level math courses and prepare students with the math skills they need for higher level math courses.	These are more sophisticated math courses that assume students have good high school algebra skills or have satisfied a prerequisite course that may be 100-level or part of a sequence such as Calculus I & II.  These courses expose students to formal math definitions, concepts and theorems, and applications of these concepts and theorems.  In some courses students learn how to write simple math proofs.	These courses have a higher level of abstraction and expose students to various branches of mathematics.  Students read and write math proofs, and learn how to communicate mathematics effectively both in oral and written form.  These courses provide students with the foundational   mathematics that they need to pursue a career in mathematics or the mathematical sciences.	These courses are for students with a high level of mathematical maturity – ability to read and write mathematical proofs and knowledge of fundamental concepts in linear algebra, abstract algebra, and analysis.  These courses offer students the opportunity to pursue a study in a specialized area or topic.  (Note:  We have only three courses at this level: Math 497 Research, Math 498 Directed Study, and Math 499 Independent Study/Internship.)
Natural Sciences
*demonstrate a basic knowledge of the fundamental principles of the natural sciences  *demonstrate math skills taught in intermediate algebra, including familiarity with the metric system, basic graphing and data analysis, ratios and proportions  *demonstrate critical thinking in reading and summarizing basic scientific articles written for the general public	*be proficient in intermediate algebra skills  *develop basic writing and library research skills   *read and interpret scientific data in a variety of forms  *apply the scientific method   *exhibit problem solving and discipline-specific elementary lab skills  *explain and apply the fundamentals of natural science  *demonstrate a basic knowledge of and application of precalculus	*read and critically evaluate primary scientific literature  *communicate scientific principles    *demonstrate advanced laboratory skills  *analyze and evaluate case histories to generate hypotheses to make broader scale predictions	*ask scientific questions and prepare experimental strategies to answer those questions  *utilize research strategies to address scientific principles  *effectively present scientific concepts and research using both written and oral formats suitable for the scientific community  *generate advanced research projects    *conduct library based research projects and present conclusions to a professional audience
Psychology
Courses at the 100 level provide a broad introduction to research and theory in psychology; materials are largely text-book based; students are required to:  *Demonstrate a basic knowledge of the fundamental principles of the science of psychology including a basic understanding of the research process and study design  *Develop a knowledge base in selected areas of psychology including but not limited to, functions of the brain, consciousness, perception, memory, human development, personality, social psychology, motivation, intelligence and psychological disorders.  *Demonstrate critical thinking in reading and summarizing relevant material available to the layperson	C    Courses at the 200 level provide a broad introduction to research and theory in one or more area of psychology; materials are largely text-book based and include some original sources from professional peer-reviewed journals; students are required to:    *Explain and apply the fundamentals of a specialized area of psychology  *Demonstrate basic writing and library research skills   *Increase their ability to read and interpret scientific data	Courses at the 300 level explore an area of psychology in depth, applying the principles and theories of the discipline; materials may be drawn from original sources and/or from a specialized text; students are required to:  *Independently locate relevant primary scientific literature and critically evaluate primary scientific literature  *Apply and communicate scientific principles through presentation, papers and projects  *Analyze existing research to generate hypotheses	Courses at the 400 level serve as capstones to the major; materials are based on primary sources; students are required to:   *Develop scientific hypotheses based on an evaluation of research and theoretical principles in psychology   *Develop research methodologies to address scientific hypotheses  *Effectively present scientific concepts and research using both written and oral formats  *Conduct a broad survey of library based research; integrate and evaluate the results.

 

SECTION V. ACADEMIC POLICIES 

 

1. Policies Specific to Faculty 

Annual Review of Tenure-Track Faculty with the VPAA/Dean 

Please see Appendix E: College By-Laws Document . 

Statement on Academic Freedom 

Marymount Manhattan College fully endorses the “Statement of Principles on Academic Freedom and Tenure” published by the American Association of University Professors in 1940 and re-interpreted in 1970. This statement reads, in part: 

Institutions of higher learning are conducted for the common good and not to further the interest of either the individual teacher or the institution as a whole. The common good depends upon the free search for truth and its free exposition. 

Academic freedom is essential to these purposes and applies to both teaching and research. Freedom in research is fundamental to the advancement of truth. Academic freedom in its teaching aspect is fundamental for the protection of the rights of the teacher in teaching and of the student to freedom in learning. It carries with it duties correlative with rights…. 

(a) Teachers are entitled to full freedom in research and in the publication of the results, subject to the adequate performance of their other academic duties; but research for pecuniary return should be based upon an understanding with the authorities of the institution. 

(b) Teachers are entitled to freedom in the classroom in discussing their subject, but they should be careful not to introduce into their teaching controversial matter which has no relation to the subject…. 

(c) College and university teachers are citizens, members of a learned profession and officers of an educational institution. When they speak or write as citizens, they should be free from institutional censorship or discipline, but their special position in the community imposes special obligations. As scholars and educational officers, they should remember that the public may judge their profession and their institution by their utterances. Hence, they should at all times be accurate, should exercise appropriate restraint, should show respect for the opinions of others, and should make every effort to indicate that they are not speaking for the institution. 

Attendance at Faculty Council Meetings, Baccalaureate and Commencement 

(Included in annual faculty contracts) 

Faculty are expected to attend Faculty Council Meetings and participate in Baccalaureate and Commencement, generally held off-campus in May. Academic regalia is provided for faculty who request it by the published deadline. 

 

Courtesy Appointment Policies and Procedures 

(Approved by APC, July 2016) 

 

Policies Related to Courtesy Appointments  

A courtesy appointment is defined as the unpaid appointment of a person from outside the College or from a nonacademic unit within the College. Most courtesy appointees hold terminal degrees, but persons may be considered for nomination based upon their exceptional experience or special scholarly achievements. Courtesy appointments are made for a maximum of five years and can be renewed for additional terms of up to five years by the mutual agreement of all parties. Allow at least three months for the renewal process. A courtesy appointment may be rescinded by request of the host department detailing cause and with the approval of the Vice President for Academic Affairs. All courtesy appointments will end on June 30th of the year that the appointment expires or five (5) years from the day that that the Vice President for Academic Affairs approves the appointment, whichever comes first without exceeding the five (5) year maximum. Academic duties, responsibilities, and privileges will be agreed to by the host department and the courtesy appointee. In formal settings, such as publications and grants, the appointee will use the “courtesy” term in the designation of his or her title, i.e., “Courtesy Clinical Research Associate” or “the author holds a courtesy appointment as a Clinical Research Associate at Marymount Manhattan College.” 

 

Duties and Responsibilities of Courtesy Appointees  

Courtesy appointees may contribute to the host department in a variety of ways, including but not restricted to: guest lectures, advising, mentoring, curriculum development, community partnership development, research, and grant writing. Courtesy appointees may be granted access to host department resources and attend departmental events (including departmental meetings) at the discretion of the host department.  Courtesy appointees are eligible for an MMC Identification Card, which qualifies them to receive library, email, and other College services provided to holders of MMC ID Cards. 

 

Requesting a Courtesy Appointment  

1. The chair of the host department (the program receiving the services of the appointee) prepares an appointment application file, which includes the following: 
2. Courtesy Appointment Approval Form 
3. Letter of appointment from the chair of the host department, which includes the following: 
4. the designation in the proposed host department 
5. an overview of the appointee’s expected contributions to the proposed host department 
6. an overview of the appointee’s rights and responsibilities in the host department 
7. the length of the appointment 
8. Curriculum vitae or resume 
9. The courtesy appointment application file is forwarded by the chair of the host department to the appropriate Division Chair for review and approval. 
10. Upon approval, the appointment application file is submitted to Academic Affairs. 
11. Once received by Academic Affairs, the Vice President for Academic Affairs will review the appointment. If the appointment involves ongoing work directly with students, the Vice President for Academic Affairs will typically refer the candidate to Human Resources for a background check. 
12. If the Vice President for Academic Affairs approves the appointment, the following distributions will occur: 
13. An electronic copy of the appointment application file is sent to the chair of the host department 
14. The original file is sent to the requestor/supervisor 
15. The chair of the host unit will notify the appointment holder. 

 

Reappointment of a Courtesy Appointee  

Courtesy reappointment requests should be made at least three months prior to the expiration of the appointee’s term.  If the host department wishes to reappoint the courtesy appointee, the chair of the host department should submit a Courtesy Appointment Approval Form, using the approval process outlined above. 

 

Financial Conflicts of Interest Policy for Faculty and Staff 

(Approved by APC, April 18, 2012) 

Federal regulations require that institutions applying for federal grant funds have a Conflicts of Interest policy that meets certain requirements.  These regulations seek: “to promote objectivity in research by establishing standards to ensure there is no reasonable expectation that the design, conduct or reporting of research funded under PHS grants or cooperative agreements will be biased by any conflicting financial interest of an investigator.” In conformance with these regulations, Marymount Manhattan College has established this policy. 

Faculty and staff have an obligation to conduct their college responsibilities within guidelines that prohibit actual or potential conflicts of interest and that maintain the highest standards of integrity.    

Accordingly, no faculty or staff shall have any interest, financial or otherwise, direct or indirect, or engage in any business or transaction or professional activity, or incur any obligation of any nature, which is in substantial conflict with the proper discharge of his or her duties and responsibilities at the College or from which s/he could benefit financially.  

In order to comply fully with the federal regulations, MMC is required to offer training, which is mandatory for faculty and staff involved in or applying for federally-funded research grants.  This training must occur prior to beginning work on any federally-funded research and must be repeated at least every four years.  

Integrity in research requires that all aspects of research be free from bias originating from any real or potential conflict of interest.  Conflicts of interest are not, in and of themselves, unallowable; however, they must be disclosed and managed in conformance with college policy and federal regulations.    

In order to limit any financial conflicts that may affect research and/or result in bias, and in compliance with federal regulations, Marymount Manhattan College requires disclosure of significant financial interests.  Faculty who wish to apply for research or educational funding to any federal granting agency, or any faculty participating in federally funded projects, must submit a financial disclosure listing any and all significant financial interests (SFI) of her/himself, his/her spouse or dependent children if: 

 

• The value of said financial interest is $5,000 or more; 
• The financial interest represents any equity, regardless of the value, in a non-public entity; 
• It could reasonably appear that the financial interest might affect the activity for which funding is being sought; or  
• If the research or educational activity might appear to affect the financial interests. 

 

The disclosure must cover the previous 12 months and it must be filed prior to the submission of any federal grant application.   If there is a change or if any new significant financial interest is acquired, the disclosure must be updated within 30 days.  If a multi-year federal grant is involved, the faculty member/Principal Investigator must disclose any significant financial interest at the time of the annual report to the granting agency. 

If the grant applicant or faculty participating in the grant project has no significant financial interests to disclose, s/he must so certify. 

An MMC faculty member might have, or appear to have, a conflict of interest if s/he is engaged in any of the following situations: 

• Failing to disclose a significant financial interest, either his/her own or that of a spouse or dependent children, which could affect the performance of official duties, including teaching and scholarship, or which could affect one’s judgment in the conduct of official duties, including research and scholarship. 
• Engaging in outside employment which may affect or impair her/his judgment in the conduct of research or other official duties. 
• Disclosing confidential information obtained in the course of official duties, except as required by law. 
• Conducting college business with any entity in which the faculty member or a relative has a financial interest.   
• Accepting gifts intended to, or giving the appearance of attempting to, influence the conduct of your official duties. 
• Using or attempting to use his/her official status at MMC for personal gain or privilege.
• Hiring or engaging in decisions about hiring, promoting, disciplining, discharging or supervising any employee who is a member of his/her family or a close personal friend.   

 

Some things to consider:   

• Financial conflicts of interest may occur when an individual is in a position to influence college business dealings so as to produce personal gain for that individual, or for a relative, friend, or business associate.    
• The increasing involvement of academic researchers and educators with industry and private entrepreneurial ventures can lead to an increased risk of conflict of interests.   
• A financial conflict could exist if a faculty member receives a research grant that requires purchasing an expensive piece of equipment and then attempts to buy that equipment from a relative’s business.    

 

The Vice President for Academic Affairs has appointed Dr. Sue Behrens, Associate Dean for Academic Affairs, as the Conflicts of Interest Officer.   In this capacity, Dr. Behrens is responsible for: 

• Informing faculty and staff about the provisions of this policy, including the need to disclose significant financial interests prior to any federal grant submission. 
• Receiving any submitted financial disclosures and reviewing them for possible conflicts. 
• Consulting with the Vice President for Academic Affairs and any other appropriate officials to determine if there is a financial conflict of interest; 
• Deciding what conditions, if any, are required to resolve any conflicts.   
• Overseeing compliance with College policy in regard to FCOIs. 
• Maintaining the confidentiality of any information disclosed, except as needed to resolve conflicts, or as required by any legitimate regulation or by law. 

In some cases, projects with financial conflicts can be carried out with conditions or restrictions determined by the Conflicts of Interest Officer.  Such conditions could include: 

• Full and public disclosure of the financial interests. 
• Divestiture of the financial interests; 
• Modification or monitoring of the research; 
• Recusal of the investigator from certain sections of the research; 
• Severance of relations that cause or appear to cause conflicts of interest. 
• Other conditions deemed by the Conflicts of Interest Officer to be appropriate. 

 

Faculty or staff found to be in violation of this policy may be subject to sanctions such: 

• Having a letter of censure placed in the file;  
• Being deemed ineligible to submit grant or IRB applications;  
• Being prohibited from teaching or research;  
• In egregious cases, not being reappointed or being dismissed.  

As required by federal regulations, the College will report to the NIH and/or to the appropriate federal authorities, granting agency, or other relevant entity about any conflicts of interest and how they are being managed at the College.  

 

Policy on Course Releases Related to Grants 

(Approved by APC on 7/2/14) 

A faculty member wishing to charge course releases to a grant may “buy-off” no more than 2 courses in a four-course semester and no more than 1 course in a three-course semester, with exceptions possible with the agreement of the Department Chair, the Division Chair and the Dean. 

Policy on Faculty Files 

(Approved by Faculty Council) 

There shall be two sets of official faculty files consisting of an Academic Faculty File housed in the Office of the Vice President for Academic Affairs, and a Personnel File housed in the Office of Human Resources. The content and use of each file is set forth below: 

Academic Faculty File  

This shall be the only file used for the purposes of evaluation, promotion, tenure, and reappointment of full-time faculty members. The contents of this file shall include: 

• Academic documentation (college transcripts, evidence of professional training, record of past employment, etc.). 
• An updated curriculum vitae; it will be the faculty member’s responsibility to update the C.V. when warranted. 
• Materials relating to the faculty member’s academic and professional accomplishments submitted by the faculty member or placed in the file at his/her request. 
• Evaluations of professional performance at the College (Peer, Chair, and Dean’s teaching evaluations, student evaluations, letters of evaluation, etc.). 
• Material concerning appointment, reappointment, promotion, tenure, completion of probationary period, and special terms or conditions of employment. 
• Letters of Agreement or memos concerning changes in semester course load, release time, recruitment responsibilities, etc. 
• All documents pertinent to resignation, college disciplinary actions, or severance. 
• Documentation regarding the faculty member’s grants, awards, leaves, etc. 
• Faculty self-assessments. 
• Any statement the faculty member wishes to insert in response to or in elaboration of any other item in the file. 

Exclusions 

Medical records are not part of the Academic File. Any medical inquiries or information should be maintained in a separate and confidential medical file. However, a faculty member may choose to place material concerning medical/disability matters in his/her Academic File if the faculty member believes it is pertinent to his/her employment. 

The Tenure/Promotion Application (or Third-Year Review) File

The Candidate shall add supporting materials (e.g., articles, costumes, paintings, videos, books, etc.) that will temporarily be housed in the Office of Academic Affairs during the third-year review and tenure/promotion evaluation process. Such materials will be returned to the Candidate upon completion of the entire review/evaluation process. Note: All forms submitted by the Candidate for either process shall be added to the permanent Academic Faculty File.

The Confidential File

All confidential letters of evaluation from external evaluators received by the VPAA/Dean of the Faculty shall be placed in this file and housed in the Office of Academic Affairs. Redacted versions of these evaluations are made available to Candidate. 

File Maintenance 

Documents which are placed in an Academic File will be dated and signed by the VPAA or his/her designee at the time of their insertion in the file. Anonymous statements will not be placed in the file. If a specific document does not originate from the faculty member, or does not include by its definition a copy for the faculty member, the VPAA will send a copy of the document to the faculty member at the time of its insertion in the file, and request written confirmation of the faculty member’s acknowledgement of the document’s inclusion. 

Access to the Academic File 

The Academic File shall be maintained by the VPAA who will be responsible for preserving the confidentiality and proper use of the File. Access to the Academic File without approval of the faculty member shall be limited to the President, VPAA, and the Divisional Chair. Application for tenure or for promotion shall be deemed to imply that the Committee on Promotion and Tenure has been given access to the applicant’s Academic File for the purpose of reviewing the faculty’s application. Other individuals and committees responsible for the review and recommendations of faculty members with respect to reappointment, promotion, tenure, grants, and other matters of faculty status, shall be granted access to the Academic File with permission of the faculty member. A custodial log shall record all instances of access to an Academic File and shall be part of the file.  

The faculty member has the right and responsibility to inspect all materials in his/her Academic File, exclusive of pre-employment materials. Confidential letters of recommendation solicited with respect to initial employment or other confidential letters of recommendation related to scholarly, artistic, and/or service pursuits subsequently solicited with the consent of the faculty member will be excluded from inspection.

A faculty member can request an appointment for the purpose of inspecting his/her Academic File. Such an appointment shall be scheduled during regular business hours. The manner of inspection shall be subject to reasonable conditions. The Academic Affairs Office will provide the faculty member with a copy of all requested materials. 

A faculty member has the right to submit material to be included in his or her file and to respond in writing to any document therein and have his/her written response placed in the file. 

Documents may be removed from a faculty member’s Academic File with the mutual consent of the faculty member and the VPAA. 

If, after the examination of the Academic File, a faculty member believes that any portion of the file is not accurate, he/she may request in writing a correction of the material and/or a deletion of a portion of the material. This request shall be addressed to the VPAA and describe the corrections/deletions the faculty member believes should be made, and the facts supporting the request. This request shall become part of the Academic File, except in those cases where the questioned material has been removed from the file. 

An Academic File may be opened to an outside agency only pursuant to subpoena or other legal process. When a File is requested by an outside agency for any reason, the affected faculty member shall be promptly notified and provided with a copy of the request and reason thereof. 

Personnel File  

The Personnel File shall include: 

• Record of salary  
• Change of employment status 
• Record of leaves of absence  
• Medical reports which are necessary to document benefits and medical leaves  
• Records of benefits  
• Record of accrued service  
• General fiscal data 

Personnel Files are maintained by the Director of Human Resources who will be responsible for preserving the confidentiality and proper use of the File. The Personnel File may be used only by the Director of Human Resources, the VP for Finance and Administration, and the President for the purpose of administering salary and benefits. 

The faculty member shall have access to his/her file. Other MMC employees who wish to see a Personnel File must obtain permission from the faculty member involved. 

 

Observation Guidelines for Tenure-Track Faculty 

(Approved by APC, 12/2007) 

At Marymount Manhattan College teaching excellence is paramount in determining the continued service of tenure-track faculty members and the College is committed to the ongoing pedagogical growth and development of its faculty. To assist tenure-track faculty members in this process, they are expected to participate in the College’s process of peer observation. Tenure-track faculty members are observed annually by their division chairs and must seek at least one additional observation by a full-time faculty member during each academic year prior to their applying for tenure. Senior faculty members are expected to play an integral role in guiding the pedagogical development of tenure-track faculty members by conducting these peer observations and completing written evaluations. Tenure-track faculty should also seek observations by their program or department coordinators or chairs, as applicable to individual situations. Additionally, an annual teaching observation is conducted by the Academic Affairs Office. 

Tenure-track faculty should discuss with their divisional chairs a schedule of observation for the upcoming year at the time of his/her annual review. The chair can offer advice about which faculty members to ask during a particular year and consider such issues as a faculty member’s expertise, or the potential benefit of an observation from a peer outside one’s division. It is the tenure-track faculty member’s responsibility to contact his/her potential faculty peer observers and to notify the divisional chair when that faculty member has agreed to be the designated peer observer for that year. The tenure-track faculty member can invite other faculty to observe his/her classes that year but, in the case of multiple observations, there must be an understanding between faculty and chair in advance about which will be the designated faculty observer.  

Faculty peer observers will attend a class session that is mutually convenient for both parties. It is advisable for the tenure-track faculty member to provide the observer with a copy of the course syllabus and any other relevant material for the class session in advance. The observer should be on time for the class session and attend the whole session or, in the case of double-session classes, be clear about the time frame that will be observed. Observers should customarily not participate in the class session and should save any comments for the post-observation conference. 

Observers may use the MMC Faculty Classroom Observation Form or a narrative format to document their evaluations. Observers should comment on the faculty member’s facility with course content, methodology, organization, student dynamics, and overall effectiveness of the session. Observers may choose to either write their evaluations before or after their meetings with faculty. At this meeting, the session is discussed as well as how the methodology and course serve programmatic goals. The process of writing the evaluation and holding a post-observation meeting should be timely and should not normally exceed a month from the observation date. The observer provides the faculty with two copies (signed by the observer) of the evaluation. The faculty member returns one copy which he/she also signs to the observer. A faculty member has the option of attaching a written response to the evaluation which will become a permanent part of the evaluation. The completed evaluation is submitted to the Academic Affairs Office by the observer to be placed in the faculty member’s faculty file.  

This process may also be utilized by tenured faculty members who wish to have their teaching formally observed by full-time faculty colleagues of their choice.  

 

Policy on Responsible Conduct of Research 

(Approved by APC on April 3, 2013)   

Link to IRB Page:  https://www.mmm.edu/offices/academic-affairs/institutional-review-board.php 

 

Marymount Manhattan College takes seriously its responsibilities with regards to responsible conduct of research.  As a small institution just beginning its quest for federal research support, we recognize the importance of establishing guidelines for ethical faculty research and a training process for students involved in funded research.  In conformance with federal regulations, we have established the guidelines outlined below. 

All faculty will receive our Guidelines for Responsible Conduct of Research.  This document offers ethical guidelines concerning research practices and includes a list of resources on this topic.   

Given our small size and lack of significant federal research support, we feel the best way to proceed for training of students involved in funded research is to use the existing training modules that are available online and free of charge.   We find such training to be informative and comprehensive and passing the course demonstrates a good understanding of Responsible Conduct of Research (RCR).    

Undergraduate students involved in funded research (we have neither graduate students nor any postdoctoral fellows) are required to complete an online training module on RCR and to submit their completion certificate to the Office of the Vice President for Academic Affairs prior to beginning their research.  Several training modules are available; here is the link and instructions for one such site:   

https://nationalethicscenter.org/index.php?option=com_rcrtutorial&view=toc&preview=true 

This site offers a series of tutorials on the “Responsible Conduct of Research”  available at no cost  to groups affiliated with educational or other non-profit institutions.  Upon entering this site, click on RCR Modules from CMDITR on the upper right, and work through the drop-down menu.  You must register as an individual user and your mentor must also register a research group and indicate which modules are required.  Once registration is complete, one can work one’s way through the training modules.  When finished, completion of the modules must be documented.  For this particular program, a check appears on the Table of Contents Page for each completed module; this page can then be printed to show completion of the required modules.  Other available training modules may offer a Certificate of Completion at the end and if so, this certificate should be printed for submission to the Office of Academic Affairs.   

Faculty mentors are responsible both for informing their students of this requirement and for telling the Office of the Vice President for Academic Affairs the names and contact information for all students they wish to engage in their funded research and/or whose funded research they supervise.  The Vice President’s office will then follow up with those students to make sure they understand their responsibilities in regard to RCR training and that they submit documentation of their training completion in a timely fashion. 

The Vice President for Academic Affairs (VPAA), Dr. Sharon Meagher, will serve as Research Integrity Officer.  She is well qualified to fulfill this responsibility based on her extensive record of research and the respect with which the faculty view her. The VPAA also has assigned Mr. Richard Sheldon, Associate Vice President for Academic Administration, to conduct outreach to faculty and students about their responsibilities in this area and to monitor the submission of training certifications.   

Statement on Professional Ethics 

(Reproduced from the AAUP Statement on Professional Ethics at https://www.aaup.org/report/statement-professional-ethics) 

“Professors, guided by a deep conviction of the worth and dignity of the advancement of knowledge, recognize the special responsibilities placed upon them. Their primary responsibility to their subject is to seek and state the truth as they see it. To this end professors devote their energies to developing and improving their scholarly competence. They accept the obligation to exercise critical self-discipline and judgment in using, extending, and transmitting knowledge. They practice intellectual honesty. Although professors may follow subsidiary interests, these interests must never seriously hamper or compromise their freedom of inquiry.”  

Research with Human Subjects 

Institutional Review Board, 2014  

Human subjects (also called human participants) research is any activity intended to obtain and record information from or about individuals for research purposes. Examples of human subjects’ research include: surveys, observations of behavior, experiments involving human responses, and collection of data from existing records. In Spring 2007, Marymount Manhattan formed a Human Subjects Review Committee (later termed the Committee for the Review of Research with Human Participants).  In January 2014, the Academic Affairs Office applied for a Federal Wide Assurance (FWA) and registered its Institutional Review Board (IRB) with the federal government.   

If you are conducting or supervising research with human subjects, and if you are employed by Marymount Manhattan College (MMC) or you wish to do research on the premises of MMC, then your study should be reviewed by the MMC IRB.  The primary aim of this review process is to protect the basic rights of research participants, namely their right to be protected from harm and to be protected from invasion of privacy. The procedures for review and approval are regularly revised by the IRB to ensure their concurrence with relevant professional codes of ethics and with federal regulation Title 45, Part 46, effective July 14, 2009.  

In order to initiate the review process, you need to complete the appropriate application (faculty/staff application for review, student application for review, application for exempt from review status).  The application will require that you supply the IRB with information on your procedure, its risks and benefits, and, if applicable, such safeguards as participants’ informed consent and anonymity, and confidentiality of data.  The IRB meets monthly during the school year and less frequently during the summer months.  After your application has been approved, you must notify the IRB if you change research procedures or if you plan to continue your research more than one year past the initial approval date.  The IRB works with researchers to facilitate research. If an initial proposal is rejected, the Committee provides written feedback. If a revised proposal is submitted, the Committee re-evaluates that proposal.  

(Download the following Word document: Institutional Review Board Frequently Asked Questions) 

 

Syllabi Distribution Policy 

(Approved by APC 12/2006) 

One of the customary responsibilities of faculty members is to prepare a well-designed syllabus that includes information about specific course learning objectives, course description, attendance policies, academic honesty, required texts, grading policies, and other pertinent material that the professor believes students need to know in order to complete the course successfully. Syllabi are to be submitted to appropriate administrative offices and may also be made available to accrediting agencies and government bodies such as the State Department of Education. However, as an example of “intellectual work product,” the design and content of course syllabi remain the property of the individual faculty member who designed the course. Therefore, in light of the increasing tendency to post and share course materials in electronic forms, care should be taken to protect faculty work against unauthorized and inappropriate dissemination. It is the faculty member’s prerogative as to whether or not to post course materials online or distribute them in other forms.  

The following practices should be observed by all administrative offices whenever requests are made to College representatives by outside agencies or individuals (other than those such as state education departments which require such materials) for materials pertaining to courses that have been offered at the College: 

1. The faculty member whose course information has been requested will be notified of the source and nature of the request as well as the actions taken in response to the request via copies of the email or letter exchanges. 
2. In cases of requests from other colleges, universities or state education authorities regarding course descriptions, only those portions of the syllabi that identify course objectives or course descriptions will be provided. Usually, catalogue descriptive materials should suffice. 
3. The College will not provide course outlines, course assignments or material that might reasonably be construed as of an educational or instructional nature. 
4. This policy will in no way restrict an individual faculty member from posting or distributing her or his course materials in any venue she or he sees fit. 

(Download the following Word document: Information for Student Syllabus) 

 

Teaching Excellence Award 

The Teaching Excellence Award Committee is composed of three faculty members: the past two recipients of the Teaching Excellence Award and one member elected by the Faculty Council for a one-year term. Committee members will be asked to stand-down from committee service in the event that they accept a nomination for the Award in this decision cycle. The committee member elected by the Faculty Council serves as chair. The function of the Teaching Excellence Award Committee is: To follow the process for selecting the Teaching Excellence Award recipient according to the process and criteria outlined in the Faculty Handbook.  

The Teaching Excellence Award Committee should meet at the beginning of the Fall semester to determine a timeline for their work. E-mail notice of the timeline and requirements for the award, along with a list of eligible candidates (this can be obtained from the Assistant to the Vice President of Academic Affairs), should be sent to all faculty early in the semester. Generally, the deadline should be a minimum of 2-3 weeks prior to the final Fall faculty meeting in order to give the members of the committee time to read all submissions and make a decision. The award is to be presented at the December session of the faculty Council.  

The Teaching Excellence Award committee uses the definition of excellence outlined in the MMC Faculty By-Laws when making its selection. This definition is as follows: 

Excellent teaching stimulates intellectual curiosity and encourages independent and informed learning. Such teaching draws from a thorough knowledge of a field to present effectively that field’s concepts and content. 

 To be eligible for the Teaching Excellence Award, a faculty member: 

• Must have completed four years of full-time (tenure-track) teaching at MMC at the time of nomination; 
• Must not have received this award within the immediately preceding seven years. 

 

 Junior Faculty Forum

The Faculty Development Committee will host the Junior Faculty Forum once a year. The purpose of this forum is for Junior Faculty to meet in an informal off-campus setting to discuss issues of concern with the Faculty Council VP. The topics discussed at the forum range from preparing a tenure application to common issues encountered in the classroom.

 

1. Policies Specific to Students 

Academic Honesty Policy  

(Written by Academic Honesty Committee, approved by Faculty Council 9/2005 and is published in the Student Handbook, the college website, and the FT and PT Faculty Handbooks) 

MMC fosters an academic community; students and faculty work together to create a learning experience that imparts knowledge and forms character, the hallmarks of a university culture. To achieve this, the College adheres to a policy of Academic Honesty, one that teaches students to complete tasks in a thoughtful, honest manner so as to breed a positive ideal of self-knowledge within each student. It is through this quality that a student understands her/his true capabilities. This policy instructs students to honor their colleagues by producing work that is based on their own capabilities so fellow students receive their equal consideration in the eyes of their professor. Honest work – on the computer or in writing — is important in the development of the academic character. MMC desires for each student to finish each course, each program, with a developed sense of self, a pride in the integrity of his/her own work toward his/her own level of achievement; this will create a true community of dedicated, life-long learners.  

(See MMC website for the complete description of the Academic Honesty policy, process and relevant form) 

 

Academic Standards and Policies 

(MMC College Catalogue) 

 

Academic Standards  

College and universities in the United States establish and consistently apply standards of “good academic standing” to evaluate the progress of all students matriculated for degrees. Colleges and universities define and apply measures of good academic standing in two categories leading to degree completion; academic progress and academic pace.  

Academic Progress  

Academic progress is a qualitative measure; matriculated students must attain and maintain a minimum GPA of 2.0 for each semester, as well as cumulatively. 

Academic Pace  

Academic pace is a quantitative measure; each academic year matriculated students must complete a specified number of credits. 

Probation  

Students are placed on academic probation when they do not meet requirements for good standing for either progress or pace. Students on probation for progress: 

• May not enroll for an independent study, internship or research project. 
• Will not receive approval for Maintenance of Matriculation. 

• May not enroll for more than 12 credits in a fall or spring semester. 
• Must meet with an advisor in the Office of Academic Advisement three times per semester; students who fail to do so will be dismissed.   

Academic Suspension  

Academic suspension is recommended when, after two consecutive semesters in the college, a student has earned a cumulative GPA of 1.0 or less, and when even if mathematically possible, it would be highly unlikely, for the student to achieve a 2.0 cumulative GPA over the next semester.  Students placed on academic suspension may not enroll in the College for a period of at least two consecutive semesters. To apply for re-entry, students must meet requirements outlined in the Student Handbook.  

Academic Dismissal  

• Academic dismissal will also be recommended when at any point during a student’s probationary status it is mathematically impossible for the student to attain a cumulative GPA of 2.0, within the prescribed probationary period. 
• A student who has been suspended or dismissed from the college may submit an appeal in writing to the Vice President for Academic Affairs.  

 

Attendance  

(Approved by APC, 12/2006; Amended by APC, 5/2016) 

The College will support the attendance policy of an instructor, provided that policy is clearly explained on the instructor’s syllabus. However, a student may not be permitted to begin attending a course after s/he has been reported as non-attending in the Dept. of Education Non-Attendance Report (EDNAR). Please send any student who first arrives after this report has been completed, to the Center for Student Services.  

Non-Attendance Due to Religious Observance  

It is the policy of the College to respect its members’ observance of their major religious holidays. Administrators and instructors responsible for the scheduling of required academic activities or essential services are expected to avoid conflict with such holidays as much as possible. Such activities include examinations, registration, and various deadlines that are a part of the Academic Calendar. When scheduling conflicts prove unavoidable, no student will be penalized for absence due to religious observance, and alternative means will be sought for satisfying the academic requirements involved. If a suitable arrangement cannot be worked out between the student and the instructor, they should consult the appropriate Chair. If an additional appeal is needed, it may be taken to the Vice President for Academic Affairs. 

Absences Due to Pregnancy or Related Conditions  

Marymount Manhattan College does not discriminate against any student on the basis of pregnancy or related conditions. Absences due to medical conditions relating to pregnancy will be excused for as long as deemed medically necessary by a student’s doctor and students will be given the opportunity to make up missed work. Students needing assistance can seek accommodations from the Chief Diversity Officer and Title IX Coordinator, Rebecca Mattis-Pinard (rpinard@mmm.edu, 212-517-0563).  

Absence Due to Military Service  

Students who receive military orders for active duty or deployment will receive “W” (Withdrawal) grades for the term. An exception to this policy can be made if a student receives military orders after the eleventh week of classes, has completed approximately 80% of the assignments, and can reach an agreement with the faculty (at the faculty member’s discretion) about how missed work will be made up. Annual Training (AT) or other normal training orders are not considered mobilization or active duty orders. Students who receive orders for Annual Training should make a formal request to postpone their orders until the end of the term. If their request for postponement is denied, and the student and faculty member can come to an agreement about how the missed work will be made up, then the student may remain eligible for credit and grades without penalty for absences due to routine training. For more information, please see the Military Withdrawal Policy. 

 

Credit Hour Policy 

(Approved by APC 11/2015) 

Marymount Manhattan College degree programs are approved by the New York State Education Department (NYSED). The College’s method for awarding credit for courses in degree programs follows NYSED guidelines, which are based on the U.S. Department of Education’s definition of credit hour.  

The faculty of the College are responsible for all aspects of the curriculum and degree program requirements. The College has a curriculum committee that reviews proposed new and revised courses and degree programs, including the credit hours associated with each. 

 

NYSED – CREDIT HOUR DEFINITION  

All courses and degree programs at the College must comply with Section 50.1 (o) of the New York State Commissioner of Education Regulations:  

• Semester hour means a credit, point, or other unit granted for the satisfactory completion of a course which requires at least 15 hours (of 50 minutes each) of instruction and at least 30 hours of supplementary assignments, except as otherwise provided pursuant to section 52.2(c)(4) of this Subchapter. This basic measure shall be adjusted proportionately to translate the value of other academic calendars and formats of study in relation to the credit granted for study during the two semesters that comprise an academic year.  

 

U.S. DEPARTMENT OF EDUCATION – CREDIT HOUR DEFINITION  

The U.S. Department of Education defines credit hour as an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally established equivalency that reasonably approximates not less than:  

• One hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work for approximately fifteen weeks for one semester or trimester hour of credit, or ten to twelve weeks for one quarter hour of credit, or the equivalent amount of work over a different amount of time; or,  

• At least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as established by the institution, including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours. 

  

MIDDLE STATES ACCREDITATION  

Marymount Manhattan College is accredited by the Middle States Commission on Higher Education (MSCHE). 

MSCHE issued a “credit hour policy” in August 2012 that requires MSCHE institutions to comply with the U.S. Department of Education’s definition of “credit hour.” MSCHE also noted in the statement that institutions must provide this information to the Commission’s evaluators “at appropriate points of accreditation review so they can verify compliance with the credit hour regulations.” 

 

POLICY  

Today there are many types of educational experiences with which credit hour assignment may properly be associated. In the interest of accurate academic measurement, the following definitions and practices pertaining to the relationship between contact and credit hours apply. Courses may be composed of any combination of elements described, such as a lecture course which also has required laboratory periods or a lecture course having an additional requirement for supervised independent study or tutorial activity. 

A credit hour is normally granted for satisfactory completion of 12.5 hours of classroom instruction with a normal expectation of 25 hours of outside study per credit over the course of the term. The standard academic period is a 14-week semester with standard instructional time of two 81-minute sessions or one 171 minute session per week.  

 

Credit hours are granted for various types of instruction as follows:  

1. In-Class Lecture, Seminar, Discussion: A credit hour is an academic unit earned for a minimum of 12.5 hours of classroom instruction with a normal expectation of 25 hours of outside study per credit over the course of the term.  
2. Online and Hybrid Courses: Below are three types of online courses: 
   1. Type 1: On-line courses with no classroom meetings that share equivalent student learning objectives and expectations for student effort as face-to-face sections of the course: The on-line section is assigned the same credit hours as the face-to-face section.  
   2. Type 2: On-line courses that include an in-class component (i.e. hybrid courses) with equivalent student learning objectives and expectations for student effort as a fully face-to-face section if the course: The hybrid section is assigned the same credit hours as the face-to-face section. 
   3. Type 3: Online and hybrid courses that do not have corresponding face-to-face sections for comparison: The department providing the course must document the expected level of student effort, expected student/faculty interactions, course assessment plan, and student learning objectives for the course along with proposed credit hours. This information will be reviewed by the Curriculum Committee and the VPAA/Dean for approval of the proposed credit hours.  
3. Activity supervised as a group (laboratory, field trip, practicum, workshop, group studio): A credit hour is awarded for the equivalent of fourteen periods of such activity, where each activity period is 160 minutes or more in duration with little or no outside preparation expected. Where such activity involves substantial outside preparation by the student, the equivalent of fourteen periods of 110 minutes duration each will earn one semester credit hour.
4. Supervised individual activity (independent study, individual studio, tutorial, research): One credit for independent study (defined as study which is given initial faculty guidance followed by repeated, regularly scheduled individual student conferences with a faculty member, and periodic as well as final evaluation of student performance) will be awarded for the equivalent of 37.5 hours of student academic activity.
5. Experiential Learning: At its discretion, MMC may award credit hours for learning acquired outside the institution which is an integral part of a program of study. When life or work experience is to be credited as a concurrent portion of an academic program design, as in an internship, one credit hour will be awarded for each 40-hour period of supervised activity that provides the learning considered necessary to program study plus 5 hours of outside study. 
6. Miscellaneous: At its discretion, MMC may award credits for mastery demonstrated through credit-by-examination. When such credit by examination is allowed, it may be used to satisfy degree requirements or to reduce the total number of remaining hours required for a degree.  MMC may also award credits through Prior Learning Assessment; see http://www.mmm.edu/academics/about-the-program.php for information. 

 

Appeal and Review  

Faculty may present educational justification for departures from these policy provisions to the Vice President for Academic Affairs. Credit hours to be earned in approved international academic programs will continue to be considered on an individual basis following established procedures. Other special arrangements suggested by partner institutions will be considered on an individual basis by the Office of Academic Affairs. 

 

Family Education Rights and Privacy Act (FERPA) 

(from the U.S. Department of Education) 

The Family Educational Rights and Privacy Act (FERPA) govern our responsibilities to our students. There are two basic regulations to which we must adhere: 

Individuals, who are independent* and have attained maturity in the eyes of the law (18 years of age), have the expectation of privacy with regard to their whereabouts, educational records (including grades), behavior, and any other information that may be known to us, as faculty members, staff or administrators of an institution of higher learning, unless those individuals have waived those rights by making a written statement to do so in a specific authority or agency. 

For example: Students applying for law school usually supply to MMC written authorization to disclose information about her/his disciplinary record, while in attendance at MMC, as part of a law school application. Such authorization does not permit MMC to disclose such information or any information to any institution other than the one named in authorization. 

Faculty, staff, and administrators may not discuss any matter concerning any student (who has attained 18 years of age) with any individual, including a parent, without the express written consent of the student. This regulation holds for informal as well as formal discussions, meetings, telephone conversations, written correspondence, etc. 

If you are contacted by a parent, spouse, employer, sibling, guardian of any student, you must invoke FERPA and gently end the conversation. If the individual who has made the contact is not satisfied by your response, you may refer that individual to the Associate Dean for Academic Affairs. You should never sidestep the law. 

Occasionally law enforcement officials seek information about particular students. If you are ever contacted by a law enforcement agency or official, you should always refer those individuals directly to the Vice President for Academic Affairs. 

*Students, who are dependents of their parents, are not necessarily covered by FERPA; however, you may not accept a parent’s word that his/her daughter is a dependent. The Center for Student Services can confirm the student’s status. 

All staff and faculty will need to complete EEO, FERPA and Sexual Harassment training on an annual basis. 

 

Grades 

 

Grading Policy  

(from the MMC College Catalogue) 

The grading policy for the College is described below and also appears in the College Catalogue. The manner in which you arrive at final grades for your students is up to you and must be explained in your course syllabus. It is recommended you confer with your Chair on your grading policy. It is also a good idea to review the grading policy verbally with your students in an early meeting of the class. It is wise to create a variety of opportunities for assessment of student performance: for example, daily or weekly quizzes, quick in-class writing assignments, short student presentations – so that students remain closely connected to the course and its materials. Faculty are encouraged to conduct assessment of the learning goals of the course early in the term and provide prompt feedback to the student. For students whose performance puts them at risk of failure in the course, submission of an Early Alert notice is crucial.   

Determining Grades  

(from the MMC College Catalogue) 

For students who have completed the course, faculty may assign letter grades “A” through “F” or “P” if the course is graded Pass/Fail or if the student has elected the Pass/Fail option. This option must have been chosen by the student by the end of add/drop period. Reminder:  Students may not elect to take either Core courses or requirements in their major under the Pass/Fail option. 

For students who are taking the course as an audit, assign the grade “AU.”  Information on auditors can be found in the College Catalogue. 

For students who have not completed the course, faculty may assign “INC” (Incomplete) only when a student has completed a major percentage of the course work and, due to extenuating circumstances, is unable to complete a final assignment, paper, or exam. If an “INC” grade is assigned, an “Incomplete Clearance Plan” (available in the Center for Student Services (CSS) or in Appendix C.ix.) must be completed to clarify the conditions and deadline by which course work must be submitted. The official deadline for “INC” grades to be changed to a letter grade is October 1 for spring and summer courses; March 1 for fall and January courses; past those deadlines, all “INC” grades are changed to “F” grades. 

For students who did not complete the course by no longer attending, faculty will assign the letter “N.” After all grades are submitted, CSS staff will run a report on the “N” grades and convert them to “F.” Students who received all “F” grades for a given semester will have their financial aid recalculated to the mid-point of the semester, as permitted by federal law. The policy on student withdrawal from a course(s) is described in detail in the College Catalogue. 

Grade Appeal Policy  

One of the most essential assets of our higher education system is the imaginative and resourceful atmosphere encouraged by the existence of academic freedom on campus.   As part of such freedom, faculty members have accepted the responsibility, in concert with their colleagues, to design and approve the curriculum.  They have selected instructional materials, elucidated course goals, and determined the method of evaluation of student performance in their classes.  Therefore, faculty should be afforded the highest degree of autonomy possible, though students should be provided with a procedure for addressing grade disputes.   

 

As an institution, Marymount Manhattan College asserts that grades earned by a student reflect the quality of his/her academic performance, as judged by the instructor of the course; in the spirit of academic freedom, the course instructor should have sole responsibility for determining all academic grades.  

The institution recognizes that, though rare, a student may feel that his/her work has been graded unfairly, or that his/her grade is based on some standard other than academic performance in the course in question.  In such cases, the Grade Appeal Procedure offers the student a vehicle by which to seek clarification and/or resolution. Only instructors have the authority to change a grade unless a review and change of grade determination occurs through the Academic Review Committee. 

(See the complete Grade Appeals policy and procedures) 

 

Overtalliesand Wait List 

(Approved by APC August/2010) 

During the early registration period of each upcoming semester (Fall and Spring), students may waitlist themselves into a closed course section using MMC Connect. Towards the end of this period, each waitlisted course is reviewed by the Chair of the appropriate Division, who will then grant permission on Colleague to those students who may be permitted to join the course. These students will be notified by email and must register themselves within a given period of time. Following such a review, all waitlists will be closed, and students who still wish to be overtallied into a closed course section must now do so by contacting the divisional chair directly. If approved, the Office of Academic Advisement will be notified by email or other written means, and upon the consent of the student, the Dean of Academic Advisement and Student Retention or the Registrar will permit the student to register for the approved seat.   

 

Prior Learning Assessment 

(Approved by APC August 20120 

Prior Learning Assessment is a process through which students may earn credit for college-level learning previously acquired through employment, professional experience, or other training and study. Credit is given only for prior learning that corresponds to a particular course offered at MMC. To apply for credit, students prepare a portfolio to be assessed by the faculty, which provides evidence of achievement of the learning goals for course(s) for which the student is seeking credit. 

The standard of student achievement for awarding PLA credit is the same as that applied to a student taking the MMC course in the classroom.  The faculty evaluator may interview a student or request additional materials before writing the evaluation.  The criteria for evaluating a portfolio include the following: 

• Credible Authenticity:  the products submitted for evaluation (articles, documents, recording, etc.) must be the student’s own work.  If the student has a secondary involvement or responsibility for the activity or outcome, this must be made clear and the student’s actual role clearly attributed and assessed. 
• Degree of the Breadth and Depth:  credit is awarded for the degree and quality of learning acquired, not for the amount of experience accrued.  The portfolio should address growth and progress in level of difficulty and expertise as well as the student’s ability to connect his/her learning to the concepts and content of the academic discipline(s) in which the student seeks credit.  The learning presented for assessment must be college-level work:  that is, it must have the scope, complexity and content commensurate with academic course work at the level for which credit is sought. 
• Quality of Learning:  this includes the quality of the written narrative; the degree to which the student is able to articulate the learning goals of the equivalent course and relate them to Prior Learning; the quality of the products submitted for documentation as assessed by their complexity, difficulty and level of professionalism; the depth of knowledge acquired through Prior Learning as evidenced by specific examples where the student has engaged critical thinking and/or creative processes in a significant manner. 

The process for applying for Prior Learning Assessment is as follows:  the student meets with the Dean of Academic Advisement and Student Retention, in the Academic Advisement Office for a general assessment of the viability of pursuing credits for prior learning within the context of his/her degree requirements.   If deemed viable, the student then meets with his/her Academic Advisor to determine which course(s) could be completed through Prior Learning Assessment.  Student and advisor complete the top half of the “Prior Learning Assessment Application Form” and the student submits it to the Associate Dean for Academic Affairs.  The student then meets with the Associate Dean for Academic Affairs to review the application; if approved, s/he determines which division might best evaluate a student’s work.  The student subsequently meets with the appropriate division chair, who will determine who among the full-time faculty can evaluate the student’s work, and provides the student with copies of the relevant course syllabi.  Once an evaluator has been identified, the sponsoring faculty member and the division chair sign the bottom of the “Prior Learning Assessment Application Form,” then the student returns it to the Associate Dean for Academic Affairs, who signs and files the form with the Registrar, which triggers the student to be registered for PLA 001, a placeholder that lasts one semester and does not involve billing.    

After registering, the student creates a portfolio and submits it to the faculty supervisor, normally within one year of registering for PLA 001.  A portfolio evaluation normally takes three to four weeks. After reviewing the portfolio, the faculty supervisor completes the “PLA Credit Submission Form” and indicates whether full, partial or no credit will be awarded.  The faculty supervisor returns this form to the Associate Dean for Academic Affairs with the portfolio. Upon submission of the form, the student is billed per credit assessed (not on how many credits are awarded). Course credit earned through PLA will appear on the student’s transcript as “Life Experience.”  A student may appeal the outcome of a PLA evaluation through the same procedure by which a student would appeal a grade for a course at MMC.  (See Grade Appeal Policy.) 

FOR MORE INFORMATION ON PRIOR LEARNING ASSESSMENT, CONTACT ASSOCIATE DEAN FOR ACADEMIC AFFAIRS SUE BEHRENS (SBEHRENS@MMM.EDU ) 

 

SECTION VI.  MMC PROCEDURES FOR FACULTY 

 

The Procedures described below have been developed and revised over time by teams of faculty and staff at MMC to ensure the safety and security of all MMC personnel and effective communication among administrators and faculty and faculty and students with regard to overall operations and the submission of required reports. 

Alcoholic Beverages 

 Alcoholic beverages are prohibited at all student events sponsored by students or by the Division of Student Affairs.  Alcoholic beverages are permitted to be served at all other events by a licensed bartender hired through Marymount Manhattan Dining by Chartwells 

 

Absence from Class 

Faculty are expected to conduct all class sessions for their courses each semester. Classes should not be cancelled indiscriminately. However, if an emergency arises or if you are ill, please contact your Division Chair immediately, who will attempt to arrange for a substitute. Please then go to the MMC homepage and click on “Faculty and Staff.” Click on “Cancel a Class” and follow directions. Students will be apprised via the MMC website that your class will not meet that day. You will be expected to make up the missed class session. 

If you cannot access a computer, notify the Center for Student Services (CSS) at 517-0501 or 517-0502. Whether you cancel your class via the MMC website or the CSS, your Division Chair must be notified.  

Faculty members are expected to make arrangements to make up a class, but not necessarily by scheduling an additional meeting. Because finding a suitable time is so difficult, given space and other scheduling constraints, faculty may instead assign an independent project of some variety to make up for the lost time.  

If you cannot reach the CSS by telephone for an early morning, evening, or a Saturday class, please call or email your students directly and send a copy to the Division Chair. Their telephone numbers are on your class roster. Please confirm the accuracy of these numbers and consider obtaining their business/mobile telephone numbers as well. It would be a courtesy to call your students, so they do not have to make the trip to the College to learn that the class has been cancelled. This is especially important for working adults who may be making the trip for your class only.  

Alternatively, you can email your students individually or as a broadcast message from Blackboard if you are using Blackboard.  Please be sure to email your Division Chair whenever a class meeting is canceled. 

 

Reporting Non-Attendance (EDNAR) 

 

Reporting Non-Attendance as required by the U. S. Department of Education (ED): The EDNAR 

Each term the Registrar collects data on students who have registered in order to determine if they are attending, never attended or stopped attending all of their classes. This information assists the College in determining the Census numbers and directly impacts a student’s financial aid eligibility.  Faculty’s assistance in accurately reporting your students is vital and necessary. 

However, beyond this one time recording of attendance, each faculty member should keep attendance records for every class session for other reasons: 

• Grading—especially if you award credit for class participation and need to know who has participated. 
• The Registrar may request the last date a student attended or submitted assignments.  

• The Business Office may request information for the last date a student attended for tuition refund/credit purposes. 

 

MMC is not required to maintain a daily record of attendance. However, we need an absolutely accurate record of students who have not attended class at all or who stopped attending and the last date attended or date when assignments were submitted.   If your class is taught online, “attendance” is determined by the number of times the student accesses your online site. 

Special Note on EDNAR and Final Grades:  When reporting final grades for the term, faculty can mark a student with an N (unofficial withdrawal) grade to indicate the student had stopped attendance by providing a last date of attendance or by flagging the “Never Attended” box*. 

* Faculty who mark a student as “Never Attended” when submitting final grades should report the same attendance data given at the time of EDNAR submission.  For example, if a faculty gives an N final grade and indicate “Never Attended” for a student, the faculty should have marked Never Attended on his/her EDNAR submission on the class roster. 

Any discrepancies between final grades and EDNAR reporting may affect a student’s financial aid.  Faculty will be contacted for clarification. Detailed instructions are sent electronically each term as the reporting date approaches. 

 

Audio/Video Equipment (How to Request) 

Most classrooms are equipped with VCR and DVD players. On the occasion where such equipment is needed, the Library will supply it with at least 24 hours’ notice for scheduling. Equipment of all types is issued to faculty and staff only. If a student needs AV equipment the professor should make the request to Jordan Horsley, Coordinator of Media, in advance. Check-out and return takes place on the same day and is concluded before the closing of the library. If any further information or clarification is needed, please call x805.  

 

Access to Classrooms 

Security is responsible for ensuring that classrooms are open for the classes scheduled. However, should you find your classroom locked, please contact Security at x411 to unlock the door. 

 

Admittance to the MMCCampus 

Access to the College beyond the main lobby security desk is available only to persons with proper MMC ID. Faculty are instructed how to obtain an MMC ID on or around their start date. Each calendar year, the MMC ID is updated each year with a sticker by the Security Staff. 

All guests must sign in at the security desk, indicate their destination, and receive a Day Pass. If a faculty, staff, or student is hosting a visitor for the day, he/she will be accountable for the behavior of his/her guest. 

Class Rosters 

Class rosters are available via the Faculty Portal.  To Access the Faculty Portal click MyMMC on the top of the MMC Home Page and log in. Under the “Faculty Applications” section in the middle of the screen, click “My Course listings” for instructions on how to use MMC Connect to create your Rosters. 

Class Rosters will help you confirm that only students registered for your class are attending. 

If a student has applied for a “Preferred Name Change”, the Preferred name will appear on the Roster. 

If a student has registered late or has changed his/her program after the start of classes, that information will be available to you on the continuously updated version of your roster. Students may also be able to produce their approved Registration Agreement Form or Program Change (PC) Form, which can confirm late registration and the student’s official enrollment in your course. 

Students may not be permitted to remain in class if: 

• Their official or preferred names are not listed on the current version of the roster, or 
• They cannot produce a copy of their Registration Agreement Form or Program Change (PC) Form confirming their late registration.  

Note: Students who are auditing the course are still required to either register online, file a registration agreement, or program change form. 

The official period for adding and dropping classes is published in the course bulletin. Since this is the only time during which students may alter their registration, it is imperative that you immediately send any student who is not on your current roster to the Center for Student Services or the Office of Academic Advisement to file a program change (PC) form. The staff in the CSS will make every attempt to assist the student to resolve registration problems.  In special cases, the department or division chair may need to approve the program change form.  Academic Advisors will be available to consult with students who may need to make program changes. 

Equally important, the names of students who are listed on the roster but who do not appear for class during the first two weeks of classes, which coincides with the program change period, must be reported as not in attendance on the U.S. Department of Education (ED) Non-Attendance Report (EDNAR). Instructions for submitting this report are sent to faculty each term or semester. All faculty must submit an EDNAR for each class regardless of whether or not all students are in attendance. 

Remember:   Students must be registered in order to receive a grade or credit for a course. However, students whose names remain on the roster, who have not been in attendance, must be assigned an “N” grade at the end of the semester. The “N” grade represents an official withdrawal, and will be converted to an administrative “UW” grade. The N/UW grades will be tabulated as a failing grade.  

We encourage you to download and print a roster from MMC Connect regularly throughout the semester to determine the most current status of any student originally enrolled for your course; that is, your updated roster will inform you about whether or not a student has withdrawn from your course.  

Contact Information 

At the time of your hire, you will be asked to complete a Faculty Contact Sheet.  If your address changes, after we have received your personal and contact information, please complete the Change of Address form available on the MMC website and complete a new W-4. Failure to do so may result in a lost paycheck.  

Contracts 

Tenured and tenure-track faculty are sent an annual contract for the next academic year at the end of March preceding that year. Faculty are asked to sign and return the contract to the Office of Academic Affairs at that time. 

Course Cancellations 

The College must reserve the right to cancel those classes it deems insufficiently enrolled. Decisions on cancellations are made by the Vice President for Academic Affairs in consultation with the Divisional Chair. Undersubscribed courses are cancelled as soon as possible before the semester begins but may be cancelled as late as the day before classes begin. Programmatic need as well as anticipated late student registration is carefully considered before decisions are made. Faculty members are notified by the Chair of their Division; students are notified by the Center for Student Services. 

AcademicAlert Notification 

(For instruction, see video below https://mmm.app.box.com/s/czek95csxe0rdqup4ykneag2l4cq0ld0) 

Within the first few weeks of each semester, faculty members are asked to inform the Office of Academic Advisement of students who might be experiencing difficulty in individual courses. Academic Alert is an academic warning system used to report students who, due to poor academic performance or sporadic class attendance, are in danger of failing. Through the use of this system, students who find themselves at risk of failing one or more courses are able to receive appropriate individual advisement support. In order for the Academic Advisement staff to intervene in an appropriate and effective fashion, faculty members are strongly encouraged to submit Academic Alert Notices prior to mid semester. However, should problems arise subsequent to the mid-semester, faculty are encouraged to file the notice at that time. 

Academic Alert Notices may be submitted electronically through the College’s Staff & Faculty page of the website or may be completed manually and returned to the Office of Academic Advisement. 

End-of-Term Course Evaluations 

Course evaluations are administered to students each semester. Towards the end of the semester, evaluations with instructions are sent by the Office of Academic Affairs to the faculty for distribution in class. The completed forms are to be delivered to the Office of Academic Affairs by a student. After the semester has ended and final grades have been submitted the report gets reviewed by the Divisional Chair or Department Chair with the faculty member. The College believes that course evaluations are an important measure of student learning for the faculty member and the College.  

(See  End-of-Term Course Evaluation Form ) 

 

Emergency Procedures 

Link to MMC Emergency Response Procedures: 

http://www.mmm.edu/offices/campus-safety/emergency-response-plan.php 

Fire  

If you discover a fire in the building, activate the alarm by pulling the box handle on the floor on which the fire is located. This alarm will summon the New York City Fire Department; it will also alert other persons in the building to an emergency evacuation procedure. After activating an alarm, proceed to the nearest office or to Security personnel to inform them of the situation.  

Fire Drills  

Drills must be held at least three times every year. We ask your cooperation in not using the elevators and in leaving the building promptly. 

Medical Emergencies  

If a student becomes ill during your class, contact Campus Safety and the Office of Student Affairs. Campus Safety will call for an ambulance if requested by the student.  We ask that the student have a follow-up meeting with the Vice-President for Student Affairs or Student Affairs staff.  If you or another faculty member becomes ill on campus, please seek help in the most expeditious manner possible and notify or have someone notify your Chair, the Division administrative staff, and the Office of the VPAA. 

Other Emergency Situations  

In case of non-medical emergencies, please contact the Security Desk at Ext. 411. If you are not able to contact any college personnel, dial 911 immediately. The Security Desk, located in the main entrance lobby, is staffed 24 hours a day. Each elevator in the college is equipped with an emergency phone that connects directly to the Security Desk. Campus Safety personnel reports all emergencies, incidents, thefts, crimes, and other problems to the Director of Campus Safety/Supervisor. Anyone in the College community who witnesses a violation of College policies, crime, or any suspicious activity can also call the security tips hotline at (212) 774-4878. All calls are kept confidential. 

Response to Incidents  

All reported incidents are investigated immediately and, if corrective action is possible, remedied. A report is filed for every incident that occurs on College property. The reports are kept on file in the Security Office. In addition to responding to all incidents immediately, the Security Personnel will notify the Security Supervisor as soon as possible. In cases involving misconduct of a student, the Office of Student Affairs will also be notified. 

 

(See MMC Campus Security Emergency Response Guide) 

 

Facilities Management (Reporting Facilities Problems)  

For the Carson Hall, Nugent Hall, Faculty Center, and Martha Graham Studios: 

Any hot/cold temperature calls, repair requests, installations, furniture moves, special requests, etc. should be directed to ext. 449 or ext. 489. If no one picks up at either of those two extensions, please send an email with the request to ALL of the following addresses: rformosa@mmm.edu, and cgonzalez@mmm.edu. In case of an emergency please call the front desk at ext. 411. (Security can reach maintenance by radio). 

 

Faculty Development Funds: Full-Time Faculty 

If you wish to apply for funding to attend or present at a conference or to enroll in a workshop or short course, review the instructions below and submit your application to the Office of Academic Affairs. The form is updated every year.  

 

Purpose 

The Faculty Development Fund is designed to promote teaching excellence and the research and creative endeavors of faculty members at Marymount Manhattan College. Requests may take the form of a presentation of one’s scholarly/creative work, conference attendance in which a faculty member has a unique function to perform, or attendance at a conference designed to assist faculty in developing curricula and improving their teaching. All full-time tenured and tenure-track faculty members are eligible to apply. Applications must be submitted prior to the event for which you are requesting funding. Multiple awards may be given to the same faculty member if funding is available.  

 

Proposal Evaluation and Funding Limits 

A presentation of one’s scholarly/creative work is viewed as the initial presentation of original research or creative activity that has been invited or selected through a review process. This may take the form of a paper presentation, poster, exhibition, or performance. Additional presentations on the same topic will not be funded unless the applicant demonstrates a majority of the work is new. It is expected that the presentation will ultimately lead to a full scholarly publication or equivalent (exhibition, performance, major art show, etc.).  

 

Conference attendance in which a faculty member has a unique function to perform may include such roles as a respondent to a panel, association officer, conference/event organizer, etc.  

Attendance at a conference designed to assist faculty in developing curricula and improving their teaching include participation in master classes, short courses and workshops. 

The Faculty Development Fund is designed to support activities that bring honor and recognition to the college. Current year funding limits are indicated in the policy  

If funding is approved but plans for presentation or attendance change, please notify the Office of Academic Affairs so that unexpended funds may be reallocated.  

 

(See Faculty Portal for  Full-Time Faculty Development Fund Request procedures and the Request Form) 

 

Faculty Development Funds: Adjunct Faculty 

 

Eligibility Guidelines  

An adjunct faculty member may apply for one (1) or a combination of three (3) grants per year from the fund, but not to exceed $750 on an individual or cumulative basis. To be eligible, the adjunct faculty member must have taught at least one (1) Fall or Spring semester at the College in each of the five (5) years immediately prior to a given semester. The funds may be used for research in his/her field, travel, room, board or other expenses incurred for verifiable active participation at an academic or professional conference or meeting.  

 

Application Process  

Applications are reviewed and approved at the start of the fall and spring semesters. The Adjunct Faculty member must submit this application and supporting documentation to the Office of the Vice-President of Academic Affairs by September 15th for the Fall Semester and February 15th for the Spring Semester.  The Adjunct Faculty member may apply for funding for a conference they previously attended up to 3 months prior to the semester due date, but they should be aware that the availability of funds is limited. The Vice President for Academic Affairs (or designee) will review each application. Applicants will be notified of the decision in writing to approve or deny.  

 

(See Faculty Portal for Guidelines for Adjunct Faculty Development Fund Reques t.) 

 

Graffiti 

If faculty notice graffiti or hate messages anywhere on the premises, they should contact Security (Ext. 411) as soon as possible.  

 

Grade Submission 

1. MMC Connect (for Faculty) – Go to the homepage of the MMC website and click on MMC Connect.  
2. Click on “MMC Connect for Faculty” and log in.  
3. Click on “Grading”. Select the appropriate term and press “Submit.”  
4. Click on “Final Grade.”  You will see a list of all courses you are teaching. 
5. Choose one of the courses you are teaching. Then press “Submit.” 
6. Input grade for each student; check over, and press “Submit.”  

If you submit any INC grades, you will complete an “Incomplete Clearance Plan” for each of them. The Plan should be signed by the faculty member and the student; alternatively, a copy of an email exchange between faculty and student can be sent to the Assistant Registrar. 

After you have submitted your grades via MMC Connect, you must go to the Center for Student Services and file a Grade Change Report to change a grade. The Report must be signed by the Associate Dean for Academic Affairs. 

You will have adequate time to input your grades electronically in MMC Connect, but not to calculate them or analyze them, so be ready to input only. If you have a large class, you may want to input half of the grades submit; close the screen; open it again and input the other half. 

After you submit your grades, we recommend that you close the screen, and then reopen it to see that your grades are listed. Only then will you know for sure that you have completed the process correctly. You should print of copy at this point for your records. 

If you have any questions about grades, email or call Regina Chan, Registrar in the Center for Student Services (rfalconer@mmm.edu) or 212-517-0501. If you have difficulties logging in to MMC Connect, please call the Help Desk at 212-517-0580 or email usersupport@mmm.edu. 

As the Center for Student Services staff is responsible for a variety of reports that depend on the timely submission of grades, it is very important to submit grades within the published timeframe each semester. 

 

Letter of Agreement(Adjunct faculty only) 

Every term, each part-time faculty member receives a Letter of Agreement (LOA), via MMC email, indicating his/her teaching assignment, guidelines for developing and submitting your syllabus, instructions for accessing your roster(s), submitting your U.S. Dept. of Education Non-Attendance Report (EDNAR), due dates for grades submission, pay dates, and compensation for the semester of employment. (See Appendix for example.) A copy of this LOA must be signed and returned to the Office of Academic Affairs or you may send an email acknowledgment upon receipt. 

Every term each part-time faculty member receives a Letter of Agreement (LOA) via MMC email indicating the following: 

• Teaching assignment 

• Guidelines for developing and submitting the syllabus 
• Instructions for accessing the roster(s) 
• Submitting the U.S. Dept. of Education Non-Attendance Report (EDNAR)  
• Due dates for grades submission 
• Pay dates and compensation for the semester of employment are available on ADP.  

A copy of this LOA must be signed and returned to the Office of Academic Affairs or you can click reply and accept the LOA via email. 

  

Mailboxes/Mailroom 

 

Please check with your Division administrative assistant as to the location of your mailbox. Should you have a mailbox in Lower Level Nugent, a rather open area, you are advised to be cautious about receiving and returning student papers via your mailbox. You may want to advise students to leave papers for you in a sealed envelope and, in turn, you return them to students in similar fashion. That way, passers-by are discouraged from helping themselves to term papers or otherwise private information on grades/evaluation that should be exchanged only between you and your students. 

The Mailroom is responsible for receiving and placing mail in these mailboxes. Mailroom personnel also handle all deliveries, incoming and outgoing mail as well as maintaining copiers. Deliveries and pickups are done twice a day (morning/afternoon). Hours of operation are Monday - Friday 9:00am - 5:00pm. The  Mailroom coordinator is Jason Marrero at ext. 423. 

 

Military Leave Policy 

 

Military Leave Process  

Students on military leave who receive orders for active duty or deployment will receive “W” –Withdrawal grades for the term.   

• The student must present a copy of their military orders to the Office of Academic Advisement and file a Total Withdrawal Form. 
• Depending on when the student withdraws during the term, tuition, fees, and financial aid including veteran’s benefits may be adjusted. 
• If the student has direct loans that are in an in-school status, an in-school deferment status, or in a grace period status, student should call her/his loan servicer and request a “Military Grace Program” deferment. This option can extend the grace period of the loan up to three years and is only available to students withdrawing from college as a result of military recall or deployment. 
• Students on military leave are encouraged to file a Maintenance of Matriculation form.  Filing for maintenance of matriculation will enable the student to remain in his/her original academic catalogue program. Maintenance of matriculation is only available for 2 consecutive semesters after which the student must apply to readmit.  A status of maintenance of matriculation allows a student who returns to Marymount Manhattan College, to retain the requirements in their catalogue and not be subjected to new degree program requirements in the current academic catalogue. 

 

Exceptions to Process  

• If a student receives military orders after the eleventh week of classes, the student has the option not to withdraw from those classes for which the student and faculty have come to an agreement about how the student will complete the coursework and how the final grade will be calculated. 
• Should a faculty member assign an incomplete grade, the student must follow the incomplete clearance plan between the student and faculty member.  The MMC incomplete grade policy remains in effect.  Failure to complete the assigned work, test, papers, and so forth, within the faculty member’s deadline, or the published last date to submit an incomplete grade will result in an “F”-failure grade. 
• Routine Annual Training (AT) exercises or other routine training orders are not considered recall, mobilization or active duty orders. Students on routine annual training will need to comply with MMC’s General Attendance Policy – (refer to 2015-16 MMC Academic Catalogue page 179) which includes compliance with the faculty’s attendance policy. Failure to comply with MMC’s attendance policy can result in academic penalties.  If Annual Training impacts enrollment, students should make a formal request through their chain of command to postpone their orders until the end of the term. If their request for postponement is denied, and the student and faculty member can come to an agreement about how the missed work will be made up, then the student may remain eligible for credit and grades without penalty for absences due to routine training. 

 

MMC One Card, Email and Network Account 

 

Within a few days of completing employment paperwork, you will be given instructions on how to obtain an MMC One Card and activate your MMC network account.  

MMC OneCard is a mobile ID card accessed through the Touchnet OneCard app on your phone. Once the app has been downloaded, you will use your MMC OneCard to:

• Add and use dining dollars;
• Scan in for entry to MMC campus buildings; and
• Check out books in the library

The MMC OneCard is environmentally friendly (no more plastic ID cards!) and eliminates the need for paying in cash or credit card at on-campus locations. 

Visit the OneCard web page for more information and instructions for downloading the app: https://www.mmm.edu/offices/information-technology/onecard/

 

During terms when you teach including January and Summer I and II, you will want to check your MMC network account once a week to receive important instructions and due dates for submissions throughout the term. 

Your MMC network account is the only way we can communicate important information to you and the preferred way for you to communicate with MMC students. New faculty are sent a preliminary log-in and instructions on how to activate your network account. You must activate this account via a campus computer in your office or in a Division Office, the Nugent Lounge, or the Shanahan Library. Subsequently, your access to the network is accessible to you from any internet-equipped computer off campus, using your MMC network login and password. From off campus, you are able to access your MMC email and the MMC website, including MMC Connect. Hence you are able to complete the student non-attendance report (EDNAR), submit grades, enter textbook information, etc. You are not able to access documents saved on the P Drive from off-campus. 

New faculty are sent log-in information with a temporary password with instructions on how you can activate your network account. You must activate this account via your personal computer, a campus computer in your office or in a Division Office, the Nugent Lounge, or the Shanahan Library. Your MMC network account is the preferred way we can communicate important information to you and the preferred way for you to communicate with MMC students.  

Your access to the network is accessible from any internet-equipped computer off campus using your MMC network login and password. From off campus you are able to access your MMC email and the MMC website including MMC Connect.   Hence you are able to complete the student non-attendance report (EDNAR), submit grades, enter textbook information, etc. You are not able to access documents saved on the P Drive from off-campus. 

 During terms you are assigned to teach including January and Summer I and II, you are required to check your MMC network account once a week to receive important instructions and due dates for submissions throughout the term. 

 

Multi-Purpose Machines 

 

Multi-Purpose machines for copying, printing and faxing are available for your use in the following locations: 

1. Carson Hall: Lower Level, 501, Carson 6, and Carson 7 
2. Nugent Hall: Theatre Office 
3. Faculty Center: Floors 1, 3 and 5 

You can confer with your Division Support Staff on which machines offer fax as well as copy/print capabilities. In general, you can print to the multi-purpose machine closest to your office if you do not have a printer in your office. In order to copy or fax, you will also need to obtain the access code for your Department /Division from the Support Staff. 

 

Payroll 

Full-time faculty are paid bi-weekly and part-time faculty are paid 4 times during the fall and the spring semesters.  During the interim term, faculty are paid one time at the end of each winter, Summer I, Summer II, and Summer III sessions.  Adjunct faculty should consult their letter of agreement for the pay date(s) for the semester within which you are teaching.   

Your paycheck will be mailed at the end of the business day the Wednesday of pay week.  Those employees set up for direct deposit can expect their funds to be in their account the Thursday of pay week.  All employees are encouraged to sign up for direct deposit which can be done through the ADP HR/Payroll Portal.  A payroll schedule is available in the ADP HR/Payroll Portal.  

 

Submitting Your Course Syllabus 

Each semester or term you teach, you are asked to submit your syllabus to the Office of the Divisional Chair and electronically to the Office of Academic Affairs at AcademicSyllabi@mmm.edu. Each student should receive a copy of the course syllabus at the first class, or the latest, by the end of the first week of the semester.  

The syllabus should be considered binding, as written, unless changes are made by the instructor with sufficient notice to the students and to the Divisional Chair.  

(See Faculty Portal for  Information for Student Syllabus ) 

  

Textbooksand Other Required Books  

Posting Textbook Information on the MMC Website  

As students and their parents appreciate the opportunity to shop for the best price in textbooks, faculty are required to post textbook and materials information on the MMC website: www.mmm.edu/bookstore . 

 The federal government enacted a law within the Higher Education Opportunity Act that requires colleges receiving federal financial assistance to “disclose on the institution’s Internet course schedule and in a manner of the institution’s choosing, the International Standard Book Number [ISBN] and retail price information of required and recommended college textbooks and supplemental materials for each course listed in the institution’s course schedule used for preregistration and registration purposes…”  Exceptions are made (1) if the material has no ISBN number, in which case we are required to list the author, title, publisher, and copyright date, and (2) if presentation of this information is not practicable, in which case we are to indicate “To Be Determined 

To ensure the College’s compliance with federal regulations, please enter the textbook information for your course(s) by no later the start of the registration period so that students will have this information available to them at registration.  If you do not require textbooks for your class, simply choose the “not required” option for the course.  

Starting with the January 2020 term, you are required to post your textbooks on the Marymount Manhattan College Online Bookstore. Created in partnership with Akademos, Inc., the Online Bookstore simplifies the textbook process for students and professors. Instructions are available on the Online bookstore webpage at mmm.edu/bookstore. 

 

SECTION VII: COLLEGE RESOURCES AND FACILITIES 

 

College Facilities 

Faculty Lounge  

The Faculty Lounge is a key-access facility designated for faculty use. A networked computer station, a phone, and a writing desk allow faculty members to use the lounge as an alternate workspace. Lamps provide ample light for reading and working. Twelve stackable chairs and other seating accommodate as many as twenty-one people for presentations and readings. Magazine racks for scholarly journals and two large bulletin boards allow faculty to share ideas and postings with each other. A corner cabinet houses a microwave and an electric teakettle for faculty use.  

To receive your access pin code, please email the Associate Director of Campus Safety, Charles Henderson at chenderson@mmm.edu. He will send you your access pin code via email.  

To enter the lounge, enter your 5-digit code in the keypad on the door from the landing of the Regina Peruggi Room: 

1. The lock will display a green light and emit a tone indicating the lock is open.  
2. You can now open the door; it will re-lock after 3 seconds.  
3. When you leave the lounge close the door and it will automatically lock. 

If you enter the wrong code 3 times the lock will shut down for approximately 1 minute, and you will not be able to open the door during this time. After 1 minute has elapsed, you will be able to again enter your code. 

Please do not share your personal code with anyone. If you have any questions or problems using this lock, please contact the Security Desk x411.  

The Great Hall  

The Great Hall serves as the primary classroom space for the MMC Dance Department. This large ballroom space is equipped with mirrors, portable barres, pianos, a professionally designed wooden floor which is “sprung” to prevent shock injuries to the dancers, and a “marley” covering to provide necessary slip resistance. Because of the limited amount of studio space at the College, a powered, moveable dividing wall was installed to maximize the efficiency and flexibility of Great Hall’s use. Dance department classes are scheduled daily until 7:10pm, and Theatre Production Workshop classes are scheduled at night and on weekends. The Great Hall also serves as a secondary performance venue for the Dance Department where the Dancers at Work showcase is presented twice each year. The Great Hall serves as a location for college-wide events including Orientation and Open House. The maximum capacity of the Great Hall is:  Lecture style: 350, Seated reception: 250. 

Please note: 

1. Due to the fragile nature of the floor, setup time and clean up time can be extensive. 
2. Demand for the space is high and requests are frequently submitted during the semester prior to a proposed event. 

 

The Carl & Marcia Hewitt Gallery of Art  

The Hewitt Gallery of Art, located in the main esplanade and adjacent black and white galleries in the Carson and Nugent Buildings, is a highly recognized showcase gallery that offers both well-known and emerging artists an opportunity for exposure within the art world and the MMC community. Works reflecting a wide range of concerns, styles and media, such as painting, drawing, photography, sculpture, video, and multimedia installations are exhibited on a regular basis throughout the year. The Gallery allows our students the opportunity to engage in an ongoing dialogue with contemporary art and artists, as many of the exhibitors are guest presenters in our art department classes in both studio and art history. Hundreds of artists, critics, collectors, and curators visit the gallery each year, and the visibility of innovative and challenging works of art throughout the College plays an important role in expanding the creative horizons of MMC students. Through internships and curatorial studies, students have the opportunity to participate directly in a professional gallery environment.  For more information please contact Brooke Harbaugh, Theatre Arts Administrator at x766 or bharbaugh@mmm.edu.  

Meeting Rooms  

Room	Location	Capacity
President’s Conference Room	Carson-3rd floor  Office of the President	17
Multi-Faith Center	Carson-4th floor (CH 412)	45
Anne Miller Conference Room	Nugent-Lower Level  Center for Student Services	10-12
Conference Room	Faculty Center-2nd Floor  255 East 71st Street	10-12
Multi-Purpose Room	Faculty Center-2nd Floor  255 East 71st Street	20
Regina Peruggi Room	Carson- 2nd floor	72
Café Room	Carson-4th floor	8-10

 

The Nugent Lounge  

The Nugent Lounge is located on the first floor of the Nugent Building and is a student lounge.  Student activities and promotional tables for student groups are most appropriate in this space. The space is equipped with computer stations for students who wish to work, as well as with comfortable furniture for relaxation and social exchange.  Starbucks is located inside the Nugent Lounge. 

Residence Halls  

The College houses more than 750 students at the following locations: 

1. The 55th Street Residence Hall, located on East 55th Street between 2nd and 3rd Avenues, houses primarily first year students; 
2. Cooper Square, located on East 6th Street and Third Avenue, houses primarily continuing students, transfers, and small group of first year students.     

For more information please contact Michelle Quock, Director of Residence Life at x751 or mquock@mmm.edu. 

The Regina S. Peruggi Room  

The Mezzanine, named in honor of the College’s sixth President, is located on the second floor of the Carson building and serves as a multipurpose space for meeting, events, lectures and receptions. The maximum capacity for this space is 72 (lecture style). Demand for the space is high and requests are frequently submitted during the semester prior to a proposed event. 

The Theresa Lang Theatre  

The Theresa Lang Theatre affords students training and work experience in a professionally equipped facility, and it serves as a venue for a variety of courses in Theatre and Dance production, stagecraft, design, lighting, scenery, construction, sound, and technical theatre. The Theatre Department presents 4–5 mainstage productions and the Dance Department presents two mainstage productions in the Theatre each year. The productions, which are free to the Marymount Manhattan community, are performed by students in the Fine & Performing Arts Division, and the production crews are made up entirely of students. Students in the Design concentration are regularly invited to design mainstage productions, and students in other concentrations serve as dramaturges, assistant directors, assistant choreographers, and assistant producers. The Theresa Lang Theatre also hosts a variety of college-wide events, including lectures, panel discussions, and Student Affairs-sponsored performances. The capacity is 243 

Please note: 

1. Seating capacity varies based on the design for the production in process at any given time. 
2. Demand for the space is high and requests are frequently submitted during the semester prior to a proposed event. 

The Theresa Lang Center for Producing  

The Theresa Lang Center for Producing extends education in the liberal arts into the pre-professional arena, making connections to New York City’s exciting internship experiences, and providing students with the knowledge and skills they need to become creative leaders in the media industries. The Center is comprised of an experimental video studio, digital sound design and graphic design rooms, a suite of non-linear digital video editing rooms and a digital media lab, where students publish their work on a Web server, and broadcast programming over the Internet. Macintosh workstations run a broad array of industry standard software including, Maya for 3-D design, Pro-Tools for sound design, and Final Cut Pro for video editing. Ancillary equipment includes digital video camcorders and mini-disc recorders.  For more information please contact Sarah Nelson Wright at swright@mmm.edu.   

The Faculty Center  

In July 2013, the College opened the Faculty Center at 255 East 71st Street entrance, to provide office and meeting space for faculty members.  The Faculty Center includes a Conference Room located on the 2nd floor which can accommodate up to 12 people.  There is also a Multi-Purpose Room on the 2nd floor that seats 20 (lecture style) and is connected to an outdoor terrace. Admissions uses this space for tours during the day, and it is available for other events in the evening.   There are small benches along the Terrace perimeter.  The use of glassware, amplified sound and smoking are prohibited on the Faculty Center Terrace. 

The Commons (East & West)  

The Commons is located in the Carson Building on the 3rd floor. The space is best for informal gatherings, receptions and meetings. The max capacity of the room is 140ppl. A closeable partition splits the space approximately in half into The Commons East & West. Banquette seating, bar seating and assorted (2), (4) and (6) top tables and (10) lounge chairs live in the space. The furniture must remain in the space during all events, though the tables and chairs can be removed and/or rearranged to accommodate each event. Demand for the space is high and requests are frequently submitted during the semester prior to a proposed event. 

The Lowerre Family Terrace  

The Lowerre Family Terrace is accessible through the movable glass doors in The Commons East. The terrace is an outdoor space between the Carson and Nugent Buildings which connects on the 3rd floor. The max capacity of the terrace is 70ppl. The space boasts a ‘seasonal’ Stone Waterwall, raised platform seating, assorted benches and (4) top tables. Please note – no smoking and no glassware are permitted on the terrace. Amplified sound is permitted with a permit.  

Thomas J. Shanahan Library, Media Center and Archives  

The Thomas J. Shanahan Library offers facilities, resources, and services in support of the instructional and cultural programs of the College. The Library is dedicated to providing information and instruction as a central and integral part of the total educational experience of every student. Its collection of nearly 160,000 books, (of which over 100,000 are eBooks), 5,000 videos and CDs, 205 periodical subscriptions, and over seventy-five electronic databases (available via remote access) is easily accessible to both students and faculty. Nowhere is the College’s commitment to new technological learning resources more visible than in the Library. The library system has many advanced features that allow its users to go directly to eBooks and full-text journals. The online catalog and 75 full-text databases are accessible through MMC’s website. All of our databases are configured by an open URL link resolver that enables linking between platforms, and can be simultaneously searched using our federated search engine, Quick Search. In addition, our entire e-collection is indexed by Google Scholar. Over the past fewyears the library has significantly increased its eBook collection, and now offers over 100,000 eBooks that are directly accessible through MaMaCat, the library’s online catalog, or Quick Search. Library staff members are available to help with searches, to secure interlibrary loans, and to deliver research documents for free. The Library staff is available to provide individual assistance and instruction in the use of library resources. The Library staff provides formal instruction of library research methods for students in the WRI102, and other research-related courses. Tours, orientation talks, and specialized lectures and workshops are available upon request.  

The library occupies the second and third floors of the Nugent building and is accessible through two entrances – the main entrance on the second floor and a second entrance on the third floor that connects to the Lowerre Family Terrace and Carson Hall. Its main circulation, reserves and reference services are available on the second floor. Also, the second floor houses an extensive reference collection, a large study space, a computerized research area, and the Media Center.  The circulating collection, twenty-six PCs and eight Macs, a printing/copying center, large study areas, and the MMC archives are housed on the third floor.  

The Media Center  

The Media Center houses extensive resources including an audiotape collection, interactive multimedia CD-ROMs, and over 5000 videos and DVDs. It also provides audiovisual hardware including CD and DVD players, LCD players; VHS VCRs; and DVD players.  In addition, the library has a subscription to Kanopy, a streaming video service that includes over 26,000 films and documentaries.  The Media Center also supports the equipment needs of the Teresa Lange Center for Producing. For more information about the Media Center, please contact Jordan Horsley at 854. 

The Archives  

MMC’s archives occupies space in the upper level of the library the near windows overlooking 72nd Street. The archives houses papers, photographs and college publications documenting life at MMC from faculty meetings in 1945 through today. The archive also has five collections pertaining to different aspects of theatrical history. Details about the collections are on the archives’ webpage at: http://www.mmm.edu/offices/library/archives.php, and the archivist, Mary Brown, is available at mbrown1@mmm.edu and at (212) 774-4817. Please contact her if you think the archives might provide material for your own research or for a class assignment. 

Blackboard  

Blackboard is the course management software system used at MMC. Each semester an online course shell is created for each course. The use of Blackboard continues to grow. Over sixty percent of courses per semester have a Blackboard component. The degree of technology used in the delivery of each course varies from “web-enhanced courses” which might post supplementary readings online to “blended” courses which have online discussions in place of some face-to-face meetings, to courses delivered completely “online.” Training on Blackboard is available for faculty as well as instructions for students to connect with the Blackboard component of the course. For more information about Blackboard, please contact Brian Rocco – brocco@mmm.edu 

Campus Resources 

The Center for Academic Excellence  

The Center for Academic Excellence does not have a specific location, but serves as a virtual umbrella that brings together three important Academic Affairs offices that provide academic services and programs in support of academic excellence.   

Academic Advisement  

Department Page: http://www.mmm.edu/offices/academic-advisement/index.php 

The Office of Academic Advisement is responsible for the effective coordination and management of the college’s academic advisement services and programs. Its primary goal is that of assisting students in making informed academic choices and providing them with the individual guidance they may need to complete their academic course of study in a successful and timely fashion. By providing students with critical information regarding their majors, minors, elective courses, career options, as well as co-curricular activities, the advisement process allows students to make the best of their college experience. Working collaboratively with the various academic divisions, the Advisement Office encourages students to meet regularly with their designated faculty advisors and to benefit from the expert guidance of someone within their selected area of study. In addition, through its Academic Alert program, the office is particularly geared to provide appropriate intervention and support for those students who may be academically at-risk and in need of careful and timely academic counseling. In so doing, the office is particularly instrumental in helping students overcome both personal and academic barriers and assisting them in the pursuit of their academic objectives.  For more information please contact Michael Salmon, Assistant Vice President and Dean of the Center for Academic Excellence (212-517-0568). 

The Center for Academic Support and Tutoring  

Department Page: www.mmm.edu/cast  

Located in Nugent Hall 451, the Center for Academic Support and Tutoring (CAST) has two primary functions - providing tutoring for all Marymount Manhattan students and offering placement tests for incoming students. The Center prides itself on providing one-on-one support for every student. It is the mission of the Center to provide these services in any reasonable manner in order to secure student futures; its main objective is to assure each student who passes through the doors that they can and will succeed in college. For more information about the Center for Academic Support and Tutoring, please call 212-774-4820. 

Faculty Resources at the Center for Academic Support and Tutoring 

• Classroom Visits.  In-class information sessions are available each semester. We can come to your class and offer a brief session on where we are and what we do at the Center for Academic Support and Tutoring. 
• Class Tutoring Requirements. CAST accommodates classes that have required tutoring built into course curriculum. Working around the student’s schedule, we have tutors in over 50 subject areas to help students prepare for specific assignments.  

• Writing Lab Contract. Past labs have covered topics such as writing skills, plagiarism, and grammar. Each lab can be tailored to the student’s needs and can be arranged according to your class schedule. 
• Citation Workshops. Tutors conduct review sessions on MLA/APA/Chicago style citation. 

www.mmm.edu/cast/workshops 

Jump Start 

In addition, CAST runs an intensive three-week academic summer program called Jump Start. Students earn college credits while taking a class and also participate in cultural and community-based activities in and out of the classroom. Both the time spent in the classroom and out in the city helps students adjust to their new role as a college student in the big city, preparing them for success at Marymount and beyond. Faculty are welcome to inquire about summer teaching opportunities with Jump Start. www.mmm.edu/jumpstart 

 

Higher Education Opportunity Program (HEOP)  

Department Page: https://www.mmm.edu/academics/higher-education-opportunity-program.php 

The Higher Education Opportunity Program (HEOP) has been offered at MMC since 1969. This program developed out of the need for private colleges and universities in New York State to provide higher education for students who have academic potential but lack the necessary academic preparation and demonstrate financial need. The HEOP program receives funding from the New York State Higher Education Opportunity Grant which is supplemented by MMC funding. Students in HEOP receive support services that include: developmental courses, tutorial work and counseling (academic, personal, and career planning). Students entering the College through this program are required to participate in the developmental six-week summer program. For more information please contact Harmony Cross at x592. 

Academic Access Program  

Department Page: http://www.mmm.edu/offices/academic-access-program/index.php 

The Academic Access Program, a fee-based program, provides accommodations and multifaceted support in order that students with learning disabilities will be able to navigate the Marymount Manhattan environment and handle the Marymount Manhattan curriculum along with their peers and classmates. The Program includes two hours weekly of tutoring with a learning specialist, priority registration, academic coaching and monthly parent meetings. Assistive technology is also provided including laptops with dedicated smart pens and Dragon Naturally Speaking software. For more information contact Diana Nash, Director of Academic Access and Disability Services: CH 500, dnash@mmm.edu or 212-774-0724. 

Office of Disability Services  

The Office of Disability Services coordinates and facilitates services for students with documented physical, psychological, and learning disabilities. Students requesting an accommodation for a qualifying disability should self-identify by the end of the third full week of classes by registering with the Office of Disability Services. Accommodation requests are evaluated individually, based on official documentation and completion of the registration process.  

It is solely the student’s responsibility to disclose and self-identify his/her disability and his/her need for accommodations with the Office of Disability Services. After successfully completing the registration process, and receiving the student’s permission, the student’s professor will be contacted, by CONFIDENTIAL email by the Office of Disability Services informing them of the student’s eligibility for accommodations.  

If a student has questions regarding the Office of Disability Services or accommodations, please contact Lindsay Green, Assistant Director of Disability Services: CH 500, lgreen@mmm.edu or 212-774-0719.  

NOTE: In compliance with Section 504 of the Federal Rehabilitation Act of 1973 and the Americans with Disabilities Act, students with disabilities, whether they be physical, psychological, or learning disabilities, are eligible to request accommodations. The student must be registered with the Office of Disability Services and/or the Academic Access Program. 

Office of Career Services  

Department Page: https://www.mmm.edu/offices/career-services/ 

CityEdge: 

At MMC, “college” and “career” go hand in hand. Our location on New York’s Upper East Side means that you’re never more than a few steps or subway stops from Wall Street, Broadway, Museum Mile, the United Nations, major TV networks, and everything else the city has to offer. 

CityEdge  is MMC’s unique four-year college-to-career program, which gives every student a personalized liberal arts education combined with exciting career development opportunities in the heart of New York City. 

Career Services 106 Carson Hall 
212-517-0599  
careerservices@mmm.edu 

Marymount Manhattan’s Office of Career Services assists students and recent alumni with their professional development by providing a wide-ranging series of career programming, individual career counseling, and access to job and internship postings. Resume and cover letter review, interviewing techniques, networking in-person and online, job search strategies, and identifying transferable skills are just a sample of the topics offered by the Career Services staff. These resources are intended to enhance career development and marketability for both students and recent alumni. Emphasis is placed on relating studies, interests and goals while developing a solid career strategy. A developmental approach to career counseling is favored at MMC, with a four-year interactive, online course called CareerLab through which MMC introduces students to foundational concepts in career and professional development and planning. CareerLab is a self-guided, on-line series of “labs” that teach students how to understand their strengths and talents in a professional capacity, use the right vocabulary to promote themselves during job interviews, create an appropriate and professional social media presence, participate in mock interviews and learn how and where to search for job opportunities. Many job listings are available online through the MMC Career Connection job portal, accessed through Marymount Manhattan’s Career Services webpage. The Office develops and maintains relationships with employers locally and nationwide. Many offerings are tailored specifically for Marymount students. Career fairs, site visits with employers, networking events, and on campus recruitment are some of the ways that the Office connects students with employers.  An annual Professional Development Summit connects students with outside professionals who offer individual and group career counseling, insights into employer expectations and ways to maximize a student’s Marymount education and career experiences they’ve already had. Career Services also assists students with graduate and professional school application advisement. 

Internships  
Marymount Manhattan’s Academic Credit Internship Program is administered through the Office of Career Services. Many students participate in this program and take advantage of the numerous professional opportunities available in New York City. The College has close ties with cultural institutions, businesses, and media/entertainment organizations in the city. The internship experience connects the student with the professional world in a unique way and builds networks that will be useful in the job search. Internships are an excellent career counseling tool because they help students make informed career decisions as they progress through their college years. Marymount Manhattan students are eligible to take internships for academic credit if they have completed 30 credits and have a minimum GPA of 2.0. Transfer students are eligible after completing 15 credits with a minimum GPA of 2.0. Academic requirements for an internship vary by department and advisor. Students should consult with faculty and then meet with the Internship Coordinator in the Office of Career Services in order to register for the internship. Internships may be obtained through a career counselor, faculty or by the students themselves. Students may also do internships without receiving credit and Career Services will help students to prepare for those opportunities as well.  Below is the link to the internship application found on the Career Services page of the website:https://app.perfectforms.com/player.htm?f=0XzEAgoI 

Other Services 

Career Services also offers workshops for classroom visits and events. Workshops include: General Overview of Career Services, Resume Building, Cover Letter Creation, Getting LinkedIn, Managing Your Digital Profiles, Interview Skills, Marketing and Networking, LGBTQ Career Development Workshop, and Women and Negotiating Your Salary. Career Services is also happy to work with the Faculty to develop more specific or new programming. Faculty members can request a workshop through our online form or by emailing careerservices@mmm.edu .  

 

The Center for Student Services  

Departmental Page:  https://www.mmm.edu/offices/center-for-student-services/index.php 

 

The Center for Student Services (CSS) welcomes all visitors and provides students and their families with a one-stop experience to discuss their financial and registration questions.  The Center for Student Services includes the offices of Financial Aid, Student Accounts, Registration/Records and International Student Services. The Center staff work closely with Admissions, Academic Advisement and Residence Life to enroll and retain our new and continuing students.  The CSS staff is available in person, by phone or by email to discuss and answer questions. 

The Registrar works closely with faculty and responds to questions about FERPA, grades, EDNAR attendance, course substitutions and student registration, etc. Financial Aid is available to respond to questions about filing for aid, completing the proper forms, filling out loan applications and questions from faculty about students with financial difficulties.  Student Accounts is available to discuss the student’s bill, meal plan amounts, setting up a payment plan and other billing questions.  

You can reach us at: 

Phone: 212 517-0500 

Email: ISS@mmm.edu 

Registrar: css@mmm.edu 

Financial Aid: financialaid@mmm.edu 

Student Accts: studentaccounts@mmm.edu 

 

International Student Office  

Department Page:  https://www.mmm.edu/offices/center-for-student-services/international-students/admitted-students/ 

 

MMC welcomes students from various countries around the world and has a growing international population on campus.  The International Student Services Office located in the Center for Student Services serves as a resource for international students and facilitates their adjustment to life in the United States.  Many international students come over to the United States with F-1 Student visas.  The ISS office works to assist the F-1 students in following the rules and regulations while maintaining their F-1 student status. Students must attend the International Student orientation.  F-1 students must maintain a full course of study (minimum of 12 credits) each semester.  Students must receive authorization from the Principle Designated School Official (PDSO/Assistant Director of International Student Services) if they need to study part-time for specific reasons.  Students must attend all their classes and not exceed the amount of absences dictated by the individual professor.  F-1 students who are maintaining their status may work on-campus, provided they get clearance from the Assistant Director of International Student Services. All F-1 students must get their I-20 signed by a Principle Designated School Official (PDSO)/ Designated School Official (DSO) when traveling outside the country.  In addition, all international students must participate in the College’s health insurance plan.  For more information, contact the International Student Services Office at 212-517-0501. 

 

Health Services - Dow Zanghi Student Health Center  

Department Page:   https://www.mmm.edu/offices/dow-zanghi-health-center/index.php 

 

The Dow Zanghi Student Health Center is committed to providing quality health care to all students. The health center offers free primary care, including treatment for colds, flu and minor injuries, physicals, STI/HIV testing and women’s health care services. Some tests and vaccinations are subject to fees; which students can submit to their health insurance provider for reimbursement. The services are provided by Mt. Sinai/Beth Israel, Student Health Services Network. 

Hours (hours may vary depending on whether school is in session) 

During fall and spring semester: Monday, Tuesday and Thursdays from 10 am to 6 pm.

 

Appointments and Walk-Ins 

Students can call the Dow Zanghi Student Health Center at 212-759-5870 to schedule an appointment or just walk-in. 

 

After Hours 

Through the Center, students have access to a 24/7 on-call Mt. Sinai/Beth Israel triage doctor for urgent care. The doctor can be reached by calling 212-420-2882.  

Location, Phone, Email 

The Dow Zanghi Student Health Center is located in the 55th Street Residence Hall, first floor. The phone number is 212-759-5870. The email address is healthcenter@mmm.edu. 

 

Counseling and Wellness Center  

Department Page: http://www.mmm.edu/offices/counseling-and-wellness-center/ 

The Counseling and Wellness Center promotes students’ development and well-being and treats their personal and psychological problems. The office offers short-term individual counseling, psychiatric evaluations for prescription medications, health and wellness programs, and referrals for care in the community. 

CWC helps students deal with a range of difficulties, including, but not limited to, stress, homesickness, loneliness, anxiety, depression, self-esteem, eating and body image, families, relationships, academic struggles, sexual and sexual identity concerns, sexual assault, and alcohol or drugs issues. The staff is made up of clinical psychologists, a clinical social worker, a medication provider, and advanced doctoral clinical psychology trainees. All are dedicated to helping students. 

CWC also oversees insurance signups and immunization records. 

Hours (hours may vary depending on whether school is in session) 

During fall and spring semesters: 

• Monday, Tuesday and Thursdays 9 am-7 pm 
• Wednesday and Fridays 9 am-5 pm 

Walk-in Hours 

No appointment needed for immediate crisis intervention. If the student is not available during daily walk-in hours they can walk-in at any time if they need urgent assessment.  

• Monday –Friday 3 pm-4 pm 

Appointments 

To set up appointments, students can call 212-774-0700 or come directly to the office at Carson Hall 806.  Prior to arranging the first visit, a clinician will briefly speak to the student. All services are free of charge and confidential. We do not have a waiting list and try to see each student within a week of first contact.  

After Hours 

If a crisis emerges after hours and you need immediate assistance please call Campus Security at 212-517-0411, go to the nearest emergency room or dial 911. 

For mental health assistance students are directed to the following after-hours resources: 

• Nation Suicide Prevention Lifeline 1.800.273.TALK 
• NYC WELL 1.888.NYC.WELL or text WELL to 65173 

Human Resources  

Department Page:    https://www.mmm.edu/offices/human-resources/ 

 

The Office of Human R esources manages employment opportunities and processes for the College and administers employee benefits and other programs. The Office is also responsible for ensuring the College is a healthy, safe and encouraging workplace for all faculty and staff members. 

Contact Information: 

• Bree Bullingham, Assistant Vice President for Human Resources, ext. 532 
• Kevin Ng, Director of HRIS/Benefits Manager, ext. 539 
• Marissa Skiff, Human Resources Generalist, ext 537 

 

Study Abroad  

Department Page: https://www.mmm.edu/offices/study-abroad/ 

 Study abroad is an intellectually stimulating and life-changing experience. Students who incorporate overseas study into their academic careers deepen their knowledge of international, political and cultural affairs. We suggest that students start planning to study abroad at least a year in advance. 

Faculty advisors perform a crucial role in advisement and review of the course of study that the students propose to take on study abroad. The faculty advisor may be asked to provide a written recommendation that attests to the likelihood that a student will succeed in his/her study abroad program. It is preferable that students go abroad in their sophomore or junior year so they will have time to return to MMC and prepare for graduation, but this is not a definite rule. 

Scholarships for study abroad include the following: 

• Edgar and Lucky Eisner have established the Edgar and Lucky Eisner Endowed Scholarship for an MMC student to participate in a summer study abroad program in Europe or Asia. The scholarship is intended to foster the study of economic issues. 
• In honor and recognition of Judith Savard, RSHM, MMC awards the Sr. Judith SavardFellowship to art or art history majors to study art abroad. 
• The Institute of International Education administers two national, competitive scholarship programs; The Boren Scholarship and the Gilman International Scholarship. 

• The Boren Scholarship is for students to study less commonly taught languages in world regions critical to U.S. interests but underrepresented in study abroad. 
• The Gilman International Scholarship is for students of limited financial means (Federal Pell Grant recipients) to participate in a study abroad program or internship for credit. 

• Students must be U.S. citizens to apply for the Boren and Gilman scholarships. 

For more information please contact Tseday Alehegn at talehegn@mmm.edu

 

The Ruth Smadbeck Communication and Learning Center  

Department Page:  https://www.mmm.edu/admissions/brookdale-ba-speech-language-pathology-and-audiology-2.php 

The Ruth Smadbeck Communication and Learning Center provides speech and language diagnostic and treatment services and audiological diagnostic services to the Marymount Manhattan community and to people living in the New York Metropolitan area. The Center serves as a training clinic for students majoring in Speech-Language Pathology and Audiology.  

Speech therapy is available free of charge for both children and adults under the supervision of the clinic director, the clinical staff, and members of the CSD faculty, all certified, licensed speech-language pathologists or audiologists.  Language and speech disorders ranging from articulation, voice, disfluency, language delay, and other conditions affecting communication are treated.  

The Center’s Speech Science laboratory is utilized to conduct research, education, and deliver training modules. In addition, voice and speech analysis are conducted to assess the needs of the Center’s clients.  The Center has a second lab that serves the educational purposes of training students to conduct research under the sponsorship of the department faculty, who have active research programs in linguistics, psycholinguistics, and neurolinguistics. 

The facilities contain therapy rooms equipped with a state of the art closed circuit audio/visual system to maximize teaching and learning opportunities. The Center has soundproof rooms that house the Audiology and Speech Science Labs. The Center is located on the seventh floor of Carson Hall in the Departments of Communication Sciences and Disorders. For more information about the Smadbeck Center please contact Ann Jablon at x721 or Denise Cruz at x728 or x728. 

Technology  

 

Colleague 

Our administrative software system is an Ellucian product called “Colleague.” The current user interface is a web-based platform referred to as “webui” accessible using a web browser with the URL: http://webui.mmm.edu.  Faculty use webui in advising students and recording their approval of the student’s registration via an HBA code. Faculty can also use webui.mmm.edu to check on a student’s major. Training is available for new faculty from the Office of Academic Advisement at Lower Level of Nugent, 212-517-0568, advisement@mmm.edu. 

 

MMC Connect 

MMC Connect is a user-friendly interface to Colleague for students and faculty. Faculty are given access to MMC Connect via their network account and password. Through MMC Connect, faculty can access their class rosters, academic alerts, cancel classes, EDNAR, submit textbooks,emailing advisor/advisees, student profiles, student transcripts, program evaluations and grades submission. You may also use MMC Connect to enter an HBA clearance flag to enable students to register. 

MMC Portal 

The portal is a one-stop shop for all your daily network applications, such as Colleague, MMC Connect, Turnitin, Schooldude, Ednar, Cancel a Class Session and more. The portal can be accessed from anywhere by using your browser and entering in the URL: https://portal.mmm.edu or via Quicklinks on the MMC Homepage. 

Technology-Enhanced Rooms 

TECs are equipped with an instructor workstation, mounted LCD or a mounted projector, and Internet access. The instructor workstation has the capability to work with a MAC as well (a display adapter may be required). For the following rooms, you will need to bring an adapter for an HDMI connection. Instructions for using the technology in these rooms can be access via the IT website at https://www.mmm.edu/offices/information-technology/room-specific-tech-guides/  or by scanning the QR Code on the Podium on each room. 

TECs include:    

Carson Hall	Nugent Hall
200	458
503	462
504	553
505	557
509	561
510
610
612
700
701
703

 

Workstation equipped classrooms (WECs) are equipped with an instructor workstation with a PC or Mac, a mounted LCD, and Internet access. 

WECs include:  

Building/Room	Type
Carson 410	(18 PC workstations)
Carson 411	(22 PC workstations)
Nugent 556	(12 Mac workstations)
Nugent 559	(12 Mac workstations)
Nugent 558	(Digital Media Production Studio 1 MAC workstation)
Nugent 554	(16 Mac Workstations)
Nugent 250D	(MAC Lab WEC)

 

The College recommends that all faculty members using the equipment in the TECs be required to have training by visiting the IT Website and reviewing the video tutorial(s) for your classrooms https://www.mmm.edu/offices/information-technology/room-specific-tech-guides/   

Support 

Support for the TECs or the WECs with PCs is available 7:00 a.m. to 7:00 p.m., Monday-Friday.   Call 212 517-0580 for the IT Help Desk.  

Support for the TECs and WECs with Macs is available at 212-517-0595 or 212-774-4829 from 8:00 am – 8:00 pm. Telephones in the classrooms directly connect to the Office of Information Technology for additional support. 

Classroom Equipment Tutorials 

The IT Website at www.mmm.edu/it provides video tutorials on the use of equipment in your classroom.  

Software Tutorials 

Instructional videos on the use of Microsoft Office, Adobe Products and Blackboard are available on the IT website at www.mmm.edu/it . 

 

Technology in the Library 

The Thomas J. Shanahan Library offers Windows and MAC OS based workstations, research computers, and laptops for loan to students. The laptops can be used throughout the Nugent and Carson buildings. In addition, an editing lab RM 250D the Jade Room, is also located in the library, and is equipped with Mac workstations that are fully loaded with design and digital production software. 

 

SECTION VIII. COLLEGE POLICIES 

 

Link to Staff Handbook:  https://www.mmm.edu/offices/human-resources/staff-handbook.php 

The majority of policies included in this section are also included in the MMC Staff Handbook, which is distributed at the time of hire and available online at the link above.  

The Marymount Manhattan College Faculty Handbook is intended solely as a guide. Nothing in the Handbook is intended or should be construed to create contractually enforceable obligations on the part of the College or rights on behalf of the employee.  
 
The Handbook is a compilation and condensation of governing language with respect to employee benefits, policies and procedures. In the event that any statement of an employee benefit, policy and/or procedure found in this Handbook is inconsistent or contrary to the language or intent of the governing employee benefit, policy and/or procedure, the governing document takes precedence. This includes, but is not limited to, grammatical and/or formatting errors that may unintentionally alter the meaning of the stated employee benefits, policies and procedures in the Handbook.  
 
If any information contained in this Manual is in conflict with individual employment contracts, any applicable collective bargaining agreements or information contained in official Company bulletins, the information in those documents will govern. 
 
The College reserves the right to add, amend, or revoke any of the employee benefits, policies and procedures or incorporate additional ones, with or without notice, as circumstance or the good of the college community may require.  
 
Employees should consult with Human Resources for further details and/or clarification on current employee benefits, policies and procedures. 

 

Conflicts of Interest for Faculty and Staff

(Approved by Academic Policy Committee on April 18, 2012) 

Federal regulations require that institutions applying for federal grant funds have a Conflicts of Interest policy that meets certain requirements.  These regulations seek: “to promote objectivity in research by establishing standards to ensure there is no reasonable expectation that the design, conduct or reporting of research funded under PHS grants or cooperative agreements will be biased by any conflicting financial interest of an investigator.” In conformance with these regulations, Marymount Manhattan College has established this policy. 

Faculty and staff have an obligation to conduct their college responsibilities within guidelines that prohibit actual or potential conflicts of interest and that maintain the highest standards of integrity.    

Accordingly, no faculty or staff shall have any interest, financial or otherwise, direct or indirect, or engage in any business or transaction or professional activity, or incur any obligation of any nature, which is in substantial conflict with the proper discharge of his or her duties and responsibilities at the College or from which s/he could benefit financially.  

In order to comply fully with the federal regulations, MMC is required to offer training, which is mandatory for faculty and staff involved in or applying for federally-funded research grants.  This training must occur prior to beginning work on any federally-funded research and must be repeated at least every four years.  

Integrity in research requires that all aspects of research be free from bias originating from any real or potential conflict of interest.  Conflicts of interest are not, in and of themselves, unallowable; however, they must be disclosed and managed in conformance with college policy and federal regulations.    

In order to limit any financial conflicts that may affect research and/or result in bias, and in compliance with federal regulations, Marymount Manhattan College requires disclosure of significant financial interests.  Faculty who wish to apply for research or educational funding to any federal granting agency, or any faculty participating in federally funded projects, must submit a financial disclosure listing any and all significant financial interests (SFI) of her/himself, his/her spouse or dependent children if: 

• The value of said financial interest is $5,000 or more; 
• The financial interest represents any equity, regardless of the value, in a non-public entity; 
• It could reasonably appear that the financial interest might affect the activity for which funding is being sought; or  
• If the research or educational activity might appear to affect the financial interests. 

The disclosure must cover the previous 12 months and it must be filed prior to the submission of any federal grant application.    If there is a change or if any new significant financial interest is acquired, the disclosure must be updated within 30 days.  If a multi-year federal grant is involved, the faculty member/Principal Investigator must disclose any significant financial interest at the time of the annual report to the granting agency. 

If the grant applicant or faculty participating in the grant project has no significant financial interests to disclose, s/he must so certify. 

An MMC faculty member might have, or appear to have, a conflict of interest if s/he is engaged in any of the following situations: 

• Failing to disclose a significant financial interest, either his/her own or that of a spouse or dependent children, which could affect the performance of official duties, including teaching and scholarship, or which could affect one’s judgment in the conduct of official duties, including research and scholarship. 
• Engaging in outside employment which may affect or impair her/his judgment in the conduct of research or other official duties. 
• Disclosing confidential information obtained in the course of official duties, except as required by law. 
• Conducting college business with any entity in which the faculty member or a relative has a financial interest.   
• Accepting gifts intended to, or giving the appearance of attempting to, influence the conduct of your official duties. 
• Using or attempting to use his/her official status at MMC for personal gain or privilege. 
• Hiring or engaging in decisions about hiring, promoting, disciplining, discharging or supervising any employee who is a member of his/her family or a close personal friend.   

 

Some things to consider:   

• Financial conflicts of interest may occur when an individual is in a position to influence college business dealings so as to produce personal gain for that individual, or for a relative, friend, or business associate.    
• The increasing involvement of academic researchers and educators with industry and private entrepreneurial ventures can lead to an increased risk of conflict of interests.   
• A financial conflict could exist if a faculty member receives a research grant that requires purchasing an expensive piece of equipment and then attempts to buy that equipment from a relative’s business.    

The Vice President for Academic Affairs has appointed Dr. Sue Behrens, Associate Dean for Academic Affairs, as the Conflicts of Interest Officer.   In this capacity, Dean Behrens is responsible for: 

• Informing faculty and staff about the provisions of this policy, including the need to disclose significant financial interests prior to any federal grant submission. 
• Receiving any submitted financial disclosures and reviewing them for possible conflicts. 
• Consulting with the Vice President for Academic Affairs and any other appropriate officials to determine if there is a financial conflict of interest; 
• Deciding what conditions, if any, are required to resolve any conflicts.   
• Overseeing compliance with College policy in regard to FCOIs. 
• Maintaining the confidentiality of any information disclosed, except as needed to resolve conflicts, or as required by any legitimate regulation or by law. 

In some cases, projects with financial conflicts can be carried out with conditions or restrictions determined by the Conflicts of Interest Officer.  Such conditions could include: 

• Full and public disclosure of the financial interests. 
• Divestiture of the financial interests; 
• Modification or monitoring of the research; 
• Recusal of the investigator from certain sections of the research; 
• Severance of relations that cause or appear to cause conflicts of interest. 
• Other conditions deemed by the Conflicts of Interest Officer to be appropriate. 

Faculty or staff found to be in violation of this policy may be subject to sanctions such: 

• Having a letter of censure placed in the file;  
• Being deemed ineligible to submit grant or IRB applications;  
• Being prohibited from teaching or research;  
• In egregious cases, not being reappointed or being dismissed.  

As required by federal regulations, the College will report to the NIH and/or to the appropriate federal authorities, granting agency, or other relevant entity about any conflicts of interest and how they are being managed at the College.  

 

Guidelines for Approval of Published Materials 

(Office of Institutional Advancement, 2005) 

All written correspondences, including invitations, flyers, departmental newsletters, catalogs, handbooks, and press releases, should follow the visual guidelines provided in the MMC Style Guide, which can be found on the P Drive in the “MMC Brand” file. 

 

Policy for Inclement Weather or Other School Closures/Delays 

 (Reproduced from the MMC Staff Handbook) 

It is always the intent of the College to remain open and maintain regular business and academic operations, including normal class schedules, whenever possible. If weather conditions or other emergencies make it impossible to maintain regular business and academic operations, the College may announce an adjusted schedule or school closure, defined as the cancellation of classes and the closure of offices. When making these adjustments, consideration for maintaining operations will always be balanced with the safety of the community. 

(Please note that buildings most often remain open during a school closure, and some activities may take place as scheduled and when announced.) 

Commuting students, faculty, and staff should always exercise their best judgment with regard to road and transit conditions and other safety concerns. 

In the event of an adjusted schedule or school closure, Faculty members are expected to make arrangements to make up a class, but not necessarily by scheduling an additional meeting. Because finding a suitable time is so difficult, given space and other scheduling constraints, faculty may instead assign an independent project of some variety to make up for the lost time. 

Faculty and staff will be notified of any scheduling changes via the ConnectEd system. It is imperative that all employees sign up for ConnectEd so that the College has up to date contact information in the case of a school closure or other emergency. 

Updates on a school delay or closure will also be available on the College website, www.mmm.edu, and via a recorded telephone message at 212.517.0400. 

 Updates will also be communicated via NBC after 6:00 am.