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Faculty Development Awards

Writing and Research Development Support for Faculty

The faculty at Steinhardt represent one of our greatest strengths and mechanisms for social change and education the next generation of educators and practitioners.  We are therefore committed to professionally developing our faculty members, especially our junior faculty - making sure they take time to write and research. To that end, we host writing groups, writing retreats, and grant writing workshops - all to create and provide opportunities for faculty to come together as a group to encourage each other and to learn from one another.  

Writing Groups meet twice a month, on select Monday afternoons from 12 p.m. to 3 p.m. (lunch provided) and Friday morning from 10 a.m. to 1 p.m. (light breakfast provided), the schedule for 2019-20 is listed below. You may sign up here.

All rooms are located in Pless Hall, 82 Washington Square East -- the  Anderson Room 221 (2nd Floor)Payne Conference Room 407 (4th Floor)Fifth Floor Conference Room 558 (5th Floor). 

If you have any questions, please email steinhardt.fdd@nyu.edu

Writing Workshop Calendar


 

Junior Faculty Mentorship Program

Resources for Junior Faculty Mentoring

The School will sponsor a meeting at least once a year, announced well beforehand and with a follow-up reminder, and open to all tenure-track faculty to discuss the requirements for tenure and promotion and the tenure and promotion process.

The School pays particular heed to special needs for mentoring within particular groups-needs that may emerge through discussions with junior faculty or through patterns perceivable in applications for tenure. Where such needs emerge, it will set up special mentoring structures to address them.

The Dean and Associate Dean for Academic Affairs are open to meetings with groups of junior faculty who wish to speak with them about particular issues.

The Dean asks of all chairs and directors that they include in their annual reports a section on mentoring and on diversity and this is part of the conversation between the Dean and chairs and directors in their annual review conversation.

The Dean will work with chairs and directors of departments and programs with very few women and/or minority hires to help make the "climate" in these departments and programs more collegial to such faculty (e.g., through addressing mentoring issues, issues of community, systemic discrimination, "climates" of intense internal competitiveness that may be unattractive to potential hires, etc.).

The Dean's Office will make available to chairs and directors and to tenure-track faculty a list of resources available on campus to improve teaching, facilitate mentoring, provide information about progress to tenure, etc.

The Dean's Office will sponsor an information session annually on effective mentoring for new faculty members and for chairs and directors.

Suggested Topics of Discussion for Mentor/Mentee Pairs

General

  • How is the junior faculty member's department organized? (Divisions, Committees?) How are decisions made? What are the opportunities for junior faculty involvement?
  • Is support staff available to junior faculty? What can be expected of support staff? What supplies and expenses are covered by your department? By your school? Are there other resources available to cover expenses related to teaching and research?

Research and Resources

  • What conferences should the junior faculty attend? How much travel is allowed/expected/supported? How do you choose between large conferences and smaller events? What can you do at professional gatherings to gain the type of exposure that can lead to good contacts, and potential names of tenure-file reviewers?
  • Authorship etiquette: On collaborative efforts, how are the authors listed? Where do graduate student names go? How important is first authorship? How is alphabetical listing of authors viewed?
  • Where should you publish? What should you publish? How much/how often? What are your department/school's expectations regarding publication before tenure and promotion? How do journal/chapters in edited collections/conferences compare? How much "new" work is necessary to make something a "new" publication? Where should your publishing energy go: is a single-author book always preferable to an edited collection? May material published be submitted elsewhere? When is it time to worry if you haven't published?
  • Is it worthwhile to send published reports to colleagues here, and elsewhere? What's the line between sharing news of your accomplishments and appearing self-congratulatory?
  • Research and Resources (in a "soft money" and/or laboratory environment):
  • What research resources are available to you as a faculty member?
    • How important are grants? How do you get hooked into the grant-writing process? How much effort should you be investing in capturing research funding? How can you find people to assist you in writing the best possible proposal, to draw up the budget? What are departmental expectations of percent of your salary to be supported by external grant funding?
    • What is the expected percent of indirect cost funding on grants you received? Are there funding agencies to which you should not apply for grants because of inadequate indirect cost recovery? For laboratory space, what is the expectation of the amount of indirect funds recovery per square foot of laboratory space you occupy? How does the department assess shared cost for use of common equipment and its service contracts?
    • What do you see as your research "niche" in your department, in your area of research?
    • What does your chair see your area of research contributing to the department, eventually to the school?
  • Presentations on Research:
    • Should you give presentations within your department? How often? How are colloquia in your department organized? What are the opportunities for your graduate students to present their work?
    • Should you give presentations about your work at other universities/institutions/public settings? How often? How important is this? If it is important, how do you get invited to give these talks?
  • Collaborative Research:
    • Is collaborative work encouraged or discouraged in your department/school/fields? With other members of your department? With international colleagues? With colleagues who are senior/more established? With other junior faculty/graduate students? Long-standing collaborations, or single efforts? How important is it to have some (or all) single-author papers to your credit or papers with multiple authors in which you are first author or senior author?
    • Should you form a research group? What sort of activities should the group do, as opposed to work you should undertake individually?

Teaching

  • Will you be expected to assemble a teaching portfolio for your tenure review? What goes into such a portfolio?
  • What are you expected to teach? Graduate, undergraduate, seminar, lecture, practicum, recitation, special topic, service course? Are some types of teaching more valued? How much flexibility is there in teaching schedules? Who controls the schedule?
  • Which are the "good" subjects to teach? Is it good to teach the same course semester after semester, stay with a single area? Or should you "teach around"?
  • Is it good to develop new courses? Specialized courses in your research area?
  • For faculty on "soft money," what are the departmental expectations for teaching load considering the number and size of grants that must be written to support the expected fraction of your salary? Is this a reasonable expectation? What about lectures in other courses?
  • How can you use a special topics course to get a new research project off the ground?
  • How much time should you spend on your course preparation? Where's the line between sufficient preparation and over-preparation?
  • Will you have a teaching assistant? Who will select him/her? What can you expect of a teaching assistant, and what are your responsibilities for evaluation of his or her performance?
  • Are there departmental/school standards for grading? What degree of freedom do you have in determining course content? Does your department expect midterm and final exams?
  • How are you evaluated on teaching? What importance is placed on peer observation of your teaching? On student evaluations? If senior faculty do observe your classes, who asks them to come? To whom do they report, and in what way? What resources are there for improving your teaching?
  • If a classroom problem arises you aren't sure how to handle, what are your options for seeking advice, help?
  • What documentation related to teaching should you keep? Syllabi? Exams? Abstracts?
  • How should you develop a teaching portfolio? What form should it take? What should it include?

Student Supervision

  • How important is your work with undergraduate and graduate students? How many should you expect to supervise? How many is too many? How much advising should you expect to do? How do you set limits on the amount of time/effort you invest in undergraduate and graduate students?
  • How do you identify "good" undergraduate and graduate students? What qualities should you look for? How aggressive should you be in recruiting them to work with you? What should you expect from your undergraduate and graduate students? How do you identify a problem undergraduate or graduate student?
  • How important is it to the department that you are a Ph.D. student adviser? On a Ph.D. student committee? A mentor for a professional school thesis? Mentor for an independent honors thesis? What are the qualifications to become a Ph.D. adviser?
  • What should you keep in files on your students? Remember that you have to write reviews and recommendations for them.
  • Should you hire postdoctoral associates? What are the advantages/disadvantages?
  • How are the pay scales set for the graduate students and doctoral students? Should you be involved in writing training grants?

Service

  • How much committee work should you expect to perform within your department? School? University? At the beginning of your career at NYU? What committees should you push to serve on? Are there any you should avoid pre-tenure? How much time should you expect to devote to committees and other forms of service as a junior faculty member?
  • How important is professional service outside of the university? How much paper and proposal reviewing is reasonable? Review boards? Journal assistant editorships?
  • How do you weigh the prestige of organizing a national event in your field versus the time commitment?

Review Process

  • How long is your appointment? When will you come up for review? What sort of reviews? How is a third-year review, for example, different from the tenure review?
  • What is the process? (What do you submit for review? When? How do you hear the results? How are the reviewers selected? Do you have a role in that process?)
  • If you are responsible for submitting your own list of potential outside reviewers, how do you go about assembling such a list? What kind of reviewers should you try for? Are international and domestic reviewers regarded equally? How is the reviewer's own eminence evaluated? How much prior contact with a potential reviewer makes them unsuitable for your list? (Is having been on a panel together acceptable, but not a professional friendship?)
  • What information is important in your vita? Is there any activity too trivial to include?
  • Should you send copies of congratulatory letters to your department chair, or simply retain them for your docket?
  • How are raises determined in your department? School? How will you find out about your raise? What's the process for discussing your raise in a given year?
  • How can you get feedback on how you're doing at any point in your pre-tenure career?

Personal Issues

  • What policies does NYU have for family and personal leave? How do you go about asking for such leave? Do you begin at the department level? Is there an appeals process if your request is turned down?
  • What programs/assistance does the university provide for childcare?
  • How visible must one be in the department? Is it expected that you'll show your face every day? Is it acceptable to work at home?
  • What problems does the university's employee assistance program (Career Counseling Associates) deal with?
  • What are the university's sexual harassment policies?
  • If you're involved in a controversy or dispute, where do you go for help?

Funding Opportunities

Steinhardt faculty have many funding opportunities available to them to support their research and efforts.