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The Professional Staff Congress/CUNY is the bargaining unit for all instructional staff at The City University of New York. A detailed summary of the 2007-2010 agreement between the Professional Staff Congress/CUNY and The City University of New York is currently available on the PSC/CUNY web site. Additional bargaining units (such as DC 37) represent other titles at The Graduate Center. Contact Human Resources for information.
1. Does the program have a document, available to students and supervisors (advisers), that describes the program's view of good supervisory practice?
2. What steps are taken to try and make a good match between a supervisor and the prospective student?
3. Does the student present a report during the first two years that is assessed by persons other than the adviser?
4. Does the adviser see the student often enough?
5. Are there regular occasions when both the progress and the background knowledge of the student are assessed?
6. Is the assessment procedure seen as satisfactory by both adviser and student?
7. Does the student have occasions to make public presentations, and are these presentations satisfactory?
8. How is the topic of research refined in the first two years?
9. When is a long-term program of research laid out and a critical path defined?
10. Does the adviser periodically check that the student's work with data is systematic?
The above questions are aimed largely at the adviser and the program, although some apply equally to the student. Following are a few more questions directed specifically to the student.
1. Have you tried to plan your work systematically?
2. Have you identified the major difficulties?
3. Do you understand the relevant references?
4. Are your records in good order, and could you answer a question on something you did six months ago?
5. Have you drafted a first version of any portion of the work that has been completed?
6. Do other persons find your written work difficult to understand?
7. Do you plan to include any tables, figures, or other matter that could usefully be prepared at an early stage?
["Research Student and Supervisor: An Approach to Good Supervisory Practice" (Washington, DC: Council of Graduate Schools, 1990; adapted with permission.]
CUNY faculty are entitled to participate in colloquia and seminars of the CUNY Faculty Development Program, administered by the Central Office. The mission of the Faculty Development Program is to promote improved teaching and learning, as well as scholarship, at all levels of post-secondary education at CUNY, from associate-degree to Ph.D. programs. There is a special emphasis on funding faculty development projects that employ or evaluate the use of instructional technology in the classroom. Toward this end, programs in either of two basic formats are funded: Colloquia are one- or several-day events that may address matters of content, instructional strategy and designs, pedagogy, or (preferably) a combination of these; seminars are up to one- or two-semester-long courses intended to address a particular academic subject or pedagogical approach in depth. All Faculty Development activities should be designed to serve CUNY faculty drawn from at least two and preferably more campuses across the system. Funds are targeted to serve full-time CUNY faculty, not faculty from other institutions or graduate students.
At a fall reception, CUNY annually honors faculty who have received national awards and grants. Honors are listed in a booklet "Salute to Scholars." In the spring the Provost's Office sends a form to all Executive Officers and to Graduate Center faculty asking for the name of the awards and a copy of the award letter.
All faculty members, including new and junior faculty, may apply at their home college for PSC-CUNY Research Awards, administered by the CUNY Research Foundation (Article 25.2 of the PSC-CUNY Agreement).