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Tuesday, April 21, 2015

ALERT: Phishing Emails from Valid Fordham Accounts

Photo by Jamal Kurshed

Phishing emails are being sent from valid Fordham email accounts. These emails may appear to come from people you know. In some cases, their names are used to sign the emails. A list below shows the types of subjects commonly used in the phishing emails.

These emails are NOT legitimate. They request recipients to "Click here" or "View Document Here>>."  If you click on the link, you are directed to a site asking you to log into your Google Gmail, or even your Yahoo and AOL accounts. 

These sites are NOT legitimate. They are used to capture your usernames (AccessIT IDs) and passwords. An attacker with this information can log into your account and send phishing emails to everyone in your contact list.

We have seen phishing emails with the following subjects:

  • Update
  • New Doc
  • Important
  • Important Message
  • Important!!!
  • Yahoo Security Update
  • Your Yahoo Account Safety Is Our Top Priority

If you believe you have received this phishing message, please do the following: 

  • Do not respond to the message.
  • Do not click any links within the message.
  • Do not provide any information such as a username (AccessIT ID) and password.

If you responded to the email and provided confidential information:

  • Contact Fordham IT Customer Care ASAP at 718-817-3999.
  • Manually reset your password and disconnect any active login sessions to your Gmail account.
  • Delete the message. 

Email Security Tips:

  • NEVER give out your password to anyone, especially in an email. Fordham IT and any other reputable service provider will NEVER ask for your password or personal information via email.
  • NEVER provide personal or sensitive information in an email.
  • Do not click on links in emails. Enter valid website addresses into a browser manually.
  • Do not respond to suspicious emails. If you receive questionable or suspicious emails, contact IT Customer Care and allow the University Information Security Office (UISO) to validate the legitimacy of these emails.
  • Be wary of attachments, especially any you weren't expecting. Send them to IT Customer Care and let the UISO scan them for you.
  • If an email looks fishy, it probably is a phishing email.
  • Do not be fooled by scare tactics threatening to cut off your email, expire your accounts, and so on. Go to the source (my.fordham, your bank, HR, etc.) and validate the claim, but do not rely on the information provided in the email.

Find out more about phishing and online security:

  • Search our SecureIT blog to see if we have already identified a suspected email as a scam or a legitimate email: 
  • IT security topics are available on our IT Security website: 
  • Remember, Fordham IT and Fordham University will NEVER ask you for your password. If you believe you have received a suspicious email or phone call, please contact IT Customer Care for help at (718) 817-3999 or 

Follow us on Twitter for news and alerts: @FordhamIT and @FordhamSecureIT.

Monday, April 20, 2015

Google Chrome Requires Important Update

Google made some important changes to its Chrome browser. Therefore, it is vital that you update a plugin for version 42 of the Chrome browser so you can continue to access Fordham's systems with Chrome. 

Update NPAPI plugin
1. In the address bar of your browser, enter chrome://flags/#enable-npapi 
Here's an excerpt of what the page will look like:

2. In the window that appears, click Enable under the Enable NPAPI heading, which will be highlighted in yellow. 

3. Restart your Chrome browser for the change to take effect. You will only have to do this once.

Verify Current Version of Chrome on Mac or PC
1. Lauch Google Chrome.
2. In the upper right corner, click on the icon that looks like 3 short bars.
3. Select About Google Chrome to display the version number.

If You're Still Having Issues with Chrome
Call IT Customer Care: 718-817-3999 |

We will continue to keep you updated on this developing situation.

Keep in touch with Fordham IT
Twitter: @FordhamIT or
IT Event and Maintenance Calendar

Friday, April 10, 2015

Spring Break: Digi-Dissertation Edition

For this post, we welcome Christy Pottroff, a PhD candidate in English. She's this year's campus digital scholar, sponsored by the English Department. For many students, spring break is a gift of time to be spent on research. But it's also potentially a solitary time--too solitary. Christy explains how she found an online community of students to help get her through the week, enabling her to focus, manage her time well, and get encouragement to keep going when the temptation to do something else, like the laundry, is strong. This post is cross-posted with the Fordham Graduate Student Digital Humanities Group blog. On April 25, Christy leads a Wikipedia Edit-a-thon, with graduate student Alisa Beer, at Lincoln Center.

By Christy Pottroff

Free Time is so Appealing
For me, there’s nothing more appealing than an open week in my calendar. That blank iCal space means no lesson planning or grading for my "Texts & Contexts" course. I don't have to ride the D-train to the Bronx for a meeting or lecture. It's a week of sartorial freedom: basketball shorts over khakis, t-shirts over blazers. Most importantly, a break from my weekly routine means I can settle into my home workstation and immerse myself in late eighteenth-century seduction fiction—as it relates to my dissertation, of course. As an advanced doctoral student in English, my expectations for this past spring break were writing-intensive. I had no travel plans and only a handful of social events for the week. I carved out this precious time to write and revise sections of my dissertation.

The Intimidating Blank Page
An open week—like a blank page—can be intimidating. The possibilities seem endless and dizzying. A few weeks ago, I found myself wondering: Could I write fifteen pages on epistolary novels for my dissertation group? Would I be able to read Margaretta and The Hapless Orphan during the break? Is an annotated bibliography the best use of my time? Should I start writing that book review? Wait! How is this a “break,” exactly? Will I ever finish House of Cards?

Online Dissertation Writing Group
A few days before the break, Fordham medievalist extraordinaire, Boyda Johnstone, had a stroke of brilliance. Boyda organized a week-long online dissertation writing group for graduate students at Fordham and beyond. 

The purpose of the online dissertation group was simple: we wouldn't critique one another's writing; rather, we would focus on accountability in the writing process. Each group member was asked to set daily and cumulative goals for the week, then members would report on their daily and weekly progress. These goals were public, specific, and realistic (i.e., read and summarize 3 articles on notecards; write for 1.5 hours in the morning; notes toward response paper for Hapless Orphan). 

Throughout the week, we gave each other advice on the writing process, suggestions for professional development, and general motivation for the hard task of writing. In effect, each individual group member spent the week consciously and publicly organizing her time; as a community, we held one another accountable and supported one another.

Collaborating with Google Docs
The tool that facilitated our online writing group was a simple one. Boyda created a shared Google Doc with a template for each group member's goals. Here's our group's template:

Our Template in Google Docs
Please use the template provided and fill in your own daily goals and accomplishments. Feel free to cheer each other on, and/or intersperse entries with motivational memes. No judgments, only motivation and positivity! Together we can make this Spring Break WORTH SOMETHING.

TEMPLATE (please cut and past your own underneath)
Broad goals for break:

Goals 3.16 (Mon):
Accomplishments 3.16:

Goals 3.17 (Tues):
Accomplishments 3.16:

Goals 3.18 (Wed):
Accomplishments 3.16:

Goals 3.19 (Thurs):
Accomplishments 3.16:

Goals 3.20 (Fri):
Accomplishments 3.16:

Within this template, our goals were specific, but informal. We used the comment function to engage with each other's goals. The encouragement was consistent and inspiring. This kind of structured online engagement made me not only more purposeful in my use of time, but I also felt accountable in reporting back my accomplishments. 

At the end of each day, I set the next day’s goals. When I woke up in the morning, I put on my basketball shorts, fed my cat, drank my coffee, and had a clear plan of action for the rest of the day. I was purposeful and supported. 

Even though I spent most of the week in academic solitude, I never felt alone. The group happened to be populated by eight graduate student women. Seeing other avatars in our shared Google Doc made me feel like part of a productive and collaborative community of academic women. We were from Fordham University, NYU, University of Alberta, and York University. Despite our geographical and institutional distance, I received daily encouragement from this community and I felt accountable to them. 

What is more, I encountered writing and research practices and professional development activities beyond the norms at Fordham thanks to the group's institutional range. Even though our group never met face-to-face (and I don't know what some of them look like at all), my online engagement with this community heightened my productivity throughout what would have otherwise been a very solitary week. While I certainly wouldn't advocate for an all-digital academic community, this was a positive and productive experience enabled by a simple digital tool.

Manage time, set goals, and work with others using simple online tools
Time is the most precious commodity in graduate school. Time management is a difficult skill to learn—but it's not something you need to learn alone. The next time you feel disoriented by an open calendar, take to the Internet! Create an online group of like-minded friends. Make specific public goals for how you'll use your time and hold one another accountable.  

Monday, March 9, 2015

Improving Fordham's Technology Resources

Computer Services is Digital Platform Services!
By David Whitney, Director of Digital Platform Services, Fordham IT

At Fordham University, you’ve always depended on Computer Services to provide you with server infrastructure support, Active Directory, backups, monitoring, Google Apps, and systems design assistance.

We’ve recently improved our ability to be even more flexible and responsive to your needs and those of the university. We also have a new name and an updated website: Digital Platform Services.  

Digital Platform Services has reorganized into cross-functional teams that draw on their collective experiences to collaboratively deliver technical expertise and service. This new organization allows us to quickly and efficiently meet your demands for support of existing and new technology resources as they continue to expand at Fordham. When possible, we manage projects in highly flexible and interactive ways, known as agile project planning, and we’re maximizing our use of cloud technologies according to current best practice. 

Our cross-functional teams are:

Enterprise Foundation Team (EFT) - Richard Eberhardt, Head
The Enterprise Foundation Team provides the University with a stable technology foundation for all services, supporting our collaboration with our partners to achieve Fordham’s business goals. On site or for the cloud, we design, implement, coordinate deployment of robust and reliable systems and solutions. 

Cloud/Agile Systems Management (CASM) - Diego Gomez, Head
The Cloud/Agile Systems Management team creates and sustain systems of collaboration, differentiation and innovation that are indispensable for learning, teaching, research and administration at Fordham. 

Configuration Management Team (CMT) - Raul Herrera, Head
The Configuration Management Team collaborates to ensure that best practices and procedures are used during all stages of the IT lifecycle (from architecture through the operational life of a solution to retirement.) Throughout the process, the team analyzes, reviews and documents the interrelations of Fordham’s diverse technology services portfolio.

Infrastructure Solutions Team (IST) - Edward Callahan, Head
The Infrastructure Solutions Team assures the availability and access to University services. We safeguard the University’s physical and virtual infrastructure, and ensure both data integrity and data retention

Virtual Desktop Infrastructure Team (VDI) - Cross Director Group (David Whitney and Stephen Flynn)
The Virtual Desktop Team is hard at work, implementing the successful rollout of our Virtual Desktop Initiative (VDI) strategy. VDI provides faculty and staff with anytime, anywhere access to computer desktop services, while minimizing the maintenance and complexity of desktop computer hardware and software.

The Digital Platform Service teams draws upon a diverse group of talented men and women with lots of experience working in the complex IT environments of both higher education and business. Our new structure streamlines our services to you, making us more responsive to your needs. 

Wednesday, February 18, 2015

Dr. Sirianni, VP/CIO Fordham U, On Top Three IT Priorities for 2015

Recently, and the CIO Executive Council presented the perspectives of three leading CIOs regarding their top three priorities for 2015. Frank J Sirianni, Ph.D, Vice President and CIO at Fordham University, was one of the CIOs interviewed for the article. 

Here are Dr. Sirianni's (and Fordham IT's) top three priorities for 2015:

1. Full deployment of Fordham Connect, our CRM platform that has both critical business goals and significant change management goals for the enterprise.

2. Establishing a SaaS platform for our ERP suite, facilitating resource realignment and other goals.

3. Digital literacies:
  • Enable us to be versatile users of digital tools and technology, to adapt, troubleshoot, hack.
  • Promote digital citizenship. Broaden and deepen students' digital literacies to assist them in their current and future studies, and make them more competitive on the job market.
  • Provide staff and resources to support faculty in staying current on the constantly changing/evolving demands and standards of digital literacies.

Friday, February 13, 2015

Transform Your Teaching: Use Twitter to Develop a Personal Learning Network (PLN)

By Kristen Treglia, Senior Instructional Technologist | @kris10_

Resources for creating a personal learning network using Twitter:

Many educators use Twitter to create a Personal Learning Network (PLN) that affords them fruitful collaborations and exchanges of resources with other teachers. In this session, participants learned best practices and strategies for developing your own PLN on Twitter. 

Educators with a robust, online PLN tap into support and resources on a scale that is not possible in traditional, face-to-face professional development opportunities. At the same time, teachers with an online-based PLN learn skills for using the network that they can share with their students, enabling them to take ownership of their own life-long learning process.

This session was recorded for viewing at a later date.

Follow @FordhamIT on Twitter, where we post news and service alerts. If you don't have a Twitter account, use the URL

Contact IT Customer Care with questions 718-817-3999 or

Augmented Reality: Possibilities and Resources for Teaching and Learning

Will augmented reality (AR) soon be coming to Fordham University?

I've followed the use of augmented reality in education since I first came across the intriguing mention of AR being used on smartphones in Sophia Li's Chronicle of Higher Education article, Augmented Reality' on Smartphones Brings Teaching Down to Earth. In 2010, AR was a technology that looked to be full of promise, but in practice still remained in the future. 

Recently, however, I've seen some exciting examples of AR being used in engaging ways for teaching and learning. To that end, in the wiki I created to curate content on the various tech trends discussed in the 2013 New Media Consortium Horizon Report, I added examples of AR in use both in the classroom and on campus.

For example, teachers use AR to create opportunities for differentiated instruction by linking content in a text to more detailed instruction via video by creating a customized trigger using the Aurasma app. Other instructors use AR apps to create overlays of historical data on top of existing geological features, as seem in the very intriguing Civil War Battle app.

During the LearnIT on AR I gave recently, I was excited to hear faculty and staff brainstorm ideas on possible uses at Fordham. Some imagined using it as a way to deliver on-demand training. Others envisioned it as an interactive guide to the layout of buildings on campus.

With news of Microsoft unveiling HoloLens, I think we're only just beginning to think of the possibilities this form of computing offers. Stay tuned!


Kristen Treglia is a Senior Instructional Technologist at Fordham University

Image: Creative Commons licensed | flickr photo by turkletom

Tuesday, February 10, 2015

Rain, Sleet, or Snow, the Lecture Must Go On! (Online, That Is): A Guide for Recording & Sharing Lectures

Class may be cancelled due to bad weather, but it’s easy to record your lecture and share it with your students to help make up the lost class time.

Lindsay Karp, Senior Instructional Technologist with Faculty Technology Services, has created a handy guide of resources for how to create audio and video files, and then share them with students.

Record an audio file
  • Use your smartphone (with free apps for iPhone or Android) or on your personal computer using Audacity (PC/Mac). 
Insert an audio file into a PowerPoint file
  • Record a separate audio file for each slide (recommended).
  • On each PowerPoint slide, click on the Insert tab and select Insert Audio (from file) then navigate to the audio file for that slide.
  • To publish a PowerPoint show, click Save As, name the file, and selectPowerPoint Show from the drop-down menu under the file name. 
Add a PowerPoint or other file to your Blackboard page
  • Add an Item to Blackboard Quick guide  
    • To add an item to Blackboard, click on Browse under the attachment item to upload your file.
  • Please note: If you are posting to your course on Blackboard but haven’t used your course space yet this semester, you will need to make the course available in order for your students to access it.  
    • For quick reference sheets on using Blackboard, click on the Faculty Resources tab in Blackboard or check out our Blackboard help page on our website,
Free software for capturing and sharing lectures
  • Jing records a quick screencast (files are limited to 5 minutes recording time)
  • Brainshark records a video (upload slides and audio is recorded via a phone)
  • Educreations creates a short video using iPad.
  • Use Windows Movie Maker or Apple’s iMovie to create a video and upload to your Fordham YouTube channel. Most computers have these applications installed.
    • Please note: If you have not used the Fordham YouTube channel before, you will first need to enable it by signing the Google consumer apps agreement. To sign the agreement, you will need to be logged in with your Fordham Gmail address.
Tips for creating video
Visit Fordham's Faculty Technology Centers to consult on the best technology options for you. 

Keep in touch with Faculty Technology Services

  • Rose Hill Faculty Technology Center - Keating B-27A | 718-817-2289
  • Lincoln Center Faculty Technology Center - LL 416 | 212-636-7788
  • @FordhamIT On Twitter, where we announce upcoming events sponsored by FTC as well as news and scheduled maintenance. Use the URL to see our Twitter page:
  • Additionally, keep track of what’s going on at the FTC and Fordham IT with our calendar, located on our home page:

Monday, February 9, 2015

February Workshops Offered by Faculty Technology Services

Faculty Technology Services will offer the following workshops in Feburary.
For a full list of our technology workshops, please visit

Blackboard Community Building
An overview of using the Discussion Board, Blogs, and Wikis in Blackboard.
  • LC - Tuesday, February 10, 1 p.m., LL 309  RSVP Here
  • RH - Thursday, February 12, 1 p.m., KE B-27A  RSVP Here
Teaching with Tech: Choosing the Right Tool
A review of free synchronous and asynchronous tools for screencasting, video conferenceing, presenting, video editing, polling, and more that are useful for teaching and learning. Of note: this presentation by Ms. Lindsay Karp went viral on SlideShare this past summer (story here).  
  • RH - Tuesday, February 24, 1 p.m. KE B-27A  RSVP Here
  • LC - Thursday, February 26, 1 p.m. LL 309  RSVP Here
We hope these are of interest to you.  
A calendar with all events sponsored by Fordham IT is located on our homepage,

Friday, February 6, 2015

Anthem Data Security Breach Results in Phishing and Email Scams

Sample Phishing Email

Fordham University faculty, staff and students should be on the lookout for email and telephone scams that claim to be related to the recent security breach at Anthem, the University’s previous health and dental insurance provider. 

Anthem has stated that "All impacted members will receive notice via mail which will advise them of the protections being offered to them as well as any next steps." Assume that any email or phone call asking you to take action related to the Anthem breach is a scam. 

If you receive any phishing email or phone call that asks you to provide personal information or directs you to log into a website to protect or verify your account, do not respond. Instead, forward the message to IT Customer Care at

The image above is an example of a reported phishing email related to this scam. It is an example of a phishing email and was NOT send out by Anthem or Blue Cross/Blue Shield.

Remember, before you click on a live link in an email, place your cursor over it. If you cannot identify the source URL (i.e.,, do not click on the link because it may take you to a malicious site.

Follow Fordham IT on Twitter for news and updates! @FordhamIT

Thursday, January 15, 2015

Quick Ideas for Powering Up Google Apps in the Classroom and Office

So many Google Apps at Fordham, so little time to learn how to implement them into your coursework, teaching, or administrative duties. Over 50 Google Apps are available to anyone with a email address. 

Below are just a few ideas for using the apps. They will get you started with using some of the most powerful and useful apps for communicating, collaborating, and organizing.

Need to activate your access to Google Apps at Fordham? Click here

Google Docs 
Available anytime, anywhere you have Internet access. 
Share and edit with others. Doc can also be available offline.

Students: Make notes and write papers. Purchasing an expensive word processing program is not necessary anymore.
Instructors: Share your syllabus with students. Make changes and add to your syllabus anytime; no need to print out and distribute new copies. And, since the doc is stored on Google Drive, students can’t ever claim to have “lost” the syllabus.
Administrators: Collaborate on docs with multiple authors: leave comments and make editorial suggestions. Skip the long email threads with multiple versions of one doc attached.

Google Translate
Translate text from one language to another. 

Students: Traducción de texto de un idioma a otro.
Instructors: Oversæt tekst fra et sprog til et andet.
Administrators: Humusha umbhalo kusuka ngolimi.

Google Spreadsheets
Use a template or create a unique document that 
can be shared and edited by others.

Students: Keep track of homework assignments and your grades.
Instructors: Create email and attendance lists, and record grades
Administrators: Share data with others, monitor inventory, and create email lists.

Google Presentation
Much like PowerPoint, only easier to collaborate on and share with others.

Students: Need to do a group presentation but find it difficult to get everyone together at the same time to work on it? Problem solved: Collaborate online in real time.
Instructors: Pull together your class presentation and then share it with students in the same folder as your syllabus.
Administrators: Co-create a presentation with others, even if they’re halfway across the world, and share it with your audience after the meeting. 

Google Forms
Create polls and surveys using a variety of attractive templates (or create your own). 
The results are collected and analyzed in a spreadsheet (see above!)

Students: Survey a selected population to help you research a paper.
Instructors: Anonymously survey your students for their opinions about a subject they’re investigating in your course.
Administrators: Invite the community to your event and find out their preferences for food and seating.

These apps and others are pretty easy to start using right away. But if you need help, here are some resources: