AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St John College
Program Reviewed: French B.A
Date Submitted to Department/Division Chair: September, 2015
Overview and Program Review Summary: Please summarize this program’s mission and its relationship to the vision
and mission of St. John’s University, and the program’s School/College. Identify similar programs regionally and
nationally and distinguish this program from them. In addition, summarize your findings as they relate to (1) program
quality, (2) market growth potential, and (3) student learning. Also, summarize any significant changes, achievements
(by faculty and students and the program itself), and plans for the future. Finally, based on the information gleaned
from the data in the self-study, give an overall rating of the program’s Enrollment/Market Potential by categorizing it as
one of the following: (1) Enhance; (2) Maintain; (3) Reduce support, Phase out, Consolidate, or Discontinue.
(Suggested limit 1 page)
The mission of the French Program is to add an international component to St John's students' education and
make them citizens of the world by discovering new cultures. Students can major or minor in French, and prepare for an
international career by combining a double major in another field. St. John’s University offers students in French
internships that allow them to use the language in a professional setting, therefore enhancing their linguistic as well as
their cultural skills.
The French Program has been vital to St. John’s University as a Vincentian University with a campus in Paris by
preparing students for careers in various fields in which they can use the skills acquired thanks to our program. Many of
our alumni found positions in institutions of secondary education, business, pharmaceutical companies, law offices,
fashion and in the medical field or going to graduate school thanks to the their language skills (a lot of graduate
programs require a second language). The program has been promoting intellectual values that are aligned with the
catholic heritage and the identity of the university, but has also been able to adapt to a new student body and new
expectations. Since the last report, the French program has made considerable effort to include Francophone cultures
and literatures from different parts of the world and give the global perspective promoted by the University.
The program currently has two full time faculty members (but one is the Chair of the Department of Languages
and Literatures and also Assistant Provost for Global Initiatives, only teaching one course) and one full timer on renewal
contract teaching four courses. There are also four or five adjunct instructors at the Queens campus (depending on the
semester) and one or two adjuncts at the Paris campus. We serve a large body of students (approximately 400 students
each semester) including majors, minors, as well as students who need to fulfill the language requirement. The French
program has been relying mostly on one faculty members for administrative tasks and curricular development.
Self-Study Template 1
Since the last report, we have created three new courses to give the program more of a global perspective (a
course on Human rights, one on urban culture and one on Francophone literature from French-speaking countries
around the world).
Our program, in comparison with Queens College, Adelphi, Hofstra and Fordham University, has more
undergraduate majors and minors even though St John's University has a lot fewer tenured or tenure-track faculty
members. In terms of the quality of the program both faculty and students compare very well with the abovementioned institutions. We have attracted many majors and minors because we offer a variety of courses, from the
beginning language classes to the advanced seminars and we constantly adapt to the needs of our students by offering
classes that are less literature-centered, such as Business French or classes on translation.
In recent years, the focus has been on creating new interdisciplinary collaborations with other programs, and
increasing our collaboration with the Learning Community program each semester, as well as with the Office of Global
Studies, in addition to the partnerships with French NGOs, and French Institutions, which enabled us to offer our
students a comprehensive French program with an opening on the French-speaking world that aim to prepare them for
different careers at an international level. We also have been giving our students more and more internships in Paris,
for which they need the linguistic skills that we provide before they leave.
The French program is a solid one, with excellent course offerings and in many ways, has managed to establish
valuable partnerships over the years. It has potential to grow if we recruit more students from the Haitian population at
St John's, many of whom having a French background, and we are currently working on it. Overall, the program needs to
be enhanced, as there is still only one tenure-track faculty attached to the program. The professors on a three year
contract have a teaching load that is superior to tenure-track or tenured faculty, and they are responsible for all the
program's activities, which gives them little time to recruit more students. In the long run, the program has the
potential to really give our students the global perspective that the university is trying to promote among our students
provided the university grants the program another full-time faculty member or at least renew the 3 year contract which
is coming to an end.
Self-Study Template 2
STANDARD 1. The purpose of the program reflects and supports the strategic vision and mission of St. John’s
University, and the program’s School/College.
1a.
What evidence can you provide that demonstrates that the program embodies the Catholic, Vincentian, and
metropolitan identity of St. John’s University? www.stjohns.edu/about/out-mission. (Suggested limit 1/3 page)
The French Program at St John's University is still aligned with the strategic vision and mission of the University
as a Catholic institution with a campus in Paris where Vincent de Paul started his work in the 17th century. The French
program has served as a beacon for faculty and students who have been connected to the Paris campus since the late
1990's. Since the French civilization and culture is based on a Catholic tradition and the University’s identity originates in
France, the Catholic values are part of most of our content courses, especially the literature and civilization classes. By
learning the language and the culture, students embrace a different way of thinking and a new perspective about the
world. The Vincentian / Catholic values are also the core of our study abroad program in France as we created a
semester program in Paris at the St. John campus in the Fall of 2009 that aims to continue stressing the Catholic and
Vincentian values while insuring an excellent academic articulation with the Queens campus for a quality education.
The program offers courses on the French intellectual, historical, and cultural heritage where Catholic and
French values have been intertwined for centuries, including the recent course on Human Rights in Africa. The program
offers courses in which the values and ideas of the Founders of the Vincentian tradition are studied: St. Vincent de Paul
and Louise de Marillac who belong to the religious and spiritual tradition of 17th century France.
Through the study abroad program and the volunteer work experience in France students learn about social
responsibility that is the main value of the Vincentian tradition. The St. John students, while taking classes, participate in
a community sustainable volunteer service program according to values of St. Vincent. Over the years the St. John
students have devoted their time and left their work in a heritage building protected by the French Government and the
International Organizations.
The Director of the GLCC has organized several events with the Vincentian Mission Council either serving as a
translator for the Vincentian website or organizing sessions for French students visiting the University and we have
provided training and French education to the Daughters of Charity from the International Community.
At the Paris campus, we are developing a course on the city Paris as a global city, which will include a service
component with the help of local charity and by connecting Paris to New York in our classes, we are constantly making
our students aware of the issues and the benefits of living in a metropolitan area. One faculty member is currently
working on the representations of New York in French and Francophone literatures.
Self-Study Template 3
STANDARD 2. The program attracts, retains, and graduates high quality students.
The students who join our program as majors or minors are usually very good students whose language
skills are strong. These students usually take advanced classes when they arrive at St John's, including the 6 required
courses and some electives in literature and culture. Many of our students who start at the elementary level catch up
very quickly thanks to bridge courses such as French 2040/2050. Through individual advising (every major student must
see the coordinator/advisor before registering for advanced courses), we make sure our students are in the right class
each semester.
As for attracting students, the program organizes movie days or nights, as well as visits to museums, local
exhibitions, and connect them, with the help of the Career Center, to French companies in New York.
The program attracts students thanks to the LAC course (which is based on French and Francophone cultures)
and the events co-organized by the faculty and the Learning Communities have also attracted some students and
encouraged them to pursue their studies in French. One faculty member has recruited students during the 8 sessions of
orientation throughout the summer.
We attract very motivated students who come from very different backgrounds and who have a broader
knowledge of international issues than the average student, and the number of students going abroad is a clear
indication that we are creating global citizens that are linguistically and culturally aware (our current passport course is
full and there is a waiting list).
As members of the National Organization of Pi Delta Phi, our students are very well represented within the US
since they have higher GPA and SAT scores than the college and the University as a whole. Some of our students have
received highly competitive national awards by Pi Delta Phi or by Organizations of the French Government such as TAPIF
through which our students receive Assistantships to teach for a year in France (TAPIF scholarships are extremely
competitive, comparable to Fulbright in the United States). Ever year, some of our students receive the Golden Key, or
the St. Vincent de Paul scholarship. They are on the Dean’s list or are Presidential scholars. The number of students
awarded University scholarships represents approximately 50% to 60% of our major’s population.
Retention is obtained through the mentoring of students by tutors in French at the GLCC which hosts many
events throughout the semester, therefore creating a sense of community for the students taking French. A series of
optional free workshops is regularly offered by the director of the GLCC to every French major/minor (for which she
seeks no remuneration) on phonetics, the International Phonetics Alphabet and how it applies to French for
transcriptions and a correct pronunciation and intonation, in order to facilitate their study abroad experience.
Self-Study Template 4
2a.
Undergraduate SAT and High School Average
Freshmen SAT Scores
Fall 2010
Fall 2011
Computed
French
Fall 2012
Computed
1,130
Fall 2013
Computed
1,240
Computed
1,035
1,080
Freshmen High School Average
Fall 2010
Fall 2011
High School
French
Fall 2012
High School
94
Fall 2013
High School
86
High School
86
89
SAT Scores
High School Average
2010
2011
2012
2013
2010
2011
2012
2013
School/
College - Q
1089
1077
1087
1098
88
88
88
88
Total University
1097
1087
1096
1104
87
87
88
89
Self-Study Template 5
Undergraduate 1st Year Retention Rate
2b.
2009
Total
FRE
2010
Returned
DNR
Total
#
%
#
%
3
75%
1
25%
4
1
2011
Returned
DNR
#
%
#
1
100%
Total
%
3
2012
Returned
DNR
#
%
#
%
2
67%
1
33%
Total
2
Returned
#
%
2
100%
DNR
#
%
Fall
2009
2010
2011
2012*
# Fresh
# Ret
%
School/
College - Q
76%
74%
72%
905
683
76%
Total University
78%
78%
76%
2757
2195
80%
* The % of students started in Fall 2012 and returned to the program in Fall 2013
2c.
Undergraduate 6 Year Graduation Rate
Fall 2004 cohort
Total
FRE
1
Graduated
1
100%
Fall 2005 cohort
Total
3
Graduated
1
33%
Fall 2006 cohort
Total
Graduated
1
1
100%
Fall 2007 cohort
Total
2
Graduated
1
50%
Fall
2004
2005
2006
2007
School/College
Average Rate - Q
57%
57%
57%
51%
Total University
58%
58%
59%
55%
Self-Study Template 6
2d.
Graduate Standardized Test Scores
N/A
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
The French program at St John's University is a solid program that exposes students to a variety of approaches.
In the last 3 years, students have been exposed to the cultures and the literatures of the French-speaking world as much
as the culture and literature from France itself. Few institutions that compare with St John's have given that much
attention to French outside of the hexagon. Since 2012, we have been offering more systematically classes on Caribbean
French literature and African literature. This new perspective not only allows students to be exposed to French in a
global context; it also prepares them for possible careers abroad, therefore not limiting them to France only.
We are also able to offer more and more classes that are less literature-based than other institutions, like
Business French or classes on translation and organize events that help our students to find out more about internships
in France as well as the study abroad programs. In that sense, we try to provide our students with ideas for their career,
and we have been collaborating with the Career Center to offer information on companies that are interested in
students who speak French. Our program is more interdisciplinary than most literature-based programs in the New York
region, including the ones at Fordham University, Hostra, Adelphi and Queens College.
One drawback of our program is the lack of permanent faculty. Professors who are on a renewable contract
cannot invest themselves as much as permanent faculty members and they also have a bigger teaching load which limits
their involvement with the development of the program.
2f.
If applicable, describe the program’s student performance over the past five years on licensure or professional
certification exams relative to regional and national standards. (Suggested limit 1/4 page)
N/A
Self-Study Template 7
2g.
Number of majors and minors enrolled over the past five years. See table below.
MAJORS
FRE
BA
FREZ
BA/MBA
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
18
18
2h.
18
20
Fall 2011
Fall 2012
Fall 2013
Minors
Minors
Minors
Minors
20
27
17
Fall 2011
Fall 2012
Fall 2013
Total
Total
Total
Total
47
19
16
Fall 2010
38
NB: Fall 2014
20
Fall 2010
French
Total
20
1
Total
MINORS
20
37
32
20 majors and 22 minors.
Number of degrees granted during the past five years. See table below.
SJC -UG-Q FRE
French
BA
10/11
11/12
12/13
Degrees Conferred
Degrees Conferred
Degrees Conferred
3
5
9
Self-Study Template 8
Comments : Based on the data in 2g and 2h, how do these trends compare to institutional, regional and national
patterns? (Suggested limit 1/2 page)
Considering the fact that St John's University does not have a strong language requirement (3 or 4 semesters are
required in the CUNY system or at Fordham University for example) and that we have only one tenure-track faculty
member with a full teaching load, the program has managed to create enough majors to make it a vibrant program. We
have more majors than Hofstra , more than Adelphi, and more than Queens College or Fordham which have a similar
program in size and course offerings but with 4 or 5 professors for French that are tenured or on tenure-track. Until this
semester, we have had ZERO tenure-track professor and the other full-timers were on a 3 year-contract. All the
institutions around St John's have more faculty and fewer majors. For instance:
Queens College (4 tenured or tenure-track professors): 13 majors & 16 minors
Hofstra University (2 tenured or tenure-track professors): 11 majors & 19 minors
Adelphi University(2 tenured or tenure-track professors). 4 majors and 11 minors.
Fordham University (5 tenured or tenure-track faculty members): 20 majors and 40 minors
Last year, the new faculty has managed to improve the number of majors and minors after a significant drop in 2013.
We now have 20 majors and 22 minors, which means that we have between 40 and 45 students are enrolled in our
intermediate or advanced classes.
2i.
What mechanisms are in place to monitor students’ progress toward degree? And, to what extent is there a
collaborative effort to provide quality advising and support services to students? (Suggested limit 1/4 page)
The coordinator advises all French students on a one on one basis and offers advising to the study abroad
students that take French courses also on a on a one on one basis with the help of the chair (via email). Since we have
instituted a common examination for language courses I-III the coordinator of the program prepares the final exams for
these courses and also provides vocabulary lists, material and web site information for the continuing education of
adjuncts. The Global Language Center (GLCC) provides students with opportunities to practice with tutors in small
groups. The faculty is training the Graduate Assistant and the five tutors to help students develop their ability to
communicate in the language. In view of the new resources available at the Center, we have made it mandatory for all
our students to spend at least 30 minutes a week there working with the tutors to improve their speaking abilities at any
level. In addition, students who fall below a B- average in French courses are required to book individual appointments
with a tutor for remedial work.
Self-Study Template 9
2j.
If available, provide information on the success of graduates in this program as it relates to employment or
attending graduate school. (Suggested limit 1/4 page)
Many of our graduates find jobs or go to graduate school. Here are some of our students' accomplishments:
Some of our majors have gone to graduate schools across the United States and abroad, including UC Santa Barbara,
CUNY, St John’s University (M.A and MBA), NYU, Vassar, University of Seoul in Korea, University of Scotland.
3 of our majors did an internship in France last year, and many have done the same since the last report.
Two other French majors are currently in Paris, one with the TAPIF program (a prestigious program sponsored by the
French Embassy, equivalent to Fulbright in the United States), one at the Dauphine University.
A major received a scholarship from the Korean government to study Korean in Seoul.
Two majors received a Fulbright fellowship to go study abroad.
One of our majors is now a translation project manager at a major translation agency in NYC.
Overall, a dozen students have obtained internships in France since May 2013.
Some of our majors now work in law firms, in the fashion industry, in the field of translation, or teach in New York or the
tri-state area.
Self-Study Template 10
2k.
Please comment on the students’ competencies in the program. Support your response using data provided
below and any other data available. (Suggested limit 1/3 page)
Freshmen SAT Scores
Fall 2010
Fall 2011
Computed
French
Fall 2012
Computed
1,130
Fall 2013
Computed
Computed
1,240
1,035
1,080
Freshmen High School Average
Fall 2010
Fall 2011
High School
French
Fall 2012
High School
94
Fall 2013
High School
86
High School
86
89
2010
SAT Scores
2011
2012
2013
2010
School/
College - Q
1089
1077
1087
1098
88
88
88
88
Total University
1097
1087
1096
1104
87
87
88
89
Intended college major for 2012 college-bound seniors
TestSAT
Takers
Intended College Major
Number Percent
(%)
Foreign Languages, Literatures, and Linguistics
831
0.6%
High School Average
2011
2012
Mean Scores
Critical Mathematics
Reading
549
534
2013
Total
1083
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
Self-Study Template 11
Students in French have significantly higher SAT scores than the rest of the college and the university as a whole.
STANDARD 3. The program engages in ongoing systematic planning that is aligned with the University and
School/College planning, direction, and priorities.
3a.
How does your program’s strategic goal/objectives link to your School/College plan and the University’s strategic
plan? http://www.stjohns.edu/about/leadership/strategic-planning
The mission and strategic goals of the University are reflected in all our courses at the Queens campus and the
Paris campus. The program as a whole as well as all syllabi are reviewed in order to be consistent with the mission and
strategic goals of the University at the end of every academic year by the coordinator of the program and the director of
the GLCC. The coordinator of the program, the director of the GLCC and one member of our visiting faculty have
generously accepted to teach “Independent study” courses.
Self-Study Template 12
The coordinator of the program interviews, meets with the adjuncts regularly, trains them, supervises them,
follows their work, and ensures the articulation of the program, especially the articulation between the new online
courses and the ones offered on campus. Since the arrival of two faculty members in 2012 and 2013, new classes have
been offered which focused on contemporary France and especially urban culture, which is particularly vibrant among
our students as well as francophone culture which makes up for a important part of our student body (mostly from
French-speaking African countries, French Guiana or Haiti) giving our curriculum a truly global perspective. We have
made progress in terms of offerings various classes at different times/days of the week. Since courses are planned ahead
of time for the entire year, students are able to plan their schedule better. However it sometimes happens that
students, despite advisement, finish their course-work without completing all courses. Therefore we offer Independent
Study courses (without the faculty member being remunerated) to enable them to finish on time.
Unfortunately the present allocation of time slots makes it impossible for all our courses to run. Many courses
have been sacrificed lately with the new University schedule since they sometimes do not have 15 students and have
only 10-12. In addition many elementary and intermediate level courses have 25-30 students, a little too many students
to ensure the quality of their learning. We would need to develop more intermediate classes.
Since the last report, we have strengthened our partnership with the Learning Communities, offering each semester
cultural events that tackle a variety of themes such as fashion, human rights, translation, and education, topics that are
not approached only from a French point of view but also from a global perspective.
Since the last report, our students have been regularly doing internships in France. A lot of them have double
majors (French with biology for medical school, with Politics for International Law, etc.), and have participated in
internships at hospitals, international organizations, and practice their language skills. After students indicate that they
are candidates for an internship in France, they attend a workshop given by the director of the GLCC on how to apply,
write a letter of intent and a cv in French and how to prepare for the phone interview with the French placement agency
The coordinator interviews, hires the French faculty in Paris, supervises their work and ensures articulation of the French
program between the Queens campus and the Paris campus. The chair works in collaboration with the person who
provides the internships for the St. John University in Paris to ensure the smooth transition of the students and
coherence of the program. Since the last report, the coordinator has been working closely with the Director of the GLCC
to ensure the smooth articulation of the French program with the tutors and the students. The program has established
internship networks, business organizations, hospitals, NGOs throughout France.
Self-Study Template 13
At the University level: The French Program has been working to implement several study abroad programs in
France for the semester and the summer. For the Paris campus, we initiated the collaboration (in Fall 2009). We
interviewed professors and decided on all the academic components of the Program.
The Coordinator of the French Program interviewed the professors and administrators of the Paris campus for
the DTW program in Paris. The French program works in collaboration with the French Government to ensure
sustainable volunteer work and academic work for our students in France. We also work with the University of Dauphine
in Paris for student exchange and with the Freshmen Center to ensure the proper placement of all first year students.
The French program is a successful participant in several interdisciplinary collaborations within the University such as:
the Tobin College of Business for a Concentration in International Business to the French majors, and the Women and
Gender Studies Program for the interdisciplinary minor in Women and Gender Studies.
The Coordinator holds periodic meetings with members to discuss matter of concern for the section. We discuss
methods, requirements, approaches to teaching; choice of textbooks, choice of software, how to integrate classroom
work with the resources of the Language center, common examinations for elementary courses, assessment tools etc.
Finally we hold meetings to make sure that the articulation with the GLCC is done in a coherent way.
Other programs across the US have moved from a strictly French approach to a Francophone one, and many
French programs are now focusing and French and Francophone studies instead of just French; therefore we have
developed a more interdisciplinary and international French program the last few years. As explained before we have
focused on a program that reflects the Francophone cultures, literatures, communities around the world and we are
among the very few programs at a national level to offer “international competencies” through sustainable study abroad
program according to the goals set by the UNESCO for University sustainability. We continue to adjust our offerings in
relation to the fluctuations in the number of majors and minors as well as their needs. We are making every effort to
give our students the opportunity to complete the requirements in a timely and less stressful manner.
Our numbers have been increasing over the last four years. There is potential to grow more but we do not have
the resources necessary to serve a greater number of students. We are concentrating on quality, rather than numbers,
while trying to maintain the number of majors at the present level. The French Program attracts a very diverse body of
students. In the past we had a great number of students from the French Caribbean that have a solid knowledge of
French, or students that have already studied French in high school and opt to continue at SJU, but we don't get a lot of
freshmen, something we are currently working on, as the coordinator of the program spent his summer recruiting
during orientation sessions.
Self-Study Template 14
Our student population aims to become more competitive for the job market, for International careers. We
have, of course, facilitated those students by offering courses for elementary and intermediate levels. Some of those
students reach a very high level of linguistic skills superior to others. In the last few years we have been graduating
students who go to excellent graduate or professional schools.
3b.
What is the evidence of monitoring the external and internal environments, specifically what are the strengths,
weaknesses, opportunities and threats facing the program? How were they identified? What actions have been taken
in response to these findings? What characteristics of the program suggest a competitive edge against other programs
regionally and nationally?
In the last report, it was stated that the program needed specialists in contemporary French culture and in the
French-speaking world outside of France who could create new classes that would be more appealing to students than
canonical literature, which is often less accessible and sometimes perceived as less relevant to our students.
The success of the French program is due to the engaging and encouraging environment we create for our
students. We are lucky to have one of the most diverse student populations on campus with students from all over the
world which is one of the strengths of our program. Our students know they can count on the faculty and that we are
genuinely concerned about their academic future as well as their development. We organize with the help of the
Learning Communities and the Francophone Circle, French Honor Society numerous events. Last semester alone we had
five events that aim to help students to interact with each other and learn.
One major threat to the program is the exclusion of languages from the new distributed core. Most schools
establish their requirements in terms of proficiency and not in terms of semesters or credits, but a minimum of 2
semesters is necessary for any student studying abroad.
3c.
What is the current and future market demand for the program? Support your response using the data
provided below or any other internal or external sources to justify your response.
In today's global economy, competition for the best jobs and for admission to top-rated graduate and
professional schools is intense. The study of languages and their cultures provide students with important job-related
knowledge and skills that can give students at St John's a competitive edge, provided the language requirement remains
effective.
In terms of language training, some schools offer a variety of options along a continuum to fulfill their language
and some make the language requirement a priority in order to insure the global component of the degree.
For example, San Diego State University (SDSU) International Business Program and the University of Rhode Island’s
Self-Study Template 15
International Engineering Program are double majors, requiring the equivalent of a major in a
foreign language, plus an overseas study and internship requirement in addition to rigorous
professional training. San Diego’s expectations are made explicit: "Study Abroad is mandatory.
If you do not intend to study abroad, please choose a different major." (SDSU, 2012)
French studies are not a new field, though our role is no longer to educate students mainly on how to become
French teachers. Our role is to prepare students with foreign language ability to function effectively in French-speaking
cultures in five continents, international environments and value systems, whether they are conducting business
implementing international development projects, or carrying out diplomatic missions. The program is in greater
demand with the new population of the University as the data shows. The program can play a very important role in
enabling students to develop international skills and knowledge. These skills are now in high demand and have become
a priority at the University level as part of its Mission and Strategic Goals.
Enrollments in foreign languages have been up according to the Modern languages Association (MLA), especially
in the Northeast region, including New York state.
Fall 1998, 2002, and 2006 Language Course Enrollments in US Institutions of Higher Education (Languages in Descending
Order of 2006 Totals)
1998
2002
Spanish
656,590
746,267
French
199,064
German
89,020
Change 1998–2002
2006
Change 2002–06
13.7
822,985
10.3
201,979
1.5
206,426
2.2
91,100
2.3
94,264
3.5
US Geographic Distribution of 2006 Language Course Enrollments
No.
% of Natl.
Northeast
354,839
22.5
Midwest
341,733
21.7
South Atlantic
335,813
21.3
South Central
155,027
9.8
Rocky Mountain 118,361
7.5
Pacific Coast
272,037
17.2
Natl. (total)
1,577,810
100.0
Enrollments in Languages Other Than English in United States Institutions of Higher Education, Fall 2006 (source: MLA)
Self-Study Template 16
In the last five years, the program has successfully created partnerships with other departments and we plan to increase
the number of double majors:
In 2010, at the Foreign Language Summit , U.S. Secretary of Education Arne Duncan lamented the fact that only 18% of
Americans speak a language other than English — compared to 53% of European citizens who speak more than one
language. She said that in order "to prosper economically and to improve relations with other countries, Americans
need to read, speak and understand other languages". Students who speak a second language are the perfect students
to help fill this foreign language deficit in areas like foreign policy, the military, and diplomacy, as well as science and
business, with a more globalized economy especially driving demand for foreign language proficiency.
The top occupation for language majors:
Change, 2010-20
Fastest Growing Occupations
Interpreters & Translators
Percent
42%
Numeric
24,600
Change, 2010-20
Fastest Growing Occupations
Interpreters & Translators
Percent
42%
Numeric
24,600
Occupations having the
largest numerical increase
in employment
Interpreters & Translators
Occupations having the
largest numerical increase
in employment
Interpreters & Translators
Change, 2010-20
Percent
Numeric
42%
24,600
Change, 2010-20
Percent
42%
Numeric
24,600
*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm
Self-Study Template 17
Furthermore, according to the National Association of Colleges and Employers, students who chose language as a major
earn a more profitable income than other majors in Liberal arts:
http://blogs.wsj.com/atwork/2014/05/15/the-liberal-arts-majors-that-pay-the-most/
The National Association of Colleges and Employers published reports showing that the top-paying liberal arts majors for
2014 graduates are foreign languages and literature (average starting salary $46,900) and English ($42,200). The results
are based on job offers that students accepted earlier this year and were reported by employers in February 2014
primarily through a variety of government surveys.
“Employers hiring foreign languages and literatures majors did so primarily to fill elementary and middle school
teaching positions,” according to the organization, which primarily represents companies that recruit on college
campuses.
Self-Study Template 18
STANDARD 4. The program provides a high quality curriculum that emphasizes and assesses student learning and
engagement.
4a.
Please indicate how the program curriculum is in alignment with the following three items:
(Suggested limit 1/2 page for each of the three categories below)
1. Standards within the discipline
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study
abroad experiences.
3. The University Core competencies
The B.A in French offers a 33 credit hour undergraduate major with 18 mandatory credit hour courses and 15
elective courses. Courses are offered in such a way to allow students to complete the required 33 credits in four years or
less.
The French program has been providing a global, international education from the time it was created, but it
plays a leading role in global education through the offering of courses, the activities, the study abroad programs, the
internships and the service learning. This role has been enhanced since the last report years since French students are
offered “immersion of French language and culture” on campus as a mind changing experience, and through the study
abroad experiences they are taught greater awareness of the world beyond American borders that helps them to
become “global citizens” with a social responsibility.
The courses that are offered by the French program address issues that are cultural, social, economic, literary
and political and reflect the Francophone world. The French program addresses five competencies: writing, reading,
speaking and presenting, listening comprehension and critical thinking with cultural awareness. Above all we offer
international competencies (linguistic and cultural) that are at the forefront of our University’s strategic goals.
4b.
The syllabi for the courses within this program incorporate the suggested elements of a syllabus – an example of
which can be found at the following St. John’s University Center for Teaching and Learning link. (Suggested limit 1/3
page) http://stjohns.campusguides.com/content.php?pid=71651&sid=984766
Our syllabi are revised on a regular basis, as well as the bibliographies, so that students are exposed to the latest
research. We revised all the syllabi for the French program in 2014 and we make sure that all adjuncts are using the
latest versions. Each syllabus stresses the importance of various skills that are acquired throughout the semester:
1) language skills 2) knowledge of literature and culture 3) analysis and interpretation 4) global perspectives 5) critical
thinking
Self-Study Template 19
4c.
Describe the assessment model currently in place for the program and indicate the extent to which disciplinary
and core knowledge, competence, and values are met, as well as findings and action plans for improvement. For
reference, visit WeaveOnline – https://app.weaveonline.com//login.aspx; Digication – https://stjohns.digication.com
(Suggested limit 1/2 page)
Our department uses WEAVE to conduct annual assessments during which data is collected using programspecific measures to analyze the effectiveness of our programs in relation to student learning. This data helps us
facilitate the college's model of assessment in which programs analyze the data and use them to determine whether or
not standards are met. In case they are not, we establish a plan of action in order to meet the standards of our
department.
On the Weave Online all learning goals and objectives, targets of each of the objectives, and measures for each of the
objective target have been identified and addressed. There were no findings that fell below the objective target.
Goals
View this set of Goals:
1: Demonstrate competency in French language (Approved)
2: Acquire Knowledge of Grammar (Approved)
Outcomes/Objectives (Numbers inside parentheses show related Goals, indicates Student Learning.)
1: Distinguish Grammatical and Syntactical Structures
2: Recognize Idiomatic uses in French
(G:2) (Approved)
(G:2) (Approved)
3: Expand Vocabulary through Reading and Writing
(G:1, 2) (Approved)
4: Master Complex Grammatical and Syntactical Structures
(G:1,2) (Approved)
5: Expand Comprehension through reading texts in French (G:1,2) (Approved)
We also have more specific goals and objectives for our classes:
Goals:
1. Demonstrate Competency in French Language
2. Understand French Culture and Aspects of life
3. Understand French Literature
Self-Study Template 20
Outcomes/Objectives
1. Communicate with native speakers of the language
2. Read and understand a French newspaper/article
3. Demonstrate ability to write in French
4. Master advanced grammar and composition writing
5. Understand the general history of France
6. Model the skills to interact with French people
7. Distinguish literary periods and genres
8. Analyze the literary texts
Weave measures:
Final exams have been provided and are graded based on the following criteria.
Grading Policy
Two grades shall be assigned:
- The first one, for demonstration of literary/cultural knowledge
- The second one, for ability to express yourself correctly in the foreign language: i. e for correction in grammar and
spelling, and for ease of style.
Serious mistakes:
2 points:
for a sentence which makes no sense, has no verb or no subject, or has a subordinate clause without a
main clause.
1 point:
for a mistake in grammatical agreement between singular and plural, either the subject does not match
the verb, or the noun does not match the adjective, (i.e. “Ils est allé” instead of “Ils sont allés”, or “Les
Français sont nationaliste” instead of “nationalistes”)
1 point:
for a mistake in conjugation (i.e. not knowing the proper conjugation of a verb or not knowing that the
verb is a reflexive or a verb of motion, i.e. writing “ il a devenu” instead of “il est devenu”) or for a
mistake in use of the proper tense (i.e using the imparfait instead of the passé composé or the
conditional instead of the future).
1 point
for mistakes in negations (i.e. writing “Je n’ai pas un chien” for “Je n’ai pas de chien”
1 point:
for failure to use the proper article contractions, i.e du, des, or au, aux
1 point
for mistakes with personal pronouns (whether subject pronouns, direct object or indirect object
pronouns, emphatic pronouns, pronouns y or en,) and with possessive/demonstrative adjectives and
pronouns
Self-Study Template 21
1 point:
for mistakes with relative pronouns
1 point :
for using the wrong word: whether a noun, a verb, a preposition or a conjunction
Lesser mistakes:
0,5 point
for a spelling mistake
0,5 point
for the wrong gender in nouns, and for mistakes involving gender with possessive adjectives or
pronouns, or with demonstrative adjectives or pronouns (i.e writing “mon” for “ma”, “cet” for “ce”) or
mistakes with indefinite adjectives or pronouns, (i.e tout, toute, tous, toutes)
0,5 point
for a lesser mistake involving a negation, i.e “pas des” instead of “pas de”
0,5
for placing the adverb incorrectly in the sentence
0,5
for not knowing the right construction of a verb (does it take a direct or an indirect object? i.e writing
“obéir quelqu’un” instead of “obéir à quelqu’un”)
0,5
for mistakes with articles (whether definite, indefinite, or partitive)
Final grade for the test will be the average from the tests, class participation and homework.
If students encounter several problems with their composition in French, individual goals are set by the Professor and
+addressed at the GLCC.
4d.
What, if any, external validations, e.g. specialized accreditations, external awards, other validations of quality
has the program received? (Suggested limit 1/3 page)
Our new faculty has published extensively considering the fact that they are recent PhDs, and they have
participated in numerous conferences, domestic and international. Our faculty has also won awards
Two Faculty Outstanding Awards
One teacher of the year Award
Two Title VI grants
One N.E.H awards
Fellowships from the French government
Self-Study Template 22
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
5a.
Below you will find the number of students enrolled as majors and minors in the program. Please complete the
table by adding the number of full-time faculty assigned to the program.
Fall 2010
Fall 2011
Fall 2012
F
Total
F
P
Total
F
P
Total
F
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
MAJORS
29
29
36
2
Fall 2010
F
MINORS
38
Total
F
P
35
19
F
19
Fall 2013
Total
F
P
Total
Minors Minors Minors Minors Minors Minors Minors Minors Minors Minors
19
1
F
MAJORS/MINORS
20
26
1
P
27
16
16
Fall 2011
Total
F
P
14
1
15
Fall 2012
Total
F
P
Fall 2013
Total
F
P
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
48
1
49
62
3
65
50
1
51
34
1
35
Fall 2010
F
FTE MAJORS
1
Fall 2012
Total
Fall 2010
Total
34
Fall 2011
P
Minors
Total
Fall 2013
P
Fall 2011
Total
F
P
Fall 2012
Total
F
P
Fall 2013
Total
F
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
48
0.333
48.333
62
1
63
50
0.333
50.333
34
P
FTE
Total
FTE
0.333 34.333
Self-Study Template 23
5b.
Below you will find the credit hours the department has delivered by full-time faculty and part-time faculty
(including administrators) and the total credit hours consumed by non-majors.
Credit Hrs Taught
Fall 2010
Number
Fall 2011
Percent
Number
F-T Faculty
2,496
39.8%
P-T Faculty (inc Admin)
3,768
60.2%
Percent
2,109
4,464
0.0%
Total
6,264
100%
% Consumed by NonMajors
5,820
92.9%
Fall 2012
Number
Percent
6,078
Number
Percent
32.1%
2,043
30.3%
1,938
31.1%
67.9%
4,710
69.7%
4,299
68.9%
0.0%
6,573
Fall 2013
0.0%
0.0%
100%
6,753
100%
6,237
100%
92.5%
6,297
93.2%
5,889
94.4%
The French program has been providing courses for the majors and minors, but also helped the students fulfill the
language requirement (only 2 semesters for now, but this number might be reduced to zero, which would be
detrimental to the vision of the University which is to create global citizens.
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time
faculty (including administrators).
Credit Hrs Taught
Fall 2010
Number
Fall 2011
Percent
F-T Faculty
2,496
39.8%
P-T Faculty (inc Admin)
3,768
60.2%
Number
2,109
4,464
0.0%
Total
6,264
100%
% Consumed by NonMajors
5,820
92.9%
Fall 2012
Percent
Number
6,078
Percent
Number
Percent
32.1%
2,043
30.3%
1,938
31.1%
67.9%
4,710
69.7%
4,299
68.9%
0.0%
6,573
Fall 2013
0.0%
0.0%
100%
6,753
100%
6,237
100%
92.5%
6,297
93.2%
5,889
94.4%
Self-Study Template 24
5d.
What is the representative nature of faculty in terms of demographics, tenure and diversity? (See departmental
information on next page). How well does this support the program? (Suggested limit 1/2 page)
2010
FT
2011
PT
Total
#
%
#
%
Male
5
33%
15
39%
Female
10
67%
23
61%
Total
15
FT
2012
PT
Total
#
%
#
%
20
5
36%
18
43%
33
9
64%
24
57%
53
14
FT
2013
PT
Total
#
%
#
%
23
5
36%
20
43%
33
9
64%
26
57%
56
14
FT
PT
Total
#
%
#
%
25
5
33%
17
36%
22
35
10
67%
30
64%
40
60
15
Gender
38
42
46
47
62
Ethnicity
Black
0%
0%
0
0%
1
2%
1
0%
1
2%
1
0%
1
2%
1
Hispanic
5
33%
12
32%
17
5
36%
12
29%
17
5
36%
12
26%
17
5
33%
13
28%
18
Asian
1
7%
1
3%
2
1
7%
1
2%
2
1
7%
1
2%
2
1
7%
1
2%
2
0%
0
0%
0
0%
0
0%
0
0%
0
23
61%
32
64%
35
67%
39
60%
31
66%
40
1
3%
0
0%
0
0
0%
0
1
2%
1
American
Indian/Alaskan
Native
White
0%
9
60%
2 or More Races
0%
8
57%
27
0%
8
57%
31
9
Native
Hawaiian/Pacific
Islander
Unknown
0%
Total
15
1
38
3%
1
0%
53
14
1
42
2%
1
0%
56
14
1
46
2%
1
0%
60
15
13
47
62
Tenure Status
Tenured
12
80%
12
12
86%
12
12
86%
12
Tenure-Track
1
7%
1
1
7%
1
1
7%
1
Not Applicable
2
13%
2
1
7%
1
1
7%
1
2
Total
15
15
14
14
14
14
15
87%
13
0%
0
13%
2
Our faculty is made of several members of the French-speaking community around the world, including: Quebec,
Morocco, Haiti, Lebanon, etc and has 1 male and 2 female permanent faculty members.
Self-Study Template 25
15
5e.
What evidence exists that the program’s faculty have engaged in research and scholarship on teaching and/or
learning in the program’s field of study? (Suggested limit 1/2 page)
The two new full-time faculty members are young but are already established scholars. They regularly present at
the best national and international conferences, including the MLA (Modern Languages Association), the NEMLA, the
20th and 21st century French literature colloquium, the ACLA (American Comparative Literature Association), the ASA
(African Studies Association), the Society of French Professors of America, and many more.
One who specializes in translation studies has translated a book from French to English and is currently working
on a second translation as well as her first manuscript on the impact globalization in the African novel. In her study, she
examines a group of nine novels and films set in Ivory Coast, Mali, Senegal, Cameroon and Gabon written and produced
between 1973 and 2006 in which "the West" and its international finance network are depicted as the fundamental
contemporary world power that wields a destructive dominance over African countries.
The other full-timer has published numerous articles on contemporary French literature for several peeredreviewed journals, in particular on novels written by minorities in France. He is currently finishing his first manuscript. In
his book, he argues that urban literature---a genre that has developed after the 2005 riots in France---has helped
redefine French identity for a new generation of French citizens living in the outskirts of Paris whose parents were born
in the former colonies.
The Director of the GLCC recently published a revised edition of her book on French to English translation
which uses a linguistic approach to translation and which is widely used in the U.S at institutions such as Berkeley, UCLA,
Ohio State, Oregon State University, Rutgers, Hofstra as well as Canada and other Anglophone countries in
French/English translation courses. She also published in 2014 a book on French grammar which targets the specific
needs of Anglophones and is currently used in our advanced French grammar and composition courses
The Chair of the department of Languages and Literatures remains active in the field of French studies, currently
writing on award-winning novelist J-M Le Clezio in spite of all her activities as Chair of the department.
5f.
What initiatives have been taken in the past five years to promote faculty development in support of the
program? (Suggested limit 1/2 page)
The program recently organized a methodological training for the adjuncts in French in order to expose them to
new innovative pedagogical approaches, including more interactive methods and integrate them into the teaching of
French, both language and culture. We organized workshops on new ACFTL guidelines and pedagogical tools in
September 2012, one on pedagogy in November 2014 with the GLCC through a Title VI grant; and one with MLA
(Modern Languages Association) in April 2015 regarding new trends in French studies.
Self-Study Template 26
The new faculty has integrated the use of technology in their classes, both for their lectures and for the
students' presentations for which they have to use Powerpoint and Prezi for their oral presentations.
The two full-timers have received some funds in order to present their research at conferences and frequently
meet with several publishers in order to get the best textbooks for students taking French
5g.
The table below shows the amount of external funding received by the department. If available, please provide
the dollar amount of externally funded research for full-time faculty supporting the program under review. (Program
dollar amounts are available through departmental records.)
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
69,544
69,544
69,544
158,996
5h.
Please comment on the table below that shows trends in overall course evaluation and instructional vibrancy for
your program (if available), your college and the university. (Suggested limit ½ page)
Overall Evaluation (Spring)
Instructional Vibrancy (Spring)
2011
2012
2013
2011
2012
2013
French (Q)
4.29
4.07
4.08
4.59
4.40
4.40
Saint John’s
College
3.95
4.01
4.00
4.28
4.33
4.33
Total
Undergraduate
4.01
3.21
4.07
4.27
4.29
4.35
The evaluations for our program are superior not only to the average of the college but also to the university as a whole.
We have been able to recruit new adjuncts from Columbia, NYU and CUNY as well as Fordham University who have
extensive training and access to new teaching styles and new pedagogy.
Self-Study Template 27
5i.
What percentage of full time faculty assigned to this program have terminal degrees or industry certifications
renewed within the past 2 years? Comment. (Suggested limit 1/3 page)
The two new full-timers have PhDs from the City University of New York, which is the highest degree for the
study of French literature and culture in the United States. They both obtained their doctorate recently (in 2012) which
makes them very much in touch with current teaching approaches. They also have extensive experience in teaching on
campuses in New York (Hunter College, Baruch College, Brooklyn College, Queens College, Medgar Evers College,
Fordham University). Some of our adjuncts also have PhDs from NYC or Columbia University or are currently working on
their doctorates.
Standard 5.
Comments: Indicate to what extent the program has the faculty resources required to meet its mission
and goals. Include references from 5a – 5i. (Suggested limit 1 page)
Having a second tenure-track professor would be ideal as it would create a balance regarding administrative
tasks for which we only rely on one professor. We currently offer four advanced classes each semester (civilization,
literature, advanced grammar and the Masterpieces class) and they cannot be taught by only one professor. Some of
these classes are taught by adjuncts which puts a strain on them as they are difficult classes to teach and they are not
compensated enough for the amount of work that these courses represent.
We need a permanent faculty member for French-speaking African countries who would not only establish
collaborations with other departments but also to share the administrative tasks which are now only done by the only
tenure-track faculty member.
STANDARD 6. The program has adequate resources to meet its goals and objectives. And, it is cost-effective.
6a.
Narrative/Supportive Technological Environment - Comment on classrooms and labs meeting industry-standards
for quality and availability of hardware, software, and peripherals; library space, holdings and services; science
laboratories, TV studios, art/computer graphic labs; etc. (Suggested limit 1 page)
Nothing to declare except that the library has a lot of books about French and Francophone literatures and cultures IN
ENGLISH, but few in French. But one of the full-time faculty members ordered some current novels and theoretical
works that we needed. Some of the computer in Marillac could be faster.
Self-Study Template 28
6b.
Narrative/ Supportive Physical Environment - Comment on level of faculty and student satisfaction with HVAC;
faculty and student satisfaction with classroom lighting, crowdedness, and acoustics; flexible teaching environments,
and faculty offices, etc.. (Suggested limit 1 page)
Some classrooms in Marillac are a little noisy, either because they are blasting cold air or because of the heat.
This occasionally prevents students from hearing other students speak. It would be great to have more classes held in St
John Hall.
A few classes are at 7:30am which is not ideal for learners of a foreign language. It's already difficult to pay
attention to a class taught in English, it is probably even more difficult for a class taught in French.
6c.
To what extent has the University funded major capital projects, e.g., renovations, which are linked directly to
the program during the past five years? (Bulleted list)
N/A
6d.
If external data that describes the cost effectiveness of the program has been provided by your School/College
Dean, please comment on the program’s cost-effectiveness. (Suggested limit 1 page)
The French program is extremely cost effective in the sense that the 2 full-timers teach 6 to 8 classes per year,
including most of the advanced courses (literature, civilization, advanced conversation, advanced grammar, etc)
Credit
Enrollment Hours
Tuition
Fees
Gross Tuition Financial Tuition
Net Tuition Other Direct Total
Direct Contribution
& Fees
Aid Remission Fellowships Revenues Revenue Revenue Expenses Margin #1
540 SJC French
BA
Q
16
503
590,490
26,471
616,961
250,789
0
0
366,172
4,145
370,317
141,706
228,611
540 SJC Italian
BA
Q
11
323
405,190
13,248
418,438
149,175
0
0
269,263
2,692
271,955
121,726
150,228
540 SJC Spanish
BA
Q
14
409
477,185
32,530
509,715
239,344
3,645
0
266,726
3,391
270,117
139,140
130,977
540 SJC Spanish
MA
Q
14
240
281,160
11,713
292,873
20,480
49,500
82,500
140,393
800
141,193
130,645
10,549
Self-Study Template 29
STANDARD 7. Effective actions have been taken based on the findings of the last program review and plans have
been initiated for the future.
Comments: (Suggested limit 1page)
The hiring of two new professors (one tenure-track and one on a renewable contract) certainly contributed to
give the program a new approach that is aligned with the global perspective that has been one of the main goals of the
university but the second position needs to be renewed since we technically only have ONE tenure-track French
professor on campus teaching full time.
The study of languages and their cultures are an essential part of the master plan for the university. Removing or
reducing the support for the study of languages would undermine the University’s declared strategic vision and mission.
Nevertheless, in order to implement the plan of becoming a global center of learning, the University ought to keep the
language requirements since we cannot create fully global citizens if they are monolingual.
In the French program we will continue to prepare students with foreign language ability to function effectively
in French-speaking cultures in five continents, international environments and value systems, and students need the
language skills and cultural skills to successfully complete internships in France or French-speaking countries.
The program is in greater demand with the new population of the University as the data shows (we opened
TWO classes this fall 2015, including a passport course partially taught in Paris). The recent opening of many bilingual
programs in Public Schools in New York shows that French remains a major language, and there will soon be a need for
French teachers or teachers in general who can speak French.
The program can play a very important role in enabling students to develop international skills and knowledge
through internships. These skills are now in high demand and have become a priority at the University level as part of its
Mission and Strategic Goals. The acquisition of these skills has also become a priority at the National level, as well as at
the International level as reflected on the UN mission statement but our program, despite the recent tenure-track
position, remains much smaller than most French programs at comparable universities and colleges in the tri-state area.
Self-Study Template 30