AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: English MA Q
Date Submitted to Department/Division Chair:
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)
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)
1b.
What evidence can you provide that demonstrates that the program embodies the University’s vision.
www.stjohns.edu/about/out-mission/vision-statement. (Suggested limit 1/3 page)
1c.
What evidence can you provide that demonstrates that the program embodies the vision and mission of the
program’s School/College? (Suggested limit 1/3 page)
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
2b.
Undergraduate 1st Year Retention Rate
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LAS_ENG_ENG_MA_Q
2c.
Undergraduate 6 Year Graduation Rate
2d.
Graduate Standardized Test Scores
Fall
2005
Program
2006
2007
564/486
508/593
2008
2009
420/475
School/College
Average Rate
481/561
494/569
465/551
501/588
472/577
Regional
Comparison
N/A
N/A
N/A
N/A
N/A
See below
National
Comparison
New Graduate Students GRE
Verbal Mean Scores
Fall 2010
Ir Grev Score
ENG
MA
old
571
Fall 2011
Fall 2012
Ir Grev Score
Ir Grev Score
546
Fall 2013
Ir Grev Score
505
new
156
157
New Graduate Students GRE Quantitative
Mean Scores
ENG
MA
old
new
Fall 2010
Fall 2011
Fall 2012
Ir Greq Score
Ir Greq Score
Ir Greq Score
551
577
Fall 2013
Ir Greq Score
460
142
148
As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a scale of 200800(old) and after 8/1/11 on a scale of 130-170(new)
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LAS_ENG_ENG_MA_Q
New Graduate Students GRE Verbal
Mean Scores
Graduate School Arts &
Sci
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Ir Grev Score
Ir Grev Score
Ir Grev Score
Ir Grev Score
old
491
500
new
497
532
154
153
New Graduate Students GRE Quantitative
Mean Scores
Graduate School Arts &
Sci
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Ir Greq Score
Ir Greq Score
Ir Greq Score
Ir Greq Score
old
585
566
new
593
604
149
150
As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a scale of 200-800(old) and
after 8/1/11 on a scale of 130-170(new)
General test percentage distribution of scores within intended graduate major field that is based on the performance of
seniors and non-enrolled college graduates who were tested on the verbal and quantitative examination.
GRE
Intended Graduate Major
English Language and
Literature*
Test-Takers
11,640
Mean Score (Verbal)
157
Mean Score (Quantitative)
149
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
Comments: Refer to Charts 2a – 2d in your response. (Suggested limit 1/2 page)
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
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)
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2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of Students
2006
2007
2008
2009
Majors
24
26
35
23
27
Minors
0
0
0
0
0
Total
24
26
35
23
27
MAJORS
2h.
2005
ENG
Fall 2010
Fall 2011
Majors
Majors
MA
27
Fall 2012
Fall 2013
Majors
Majors
26
21
24
Number of degrees granted during the past five years. See table below.
Academic Year
Degrees
Granted
MA
SJC-GR
ENG
English
04/05
05/06
06/07
07/08
08/09
12
7
10
25
9
MA
10/11
11/12
12/13
Degrees Conferred
Degrees Conferred
Degrees Conferred
16
17
15
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Below is comparison degrees conferred data for local and national institutions based on data retrieved from the IPEDS
website. This is based on the Classification of Instructional Program (CIP) Code of 23-English Language and
Literature/Letters.
20092010
20102011
20112012
Master's
Local
372
424
417
National
9,201
9,476
9,939
1
Local institution include: Adelphi University, Columbia University, CUNY Queens College, Fordham University,
Hofstra University, Iona College, C.W. Post University, Manhattan College, New York University, Pace University,
Seton Hall University, Stony Brook University, and Wagner College.
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)
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)
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)
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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)
Standard 2.
Additional comments if needed: (Suggested limit 1 page)
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
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?
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.
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Fastest growing occupations and occupations having the largest numerical increase in employment by level of education
and training projected.
Fastest Growing Occupations
Change, 2010-20
Percent
Numeric
Writers and Authors
6%
9,500
Proofreaders and Copy Markers
6%
4,100
Editors
1%
800
Occupations having the
largest numerical increase
in employment
Writers and Authors
Change, 2010-20
Percent
Numeric
6%
9,500
Projected Changes in Related Occupations (2010 – 2020)
Changes, 2010-20
Grow much slower than average – Increase 1 to 6%
Percent
Numeric
Writers and Authors
6%
9,500
Proofreaders and Copy Markers
6%
4,100
Editors
1%
800
*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm
Standard 3.
Additional comments if needed: (Suggested limit 1 page)
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
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
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LAS_ENG_ENG_MA_Q
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)
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)
Standard 4.
Additional comments if needed. (Suggested limit 1 page)
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. Then calculate the student to full-time faculty
ratio.
Fall 2005
Fall 2006
# Majors/
FT Faculty
FT
PT
Total
Majors
6
18
24
Minors
FT
11
PT
15
0
Majors
& Minors
Combined
6
18
# of FTE
Students
(Majors &
Minors)
6.00
6.00
Fall 2007
Total
26
FT
13
PT
22
0
Fall 2008
Total
35
FT
6
PT
17
0
Fall 2009
Total
23
FT
20
PT
7
0
Total
27
0
24
11
15
26
13
22
35
6
17
23
20
7
27
12.00
11.00
5.00
16.00
13.00
7.33
20.33
6.00
5.67
11.67
20.00
2.33
22.33
# of FTE
Faculty
assigned
to the
program
18
19
22
23
23
FTE
Student/
FTE
Faculty
Ratio
2:3
1.2:1
1:1
1:2
1:1
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Fall 2010
Fall 2011
Fall 2012
Fall 2013
F
P
Total
F
P
Total
F
P
Total
F
P
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
MAJORS
23
4
27
24
Fall 2010
Total FTE MAJORS
2
26
16
Fall 2011
5
21
20
Fall 2012
4
24
Fall 2013
F
P
Total
F
P
Total
F
P
Total
F
P
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
23
1.333
24.333
24
0.667
24.667
16
1.667
17.667
20
1.333
21.333
Fall 2010
Fall 2011
Fall 2012
Fall 2013
# of FTE faculty assigned to the
program
FTE Student/FTE Faculty Ratio
Important Notes:
FTE Students = Number of FT Students + (number of PT Students/3)
FTE Faculty = Number of FT Faculty + (number of PT Faculty/3)
This methodology is used by STJ for all external reporting.
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LAS_ENG_ENG_MA_Q
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 Hours
Fall 2005
Taught
#
Fall 2006
Fall 2007
Fall 2008
Fall 2009
%
#
%
#
%
#
%
#
%
2244
29%
5370
68%
5889
66%
2142
45%
3540
78%
PT Faculty
5400
71%
2523
32%
3087
34%
2595
55%
1023
22%
Total
7644
100%
7893
100%
8976
100%
4737
100%
4563
100%
FT Faculty
% consumed by
Non-Majors
80%
79%
81%
69%
57%
Fall 2005 – Fall 2007 include English Composition.
Credit Hrs Taught
Fall 2010
Fall 2011
Number
Fall 2012
Number
Percent
F-T Faculty
2,622
56.0%
2,631
57.4%
P-T Faculty (inc
Admin)
2,058
44.0%
1,956
42.6%
0.0%
Total
% Consumed by
Non-Majors
4,680
2,838
100%
60.6%
Percent
Number
Percent
Number
Percent
2,580
48.2%
2,451
47.9%
2,775
51.8%
2,661
52.1%
0.0%
4,587
2,826
100%
61.6%
Fall 2013
0.0%
5,355
3,711
0.0%
100%
5,112
100%
69.3%
3,579
70.0%
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LAS_ENG_ENG_MA_Q
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time
faculty (including administrators).
Courses
Taught
Fall 2005
#
Fall 2006
%
Fall 2007
Fall 2008
Fall 2009
#
%
#
%
#
%
#
%
88
69%
106
66%
39
48%
59
76%
FT Faculty
36
29%
PT Faculty
89
71%
40
31%
54
34%
43
52%
19
24%
Total
125
100%
128
100%
160
100%
82
100%
78
100%
Fall 2005 – Fall 2007 include English Composition.
Courses
Taught
Fall 2010
Number Percent
Fall 2011
Number
Fall 2012
Percent
Number
Fall 2013
Percent Number Percent
F-T Faculty
40
56.3% 54
78.3% 44
50.0% 47
54.0%
P-T Faculty
(inc Admin)
31
43.7% 15
21.7% 44
50.0% 40
46.0%
Total
71
0.0%
0.0%
0.0%
100% 69
100% 88
100%
0.0%
87
100%
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LAS_ENG_ENG_MA_Q
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)
Departmental Plan
2005
FT
2006
PT
Total
#
%
#
%
Male
11
58%
19
43%
Female
8
42%
25
Total
19
100%
Black
0
Hispanic
FT
2007
PT
Total
#
%
#
%
30
17
46%
12
46%
57%
33
20
54%
14
44
100%
63
37
100%
0%
3
7%
3
2
0
0%
0
0%
0
Asian
1
5%
1
2%
White
15
79%
38
Unknown
3
16%
Total
19
100%
Tenured
9
Tenure-Track
FT
2008
PT
Total
#
%
#
%
29
19
42%
8
36%
54%
34
26
58%
14
26
100%
63
45
100%
5%
2
8%
4
2
1
3%
0
0%
1
2
3
8%
1
4%
86%
53
31
84%
21
2
5%
5
0
0%
44
100%
63
37
100%
47%
9
10
10
53%
10
Not Applicable
0
0%
Total
19
100%
FT
2009
PT
Total
#
%
#
%
27
13
52%
7
32%
64%
40
12
48%
15
22
100%
67
25
100%
4%
0
0%
2
1
2
4%
0
0%
2
4
3
7%
2
9%
81%
52
34
76%
15
2
8%
2
4
9%
26
100%
63
45
100%
27%
10
12
12
32%
12
0
15
41%
19
37
100%
FT
PT
Total
#
%
#
%
20
13
52%
3
25%
16
68%
27
12
48%
9
75%
21
22
100%
47
25
100%
12
100%
37
4%
2
9%
3
1
4%
1
8%
2
0
0%
1
5%
1
0
0%
1
8%
1
5
2
8%
2
9%
4
2
8%
1
8%
3
68%
49
20
80%
16
73%
36
20
80%
9
75%
29
5
23%
9
2
8%
1
5%
3
2
8%
0
0%
2
22
100%
67
25
100%
22
100%
47
25
100%
12
100%
37
27%
12
14
56%
14
15
60%
15
12
27%
12
11
44%
11
10
40%
10
15
21
47%
21
0
0%
0
0
0%
0
37
45
100%
45
25
100%
25
25
100%
25
Gender
Ethnicity
Tenure Status
Self-Study Template12
LAS_ENG_ENG_MA_Q
2010
FT
2011
PT
Total
#
%
#
%
Male
12
48%
8
47%
Female
13
52%
9
53%
Total
25
1
17
1
4%
FT
2012
PT
Total
#
%
#
%
20
12
50%
3
30%
22
12
50%
7
70%
42
24
0%
1
1
FT
2013
PT
Total
#
%
#
%
15
12
50%
7
39%
19
12
50%
11
61%
34
24
0%
1
1
FT
PT
Total
#
%
#
%
19
13
54%
11
52%
24
23
11
46%
10
48%
21
42
24
Gender
10
18
21
45
Ethnicity
Black
Hispanic
Asian
2
American
Indian/Alaskan
Native
0%
1
6%
1
8%
1
6%
3
0%
0%
4%
0%
1
10%
1
1
4%
1
10%
2
0
1
4%
0%
4%
0%
1
0%
1
5%
1
0%
3
14%
3
0%
2
11%
2
1
4%
2
11%
3
2
8%
2
10%
4
1
1
4%
0%
1
1
4%
0
0%
1
White
21
84%
12
71%
33
20
83%
6
60%
26
20
83%
12
67%
32
20
83%
13
62%
33
2 or More Races
1
4%
1
6%
2
1
4%
1
10%
2
1
4%
1
6%
2
1
4%
1
5%
2
0
0%
0
1
5%
1
Native
Hawaiian/Pacific
Islander
Unknown
Total
0%
25
2
17
12%
2
0%
42
24
1
10
10%
1
0%
34
24
1
18
6%
1
0%
42
24
21
45
Tenure Status
Tenured
16
64%
16
18
75%
18
20
83%
20
22
92%
22
Tenure-Track
9
36%
9
6
25%
6
4
17%
4
2
8%
2
0%
0
0%
0
0%
0
0%
0
Not Applicable
Total
25
25
24
24
24
24
24
24
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LAS_ENG_ENG_MA_Q
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)
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)
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
04/05
05/06
06/07
07/08
08/09
$ Amount
Program
$ Amount
Department
136,000
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
7,500
3,333
103,500
-
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)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
English (Q)
4.41
4.61
4.51
4.61
4.72
4.66
Saint John’s
College
4.23
4.26
4.19
4.37
4.40
4.40
Total Graduate
4.14
4.16
4.30
4.37
4.39
4.52
Note: Institutional Vibrancy is the average of the first 14 questions on the course evaluation, with questions pertaining
to course organization, communication, faculty-student interaction, and assignments/grading. All course evaluation
questions range from 1 (Strongly Disagree) to 5 (Strongly Agree).
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LAS_ENG_ENG_MA_Q
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)
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)
Standard 5.
Additional comments if needed. (Suggested limit 1 page)
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)
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)
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)
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)
Standard 6.
Additional comments if needed. (Suggested limit 1 page)
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)
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