AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Government & Politics BA SI
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)
SJC_GOV_GOV_BA_SI
Self-Study Template 1
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
SAT
High School Average
2005
2006
2007
2008
2009
2005
2006
2007
2008
2009
Program
1075
1065
1110
1033
1159
86
90
89
87
87
School/
College
1014
1057
1074
1069
1097
85
87
88
88
88
University
1068
1075
1075
1087
1092
86
87
87
87
88
Freshmen SAT Scores
Fall 2010
Fall 2011
Computed
gov
Fall 2012
Computed
1,123
Fall 2013
Computed
1,193
Computed
1,043
1,197
Freshmen High School Average
Fall 2010
Fall 2011
High School
gov
Fall 2012
High School
86
Fall 2013
High School
86
SAT Scores
High School
88
88
High School Average
2010
2011
2012
2013
2010
2011
2012
2013
School/
College - SI
1079
1113
1097
1104
87
88
88
90
Total
University
1097
1087
1096
1104
87
87
88
89
SJC_GOV_GOV_BA_SI
Self-Study Template 2
SAT
Test-Takers
Intended College Major
Mean Scores
Number
Percent (%)
Critical Reading
Mathematics
Total
489
0.4%
445
440
886
Public Administration and Social Services Professions
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
Undergraduate 1st Year Retention Rate
2b.
Fall
2003
2004*
2005
2006
2007
2008**
# Fresh
# Ret
%
Program
100%
100%
100%
83%
75%
3
3
100%
School/
College
76%
70%
79%
83%
77%
102
86
84%
University
78%
78%
78%
79%
76%
3268
2557
78%
Note* The % of students started in Fall 2004 and returned to the program in Fall 2005
** The % of students started in Fall 2008 and returned to the program in Fall 2009
2009
Total
GOV
8
2010
Returned
DNR
#
%
#
%
5
63%
3
38%
Total
6
2011
Returned
DNR
#
%
#
%
4
67%
2
33%
Total
7
2012
Returned
DNR
#
%
#
%
5
71%
2
29%
Total
7
Returned
DNR
#
%
#
%
6
86%
1
14%
Fall
2009
2010
2011
2012**
# Fresh
# Ret
%
School/
College - SI
85%
71%
85%
53
45
85%
Total University
78%
78%
76%
2757
2195
80%
* The % of students started in Fall 2012 and returned to the program in Fall 2013
SJC_GOV_GOV_BA_SI
Self-Study Template 3
2c.
Undergraduate 6 Year Graduation Rate
Fall
1999
2000
2001
2002
2003
Program
75%
0%
40%
40%
50%
School/
College
Average Rate
74%
65%
60%
69%
58%
University
64%
59%
61%
61%
58%
2004
Total
GOV
2005
Graduated
2
#
%
1
50%
Total
2006
Graduated
8
#
%
7
88%
Total
6
2007
Graduated
#
%
4
67%
Total
4
Graduated
#
%
3
75%
Fall
2004
2005
2006
2007
School/College
Average Rate - SI
56%
74%
65%
58%
Total University
58%
58%
59%
55%
2d.
Graduate Standardized Test Scores
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)
SJC_GOV_GOV_BA_SI
Self-Study Template 4
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of
Students
2005
2006
2007
2008
2009
Majors
27
26
21
24
23
Minors
3
6
1
3
4
Total
30
32
22
27
27
Fall 2010 Fall 2011 Fall 2012 Fall 2013
Majors
MAJORS
GOV
BA
Majors
20
20
Majors
15
17
19
1
2
1
16
19
20
BA/MA
Total
Majors
Fall 2010 Fall 2011 Fall 2012
Minors
MINORS
Government & Politics
Minors
1
Minors
1
1
Fall 2010 Fall 2011 Fall 2012 Fall 2013
Total
Total
2h.
Total
21
17
Total
20
Total
20
Number of degrees granted during the past five years. See table below.
Academic Year
Degrees
Granted
04/05
05/06
06/07
07/08
08/09
BA
9
1
8
2
8
SJC_GOV_GOV_BA_SI
Self-Study Template 5
SJC-UG-SI
GOV
Government & Politics
BA
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
6
2
4
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 45-Social Sciences.
20092010
20102011
20112012
Bachelors
Local
3,417
National
137,582
3,423
3,322
142,145
143,422
1Local
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)
SJC_GOV_GOV_BA_SI
Self-Study Template 6
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.
SJC_GOV_GOV_BA_SI
Self-Study Template 7
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
0%
200
Paralegal and Legal Assistants
18%
46,900
Judges, Mediators, and Hearing
Officer
7%
4,600
Legislators
Occupations having the
largest numerical increase in
employment
Paralegal and Legal
Assistants
Change, 2010-20
Percent
Numeric
18%
46,900
Changes, 2010-20
Grow faster than average - Increase 15 to 20.9%
Paralegal and Legal Assistants
Percent
Numeric
18%
46,900
Changes, 2010-20
Grow about as fast as average - Increase 7 to 14.9%
Judges, Mediators, and Hearing Officer
Percent
Numeric
7%
4,600
Changes, 2010-20
G Little or no change - decrease 2 percent to increase 2 percent
Legislators
Percent
Numeric
0%
200
*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
SJC_GOV_GOV_BA_SI
Self-Study Template 8
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
27
0
27
25
Minors
3
3
6
Majors
& Minors
Combined
30
0
30
31
# of FTE
Students
(Majors &
Minors)
30.00
0.00
30.00
31.00
FT
PT
1
Fall 2007
Total
FT
PT
26
21
6
1
1
32
22
0.33
31.33
22.00
0
Fall 2008
Total
FT
PT
21
24
1
3
0
22
27
0.00
22.00
27.00
0
Fall 2009
Total
FT
PT
Total
24
23
23
3
4
4
0
27
27
0
27
0.00
27.00
27.00
0.00
27.00
# of FTE
Faculty
assigned
to the
program
0
0
0
0
0
FTE
Student/
FTE
Faculty
Ratio
0
0
0
0
0
SJC_GOV_GOV_BA_SI
Self-Study Template 9
Fall 2010
Fall 2011
Fall 2012
Fall 2013
F
P
Total
F
Total
F
Total
F
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
MAJORS
21
1
22
Fall 2012
Total
Minors
Minors
1
P
Minors
1
F
MAJORS/MINORS
SJC_GOV_GOV_BA_SI
19
20
1
1
P
Fall 2011
Fall 2012
Fall 2013
Total
F
Total
F
Total
F
P
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
22
1
23
19
19
19
1
20
21
21
F
FTE MAJORS
1
Minors
Fall 2010
Total
18
Total
Fall 2010
Total
18
Fall 2013
F
MINORS
18
P
Fall 2011
Fall 2012
Total
F
Total
F
Total
F
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
22
0.333
22.333
19
19
19
Fall 2013
0.333 19.333
P
Total
FTE
FTE
21
21
Self-Study Template 10
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.
The figure for majors includes first and any second majors.
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
Fall 2006
Fall 2007
Fall 2008
Fall 2009
#
%
#
%
#
%
#
%
#
%
2166
67%
1671
55%
1713
62%
2019
64%
2310
70%
PT Faculty
1044
33%
1365
45%
1065
38%
1158
36%
1005
30%
Total
3210
100%
3036
100%
2778
100%
3177
100%
3315
100%
Taught
FT Faculty
% consumed by
SJC_GOV_GOV_BA_SI
Non-Majors
30%
30%
28%
37%
32%
Self-Study Template 11
Credit Hrs
Taught
Fall 2010
Number
Fall 2011
Percent
Number
Fall 2012
Percent
Number
Fall 2013
Percent
F-T Faculty
1,992
59.9%
1,800
57.0%
1,947
75.8%
P-T Faculty (inc
Admin)
1,332
40.1%
1,356
43.0%
621
24.2%
0.0%
Total
3,324
% Consumed by
Non-Majors
975
100%
29.3%
0.0%
3,156
1,068
100%
33.8%
Number
1,596
63.0%
936
0.0%
2,568
591
100%
23.0%
Percent
37.0%
0.0%
2,532
531
100%
21.0%
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
#
%
#
%
#
%
#
%
27
60%
29
64%
31
63%
31
66%
FT Faculty
26
67%
PT Faculty
13
33%
18
40%
16
36%
18
37%
16
34%
Total
39
100%
45
100%
45
100%
49
100%
47
100%
SJC_GOV_GOV_BA_SI
Self-Study Template 12
Courses
Taught
Fall 2010
Number
Percent
Fall 2011
Number
Fall 2012
Percent
Number
Fall 2013
Percent
Number
Percent
F-T Faculty
26
60.5%
37
67.3%
31
75.6%
27
65.9%
P-T Faculty (inc
Admin)
17
39.5%
18
32.7%
10
24.4%
14
34.1%
0.0%
Total
43
100%
0.0%
55
100%
0.0%
41
100%
0.0%
41
100%
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)
SJC_GOV_GOV_BA_SI
Self-Study Template 13
Departmental Plan
2005
FT
2006
PT
Total
#
%
#
%
Male
7
64%
4
50%
Female
4
36%
4
Total
11
100%
Black
1
Hispanic
FT
2007
PT
Total
#
%
#
%
11
7
64%
8
62%
50%
8
4
36%
5
8
100%
19
11
100%
9%
0
0%
1
0
0
0%
1
13%
1
Asian
1
9%
0
0%
White
9
82%
7
Unknown
0
0%
Total
11
100%
Tenured
9
Tenure-Track
FT
2008
PT
Total
#
%
#
%
15
7
64%
4
36%
38%
9
4
36%
7
13
100%
24
11
100%
0%
1
8%
1
0
0
0%
1
8%
1
1
1
9%
0
0%
88%
16
10
91%
11
0
0%
0
0
0%
8
100%
19
11
100%
82%
9
9
1
9%
1
Not Applicable
1
9%
Total
11
100%
FT
2009
PT
Total
#
%
#
%
11
8
67%
5
45%
64%
11
4
33%
6
11
100%
22
12
100%
0%
1
9%
1
0
0
0%
1
9%
1
1
1
9%
0
0%
85%
21
10
91%
9
0
0%
0
0
0%
13
100%
24
11
100%
82%
9
9
2
18%
2
1
0
0%
11
11
100%
FT
PT
Total
#
%
#
%
13
8
67%
5
50%
13
55%
10
4
33%
5
50%
9
11
100%
23
12
100%
10
100%
22
0%
1
9%
1
0
0%
1
10%
1
0
0%
1
9%
1
0
0%
1
10%
1
1
1
8%
0
0%
1
1
8%
0
0%
1
82%
19
11
92%
9
82%
20
11
92%
8
80%
19
0
0%
0
0
0%
0
0%
0
0
0%
0
0%
0
11
100%
22
12
100%
11
100%
23
12
100%
10
100%
22
82%
9
9
75%
9
9
75%
9
2
18%
2
3
25%
3
3
25%
3
0
0
0%
0
0
0%
0
0
0%
0
11
11
100%
11
12
100%
12
12
100%
12
Gender
Ethnicity
Tenure Status
SJC_GOV_GOV_BA_SI
Self-Study Template 14
2010
FT
2011
PT
Total
#
%
#
%
Male
7
64%
6
55%
Female
4
36%
5
45%
Total
11
FT
2012
PT
Total
#
%
#
%
13
8
67%
6
60%
9
4
33%
4
40%
22
12
FT
2013
PT
Total
#
%
#
%
14
8
67%
3
75%
8
4
33%
1
25%
22
12
FT
PT
Total
#
%
#
%
11
8
67%
3
60%
11
5
4
33%
2
40%
6
16
12
Gender
11
10
4
5
17
Ethnicity
Black
0%
1
9%
1
0%
1
10%
1
0%
Hispanic
0%
1
9%
1
0%
1
10%
1
0%
1
0%
0
0%
1
20%
1
25%
1
0%
1
20%
1
Asian
1
9%
0%
1
1
8%
0%
1
1
8%
0%
1
1
8%
0
0%
1
American
Indian/Alaskan Native
1
9%
0%
1
1
8%
0%
1
1
8%
0%
1
1
8%
0
0%
1
White
9
82%
82%
18
10
83%
80%
18
10
83%
75%
13
10
83%
3
60%
13
2 or More Races
0
0%
0
Native
Hawaiian/Pacific
Islander
0
0%
0
0
0%
0
Unknown
9
0%
Total
11
0%
11
0
8
0%
22
12
0%
10
0
3
0%
22
12
0%
4
0
0%
16
12
5
17
Tenure Status
Tenured
9
82%
9
10
83%
10
11
92%
11
11
92%
11
Tenure-Track
2
18%
2
2
17%
2
1
8%
1
1
8%
1
0%
0
0%
0
0%
0
0%
0
Not Applicable
Total
11
SJC_GOV_GOV_BA_SI
11
12
12
12
12
12
12
Self-Study Template 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)
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
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
-
-
-
-
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)
Governement
& Politics (SI)
Saint John’s
College
Total
Undergraduate
Instructional Vibrancy (Spring)
2011
2012
2013
2011
2012
2013
4.60
4.33
-
4.60
4.40
-
3.95
4.01
4.00
4.28
4.33
4.33
4.01
3.21
4.07
4.27
4.29
4.35
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).
SJC_GOV_GOV_BA_SI
Self-Study Template 16
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. (Suggest 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)
SJC_GOV_GOV_BA_SI
Self-Study Template 17