AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE

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AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Government & Politics MA R
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
2c.
Undergraduate 6 Year Graduation Rate
SJC_GOV_GOV_MA_R
Self-Study Template 1
2d.
Graduate Standardized Test Scores
Fall
2005
Program
2006
2007
2008
2009
559/551 546/484 520/594 570/584 395/583
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
Gov & Politics R MA
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Ir Grev Score
Ir Grev Score
Ir Grev Score
Ir Grev Score
old
720
512
new
490
158
154
New Graduate Students GRE Quantitative
Mean Scores
Gov & Politics R MA
old
new
Fall 2010
Fall 2011
Fall 2012
Ir Greq Score
Ir Greq Score
Ir Greq Score
780
532
Fall 2013
Ir Greq Score
525
140
152
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)
Based on students with valid scores in BANNER - therefore it may be small in some cases.
SJC_GOV_GOV_MA_R
Self-Study Template 2
New Graduate Students GRE Verbal
Mean Scores
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Ir Grev Score Ir Grev Score Ir Grev
Score
Graduate School Arts & Sci
old
491
500
new
Ir Grev Score
497
532
154
153
New Graduate Students GRE Quantitative
Mean Scores
Fall 2010
Ir Greq
Score
Graduate School Arts & Sci
old
Fall 2011 Fall 2012
Ir Greq
Score
585
Ir Greq
Score
566
new
Fall 2013
Ir Greq
Score
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)
GRE
Intended Graduate Major
Test-Takers
Mean Score (Verbal)
Mean Score (Quantitative)
Political Science*
11,323
156
151
Public Administration*
2,476
152
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)
SJC_GOV_GOV_MA_R
Self-Study Template 3
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)
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of Students
2007
2008
2009
67
65
43
47
45
Minors
0
0
0
0
0
Total
67
65
43
47
45
GOV
Fall 2010
Fall 2011
Majors
Majors
MA
47
Fall 2012
GOV
SJC_GOV_GOV_MA_R
18
Government & Politics
14
37
Majors
32
36
07/08
08/09
25
12
22
MA
Fall 2013
Majors
Number of degrees granted during the past five years. See table below.
Academic Year
Degrees
Granted
04/05
05/06
06/07
MA
SJC-GR
2006
Majors
MAJORS
2h.
2005
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
13
34
24
Self-Study Template 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
Master's
Local
1,066
1,105
1,141
National
16,368
17,081
17,734
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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Self-Study Template 5
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?
SJC_GOV_GOV_MA_R
Self-Study Template 6
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.
Fastest growing occupations and occupations having the largest numerical increase in employment by level of education
and training projected.
Change, 2010-20
Fastest Growing Occupations
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
Projected Changes in Related Occupations (2010 – 2020)
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
G Little or no change - decrease 2 percent to increase 2
percent
Legislators
Percent
Numeric
7%
4,600
Changes, 2010-20
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)
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Self-Study Template 7
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
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)
SJC_GOV_GOV_MA_R
Self-Study Template 8
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
Fall 2007
Fall 2008
Fall 2009
Majors/
FT
Tota
Faculty
FT
PT
Total FT
PT
Total
FT
PT
Total FT
PT
Total
FT
PT
l
Majors
8
59
Minors
67
5
60
65
0
Majors
& Minors
Combine
d
8
59
# of FTE
Students
(Majors
&
Minors)
8.0
0
19.6
7
11
32
43
0
8
39
47
0
20
25
45
0
0
67
5
60
65
11
32
43
8
39
47
20
25
45
27.6
7
5.0
0
20.0
0
25.0
0
11.0
0
10.6
7
21.6
7
8.0
0
13.0
0
21.0
0
20.0
0
8.3
3
28.3
3
# of FTE
Faculty
assigned
to the
program
0
0
0
0
0
FTE
Student/
FTE
Faculty
Ratio
0
0
0
0
0
Fall 2010
F
P
Majors
MAJORS
SJC_GOV_GOV_MA_R
Fall 2011
Total
F
P
Fall 2012
Total
F
P
Fall 2013
Total
Majors Majors Majors Majors Majors Majors Majors Majors
29
18
47
22
15
37
18
14
32
F
P
Total
Majors Majors Majors
20
16
36
Self-Study Template 9
Fall 2010
F
Total
FTE MAJORS
P
Fall 2011
Total
F
P
Fall 2012
Total
F
P
Total
F
P
Total
FTE
FTE
FTE
FTE
FTE
FTE FTE
FTE FTE FTE FTE
FTE
29
35
18 4.667
6
22
5
27
Fall 2013
Fall 2010
22.66
20 5.333 25.333
7
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.
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
Taught
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%
FT Faculty
% consumed
by
Non-Majors
SJC_GOV_GOV_MA_R
30%
30%
28%
37%
32%
Self-Study Template 10
Credit Hrs
Taught
Fall 2010
Number Percent
Fall 2011
Number
Fall 2012
Percent
Number
Fall 2013
Percent Number Percent
F-T Faculty
1,992
59.9% 1,800
57.0% 1,947
75.8% 1,596
63.0%
P-T Faculty
(inc Admin)
1,332
40.1% 1,356
43.0% 621
24.2% 936
37.0%
Total
% Consumed
by NonMajors
3,324
975
0.0%
0.0%
0.0%
100% 3,156
100%
29.3% 1,068
33.8% 591
2,568
100%
0.0%
2,532
23.0% 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_MA_R
Self-Study Template 11
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%
Total
43
0.0%
0.0%
0.0%
100% 55
100% 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_MA_R
Self-Study Template 12
Departmental Data
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_MA_R
Self-Study Template 13
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
Total
9
0%
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_MA_R
11
12
12
12
12
12
12
Self-Study Template 14
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.)
External
Funding
Fiscal Year
04/05
05/06
06/07
07/08
08/09
$ Amount
Program
$ Amount
Department
External
Funding
Fiscal Year
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)
Government &
Politics (R)
Saint John’s
College
Total Graduate
Overall Evaluation (Spring)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
3.73
3.36
-
4.23
3.43
-
4.23
4.26
4.19
4.37
4.40
4.40
4.14
4.16
4.30
4.37
4.39
4.52
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Self-Study Template 15
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).
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)
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Self-Study Template 16
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_MA_R
Self-Study Template 17
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