AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: History BA 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)
Self-Study Template 1
LAS_HIS_HIST_BA_Q
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
SAT
2005
2006
High School Average
2007
2008
2009
2005
2006
2007
2008
2009
Program
1084
1093
1121
1127
1112
88
87
88
88
89
School/
College
1104
1099
1085
1093
1093
88
88
88
88
89
University
1068
1075
1075
1087
1092
86
87
87
87
88
Freshmen SAT Scores
Fall 2010
Fall 2011
Computed
HIS
Fall 2012
Computed
1,114
Fall 2013
Computed
1,083
Computed
1,087
1,119
Freshmen High School Average
Fall 2010
Fall 2011
High School
HIS
Fall 2012
High School
86
Fall 2013
High School
High School
88
88
SAT Scores
89
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 2
LAS_HIS_HIST_BA_Q
Intended college major for 2012 college-bound seniors
SAT
Test-Takers
Intended College Major
Mean Scores
Number Percent (%) Critical Reading
History
1,803
1.3%
Mathematics
Total
505
1034
529
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf
2b.
Undergraduate 1st Year Retention Rate
Fall
2003
2004*
2005
2006
2007
2008**
# Fresh
# Ret
%
Program
83%
74%
67%
79%
87%
34
23
68%
School/
College
77%
79%
77%
77%
73%
1005
768
76%
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
HIS
26
2010
Returned
DNR
#
%
#
%
17
65%
9
35%
Total
30
2011
Returned
DNR
Total
#
%
#
%
24
80%
6
20%
2012
Returned
24
DNR
#
%
#
%
17
71%
7
29%
Total
Returned
15
DNR
#
%
#
%
12
80%
3
20%
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
Self-Study Template 3
LAS_HIS_HIST_BA_Q
2c.
Undergraduate 6 Year Graduation Rate
Fall
1999
2000
2001
2002
2003
Program
67%
76%
69%
71%
61%
School/
College
Average Rate
61%
59%
58%
60%
57%
University
64%
59%
61%
61%
58%
HIS
Fall 2004 cohort
Total Graduated
19 11
58%
Fall 2005 cohort
Total Graduated
18 10
56%
Fall 2006 cohort
Total Graduated
24 16
67%
Fall 2007 cohort
Total Graduated
23 16
70%
Fall
2004
2005
2006
2007
School/College
Average Rate - Q
57%
57%
57%
51%
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)
Self-Study Template 4
LAS_HIS_HIST_BA_Q
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
111
106
107
137
133
Minors
7
8
14
14
9
118
114
121
151
142
Total
MAJORS
HIS
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
BA
113
108
89
87
8
7
6
5
121
115
95
92
BA/MA
Total
MINORS
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Minors
Minors
Minors
Minors
History
Total
14
16
18
16
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Total
Total
Total
Total
135
131
113
108
Self-Study Template 5
LAS_HIS_HIST_BA_Q
2h.
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
26
25
30
14
32
SJC -UG-Q
HIS
History
BA
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
35
38
24
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 54-History.
20092010
20102011
20112012
Bachelors
Local
741
795
742
National
35,198
34,999
35,121
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)
Self-Study Template 6
LAS_HIS_HIST_BA_Q
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)
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.
Self-Study Template 7
LAS_HIS_HIST_BA_Q
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
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.
Self-Study Template 8
LAS_HIS_HIST_BA_Q
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.
# Majors/
FT Faculty
Fall 2005
FT
PT
Majors
104
7
Minors
7
Majors
& Minors
Combined
111
7
# of FTE
Students
(Majors &
Minors)
111.00
# of FTE
Faculty
assigned
to the
program
12
FTE
Student/
FTE
Faculty
Ratio
9.44
Fall 2006
Total
FT
PT
111
101
7
8
118
109
2.33
113.33
13
16.33
Fall 2007
Total
PT
106
105
8
14
5
114
119
109.00
1.67
110.67
15
11
18.67
6.94
5
FT
7.38
5.93
Fall 2010
2
Fall 2008
Total
FT
107
135
14
14
2
121
149
119.00
0.67
119.67
15
14
19.67
7.98
6.08
Fall 2011
PT
Fall 2009
Total
2
FT
PT
137
131
14
9
2
151
140
2
142
149.00
0.67
149.67
140.00
0.67
140.67
17
11
20.67
15
9
8.80
7.24
2
18.00
9.38
Fall 2012
7.81
Fall 2013
P
Total
F
P
Total
F
P
Total
F
P
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
127
Fall 2010
6
133
Fall 2011
122
5
127
Fall 2012
102
6
133
9
F
MAJORS
Total
108
100
2
102
Fall 2013
Self-Study Template 9
LAS_HIS_HIST_BA_Q
F
Total
F
Total
F
Minors
Minors
Minors
Minors
Minors
MINORS
14
14
16
P
16
17
Fall 2010
F
Total
MAJORS/MINORS
P
Minors
Minors
1
18
P
Total
F
P
Total
Minors
15
Minors
1
16
Fall 2012
Total
F
P
Fall 2013
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
141
6
147
138
5
143
119
7
126
F
FTE MAJORS
F
Fall 2011
Fall 2010
Total
Minors
Total
P
Fall 2011
Total
F
P
F
F
P
Total
Total Total Total
115
Fall 2012
Total
P
3
118
Fall 2013
Total
F
P
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
141
2
143
138
1.667
139.667
119
2.333
121.333
115
1
116
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.
Self-Study Template 10
LAS_HIS_HIST_BA_Q
Credit
Hours
Taught
Fall 2005
#
Fall 2006
Fall 2007
Fall 2008
Fall 2009
%
#
%
#
%
#
%
#
%
2091
44%
2454
56%
2427
51%
3111
65%
3708
76%
PT Faculty
2646
56%
1953
44%
2313
49%
1650
35%
1194
24%
Total
4737
100%
4407
100%
4740
100%
4761
100%
4902
100%
FT Faculty
% consumed
by
Non-Majors
82%
Credit Hrs
Taught
Fall 2010
Number
82%
Fall 2011
Percent
Number
79%
Fall 2012
Percent
Number
77%
Fall 2013
Percent
Number
Percent
F-T Faculty
2,890
54.9%
2,784
50.3%
2,282
42.9%
1,860
39.9%
P-T Faculty (inc
Admin)
2,373
45.1%
2,748
49.7%
3,042
57.1%
2,799
60.1%
0.0%
Total
% Consumed
by Non-Majors
5,263
4,163
100%
79.1%
0.0%
5,532
4,443
100%
80.3%
0.0%
5,324
4,332
78%
100%
81.4%
0.0%
4,659
3,633
100%
78.0%
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time
faculty (including administrators).
Self-Study Template 11
LAS_HIS_HIST_BA_Q
Courses
Taught
Fall 2005
#
Fall 2006
%
Fall 2007
Fall 2008
Fall 2009
#
%
#
%
#
%
#
%
39
62%
44
59%
50
71%
54
79%
FT Faculty
29
52%
PT Faculty
27
48%
24
38%
30
41%
20
29%
14
21%
Total
56
100%
63
100%
74
100%
70
100%
68
100%
Courses
Taught
Fall 2010
Number
Fall 2011
Percent
Number
Fall 2012
Percent
Number
Fall 2013
Percent
Number
Percent
F-T Faculty
42
62.7% 34
79.1% 40
52.6% 34
50.7%
P-T Faculty
(inc Admin)
25
37.3% 9
20.9% 36
47.4% 33
49.3%
Total
67
0.0%
0.0%
0.0%
100% 43
100% 76
100%
0.0%
67
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)
Self-Study Template 12
LAS_HIS_HIST_BA_Q
Departmental Plan
2005
FT
2006
PT
Total
#
%
#
%
Male
12
80%
15
94%
Female
3
20%
1
Total
15
100%
Black
1
Hispanic
FT
2007
PT
Total
#
%
#
%
27
13
72%
13
93%
6%
4
5
28%
1
16
100%
31
18
100%
7%
0
0%
1
2
1
7%
1
6%
2
Asian
1
7%
0
0%
White
10
67%
15
Unknown
2
13%
Total
15
100%
Tenured
10
Tenure-Track
FT
2008
PT
Total
#
%
#
%
26
11
61%
13
87%
7%
6
7
39%
2
14
100%
32
18
100%
11%
0
0%
2
1
1
6%
0
0%
1
1
1
6%
0
0%
94%
25
13
72%
13
0
0%
2
1
6%
16
100%
31
18
100%
67%
10
11
4
27%
4
Not Applicable
1
7%
Total
15
100%
FT
2009
PT
Total
#
%
#
%
24
12
60%
12
92%
13%
9
8
40%
1
15
100%
33
20
100%
6%
1
7%
2
2
1
6%
0
0%
1
1
1
6%
0
0%
93%
26
13
72%
13
1
7%
2
2
11%
14
100%
32
18
100%
61%
11
12
4
22%
4
1
3
17%
15
18
100%
FT
PT
Total
#
%
#
%
24
12
63%
9
100%
21
8%
9
7
37%
0
0%
7
13
100%
33
19
100%
9
100%
28
10%
2
15%
4
2
11%
2
22%
4
1
5%
0
0%
1
2
11%
0
0%
2
1
2
10%
0
0%
2
0
0%
0
0%
0
87%
26
13
65%
9
69%
22
13
68%
7
78%
20
1
7%
3
2
10%
2
15%
4
2
11%
0
0%
2
15
100%
33
20
100%
13
100%
33
19
100%
9
100%
28
67%
12
12
60%
12
12
63%
12
3
17%
3
5
25%
5
5
26%
5
3
3
17%
3
3
15%
3
2
11%
2
18
18
100%
18
20
100%
20
19
100%
19
Gender
Ethnicity
Tenure Status
Self-Study Template 13
LAS_HIS_HIST_BA_Q
2010
FT
2011
PT
Total
#
%
#
%
Male
8
47%
10
83%
Female
9
53%
2
17%
Total
17
FT
2012
PT
Total
#
%
#
%
18
9
50%
13
87%
11
9
50%
2
13%
29
18
25%
4
1
6%
2
FT
2013
PT
Total
#
%
#
%
22
8
47%
17
89%
11
9
53%
2
11%
33
17
13%
3
1
6%
FT
PT
Total
#
%
#
%
25
8
47%
16
80%
24
11
9
53%
4
20%
13
36
17
Gender
12
15
19
20
37
Ethnicity
Black
1
6%
Hispanic
2
12%
0%
2
2
11%
1
7%
3
2
12%
Asian
1
6%
0%
1
1
6%
1
7%
2
1
6%
0%
0%
0
0%
0
75%
20
73%
23
American
Indian/Alaskan Native
White
11
65%
3
9
0%
12
67%
11
2 or More Races
3
3
0%
12
71%
1
0%
12
16%
4
0%
2
16%
4
0%
0
63%
24
0%
3
15%
3
3
18%
0
0%
3
1
6%
1
5%
2
0%
0
0%
0
11
65%
16
80%
27
2
0%
0
0%
2
0
0%
0
0
0%
0
Native
Hawaiian/Pacific
Islander
Unknown
2
Total
17
12%
0%
12
2
2
29
18
11%
0%
15
2
0%
33
17
1
19
5%
1
0%
36
17
20
37
Tenure Status
Tenured
9
53%
9
11
61%
11
10
59%
10
10
59%
10
Tenure-Track
6
35%
6
5
28%
5
7
41%
7
7
41%
7
Not Applicable
2
12%
2
2
11%
2
0%
0
0%
0
Total
17
17
18
18
17
17
17
17
Self-Study Template 14
LAS_HIS_HIST_BA_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.)
External
Funding
Fiscal Year
04/05
05/06
06/07
07/08
99,854
28,000
18,000
33,350
08/09
$ Amount
Program
$ Amount
Department
External
Funding
Fiscal Year
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
10,000
7,353
30,800
2,955
Self-Study Template 15
LAS_HIS_HIST_BA_Q
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)
History (Q)
Saint John’s
College
Total
Undergraduate
Overall Evaluation (Spring)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
4.24
4.15
4.06
4.54
4.43
4.31
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).
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)
Self-Study Template 16
LAS_HIS_HIST_BA_Q
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)
Self-Study Template 17
LAS_HIS_HIST_BA_Q