AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: History 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.
Self-Study Template 1
LAS_HIS_HIST_MA_Q
2a.
Undergraduate SAT and High School Average
2b.
Undergraduate 1st Year Retention Rate
2c.
Undergraduate 6 Year Graduation Rate
2d.
Graduate Standardized Test Scores
Fall
2005
Program
School/College
Average Rate
481/561
2006
2007
540/560
490/550
494/569
465/551
2008
2009
501/588
472/577
Regional Comparison
National Comparison
New Graduate Students GRE Verbal
Mean Scores
Fall 2010
Fall 2011
Ir Grev Score
History
MA
old
Fall 2012
Ir Grev Score
530
Fall 2013
Ir Grev Score
Ir Grev Score
453
new
152
151
Self-Study Template 2
LAS_HIS_HIST_MA_Q
New Graduate Students GRE Quantitative
Mean Scores
Fall 2010
Fall 2011
Ir Greq Score
History
MA
old
Fall 2012
Ir Greq Score
Fall 2013
Ir Greq Score
590
Ir Greq Score
520
new
146
155
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)
Based on students with valid scores in BANNER - therefore n maybe small in some cases.
New Graduate Students GRE Verbal
Mean Scores
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Ir Grev Ir Grev Ir Grev Ir Grev
Score Score Score Score
Graduate School Arts & Sci
old
491
500
new
497
532
154
153
New Graduate Students GRE Quantitative
Mean Scores
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Ir Greq Ir Greq Ir Greq Ir Greq
Score Score Score Score
Graduate School Arts & Sci
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)
GRE
Intended Graduate Major
History*
Test-Takers
7,479
Mean Score (Verbal)
Mean Score (Quantitative)
156
148
*For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
Self-Study Template 3
LAS_HIS_HIST_MA_Q
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)
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of
Students
2005
2006
2007
2009
Majors
18
25
23
17
15
Minors
0
0
0
0
0
Total
18
25
23
17
15
MAJORS
HIS
MA
Total
2h.
2008
Fall 2010
Fall 2011
Majors
Majors
Fall 2012
Fall 2013
Majors
Majors
17
22
24
21
17
22
24
21
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
MA
7
5
10
8
8
Self-Study Template 4
LAS_HIS_HIST_MA_Q
SJC-GR
HIS
History
MA
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
6
11
14
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
Master's
Local
125
133
117
National
3,854
4,003
4,155
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)
Self-Study Template 5
LAS_HIS_HIST_MA_Q
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 6
LAS_HIS_HIST_MA_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)
Self-Study Template 7
LAS_HIS_HIST_MA_Q
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
# Majors/
Faculty
Fall 2006
Majors
FT
PT
Total
3
15
18
Minors
Majors
Minors
FT
PT
8
Total
17
FT
25
0
Fall 2008
Fall 2009
PT
6
Total
17
FT
23
0
PT
2
Total
15
FT
17
0
PT
8
Total
7
15
0
0
&
3
15
# of FTE Students (Majors
& Minors)
3.00
5.00
# of FTE Faculty assigned to
the program
12
Combined
18
8
17
25
6
17
23
2
15
17
8
7
15
8.00
8.00
5.67
13.67
6.00
5.67
11.67
2.00
5.00
7.00
8.00
2.33
10.33
12
FTE Student/
FTE
Faculty Ratio
12
12
0.67
15
15
1.14
Fall 2010
15
15
0.78
Fall 2011
16
16
0.47
Fall 2012
0.65
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
6
11
17
Fall 2010
Total
Fall 2007
FT
FTE MAJORS
13
9
Fall 2011
22
17
7
Fall 2012
24
P
Total
F
P
Total
F
P
Total
F
P
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
13
3
16
17
12
3
15
3.667 9.667
9
21
Fall 2013
F
6
12
2.333 19.333
Self-Study Template 8
LAS_HIS_HIST_MA_Q
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.
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
%
#
%
#
%
#
%
#
%
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%
82%
79%
77%
78%
Self-Study Template 9
LAS_HIS_HIST_MA_Q
Credit Hrs Taught
Fall 2010
Number
Fall 2011
Percent
Number
Fall 2012
Percent
Number
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
5,263
% Consumed by
Non-Majors
0.0%
100%
4,163
5,532
79.1%
100%
4,443
0.0%
5,324
80.3%
0.0%
100%
4,332
4,659
81.4%
100%
3,633
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).
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
Fall 2011
Number
Fall 2012
Number
Percent
F-T Faculty
42
62.7%
34
79.1%
P-T Faculty (inc Admin)
25
37.3%
9
20.9%
0.0%
Total
67
100%
Percent
Number
Percent
Number
Percent
40
52.6%
34
50.7%
36
47.4%
33
49.3%
0.0%
43
100%
Fall 2013
0.0%
76
100%
0.0%
67
100%
Self-Study Template 10
LAS_HIS_HIST_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 Data
Self-Study Template 11
LAS_HIS_HIST_MA_Q
2005
FT
2006
PT
Total
#
%
#
%
12
80%
15
94%
FT
2007
PT
Total
#
%
#
%
13
72%
13
93%
FT
2008
PT
Total
#
%
#
%
11
61%
13
87%
FT
2009
PT
Total
#
%
#
%
12
60%
12
92%
FT
PT
Total
#
%
#
%
12
63%
9
100%
Gender
Male
27
26
24
24
21
Female
3
20%
1
6%
4
5
28%
1
7%
6
7
39%
2
13%
9
8
40%
1
8%
9
7
37%
0
0%
7
Total
15
100%
16
100%
31
18
100%
14
100%
32
18
100%
15
100%
33
20
100%
13
100%
33
19
100%
9
100%
28
Black
1
7%
0
0%
1
2
11%
0
0%
2
1
6%
1
7%
2
2
10%
2
15%
4
2
11%
2
22%
4
Hispani
c
1
7%
1
6%
2
1
6%
0
0%
1
1
6%
0
0%
1
1
5%
0
0%
1
2
11%
0
0%
2
Asian
1
7%
0
0%
1
1
6%
0
0%
1
1
6%
0
0%
1
2
10%
0
0%
2
0
0%
0
0%
0
White
10
67%
15
94%
25
13
72%
13
93%
26
13
72%
13
87%
26
13
65%
9
69%
22
13
68%
7
78%
20
Unkno
wn
2
13%
0
0%
2
1
6%
1
7%
2
2
11%
1
7%
3
2
10%
2
15%
4
2
11%
0
0%
2
Total
15
100%
16
100%
31
18
100%
14
100%
32
18
100%
15
100%
33
20
100%
13
100%
33
19
100%
9
100%
28
Tenure
d
10
67%
10
11
61%
11
12
67%
12
12
60%
12
12
63%
12
TenureTrack
4
27%
4
4
22%
4
3
17%
3
5
25%
5
5
26%
5
Not
Applica
ble
1
7%
1
3
17%
3
3
17%
3
3
15%
3
2
11%
2
Total
15
100%
15
18
100%
18
18
100%
18
20
100%
20
19
100%
19
Ethnicit
y
Tenure
Status
Self-Study Template 12
LAS_HIS_HIST_MA_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 13
LAS_HIS_HIST_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
99,854
28,000
18,000
33,350
08/09
$ Amount
Program
$ Amount
Department
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
10,000
7,353
30,800
2,955
Self-Study Template 14
LAS_HIS_HIST_MA_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)
Overall Evaluation (Spring)
Instructional Vibrancy (Spring)
2011
2012
2013
2011
2012
2013
History (Q)
4.02
4.40
4.13
4.23
4.46
4.32
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).
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)
Self-Study Template 15
LAS_HIS_HIST_MA_Q
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 16
LAS_HIS_HIST_MA_Q