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: September, 2015
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)
The mission of the Rome graduate program in Government and Politics (GOV) is to prepare students for careers
in the civil and foreign service, positions of political and administrative responsibility in the public and private
sectors, careers in the field of education, or further study as PhD candidates or law students. Many of our
graduates go on to law school or continue their graduate studies in political science or public administration;
others pursue teaching careers at the elementary or secondary levels; still others secure positions in the civil
service or in a private-sector field related to government and public policy. Many students work in positions and
fields with an international focus, in the United States and abroad. There are also graduate students who go on to
unrelated careers, who completed our major because of their general interest in the subject matter and the
analytical, research and writing skills we emphasize. Moreover, the MA in Government and Politics in Rome
provides the expertise to put the University’s mission into practice as a career. The program provides
competencies in communication skills, analytical skills, and the ability to conduct research and policy analysis
through the completion of thirty-three credit hours of study.
The university graduate programs in Rome specialize in global students, teamwork, and leadership. They enter an
environment that promotes interaction and understanding of different cultures. As organizations employ teams of
individuals to seek solutions to problems, the graduate programs in Rome follow this approach by fostering
teamwork to examine, investigate, and solve problems. This method hones skills to persuade, encourage, and
motivate others. St. John’s graduates achieve success because they are trained to work and collaborate in a teamoriented environment led by faculty who encourage research that addresses current issues facing governments and
corporations.
The Graduate curriculum of the Department of Government and Politics offers a wide variety of courses divided
into the political science discipline’s five major subfields: American Government, with an emphasis on political
institutions and public law; International Relations, with a focus on international organizations, international law,
and international political economy; Comparative Government, with an emphasis on area studies; Political
Theory, with offerings in classical, modern, and contemporary thought; and Public Administration and Public
Policy, with an emphasis on human resource management comparative politics and public policy. In Rome, the
program only offers the concentration in International Relations, with American Government, Comparative
Politics and Public Administration and Public Policy only available as minors.
The Department also offers two certificates: one in international law and diplomacy and the second in public
administration. Students may find one or both of these certificates useful in establishing evidence of completion
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 1
of such courses for employment or other purposes. Both certificates can be obtained independently or as a
complement to the MA degree. Students who have already completed the MA degree in the department may
continue to pursue the certificates.
Master’s degrees in political science and international relations are popular at St. John’s and across the country.
The Government and Politics MA program has been successful for some time. However, the Rome campus
enrollment has declined of late. We weathered the financial downturn successfully and believe the recent
downturn in enrollment reflects changes in students seeking international opportunities combined with the
declining commitment of the University to advertise the program appropriately. Forbes did an analysis of the best
and worst Master’s degrees for employment potential, earnings potential, mid-career earnings, and projected
employment increase. Political science made the top 10, indicating why, even in the recession and aftermath we
continued to attract students. In addition, our BA/MA program is incredibly popular among our best and brightest
undergraduates. The ability to complete the BA and MA in 5 years continues to be a draw for high school students
and their parents. The precipitous decline in 2014 is not related to the program but to awareness of the program.
Our program in Rome is relatively unique in the area, which is why it successfully averaged 25 students a year for
many years, until recently. The competition, however, is not local to Italy; it is getting students to go to Italy from
other country and instead of going to other countries. We have been successful in recruiting and marketing our
unique program, however, with the loss of a dedicated recruiter and a decline in funding, we have been less
successful attracting students of late.
The department has worked hard to develop an integrated and coherent program for all graduate students. We
made significant efforts to revise the program since the last program review to increase this coherency, as well as
to better reflect contemporary approaches to the discipline. We have added a number of new courses, reflecting
both changes in faculty research agendas, and responsiveness to student interest. The department also decided to
separate the International Relations and Comparative Politics concentrations so as the coursework in the
respective majors would be more consistent both substantively and methodologically. Additionally, the
department faculty has strengthened the policy analysis coursework as part of an effort to deliver a more practical
and readily applicable educational product.
On the basis of our continued status as a key graduate program in the College, alongside the success of our
students, we believe it very important that the GOV MA program in Rome be Enhanced. We need a greater
commitment to selling and supporting this program.
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)
Catholic
The Catholic identity of St. John’s University is grounded in its social teaching about social justice, encompassing the
Church’s principles regarding the dignity of each person primarily through service and ministry. The program of
Government and Politics is dedicated to the understanding, development and administration of political systems,
institutions and values. Thus, this program includes emphases on evaluating the translation of social values through
various types of government systems, primarily focusing on democracies. Components of many of our courses focus on
the wide variety of social values articulated in socially focused Papal Encyclicals commencing with Rerum Novarum and
continuing through the papacy of Francis. We also have course components that address the rights of workers and the
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 2
responsibilities of employers as per John Paul’s On Human Work.
We offer course components that emphasize
comparative analyses of classical, modern and postmodern political thought, as per John Paul’s Faith and Reason. Our
students are exposed to course components that emphasize globalization and issues of human rights, a matter of concern
to Catholic thinking. Globalization and world poverty is covered in many of our courses, matters of concern in light of the
recent position taken by the Latin American Bishops’ Conference. We also have course components that focus on social
and economic justice, a matter of concern highlighted by the Conference of American Bishops as well as components that
emphasize Thomas Aquinas’ notion of “just law” and “just war.”
Vincentian
The MA in Government and Politics rests on the core components of the Vincentian tradition. Course components in the
program focus on analyzing issues of social justice, e.g., national redistributive economic policy, progressive tax
structures, both developed and developing countries’ socioeconomic and political relations. Moreover, the program
emphasizes issues of human rights, e.g., rights of the accused, treatment of prisoners, religious tolerance, and the rights of
labor. The program has a number of courses focused on issues of legal justice, e.g., national and international courts,
issues of reparations, and affirmative action. The program also includes an emphasis on service learning both locally and
internationally by serving the less fortunate in a society.
Metropolitan
The MA in Government and Politics is metropolitan in both theory and practice. Theoretically, we offer courses that focus
on cultural diversity within the United States as well as within countries abroad, e.g., urban politics and comparative
politics offerings. We have classes and components that focus on environmentally friendly sustainable development. We
have courses and components that focus on issues of metropolitan governance and the economic inequities between and
among local communities in the U.S as well as abroad. In practice, the program encourages internships so that students
experience directly the metropolitan nature of their major. We encourage participation in internships in local, state,
national and international economic and political arenas.
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)
The vision and mission of the University focus on academic excellence and the pursuit of wisdom, which stem from the
values articulated as Catholic, Vincentian and Metropolitan. As a department, we have established specific strategic goals
dedicated to academic excellence. For the MA in Government and Politics, we aim to help students 1) understand and
apply fundamental concepts of political science; 2) communicate effectively, orally and in writing and 3) conduct research
and demonstrate proficiency critically and effectively. Our program is central to students’ ability to analyze and present
arguments about a range of issues at home and abroad. We are truly global in our approaches to social justice, social
action, community service, and social and economic inequality. Our country and region specific courses enable students to
understand in specific cases the determinants of the distribution of power, material resources, opportunities, and social
values. Our international relations courses examine forces and policies regarding war, peace, human rights regimes, and
international organizations and law more widely. Our political theory courses enable students to critically compare
various normative arguments for just and caring social arrangements within the context of specific issues of for example
tax policy, immigration laws, family policy, and the role of religion in politics. Many of our courses engage students in
practical applications of service or advocacy either through internships or group projects.
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)
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 3
The MA in Government and Politics in Rome embodies multiple aspects of the vision and mission of St. John’s
College. To become student centered we made a commitment that all our graduate classes would only be taught
by full timers. We make sure our courses are writing and research intensive. Our program has many courses that
use the most advanced technology available to us at St. John’s. As noted in how we serve the university mission,
the program is both international and leadership oriented. Our focus is on “the highest standards of scholarly
inquiry” from both the students and the faculty.
Moreover, the exit surveys provided by the Career center demonstrate that in the last four years (the years for
which data is available) our placement rate is very good. With over 50% of our graduated majors responding, the
surveys demonstrate that an average of 82% of our students report they are either employed, furthering their
education or a combination of the two. In the last two years, those seeking but not finding employment is under
25%. Our students are finding employment with a range of employers, from the UN to a lobbying company, to a
congressional aide to a teacher, to a litigation assistant, in positions with titles like Coordinator, Director,
Assistant and Associate, as is expected with a social science MA. Consequently, we believe that the department
embodies the goals of the college vision and mission to serve our undergraduates with a program that reflects
“industry, market, and employer needs as well as the global perspectives of our continuously changing world” (St.
Johns’ College Mission, May 2013).
Consequently, we feel the department embodies the goals of the college vision and mission to serve our
undergraduates with a program that reflects “industry, market, and employer needs as well as the global
perspectives of our continuously changing world” (St. Johns’ College Mission, May 2013).
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 2. The program attracts, retains, and graduates high quality students.
Usually the students who apply to our program have already had an array of study and work experiences abroad. They
have gone outside their comfort zones and are the types of students who are willing to take risks. Some have lived in
Rome for a while beforehand, some have spent time teaching English in other countries in Europe, Asia, and South
America. Many have studied abroad during their undergraduate years. About 80 % of our students have come from the
U.S., the others have come from: Italy, Canada, Croatia, Serbia, Slovenia, Iceland, Spain, Belgium, Turkey, Russia,
Ukraine, Albania, South Korea, Japan, China, Ethiopia, Nigeria, and Libya are the ones that come to mind.
The admissions requirements of the program do not require a student to submit GRE scores. Although, those that do are
similar to the mean overall score for the intended majors Political Science and Public Administration cited in the table
below, as well as the mean score for the Graduate School. Instead, we ask for a transcript, 2 letters of recommendation
and statement of interest. We require students to have a 3.0 for their undergraduate career as the standard for acceptance
for full matriculation, with at least 18 credits of GOV as an undergraduate. Because we recognize that people can change
careers, have difficult times in their academic lives, and choose other majors besides GOV before recognizing they want
to do a GOV MA, we also allow for a conditional acceptance for matriculation. In this way, we get a high quality of
students with GOV preparation and also enable students from other circumstances to obtain a graduate degree. Our faith
in this process is rewarded by consistently graduating more than 25 students a year for the last 10 years, with an average
GPA of 3.5.
2a.
Undergraduate SAT and High School Average
NA
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 4
2b.
Undergraduate 1st Year Retention Rate
NA
2c.
Undergraduate 6 Year Graduation Rate
NA
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
SJC_GOV_PUB_ADMIN_BA_Q
Fall 2010
Fall 2011
Fall 2012
Ir Greq Score
Ir Greq Score
Ir Greq Score
Fall 2013
Ir Greq Score
Self-Study Template 5
Gov & Politics R MA
old
780
532
525
new
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.
New Graduate Students GRE Verbal
Mean Scores
Fall 2010
Fall 2011
Fall 2012
Ir Grev Score Ir Grev Score Ir Grev
Score
Graduate School Arts & Sci
old
491
500
new
Fall 2013
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.
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 6
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)
There are no similar programs in the Rome, or indeed, Lazio, area of Italy. There have been a number of new
English-speaking MA programs in International Relations that have been established in Italy over the past few
years. However, none are American universities, except for Johns Hopkins University Center in Bologna and their
students must complete one year in Washington, DC and one in Bologna. This means that we are still the only full
MA program in Government and Politics/IR in Italy. There are about ten universities around Italy that offer an
MA in International Relations in English. The only MA in International Relations in Rome is LUISS Guido Carli
University. It is an Italian private university. There has been talk of two American universities that plan to start an
MA in IR program in Rome – Loyola University (which has a large undergraduate study abroad program in
Rome) and American University of Rome, who plan to start an IR program in the next couple of years, but
nothing concrete has been established.
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)
NA
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of Students
2006
2007
2008
2009
Majors
67
65
43
47
45
Minors
0
0
0
0
0
Total
67
65
43
47
45
MAJORS
2h.
2005
GOV
MA
Fall 2010
Fall 2011
Majors
Majors
47
SJC_GOV_PUB_ADMIN_BA_Q
18
14
22
Fall 2013
Majors
37
Number of degrees granted during the past five years. See table below.
Academic Year
Degrees
Granted
04/05
05/06
06/07
MA
Fall 2012
Majors
32
36
07/08
08/09
25
12
Self-Study Template 7
SJC-GR
GOV
Government & Politics
MA
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
13
34
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 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)
See 2e – the information in the tables applies to Queens only.
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)
Since 2007 , about seven or eight students have left the program out of over one hundred students that have
attended, so we have about a 95% retention rate. Out of those that have started the program, about two or three
have not graduated, so over 95% of students who start this program end up graduating. The average amount of
time to complete the program is 1.5 years. About 30% of students who start the program finish in one full
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 8
academic year; another 30% finish in two years and 30% in 1.5 years. We of course have the odd ones who take
over two years, but they count for less than 10%.
The department provides individual advising to all its majors in all its programs. The two full time faculty
members in attendance each semester provide quality academic advising and support to all students. In addition,
the program employs a full-time Dean, Margherita Panzera explicitly for this MA program. She is available to
students throughout the school year and all summer sessions. She offers advice in innumerable areas, assists
applicants, assists in program direction, and offers all such other services as may be requested and are appropriate.
She is very popular with the student body and is trusted for her advice and confidentiality. Every student meets
with Dean Panzera every semester with his or her UIS report in hand. At these meetings, progress toward degree,
opportunities, and options for the future are discussed. Dean Panzera also provides assistance in adjustments, e.g.,
visa and student permit processing, program orientation, a housing guide, and referrals to community services and
organizations, which is critical for students in an international setting. Most importantly, Dean Panzera is
available to listen and to help with day-to-day challenges that are part of living in a foreign country. In addition,
there is a wonderful computer laboratory available for student use, with ample numbers of stations, and there is
excellent IT support which is both ready to assist, extremely competent, but also willing to do so on virtually an
immediate basis. Finally, I might note that Prof. P. Charles Livermore of the University Libraries, who
specializes in IT and electronic library usage, is readily available to the student by telephone, e-mail, and the like,
but in addition, holds special office hours for them two hours on each of two days per week. Obviously, the
Resident Assistants and Resident Directors and the other members of the administration care for residents as
needed.
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)
The Rome campus’s close-knit community has allowed us to build a very strong alumni network. We organize
alumni events at least twice a year in order to provide the opportunity for those who live in Rome to get together
and re-connect. From 1997 to 2014, the Rome campus has conferred 262 MA students. Our graduates go on to
work in both the public and private sectors – many of our students in Rome have had much success with landing
professional consultancies and fixed term contracts with the UN agencies in Rome – World Food Programme,
Food and Agriculture Organization, and International Development Fund for Agricultural Development. Others
have worked for other local international organizations such as Bioversity, International Development and Law
Organization, and United Service Organization. Many have gone on to careers with the U.S. Foreign Service, the
U.S. intelligence agencies, the Peace Corps and other federal agencies. Others have pursued law degrees or PhDs
in the Political Science field and work in academia. Some have also gone on to work in the private sector to work
for multinational corporations. To name a few: Secondary School Teacher, Toronto, Canada and San Diego,
California, UNICEF Official at UN HQ, New York, Officer, U.S. Navy, San Diego, California. Officer, Italian
Navy, who subsequent took a second Master’s degree at LUISS in Rome, Officer, Italian Marine Corps,
Slovenian Diplomat, a Former Syrian Diplomat at United Nations, Roman Catholic Priests, an Employee with the
Vatican Communications.
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)
Our students do very well in our program, averaging a GPA of 3.6 or better. In addition, we have a 97% pass rate
in first attempts on the comprehensive exams. Moreover, as our WEAVE reports demonstrate, we routinely
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 9
average over 80% achieving excellent or adequate on every component we evaluate in our comprehensive exam
rubric.
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
The Department of Government and Politics pays close attention to the University and College strategic plan by providing
our graduate students with a distinctive academic experience that is global in content and culturally diverse in its goals
and perspectives. The department created continues to create a highly integrated and focused curriculum that will
empower our graduate students to become lifelong learners for life in the rapidly changing international environment. The
Department’s program embraces the three strategic themes and incorporates them by expanding on many previously
successful goals of the student-centered approach. The Department of Government and Politics has been providing global
education to St. John's University students by bringing the world into the classroom by incorporating international
relations and global aspects in our curriculum. In 2013 the department initiated a global politics field study course in
Morocco and will offer one in Greece, as part of our global education initiative.
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 10
The goals and objectives of the GOV program are to prepare students for public and/or private sector careers as well as
prepare them for further study as graduate or law students. Fundamentally, the GOV program seeks to educate students
about government and politics at home and abroad; we especially focus on the linkages between countries and on the rule
of law across countries. In Rome, we focus on International Relations, with attention to international organizations,
international law, international political economy and large scale questions of war and peace and Comparative Politics,
with an emphasis on area studies, development, and issues of the environment and gender. We also offer courses in
American Politics, Public Administration and Public Policy; and Political Theory. The program provides competencies in
communication skills, analytical skills, and the ability to conduct research and policy analysis.
We believe that the MA in Government and Politics, with a concentration on International Relations from the Rome
Campus provides the expertise to put the University’s mission into practice as a career, regardless of the path chosen. In
many respects, the political science discipline always has been concerned with social justice issues. Aristotle long ago
pursued political philosophy from the ethical and organizational perspectives. Via practical competencies as well as its
mission, the GOV program’s strategic goals and objectives dovetail nicely with both the College and University’s
strategic plans. The Program’s dual academic and practical focus is a main point emphasized very clearly in the Provost’s
letter of September 13, 2013 addressing the Strategic Plan and Repositioning Progress Report, which noted that:
“although we value knowledge as a goal in and of itself, the external reality is that there has been a shift in the social and
political paradigm that will continue to challenge us.” These challenges involve educating our students in ways that
encourage and prepare them to be active participants in the careers that reflect and will help shape the global future, to
produce “tangible results” that make certain that our “courses will help [our students] meet industry and employer needs.”
It is also important to note that the twin emphases of academic rigor and practical application are distinct but related goals.
We want our students to have careers focused on governance and the use of power partly because we want our students to
be successful professionals but also because we hope they will bring their St. John’s experience with a multi-cultural
environment, an emphasis on social justice and the Vincentian notion of service to their careers and to the lives of the
people these careers impact. In short, we want to train our GOV students to be successful and effective spokespeople for
the basic values and underlying Mission of St. John’s as they move on to their professional careers in private or public
service. These values are obviously needed in all areas of life today but none more so than in that area where the
formulation and implementation of public policy most directly occurs—the venue where decision makers give meaning to
the ideals of celebrating diversity, establishing social justice and acting in service to something larger than oneself.
As the Department of Government and Politics works to maintain and expand the GOV Program in both of the twin
emphases mentioned above, academic understanding and practical application are foremost in faculty members’ minds.
The Program strives to help students address important questions of representative governance, as for example, what is the
proper balance between the democratic accountability found (at least theoretically) in the elected branches of government
and the professional knowledge and responsibility housed in the organizations that implement public policy and how are
public services delivered effectively, efficiently and justly, while also making certain that our students develop the
practical skills necessary to help them reach positions where they can address these and other equally thorny questions in
ways that reflect the University’s core value of Vincentian service and the commitment to social justice. Few areas of
study are more relevant to the needs of the future, both for society in general and in terms of student opportunities for
meaningful employment in that society, than that of Government and Politics.
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?
The faculty in the Department of Government and Politics, like most of our colleagues in the College and University, has
undertaken fundamental reviews and assessments of our various programs in recent years. Spurred on by academic
research focused on what is and what is not effective pedagogy as well as by increased pressures to point to the tangible
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 11
results of Higher Education, the Department has developed assessment strategies for all its programs, including the GOV
MA. There are two main avenues for assessing the “internal environment” of the Program. The first involves the Weavebased assessment process focused on the Program’s comprehensive exam, the research paper, which each student
completes at the end of his or her MA course work. Through the assessment of the Exam, we determined that we needed
to change the exam from a 4 hour course based series of questions to a 20-25 page analysis which systematically and
comprehensively addresses a core topic in each of the 5 major fields of concentration. Once the new exam format was
created, we created a rubric for evaluating student performance on the exam. Our rubric evaluates each and every student
across Knowledge Of Fundamentals, Critical Analysis, Use Of Discipline-Relevant Theories And Models, Use Of
References To Relevant Literature, Organization of the Response and Clarity of Expression. In order to graduate, students
need 4 findings of “adequate,” which means they meet expectations. If a student achieves 4 excellents, they earn a Pass
with Distinction, our highest honor. Not only does this new test yield a better method for evaluating all our competencies
but it also provides the student with a summation of what they accomplished in total, which can be provided as a writing
sample for employment or for continuing on with the graduate work.
The second active assessment process involves faculty meetings each semester focused on several of our programs, using
the posted class outlines as the guide. These meeting serve as the basis for reconsideration of the formal course syllabi that
define each of the Department’s class offerings. This process is continuing as we evaluate what courses need to be added
or eliminated as the program responds to changes in the international environment.
A SWOT analysis will help clarify the Program’s “external environment.” In terms of strengths, we have a small but
committed group of faculty members, who offer classes in the graduate GOV Program in Rome. We only use full time
faculty members in this program, no adjuncts. We offer 2 courses a quarter in each of the fall, spring, and summer
semesters. We occasionally offer online courses or video courses run by professors in Queens to increase the course
offerings in Rome. In addition, we offer the Certificate in International Law and Diplomacy. The Certificate requires 6
courses, so two additional courses on top of the 4 in the concentration.
Although faculty commitment and skill is undoubtedly a strength for the Program, the small number of full time faculty
across the disciplines we offer is a notable and pennywise-but-pound-foolish weakness. Moreover, the full time faculty
we do have also have other responsibilities and commitments, including outside of our program to the Master’s in Global
Development, which limit needed course options. Because of the lack of available faculty, the Department is not able to
offer important classes. Moreover, the faculty we do have must offer the courses students need, like those that fulfill the
certificates. These needs sit in direct tension with the need to staff Rome with full time faculty. Thus, the filling of our 5
programs across 3 campus invariably results in something getting shortchanged. At present, the program getting the least
full time faculty is our undergraduate program in Public Administration and Public Policy. However, all programs are
affected, particularly when our faculty teach for the MA in Global Development. Our students cannot take those courses
as the program is closed to our students. Thus, in supporting MGD we cost our students a class. We would recommend
opening up our classes to MGD or the MGD classes to our students to alleviate this unique burden.
Based in Rome, the Government MA program works hard to take advantage of the opportunities and relationships the city
has to offer – particularly with UN agencies in Rome – World Food Programme, Food and Agriculture Organization, and
International Development Fund for Agricultural Development. The Government and Politics’ Internship Program
provides one of our most effective mechanisms to transition to employment or graduate school. Between 2011 and 2014,
the Department averaged 50 students taking the opportunity to work in a political office, government office, or in the
private sector.
This report will address programmatic opportunities below in Section 3c and so the current section will close with an
analysis of threats. The problems underlying the threats to the program reside with the University. Although enrollment
has declined across the university at the graduate level, our decline in Rome was not significant until 2014. Moreover,
much of the health of our program came from its unique nature. As more universities try to offer we offer, we must
compete financially and through advertising. Obviously whatever the university can do to hold down the cost of graduate
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 12
education will be critical for maintaining enrollment. More significantly, if we do not advertise, we will more ground in
enrollment.
Some of the factors affecting the Rome decline in enrollment are general to graduate education. The general
population of eligible graduate students has decreased in the U.S. in recent years, and our Rome candidate pool is
predominately American. The U.S. economic recession had an effect as Rome lost several US applicants who did not
want to risk giving up a job in this difficult economic period. Students are thinking twice before leaving valuable
employment. Also there has been negative media attention on the skyrocketing student loan debt these past few years.
The Italian economic recession affects us as well as the Italian applicant market is particularly weak due to the high
cost of the program and the fact that our local competitors offer significantly lower tuition. Many Italians seek to
leave Italy for study opportunities. 15 years ago, we were able to attract more Italians because they weren’t interested
in leaving as much. This should assist us in Queens, but we would need to market that option more effectively. Italy is
no longer as attractive as a study abroad destination as it used to be. Asia and Latin America have become more and
more popular, particularly newly industrialized countries of the Far East (China, Malaysia, Thailand, South Korea).
However, some of the problems in enrollment relate directly to the choices made by the administration. From 2002 to
February 2009, Laura D’Ambrosio was the assistant director for Rome campus recruitment and marketing. She was
responsible for recruitment of new Rome MA and MBA students. She frequently traveled to Graduate School Fairs in
Europe, the Middle East and the United States in order to promote the university and to speak with potential
applicants. She was also responsible for the marketing of the program to international organizations, embassies and
major multinational companies in Italy. She prepared and analyzed statistics on the effectiveness of the marketing
efforts of the university (number of inquiries vs. the number of applications and the number of students enrolled). She
also managed the entire admissions process. Upon her departure in February 2009, the marketing and recruitment
budget for the MA program was transferred to the Graduate Admissions office in Queens. The admissions process for
both MA and MBA programs, and the marketing and recruitment budget was also transferred to Graduate
Admissions. Tobin marketing and recruitment was transferred to Tobin directly. A replacement for Laura was never
hired. The result was a smaller budget with a decrease in local Rome marketing and advertising. Until this point,
Rome operations had its own annual budget for marketing and recruiting, and the funds were used specifically for the
Rome MA and MBA programs. It was a mistake to centralize in this fashion.
In June 2009, Travis Feldler was hired to be an international recruiter for the undergraduate programs, but based at the
Rome campus. He also assisted with graduate programs local recruitment (both MA and MBA). He attended embassy
events, set up web chats with potential applicants (list pulled from Grad admissions in NY), and online open houses
and established relationships with Education USA centers in various locations around the world. He left in August
2010, and this position was never filled. In January 2011, the admissions process for the MBA program returned to
Tobin. Admissions for the MA program, has remained part of Graduate Admissions in Queens. After Travis left,
Dean Margherita Panzera and Dean Dru Burtz took over the full responsibilities for Rome recruitment. However,
Graduate Admissions continues to keep the budget for the Rome MA program. The marketing plan no longer funds
Rome/Italy based marketing initiatives from advertisement to fairs. Instead, they have an annual budget of about
$30,000, which is down from 2009 but up from 2012. In the winter of 2015, we pushed for greater online advertising
through Facebook, Google and other microsites. Dean Fagen authorized the additional expenditure and we provided
marketing with the information necessary by the end of February 2015. Marketing did not put the advertising together
until June. This shows a lack of understanding of how academia works. A student cannot put an application together,
and get accepted, and get a visa and travel to another country in 2 months. Although we hope to reap the benefits of
this advertising for 2016-2017, we essentially lost a year, waiting for another department to act. Rome needs to have
control over recruiting, complete with a unique budget. Graduate admissions and marketing in Queens is not serving
either the MA or MBA in Rome well.
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 13
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.
The occupations in the provided table represent those chosen by only a small fraction of program graduates. The
Government and Politics MA, as an advanced liberal arts degree prepares students broadly for life, and for employment in
any of an extremely diverse range of fields. In 2010 the American Association of Colleges and Universities conducted
focus groups with employers, and then conducted broad employer surveys on the basis of the focus group results,
identifying the learning outcomes on which employers wanted colleges to place more emphasis. Of the 14 areas identified
by a majority of employers for enhanced attention, 13 represent particular strengths of the Government and Politics M.A.
program. These are: global issues; the role of the United States in the world; cultural diversity in the U.S. and other
countries; civic knowledge, participation, and engagement; written and oral communication, critical thinking and analytic
reasoning; complex problem solving; teamwork skills in diverse groups; creativity and innovation; information literacy;
quantitative reasoning; ethical decision making; and applied knowledge in real-world settings.
Moreover, the current and future market demand for trained social scientists is good, consequently the demand for the
program remains high. According to the Federal Government’s Bureau of Labor Statistics, the growth and earning
potential of Government (political science) majors is excellent. Looking purely at positions termed “political scientists,”
the job outlook is expected to grow by 21%, between 2012 and 2022 and is considered faster than average. “There are
some experiential indications that the growth will be somewhat larger: e.g., political scientists with social media skills are
increasingly in demand in local, state and federal campaigns. One also might add the growing divergence among states on
public policy issues such as marijuana use, assisted suicide and gun control. Each of these areas promises employment
opportunities.” In addition, similar positions, like market research analysts, teachers, survey researchers, urban and
regional planners are also expected to grow. Some of our students earn the MA prior to attending law school, giving their
law degree a policy or international focus. Since the field of law is only expected to grow about average, according to the
Bureau, having the MA alongside the JD will afford our students an advantage after their graduate work. As noted above,
in 2011, Forbes did an analysis of the best and worst Master’s degrees for employment potential, earnings potential, midcareer earnings, and projected employment increase. The current and future market demand is even as political science
made the top 10.
http://www.forbes.com/2011/06/06/best-masters-degrees-for-jobs_slide_11.html
The increasing globalization of the business and political sectors, as well as the growth in work and opportunity in
developing countries, underscores the need to understand these processes. Consequently, interest in the international
relations and comparative politics side of the major continues to grow. According to College Factual, there were over
11,000 graduations in International Relations and over 42,000 in political science, which is 3 percent of the approximately
1.8 million degrees awarded last year. According to the NSF and American Political Science Association, in 2008, there
were almost $20,000 MA’s in political science awarded, and that trend continues.
In addition, the current and future demand from St. John’s students remains high. Our students look for ways to connect
the mission to their career, their preferences, as well as their beliefs. Consequently, we would expect to continue to serve
students who want to serve at home and abroad via government and NGO service.
Representative BLS 2012-2022 employment projections, all at average to above-average growth levels, include:
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 14
Occupation group
Numerical increase
Percentage increase
Public relations and fundraising managers
8,000
12.8
Management occupations (all)
636,000
7.2
Business and financial operations occupations
898,100
12.5
Lawyers, judges, and related workers
76,600
9.3
Media and communications workers
60,200
8.3
Political science teaching, postsecondary
3,100
14.6
http://www.bls.gov/ooh/life-physical-and-social-science/political-scientists.htm
http://www.hamiltonproject.org/files/downloads_and_links/MajorDecisions-Figure_2a.pdf
http://www.apsanet.org/portals/54/Files/DSP%20Data/Data%20on%20the%20Profession/NSF%20Science%20and%20E
ngineering%20Degrees%20MA%20Awarded%20by%20degree%20and%20sex%2019662008.pdf
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
18%
Numeric
46,900
Projected Changes in Related Occupations (2010 – 2020)
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 15
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)
STANDARD 4. The program provides a high quality curriculum that emphasizes and assesses student learning and
engagement.
The GOV MA in Rome has two tracks: non-thesis and thesis. In the non- thesis track, student take our methods course
(GOV 205), 4 courses in the major, 2 courses in the minor, a course in political theory, and 3 electives, plus the
comprehensive exam. In the thesis option, students with a GPA of 3.5 or better, can elect to complete a thesis. The thesis
courses GOV 900, replaces 2 electives taken in the student’s last two semesters. Students must also demonstrate
proficiency in a language if they do the thesis.
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
Standards within the Discipline
Because the St. John's University’s MA Program in Government and Politics based on the Rome, Italy campus offers on
concentrations only in International Relations, the process of assessment as compared to the larger discipline is slightly
different. As noted when assessing our Queens based program, a challenge exists in that the discipline itself has not
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 16
clearly articulated such standards. As noted in the Program Review of the Queens based program, the American Political
Science Association (APSA), last systematically addressed the issue of curriculum for graduate studies in 2004, focusing
on Doctoral, rather than Masters programs. In the APSA report, rather than identifying a coherent set of curriculum
standards, a broader set of guiding principles were put forth. Those principles were; 1) an appreciation for the way in
which the study of politics helps to explain the human experience; 2) a commitment to analyzing politics in the most
intellectually honest and methodologically rigorous ways possible; 3) a recognition that given the complexity of politics,
multiple methodological approaches are necessary; 4) a recognition that the ethical and normative commitments of both
the actors being studied and the research themselves are central to the field; 5) a commitment that the political experiences
of neglected or marginalized groups should be brought to the fore of the field; 6) a commitment to clearly communicate
theories and findings both to each other, and to the wider public; and 7) a recognition that graduate studies should include
as broad an exposure to the field as possible (APSA 2004, 3-4).
In broad terms, the same application of these guidelines to our Queens based program can be done to Rome
program with the same results because at their core the two programs share departmental foundations. Since the two
programs rely on the same faculty, methodological approaches and research agendas are the same, although in the case of
Rome, restricted to those faculty that are primarily teaching in International Relations, Comparative Politics, and Political
Theory. The Rome program has benefited from the same efforts at expanding our course offerings as the Queens
program, as many, although not all, of the new courses introduced since 2008 are offered by faculty committed to
teaching across the two programs. In particular courses focusing on comparative analysis of the welfare state,
international conflict resolution, international human rights law, and the use of military force in international politics have
all been added to the Rome curriculum. Additional courses addressing international migration, as well as democratic
theory have already been approved within the department and are expected to be added to the forthcoming bulletin, and
are expected to be offered in Rome. As in Queens, the Rome courses already in the curriculum have had an increased
attention to rigorous, but varied methodological training for our graduate program. And as in Queens, the methodological
emphasis remains squarely within a qualitative, rather than quantitative framework. This reflects the research interests and
training of our current faculty, which is even more constrained by the numbers available and able to travel to Rome
regularly for teaching. A broader diversification of methodological approaches that would serve the Rome, as well as
Queens based programs would attention to availability for teaching in Rome at the time of hiring.
Where there are significant differences in the two programs, they reflect the Rome program’s emphasis on
international and global issues, as well as the structural constraints of overseas operations with limited faculty. Although
fully integrated into the larger Queens based program, the Rome program is clearly designed and marketed toward an
emphasis on International Relations and Comparative Politics. In addition to those concentrations as its primary offerings,
the program also offers the Certificate in International Law and Diplomacy. As part of this international effort, the
program has made very good use of its proximity to the headquarters of the United Nations World Food Programme
(WFP), which has become both a site for recruiting new students, as well as placing current students in internships.
Despite our current successes in this relationship, there still significant untapped potential in this area. The relationship
could be deepened to encourage faculty to integrate their research agendas with topics of interest by these organizations.
Currently, one department faculty member is part of a UN-based research team that has received preliminary funding
from FAO for a project on post-conflict programming. Similar efforts should be made with other international agencies
operating in Rome, as well as with relevant Italian and international research institutions. In more general terms,
expanding the program’s presence within the international relations research and practitioner community in Rome will
help to create a stronger graduate program, particularly in terms of helping students foster professional relationships and
opportunities after graduation.
Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study abroad
experiences.
As in Queens, the department has worked hard to develop an integrated and coherent program for it graduate
students. The overall program has been revised over the past two years to increase this coherency, and better reflect
contemporary approaches to the discipline. New courses have been added which both changes in faculty research agendas,
and responses to student interest. In a decision that has direct bearing on the Rome campus, as it increased the number of
concentrations on offer, the department separated the International Relations and Comparative Politics majors so as the
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 17
coursework in the respective concentrations would be more intellectually consistent. Although the Public Administration
concentration is not highlighted on the Rome campus, department faculty that teach in Rome have increased the emphasis
on international policy analysis and policy-making in effort to make the coursework better reflect the professional
expectations that graduates will face.
The structural challenges of organizing the Rome program are significant, not only for Rome itself, but also as it
impacts on the Queens program. The department has been very successful in managing these structural challenges over
the history of the program, and it continues to seek new ways to adapt as the situation changes over time. Most
challenging is the question of staffing the Rome program. At present the department has been very successful in cycling
faculty from Queens to Rome on a quarterly basis, with two faculty per semester teaching in Rome. Each faculty member
teaches two courses per quarter. Although this has been a successful model, it presents some challenges. For the Rome
program itself, it limits student course selection somewhat as only a total of four courses are offered per semester by two
faculty members. Additionally, for each semester, students will have the same two faculty members for all of the offered
courses. Given the cohort size in Rome, this limitation has not been overly problematic, but it does offer a point of
concern in our effort to present a Masters level program that is broad in its scope. The Department has used advances in
information technology to adapt to the challenge, offering a bi-located course via Skype for the Spring 2014 semester.
Through this, we were able to increase the course offerings both in Queens and Rome without additional travel costs or
loss of faculty availability in Queens. Additionally, the department consistently offers one graduate course per semester
through an on-line learning platform. In relation to the Queens program, staffing for Rome reduces the number of faculty
available, particularly in International Relations, and Comparative Politics. As these needs have coincided with the
University’s increased focus on global education, the Department has skewed towards a faculty members who concentrate
in these sub-disciplines. The emphasis on global education has negatively influenced our other sub-disciplines’ expertise
and skill sets, as we have not been granted necessary faculty hires in other sub-disciplines, particularly American Politics,
and Public Administration (We were granted one in 2014 but it was revoked mid search).
A secondary challenge related to the staffing arrangement relates to the program’s ability to expand its presence
within the community of academics, researchers, and practitioners in Rome. With faculty cycling through the program on
a quarterly basis, extensive relationships have been slow to grow and consolidate. At present, there is no staff based in
Rome full-time with a doctoral degree in either of the programs offered at the facility, political science and business
administration. This potentially has a negative implication for the academic and intellectual environment of the campus.
Likewise, it presents a campus with only a very limited permanent academic profile, and no research agenda or the like
that can be presented to the broader community. This limits the role that the program can play in the intellectual
community in Rome, as well as our relationships with other local universities and their faculty, and international agencies.
Stronger relationships with these other institutions could result in better recruitment, as well as a higher profile for the
University in Rome.
The University Core Competencies
The Masters Program in Rome does not different significantly in how the Department approaches the University
Core Competencies. As in Queens, we address five substantive areas; 1) the ability to think critically; 2) proficiency in
information literacy; 3) ability to write skillfully; 4) skill in oral presentation; and 5) ability to use quantitative reasoning
in a variety of contexts. At the foundation of the graduate program in Government and Politics is the required
methodology course, GOV 205, which serves to introduce students to graduate level attention to all of the areas of the
Core Competencies. This course is consistently offered in Rome, on a cycle which permits students to graduate on time.
As in Queens, the course serves as the foundation of the graduate program in Government and Politics and introduces
students to graduate level work in all of the areas of the Core Competencies. Beyond this introductory methodology
course, all of the graduate courses address at least some, if not all of the core competencies. The first core competency,
critical thinking, is integral to all of the department courses. Overall, contemporary political science as a discipline has
embraced an increasingly critical approach across the subdisciplines. Most current work in the field, including that which
is taught within the department, seeks to interrogate how political power emerges, how it is distributed to different actors,
both collective and individual, and how it is utilized.
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 18
Within political science, as in most other social sciences, information literacy has become an increasingly
important topic. The availability of political data and information has grown significantly with the increase in availability
of information and communication technology. This has translated into increased amounts of data available for analysis
across a vast range of topics. New databases on economic and social growth in the developing world, increased public
opinion surveys both globally and locally, and a tremendous new range of qualitative data available through interviews,
surveys, on-line discussion boards, and other innovative sources have transformed the scale of analysis, making both
larger macro-level analysis possible for topics and areas that were previously dominated by more subjective analysis, as
well as making micro-level analysis possible for areas that had been obscured by overly broad generalizations. Addressing
these transformations in our research and teaching has been a challenge, as it has been for most disciplines. Much of our
pedagogical approach has been to help students to discern good and accurate data from bad or inappropriate data. By
teaching students thorough and rigorous methodological approaches to their own use of data, we also give them the tools
to critically evaluate the data generated by others. Given the transformation of the availability of data in the contemporary
world, this is arguably the most important aspect of higher education today.
There are two significant differences in the approach to data, as it applies to Rome. The first is the increased role
that global access to information technology plays in the Rome program. Because the students are based on a satellite
campus, by default internet based research, as well as online pedagogy has a higher profile. With more limited reference
resources, students complete more research online. And with faculty returning to Queens at the completion of the quarter,
communications outside of the course are all done electronically, with greater uses of technologies such as Skype or other
communications platforms. The second significant difference is the limitation on reference and research materials. This is
somewhat outside of the competencies of the Department itself, but it the limitations in the library facilities in Rome does
impact student research and learning. The University library on the Queens campus is very limited, with no full-time
research librarian on staff. In some ways this, like the lack of a full-time doctoral level academician among the Rome
campus staff, reflects a problematic perception that the campus does not have a high academic profile. Strategies to
overcome this limitation could include a greater level of cooperation with other area universities to share library facilities,
as well as a conscious effort to increase our own commitment to the availability of reference and research resources.
We address the third core competency, skillful writing, throughout our courses. In every graduate course in the
department, analytical writing is a primary focus. Students are expected to understand how critical and rigorous
methodological approaches contribute to better and more clear scholarly writing, both through practice, as well as by
reading advanced peer reviewed social science texts. The recently reformatted comprehensive exam, which is composed
of a long form response to a prompt that is specific to a given major, written over the course of a semester, reflects this
attention to writing. Unfortunately, there is no equivalent comprehensive evaluation of student’s oral presentation skills.
Most, but not all courses incorporate oral presentations into their syllabuses, but in a non-standardized way. Addressing
this competency at the department level will require a specific effort.
Finally, quantitative analysis, although not central to the methodological approach of our faculty is well
appreciated within the department. This may seem a minor point, but in fact, represents a significant advantage to the
program. In many programs, both locally and nationally, there was a defined divide among political scientists who
ascribed themselves to either qualitative or quantitativist camps, with fierce resistance to what was viewed as opposing
methodologies. Although mostly resolved across the larger discipline on the basis of a consensus that the complexity of
most political issues require a variety of approaches, within the St. John's department this division never took deep roots.
Our core methodological course introduces students to quantitative analysis, as well as qualitative. Despite the fact that
the department does have an appreciation for both forms of work, it is notably lacking in faculty that deeply integrate
quantitative analysis within their research. Recruiting a new faculty member who could contribute in this area would
strengthen the overall program
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_PUB_ADMIN_BA_Q
Self-Study Template 19
All Departmental syllabi incorporate the “suggested elements of a syllabus” as outlined in the link included in this section.
We have made the suggested elements standard for all department syllabi. Moreover, each semester, as mandated by the
most recent Collective Bargaining Agreement, every full- and part-time faculty member offering classes is required to
submit his/her class outline to the Departmental Personnel and Budget Committee. These class outlines (individual class
syllabi) are then posted on the Department’s e-Portfolio page for review by the faculty each semester. The Department
requires that these outlines include all relevant class information concerning faculty contact, required readings, required
assignments, grade assessment plan, units of analysis, class objectives, scheduling, departmental policies, etc.
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)
The Department has worked hard to develop our academic identity, which rests on three main goals for the GOV program.
Goal 1: Demonstrate understanding / application of concepts. Goal 2: Communicate effectively, both orally and in
writing. Goal 3: Conduct research and demonstrate proficiency. Within these goals, we have 10 objectives. Our graduate
course map demonstrates how within each course, objectives are either: Introduced and/or, Reinforced, and/or Mastered.
We use this map to design our WEAVE assessments. As part of our assessment program, we randomly sample a course
each year to evaluate a goal and its objectives. In addition, we undertake continuous assessment of all our majors via the
comprehensive exam. As noted above, we designed an comprehensive exam assessment rubric to evaluate the goals of the
program. As every student must take the comprehensive exam, we are able to assess each and every graduate for
competencies in the goals and objectives we have articulated. As our WEAVE analysis demonstrates, we routinely see
over 80% of our students successfully meeting our objectives.
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)
The program does not require outside accreditations.
Standard 4.
Additional comments if needed. (Suggested limit 1 page)
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 20
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
67
Minors
5
60
0
Majors
& Minors
Combine
d
8
59
# of FTE
Students
(Majors
&
Minors)
8.0
0
19.6
7
65
11
32
0
43
8
39
0
47
20
25
0
45
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
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 21
Fall 2010
F
Fall 2011
P
Majors
Total
29
18
47
Fall 2010
F
FTE MAJORS
P
Total
F
P
Fall 2013
Total
F
Majors Majors Majors Majors Majors Majors Majors Majors
MAJORS
Total
F
Fall 2012
P
22
15
37
Fall 2011
Total
F
P
Total
P
Total
FTE
FTE
FTE
FTE
FTE
18 4.667
Fall 2010
16
36
Fall 2013
F
35
27
20
Total
29
5
32
P
FTE
Total
Majors Majors Majors
F
FTE FTE FTE FTE
22
14
Fall 2012
FTE FTE
6
18
P
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
#
2166
Fall 2006
Fall 2007
Fall 2008
Fall 2009
%
#
%
#
%
#
%
#
%
67%
1671
55%
1713
62%
2019
64%
2310
70%
FT Faculty
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 22
PT Faculty
1044
33%
1365
45%
1065
38%
1158
36%
1005
30%
Total
3210
100%
3036
100%
2778
100%
3177
100%
3315
100%
% consumed
by
Non-Majors
30%
Credit Hrs
Taught
30%
Fall 2010
Number Percent
28%
Fall 2011
Number
37%
Fall 2012
Percent
Number
32%
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
FT Faculty
Fall 2005
#
26
%
Fall 2006
Fall 2007
Fall 2008
Fall 2009
#
%
#
%
#
%
#
%
27
60%
29
64%
31
63%
31
66%
67%
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 23
PT Faculty
13
33%
18
40%
16
36%
18
37%
16
34%
Total
39
100%
45
100%
45
100%
49
100%
47
100%
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)
The numbers provided do not match the number of people teaching for the Department in this program. There are 12 full
time faculty in the Department. 2 teach full time for SI and 2 go each semester to Rome. 8 remain on the Queens campus,
however, the individuals who travel to Rome each year changes as much as we are able to do so. We do not allow
adjuncts to teach in the Rome graduate program. The numbers provided above are for our undergraduate GOV BA
program. Of the 12 in the full time members of the Department, 67% are male, and 83% are white. The 6 faculty who go
to Rome in the semesters Fall, Spring and Summer are overwhelmingly white males. We have women and individuals of
color go occasionally. The Department is 100% tenured. Our Department could be more diverse, and the individuals who
go to Rome could be more diverse, a factor we hope to achieve with additional hiring.
SJC_GOV_PUB_ADMIN_BA_Q
Self-Study Template 24
SJC_GOV_GOV_MA_R
Self-Study Template 25
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 26
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 27
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)
In the last 2 years alone, the department’s fulltime faculty produced 13 books, 15 peer-reviewed articles, 8 book chapters,
2 book reviews and presented at 63 conferences. The faculty of the Department of Government and Politics is very
engaged in research and scholarship.
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)
In the past 5 years, the Government Department has encouraged its faculty to participate in numerous conferences
presenting and receiving peer-reviewed critiques of their research. The Department has also encouraged its faculty to
participate in the APSA’s Annual Teaching and Learning Conference. The Department has encouraged its faculty to
participate in St. John’s Center for Teaching and Learning programs. The Department encouraged its faculty to present
their research at colloquia for students and alumni. The Department has granted numerous research reductions, several
research leaves and encouraged its faculty to apply for outside grants.
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
$ Amount
Program
$ Amount
Department
11/12
12/13
100,000
-
-
-
-
Dr. Kearn received a fellowship grant from the Rand Corporation. He conducted research and wrote a book, while on
leave with the Fellowship
SJC_GOV_GOV_MA_R
Self-Study Template 28
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)
This table is not entirely helpful in evaluating the overall program and its’ instructional vibrancy as it represents only 2
faculty members of the 6 a student sees in their program. The overall scores from Queens which include all 12 faculty
demonstrate that the Government Department’s faculty receive high marks from students. In every category in Queens,
the faculty scores are much higher than both the college and the university. Thus, the table does reflect the problem with a
small program, in that unhappiness with one professor can affect the entire quarter for the student.
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
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)
All the Department’s faculty have the terminal degree in the field – the PhD in political science.
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)
The Department of Government and Politics has 5 programs - 3 undergraduate and 2 graduate – across 3 campuses,
including Rome, for which we provide 2 full timers a semester. Moreover, the BA in GOV is the 3rd largest major in St.
John’s college, only Biology and Psychology are larger. Despite those demands, 7 departments have more faculty and two
departments with fewer undergraduate majors have the same number of fulltime faculty. In addition, the Government
Department is a service provider as well, to numerous minors, the Master’s of Global Development, Environmental
Studies and Asian Studies. Consequently, the Department does not have enough faculty to meet the needs of all our
programs. In terms of this graduate program, Rome does not need additional faculty unless we change the design of the
program but it does need more variety amongst faculty members who go to Rome. We could use at least one additional
faculty member, if not 2, to change the offerings in Rome. However, the Queens GOV program has prior claim on a new
faculty member since it is unlikely we will be granted permission to hire two new faculty members. With additional
expertise, we could do much more, for more students, with enhanced faculty resources.
SJC_GOV_GOV_MA_R
Self-Study Template 29
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)
The facilities are located in a palazzo in the Prati area of Rome, which is considered to be in the central part of the city. It
is well-served by public transit, both Metro (a station approximately one block away) and a number of local bus lines, and
is within easy distance of so many of the wonderful sights and cultural offerings of the city. The campus has 24-hour
security, with a security guard on duty at all times available to deal with any security issues that may arise. In addition,
when needed, taxis are readily available, and the security guard at the front desk is more than willing to telephone for one.
The facilities themselves consist of classrooms and at least two lecture halls. The classrooms are well lighted and have
comfortable chairs and are airy. They are well-equipped with “white” boards and pens of assorted colors, plus screens for
videos and computer usage. Each classroom is equipped with modern up-to-date electronic equipment. (For specifics,
see below). Acoustics are quite adequate. In addition, there is a library with a lounge for quiet research and study. While
the book/journal collection is admittedly limited, though it includes items requested by faculty and various serial
publications/newspapers, e.g., The Financial Times, any inadequacy is off-set by the students’ electronic connection to the
main university libraries in New York as well as to other collections. Students have no complaints concerning their
abilities to obtain relatively advanced material through electronic means. Additional facilities include a beautiful
courtyard for relaxing and study, open to all, and of course the facilities necessary for those students who live on the
premises.
The St. John’s University Rome campus is endowed with:






50Mb Fiber Optics data link, to be expanded shortly, available to the entire SJU community (students, faculty,
and administrators) via any workstation on campus, and via wireless.
Wireless network covering the entire building (classrooms, offices, residential floors, courtyard) granting
access to all mobile devices (laptops, tables, smartphones)
VPN tunnels to all other university campuses, so that students at the Rome Campus have access to all the same
IT services available to New York students, including
On Line Library Databases
Intranet
Various information systems
Software
A computer laboratory including both Windows and OSX machines
A wide-range of software packages for a wide-range of academic requirements, available in computer labs,
classrooms, offices, and on University-issued laptops.
Mobile Video Conference system.
SJC_GOV_GOV_MA_R
Self-Study Template 30





Permanent Video Conference System allowing multi-classroom, remote and local students to attend courses
offered by faculty in any of the campuses. It includes smart whiteboard software.
Every classroom is endowed with a full-feature AV system, including projectors, audio services, from
conferencing to video and audio recording.
Shared storage system for all users.
Access control system to insure users’ safety.
Digital Video Surveillance System.
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)
According to the contribution margin analysis the Department was provided, the Government and Politics MA program in
Rome brought in $626,970 in tuition and fees from its graduates. After financial aid, tuition remission and expenses, the
Government and Politics program made more than $146.085 for the university during FY 2014. The Department was not
given access to the source of any of these numbers so we have to trust that the numbers are correct. We were informed
that the numbers are based on the numbers of students. However, since the costs of the 5 programs that are housed in the
Department of Government and Politics are fixed, it is hard to understand how some of these numbers where determined.
For example, there are 12 faculty in the Department – all 12 teach for GOV, some teach for PA, some for SI, and 2 go to
Rome each semester. Thus, it is unclear how the direct expenses were calculated.
Moreover, the calculations done by the Rome campus indicate that FY 2014 we earned $612,399.50 as the total amount of
MA tuition money generated at the Rome campus. The costs for staff salary, faculty housing, faculty per diem, and faculty
flight costs from NY to Rome equal $116,862. Thus, by our calculations we made $495,537.50 for a difference of
$378,675. The entire difference comes from the “direct expense” category. Thus it is clear that this category seems
to double and triple count faculty salaries across all 5 programs the Department runs.
Consequently, every GOV program makes money, some make considerable more than identified by the Contribution
Margin Analysis provided by the university.
SJC_GOV_GOV_MA_R
Self-Study Template 31
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)
The Department of Government and Politics faculty have been very active in revising and reshaping the graduate
Government and Politics program since the last program review. Our primary focus was on revising the curriculum.








We revised the curriculum – adding 11 new courses and deleting 3
We differentiated and separated the International Relations and Comparative Politics concentrations
We offered more online courses
We revised the comprehensive exam, taking it from a 4 hour test to a take home 20-25 page research paper
We revised all our assessment tools, our goals, our objectives and our rubrics.
We encouraged participation in fellowships, awards, and internships.
We encouraged opportunities to present at professional conferences. We encouraged our students to make use of
the Dean’s offices travel grants for student conference participation.
We revised our advisement process engaging all faculty and all students.
Going forward, the faculty will continue to be engaged in revising and reshaping our curriculum to meet the needs of our
students. We plan to:
 Create a new BA/MA track with Homeland Security
 Create a new BA/MA track with Environmental Studies
 Continue to add more policy courses to the curriculum
 Continue to add more policy analysis and practical activities and experiences to the program
 Investigate creating a different, internship based Certificate, done entirely in the summer in Rome or possibly
Paris.
SJC_GOV_GOV_MA_R
Self-Study Template 32