AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: History BA SI
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 undergraduate baccalaureate program in History at the Staten Island campus was formerly under the jurisdiction of
the Division of Social Sciences, a multi-disciplinary academic unit of a separate college of the University known as Notre
Dame College until January 1999, when it was incorporated into the Department of History of St. John’s College. At that
time, Notre Dame College was terminated as a separate jurisdictional entity.
While part of Notre Dame College (1971-1999), the History programs and individual courses instilled a broad historical
perspective in understanding the contemporary world through the study of eras, regions, and human activities. The
History major was presented as a preparation for graduate study in History and for other traditional careers such as
teaching, law, and government, as well as scholarly and administrative positions in the private sector, , and publishing.
Two courses in Geography were offered—t he present World Geography and the former course on Environmental
Conservation. In conjunction with the School of Education, a Social Studies program is also offered.
Presently, as an integral part of the Department of History of St. John’s College, History majors are required to complete
36 credits in the major itself, as opposed to the 33 credits formerly required by Notre Dame College, but the distribution
of required courses remains basically the same. The number of potential History and Geography offerings for the Staten
Island campus has been increased, while History faculty members of the Staten Island campus now have the advantage
of being able to refind goals and objectives within the framework of a formal department.
As was stated in the 2010 Self-Assessment Report, the History B.A. program on the Staten Island campus continues to
share the University’s mission; it is Catholic, Vincentian and Metropolitan. However, the program has faced challenges,
for the number of students on this campus has decreased. Presently, the program has approximately eight history
majors. The future of the program is directly related to the success of future marketing strategies and maintenance of
funding by the University regarding the Staten Island campus. Since a history baccalaureate program and its associated
areas of Geography and Social Studies have always been an integral part of the overall academic programs of the Staten
Island campus, these should be maintained in the future, and if at all possible, enhanced, provided funding is available.
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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.
The B.A. history program on the Staten Island campus is committed to academic excellence and the pursuit of wisdom
that flows from free inquiry, religious values, and human experience. The program strives to preserve and enhance an
atmosphere in which historical research, imaginative methodologies, global awareness, and an enthusiastic quest for
truth serve as the basis of a vital teaching-learning process and the development of lifelong learning. The history
program and particularly its History 1000C course are part of the core curriculum in the liberal arts and sciences of St.
John’s College and continue to serve as catalysts for unifying and enriching the undergraduate experience.
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)
In everyday teaching, professors focus on historical developments and interpretations that reflect the concerns, history,
and interests of the Catholic Church and current society. For example, one faculty member administers an annual
summer program in Europe that focuses on issues of special relevance to Catholics such as the importance of religious
tradition and ethical considerations as well as contemporary social issues. Another faculty member periodically
volunteers to assist in northwestern Connecticut soup kitchens, clothes gathering, Grange activities, and pro-bono legal
work in Hartford, Connecticut representing the poor. The history program offers courses in conjunction with Service
activities of the University. Part of each Core-level freshman Honors and non-Honors course in Discover New York (DNY)
concentrates on the history of St. John’s University and other Catholic colleges in the New York City region. For example,
one faculty member works in cooperation with theology professors in the preparation of these instruction materials and
lectures. All professors actively participate in annual Founders’ Week activities. They also attend and participate in
other University-wide activities such as the Vincentian Leadership award ceremonies, Founders’ Week activities,
Veterans’ Day commemorations, and all student admissions and general faculty-student events.
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 B.A. history program on the Staten Island campus empowers diverse learners with quality education for life.
Through innovative teaching using up-to-date technology, as well as faculty research and service, the program promotes
rational, spirited inquiry with intelligent reflection. The history program has a student-centered approach which, on the
Staten Island campus, allows a lower student-faculty ratio that allows students close contact with individual history
faculty members
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)
As a baccalaureate degree program within St. John’s College, the history program on the Staten Island campus is an
integral part of the Liberal Arts studies of that college. Moreover, the program provides a Core Curriculum course,
History 1000C, through which the history faculty provide teaching service not only to students of that college, but also
the College of Professional Studies, the Tobin School of Business, and the School of Education.
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Standard 1.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 2. The program attracts, retains, and graduates high quality students.
From Fall 2010 until Fall 2013, the Freshmen SAT scores for entering History majors has increased from 1,077 to 1,330.
From Fall 2010 until Fall 2013, the Freshmen High School average of entering F History majors increased from 87 to 97.
The retention rate has been quite successful, increasing from 50% in 2009 to 100% in 2012, higher than the overall
college rate on the Staten Island campus at 85%. Based on collected date from years 1999 until 2007, the graduation
rate has remained steady on an average of about 60%, higher than the overall college rate on the Staten Island campus
at about 58%. (Please refer to Standard 2 Tables regarding attraction, retention and graduation rate of students of the
History program on the Staten Island campus).
2a.
Undergraduate SAT and High School Average
SAT
2005
2006
2007
High School Average
2008
2009
2005
2006
2007
2008
2009
Program
953
1047
1112
1156
1150
86
84
88
91
86
School/
College
1014
1057
1074
1069
1097
85
87
88
88
88
University
1068
1075
1075
1087
1092
86
87
87
87
88
Freshmen SAT Scores
Fall 2010
Fall 2011
Computed
history
Fall 2012
Computed
1,077
Fall 2013
Computed
1,068
Computed
1,255
1,330
Freshmen High School Average
Fall 2010
Fall 2011
High School
history
Fall 2012
High School
87
Fall 2013
High School
91
High School
95
97
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SAT Scores
High School Average
2010
2011
2012
2013
2010
2011
2012
2013
School/
College SI
1079
1113
1097
1104
87
88
88
90
Total
University
1097
1087
1096
1104
87
87
88
89
Intended college major for 2012 college-bound seniors
SAT
Test-Takers
Intended College Major
Mean Scores
Number Percent (%) Critical Reading
History
1,803
1.3%
Mathematics
Total
505
1034
529
*For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
2b.
Undergraduate 1st Year Retention Rate
Fall
2003
2004*
2005
2006
2007
2008**
# Fresh
# Ret
%
Program
100%
100%
100%
100%
60%
5
5
100%
School/
College
76%
70%
79%
83%
77%
102
86
84%
University
78%
78%
78%
79%
76%
3268
2557
78%
Note* The % of students started in Fall 2004 and returned to the program in Fall 2005
** The % of students started in Fall 2008 and returned to the program in Fall 2009
2009
Total
2010
Returned
#
%
DNR
#
%
Total
2011
Returned
#
%
DNR
#
%
Total
Returned
#
%
2012
DNR
#
%
Total
Returned
#
%
DNR
#
%
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HIS
2
1
50%
1
50%
6
3
50%
3
50%
6
6
100%
2
2
100%
Fall
2009
2010
2011
2012**
# Fresh
# Ret
%
School/
College - SI
85%
71%
85%
53
45
85%
Total University
78%
78%
76%
2757
2195
80%
2c.
Undergraduate 6 Year Graduation Rate
Fall
1999
2000
2001
2002
2003
Program
67%
0%
50%
0%
75%
School/
College
Average Rate
74%
65%
60%
69%
58%
University
64%
59%
61%
61%
58%
2004
Total
HIS
1
2005
Graduated
#
%
1
100%
Total
2006
Graduated
3
#
%
3
100%
Total
7
2007
Graduated
#
%
3
43%
Total
5
Graduated
#
%
3
60%
Fall
2004
2005
2006
2007
School/College
Average Rate - SI
56%
74%
65%
58%
Total University
58%
58%
59%
55%
2d.
Graduate Standardized Test Scores
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Comments: Refer to Charts 2a – 2d in your response. (Suggested limit 1/2 page)
The statistics are self-evident of the quality of student admitted and matriculating in the program.
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
The history program on the Staten Island campus offers courses and offerings similar to those of neighboring institutions
on Staten Island such as the College of Staten Island (CUNY) and Wagner College. However, whereas students attending
those institutions can successfully complete their history degrees on the same campus, St. John’s University Staten
Island campus students must take many upper-level and seminar courses at the Queens campus.
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)
History is a discipline that does not require licensure or professional certification. However, the SJU history department is one
of 70 institutions involved in the AHA’s Tuning Project. Tuning consists of five processes by which faculty groups identify
what students earning a given degree in a given discipline know and can do. The process grows from the assumption
that faculty, who know the discipline best, should be the party responsible for determining the discipline’s core.
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of
Students
2005
2006
2007
2008
2009
Majors
15
21
24
22
15
Minors
0
0
1
2
4
Total
15
21
25
24
19
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S
HIS
BA
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
16
13
10
5
1
2
7
BA/MA
Total
MINORS
HIS
Total
2h.
16
13
11
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Minors
Minors
Minors
Minors
2
1
2
1
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Total
Total
Total
Total
18
14
13
8
Number of degrees granted during the past five years. See table below.
Academic Year
Degrees
Granted
04/05
05/06
06/07
07/08
08/09
BA
2
1
4
3
6
10/11
11/12
12/13
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Degrees
Conferred
SJC-UG-SI
HIS
History
BA
Degrees
Conferred
3
Degrees
Conferred
2
4
Below is comparison degrees conferred data for local and national institutions based on data retrieved from the IPEDS
website. This is based on the Classification of Instructional Program (CIP) Code of 54-History.
2009201020112010
2011
2012
Bachelors
Local
741
795
742
National
35,198
34,999
35,121
1
Local institution include: Adelphi University, Columbia University, CUNY Queens College, Fordham University,
Hofstra University, Iona College, C.W. Post University, Manhattan College, New York University, Pace University,
Seton Hall University, Stony Brook University, and Wagner College.
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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)
They are similar, even despite the lower numbers of students majoring in history on the Staten Island campus.
Percentage-wise, the numbers can be considered similar between the Staten Island and Queens campuses, and between
St. John’s University and neighboring institutions on Staten Island.
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)
On the Staten Island campus, as in the entire University system, there is an “early alert” procedure regarding students
who do not seem to be achieving successful results in their undergraduate years. This alert system is a compilation of
several measures, including but not limited to mandatory midterm grades, referral to the Writing Center, and tutoring
and academic advisement by both faculty members and the Academic Dean’s Office. On the Staten Island campus,
collaboration on student advisement in many instances takes on an interdisciplinary character, as is the case with Social
Studies majors and combined history/education majors. Since many faculty of different departments are in close
proximity to each other, students are drawn to double-major and therefore seek advisement from faculty members of
different disciplines. History majors receive advisement from a history faculty member. They may also receive help
from college office assistant dean, or from faculty member of another discipline.
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 Career Services office on the Staten Island campus has never reported statistics to the general University community
regarding successful employment of history majors, much less of any specific major. One of the history faculty
members, Joseph A. Bongiorno, has served as Pre-Law and Graduate School Advisor and has advised many students
regarding entrance to law and graduate schools. Over the years, there have been quite a number of successful students
entering those types of professional schools. However, over the last five years, there have been general declines in
numbers of applicants wishing to attend such institutions, and those patterns are reflected on the Staten Island campus.
Two major reasons for this decline have been tuition expense and lack of available jobs upon graduation.
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 BA degree cultivates in students a diverse set of competencies. As part of the “tuning” project, the History
Department has spent several years reflecting on and defining those competencies, often in discussion and consultation
with current and former students. From such conversations we have identified seven core competencies that each
undergraduate history course engages, though often is different ways: communication skills, information literacy, critical
thinking, global and diverse perspectives, historical knowledge, historical thinking, and research skills and professional
development. Moreover, the department has taken steps to measure on a regular basis how effectively our courses
improve student success in reaching these competencies.
According to data, between Spring 2011 and Spring 2014 semester, the average CUM GPA has risen from 3.2 to
approximately 3.5 for the B.A. History program. For the combined B.A./M.A. program, there has been a similar high
rate bordering on 3.9. In comparison to both Staten Island campus-wide and all campuses, it is much higher than in
both instances ranging from 3.3 to 3.4 (Staten Island Campus and St. John’s College) and all campuses (ranging only from
3.1 to 3.2. In terms of scholarship and academic achievement, a majority of graduating students have been admitted to
the Phi Alpha Theta International History Honor Society, Eta Zeta Chapter (Staten Island Campus).
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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
As one of the strategies included iIn Repositioning the Strategic Plan 2011 – 2014 approved by the University’s Board of
Trustees, “an Academic Vice President was appointed on the Staten Island (SI) campus to create new approaches for
generating additional revenue and reversing enrollment declines.” A three-year strategic plan for the Staten Island
campus is thus presently being developed. This strategy was necessitated by the persistent annual enrollment declines
on the Staten Island campus, despite its inclusion in previous strategic plans, and various internal studies, Task Forces,
and other initiatives over the years. The general figures show total and freshmen enrollment trends, reflecting a 57%
and 60% decline respectively, in degree programs from 2002 to 2012, excluding College Advantage. (The College
Advantage Program is for high school students taking college courses for credit). Hence, declining trends in enrollment
on the Staten Island campus for the years 2002 until 2012 continue for both the undergraduate and graduate degrees.
Simply put, enrollment in undergraduate degree programs at the Staten Island campus have declined by 59%, from
2,057 in 1998 to 827 in 2012. Similarly, graduate enrollment declined by 68% from 377 to 119. The history program on
the Staten Island campus has been negatively impacted by these developments over the years, severely affecting the
number of available history majors and minors. The history program has continually adapted itself to these changing
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circumstances. A recent success that seems to have reversed this trend is the increase in student enrollment numbers
for the program’s History 1000C course, related to the University’s Global Passport Program.
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?
Strength of the Program: all full-time tenured faculty members on the Staten Island campus currently hold the Phd. One
faculty member also holds, in addition to the PhD, the JD and LLM degrees, with a successful Bar Examination. The
program offers a comprehensive number of courses that enable any history major to complete a baccalaureate degree
and either seek admission to a graduate or professional school thereafter or seek work. Another strength is the
continued inclusion of a comprehensive Social Studies program and Geography instruction, utilizing the full set of maps
and charts collection on the Staten Island campus.
Weakness of the program: Due to general declining student enrollment numbers on the Staten Island campus, course
availability has become more complicated, with the exception of the History 1000C course. Moreover, the inability of
history majors and minors to complete both the BA and MA programs on the same campus has also led to declining
student numbers in the programs.
Opportunities for the Program: Continued promulgation of the program and enabling students to enroll as history
majors; allowing history faculty to participate in student admissions programs and better advocate the history program
on the Staten Island campus. The program can also be better included in the proposed interdisciplinary programs for
the Staten Island campus, along with continued use of the History 1000C course as a “gateway” for undergraduate
students who want to study at the University’s European campuses in Rome and Paris.
Threats Facing the Program: External threats include the continued presumed shift to other schools indicated by rising
student enrollments at Staten Island College (CUNY), which has a significantly lower tuition; status of the history major
as a complete program both at Staten Island College (CUNY) and Wagner College, where students can complete BA, MA,
and PhD programs. Other regional institutions such as St. Francis College (NY) have also engaged in an aggressive
advertisement campaign on Staten Island, along with CUNY Staten Island and Wagner College, whereas there is no
visible advertising presence for the St. John’s University Staten Island campus.
Overall monitoring has been carried out by the faculty and administration officials of the Staten Island campus and
history program. Very little intervention or participation has been evident from the Queens campus regarding the
“external threats.” The former Assistant Chair of the History Department has been warning his department for years
about these conditions and circumstances, to no avail.
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.
According to the U.S. Bureau of Labor Statistics (BLS), employment for historians is expected to increase 18% from
2010-2020 (www.bls.gov). Most positions are available in federal, state, and local government institutions.
Opportunities will be best for those who can apply their research and analytical skills to other occupations, such as
teaching, researching, and writing.
History Teacher Job Information: Many students with degrees in history go on to pursue careers in education. History
teachers can be found in primary and secondary schools and at all levels of higher education. Teachers at the primary
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and secondary levels usually provide their students with a broad overview of historical events, while educators at the
postsecondary level often specialize in specific historical periods or areas.
General Commentary: History majors may also find employment in museums and at historical sites, teaching visitors
about the historical significance of exhibits.
Depending on the state of employment, history teachers in elementary, middle, and secondary schools may be required
to earn additional teaching degrees and obtain state licensure. Postsecondary school teachers will need to earn
graduate degrees to find employment in colleges and universities.
History Teacher Employment Outlook: According to the BLS, employment opportunities for elementary school teachers
is expected to increase by 17%, and for high school teachers, by 7%, in the period 2010-2020. This growth will be due to
rising enrollment rates, especially in the Southern and Western U.S. regions. Teachers willing to relocate and teach in
more than one subject will experience greater job opportunities. Postsecondary school teachers are expected to enjoy
an employment increase of 17% from 2010-2020. Increases in enrollment rates in colleges and universities and a large
number of retiring educators in the coming decade will spur this rising demand for postsecondary teachers. A majority
of openings will be in non-tenure-track and part-time positions.
Archivist Employment Outlook: The BLS notes that employment rates for archivists were anticipated to increase 12%
from 2010-2020. As museum collections and records grow, an increasing number of archivists will be needed to organize
them. Archivists who specialize in electronic records will see greater employment opportunities than those who
specialize in manual archiving systems, albeit at a slower rate in comparison to other careers.
The American Historical Association (AHA) has found that the number of history majors at American colleges and
universities gradually declined between 1992 and 1997, but rose about 4.3% in the 1999-2000 academic years, and 1.4%
in 2000-2001. The AHA then followed up with another survey during the academic year 2006-2007, which showed a
minimal growth of about 5%, with a decline during the years 2007 until the present. This is due to several factors,
including current economic and financial circumstances, as well as job opportunities for history majors. This has
affected the numbers of teaching faculty members, causing cancellation of courses and lessening overall funding of
history departmental programs, including funds for research and travel, and reappointments of adjunct faculty.1In
conclusion, on a smaller but representative level, the declared history major student trends are in line with recent
patterns in the number of majors already seen in other educational institutions of higher learning in the United States.
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
See, Robert B. Townshend, “AHA Data Indicates Surge in Number of History Majors”, Perspectives, November 2000; Robert B.
Townshend, “Latest Directory Show Further Growth in Undergraduate History majors”, Perspectives, November 2001; U.S.
Department of Education, Digest of Education Statistics 2008, (Washington, D.C., U.S. Government Printing Office, 2009); see at
http://nces.ed.gov/pubs2009/2009020.pdf. See also, Robert B. Townshend, “History in These Hard Times, Departments Struggle in a
Depressing Economy”, Perspectives on History, September 2009, see at
http://www.historians.org/Perspectives/issues/2009/0909/0909new1.cfm.
1
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2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study
abroad experiences.
The University Core competencies 1. Standards within the Discipline
The curriculum follows the same set of standards set forth by the History Department on the Queens campus. Included
in these standards are regular five-year assessments and revision of syllabi and course instructions thatinclude lectures,
use of classroom technology, periodic examinations, and mandatory term research papers or similar student projects. In
some cases, student research with faculty support is displayed at the annual University’s Student Research Day.
The curriculum is supported by the Department’s B.A. Goals and Outcomes Guidelines as adopted in May 2013. These
include, but are not limited to, Communication Skills, Information Literacy, Critical Thinking, Historical Knowledge, and
Historical Thinking.
2. Curriculum Integrity, Coherence, Academic Internships, Teaching Excellence, teaching Vibrancy, and Study Abroad
Experiences
Curriculum Integrity – as stated above, the curriculum and its syllabi are reviewed on a five-year cycle; the curriculum is
governed and monitored by the relevant departmental and college curriculum committees
Coherence – The syllabi and overall history curriculum on the Staten Island campus is monitored for coherence by the
relevant aforementioned governing bodies on the Queens campus. Coherence also is based on the interconnection of
various history courses, by interdisciplinary programs, and by general student understanding of such courses as
monitored by mechanisms including semester-end student evaluations.
Teaching Vibrancy and Excellence – Both tenured and non-tenured faculty members are regularly evaluated by the
History Department and College governing bodies, ensuring relevancy and satisfactory instruction of course work.
Study Abroad Experiences – On the Staten Island campus, History 1000C is an integral part of the University’s Global
Passport Program, integrating that campus’s history program with students’ study abroad experiences, particularly in
Rome, Italy. Dr. Bongiorno regularly instructs his History 1000C students in Italian language and history, thus enabling
the potential students’ participation in the Rome campus’s studies program, making their experience more relevant and
understandable.
3. The University Core competencies: Presently, the History program offers History 1000C as a core requirement and
provides service for all students of all colleges operating on the Staten Island campus.
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
Faculty syllabi, which are now posted on Digication, all include key elements of a syllabus as suggested by the Center for
Teaching and Learning, including a course description, instructor information, schedule of readings, grading criteria, and
an explanation of expectations for in-class and on-line work. Many syllabi include detailed descriptions of writing
assignments, although in some instances these instructions are broken out into a separate document. Syllabi and
detailed instructions for writing assignments are given out in-class and posted on-line to be sure that students are aware
of course requirements. Furthermore, faculty have recently evaluated all of the syllabi used by adjunct instructors who
teach History 1000C to be sure their syllabi (and their courses) are meeting departmental standards.
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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 assessment model for the History program on the Staten Island campus is governed by the same models and
assessment processes administered by the History Department and College authorities on the Queens Campus. Other
factors or dimensions are determined by same.
The History Department has recently revised its BA Goals and Outcomes to better encompass the core competencies
that we seek to develop in our major. The seven-point list includes Communication Skills; Information Literacy; Critical
Thinking; Global and Diverse Perspectives; Historical Knowledge; Historical Thinking; Research Skills and Professional
Development. Each course offered by the history department develops particular objectives. Each semester, professors
teaching key courses such as 2990: Introduction to History, and 4990: Senior Seminar, regularly assess the degree to
which students are meeting these learning objectives; the results are entered into WEAVE. The department has also had
numerous conversations about assessment, members have been involved in designing assessment tools for the college
and the discipline.
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 department received national recognition from the American Historical Association, the National History Center,
and the Teagle Foundation to implement the White Paper on History and a Liberal Education. The SJU History
Department was one of three institutions chosen because of its achievements introducing students to research in the
libraries and archives of New York City. Students from the SI campus have participated in HIS4990 .
The department also has been participating in the AHA’s and Lumina Foundation’s Tuning Project to improve history
education at the BA and MA levels. The SJU History Department is one of 70 institutions involved in the project.
Standard 4.
Additional comments if needed. (Suggested limit 1 page)
Self-Study Template 14
LAS_HIS_HIS_BA_SI
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.
From Fall 2005 until Fall 2013, the number of history majors decreased from 15 to 8. The number of history minors, as
of Fall 2009 was 4. The total number of Social Studies majors, as of Fall 2014, is 8. The total number of full-time faculty
assigned to the History Program on the Staten Island campus is presently three, consisting of two tenured and one nontenured member. The current student-faculty ratio is therefore approximately three to one (on an overall average from
the academic years Fall 2005 until Fall 2013). This does not include faculty serving students who are non-history majors
within St. John’s College or those from other colleges such as the School of Education, College of Professional Studies,
and Tobin School of Business.
Fall 2005
Fall 2006
# Majors/
FT Faculty
FT
PT
Total
FT
Majors
15
0
15
21
Minors
PT
0
0
Fall 2007
Total
FT
21
23
0
1
PT
1
Fall 2008
Total
FT
24
21
1
2
PT
Fall 2009
Total
1
FT
PT
22
14
2
4
Majors
& Minors
Combined
15
0
15
21
0
21
24
1
25
23
1
24
18
# of FTE
Students
(Majors &
Minors)
15
0.00
15
21
0.00
21
24
0.33
24.33
23
0.33
23.33
18.00
Total
1
15
4
1
0.33
19
18.33
# of FTE
Faculty
assigned
to the
program
0
0
0
0
0
FTE
Student/
FTE
Faculty
Ratio
0
0
0
0
0
Self-Study Template 15
LAS_HIS_HIS_BA_SI
Fall 2010
Fall 2011
Total
F
Total
F
P
Total
F
P
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
17
17
14
Fall 2010
14
13
Fall 2011
1
14
Fall 2012
7
Total
F
Total
F
Total
F
Total
Minors
Minors
Minors
Minors
Minors
Minors
Minors
Minors
2
MAJORS/MINORS
2
1
2
2
Fall 2010
Fall 2011
F
Total
F
Total
F
P
Total
Total
Total
Total
Total
Total
Total
Total
19
19
15
15
15
1
16
Fall 2010
FTE MAJORS
1
1
Fall 2012
Fall 2011
1
1
Fall 2013
F
P
Total
Total Total Total
8
1
Fall 2012
9
Fall 2013
F
Total
F
Total
F
P
Total
F
P
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
19
19
15
15
15
0.333
15.333
8
0.333
8.333
Fall 2010
Fall 2011
Fall 2012
8
Fall 2013
F
MINORS
Total
Fall 2013
F
MAJORS
Total
Fall 2012
Fall 2013
# of FTE faculty assigned
to the program
FTE Student/FTE Faculty
Ratio
Important Notes:
Self-Study Template 16
LAS_HIS_HIS_BA_SI
FTE Students = Number of FT Students + (number of PT Students/3)
FTE Faculty = Number of FT Faculty + (number of PT Faculty/3)
This methodology is used by STJ for all external reporting.
The figure for majors includes first and any second majors.
5b.
Below you will find the credit hours the department has delivered by full-time faculty and part-time faculty
(including administrators) and the total credit hours consumed by non-majors.
Credit Hours
Fall 2005
Taught
#
Fall 2006
Fall 2007
Fall 2008
Fall 2009
%
#
%
#
%
#
%
#
%
FT Faculty
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%
%consumed by
Non-Majors
82%
Credit Hrs
Taught
Fall 2010
Number
82%
Fall 2011
Percent
Number
79%
Fall 2012
Percent
Number
77%
Fall 2013
Percent
Number
Percent
F-T Faculty
2,890
54.9%
2,784
50.3%
2,282
42.9%
1,860
39.9%
P-T Faculty (inc
Admin)
2,373
45.1%
2,748
49.7%
3,042
57.1%
2,799
60.1%
0.0%
Total
5,263
100%
0.0%
5,532
100%
0.0%
5,324
78%
100%
0.0%
4,659
100%
Self-Study Template 17
LAS_HIS_HIS_BA_SI
% Consumed
by Non-Majors
4,163
79.1%
4,443
80.3%
4,332
81.4%
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
Fall 2005
Taught
#
Fall 2006
%
Fall 2007
Fall 2008
Fall 2009
#
%
#
%
#
%
#
%
39
62%
44
59%
50
71%
54
79%
FT Faculty
29
52%
PT Faculty
27
48%
24
38%
30
41%
20
29%
14
21%
Total
56
100%
63
100%
74
100%
70
100%
68
100%
Courses
Taught
Fall 2010
Number Percent
Fall 2011
Number
Fall 2012
Percent
Number
Fall 2013
Percent Number Percent
F-T Faculty
42
62.7% 34
79.1% 40
52.6% 34
50.7%
P-T Faculty
(inc Admin)
25
37.3% 9
20.9% 36
47.4% 33
49.3%
Total
67
0.0%
0.0%
0.0%
100% 43
100% 76
100%
0.0%
67
100%
Self-Study Template 18
LAS_HIS_HIS_BA_SI
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)
Based on the supplemental information tables given, the profile of the History faculty membership on the Staten Island
campus is an integral part of the general profile of the entire History Department, including the Queens campus. In
regards to tenure, two are tenured associate professors of history and one is a tenure-track assistant professor of
history.
Self-Study Template 19
LAS_HIS_HIS_BA_SI
2005
FT
2006
PT
Total
#
%
#
%
Male
12
80%
15
94%
Female
3
20%
1
Total
15
100%
Black
1
Hispanic
FT
2007
PT
Total
#
%
#
%
27
13
72%
13
93%
6%
4
5
28%
1
16
100%
31
18
100%
7%
0
0%
1
2
1
7%
1
6%
2
Asian
1
7%
0
0%
White
10
67%
15
Unknown
2
13%
Total
15
100%
Tenured
10
Tenure-Track
FT
2008
PT
Total
#
%
#
%
26
11
61%
13
87%
7%
6
7
39%
2
14
100%
32
18
100%
11%
0
0%
2
1
1
6%
0
0%
1
1
1
6%
0
0%
94%
25
13
72%
13
0
0%
2
1
6%
16
100%
31
18
100%
67%
10
11
4
27%
4
Not Applicable
1
7%
Total
15
100%
FT
2009
PT
Total
#
%
#
%
24
12
60%
12
92%
13%
9
8
40%
1
15
100%
33
20
100%
6%
1
7%
2
2
1
6%
0
0%
1
1
1
6%
0
0%
93%
26
13
72%
13
1
7%
2
2
11%
14
100%
32
18
100%
61%
11
12
4
22%
4
1
3
17%
15
18
100%
FT
PT
Total
#
%
#
%
24
12
63%
9
100%
21
8%
9
7
37%
0
0%
7
13
100%
33
19
100%
9
100%
28
10%
2
15%
4
2
11%
2
22%
4
1
5%
0
0%
1
2
11%
0
0%
2
1
2
10%
0
0%
2
0
0%
0
0%
0
87%
26
13
65%
9
69%
22
13
68%
7
78%
20
1
7%
3
2
10%
2
15%
4
2
11%
0
0%
2
15
100%
33
20
100%
13
100%
33
19
100%
9
100%
28
67%
12
12
60%
12
12
63%
12
3
17%
3
5
25%
5
5
26%
5
3
3
17%
3
3
15%
3
2
11%
2
18
18
100%
18
20
100%
20
19
100%
19
Gender
Ethnicity
Tenure Status
Self-Study Template 20
LAS_HIS_HIS_BA_SI
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 21
LAS_HIS_HIS_BA_SI
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)
Detailed reports and listings of faculty accomplishments in these areas are contined in annual faculty reports submitted
by the History Faculty of the Staten Island campus to the History Department and Academic Dean’s Office. These
reports are on file with the History Department and Academic Dean’s Office.
Best known for the production of historical scholarship, during the reporting period the History Department gained
national recognition for its pedagogical research and innovation. In April 2013, Chairman Elaine Carey and History
Department colleagues Tracey Anne Cooper, Elizabeth Herbin-Triant (who has since left the department), Philip
Misevich, and Alejandro Quintana (SI campus) published an article in Perspectives, a professional magazine published by
the American Historical Association (AHA), the nation’s leading academic history organization. Professors Carey, Cooper,
Herbin-Triant, Misevich, and Quintana discussed their participation in the AHA’s Tuning Project, an effort to help
participating history departments better define what a student needs to know to complete their history undergraduate
and graduate degree programs. Thirteen months later, in May 2014, Dr. Carey, vice-president of the AHA Teaching
Division, helped organize a meeting at St. Francis College in Brooklyn to explain the Tuning Project to History faculty
throughout the New York metropolitan area. The meeting was attended by the AHA’s Executive Secretary and five
History Department faculty representing all types of institutions of higher learning, from research universities to
community colleges. St. John’s faculty members who had co-written the article and/or participated in the History
Department’s Tuning Project shared advice and insight with those in attendance who were interested in getting their
department or division involved.
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)
This answer should be submitted in conjunction with that of the BA program for the Queens campus since the same
faculty development programs are from one common source. Some of these common programs are the Center for
Teaching and Learning and various initiatives sponsored by the Academic Dean’s Office.
As stated above, the faculty has participated in the Center for Teaching Learning fellows program. With CTL, faculty have
designed web sites, worked with students to explore the connection between history and fiction writing, and attended
conferences to gain social networking and quantitative skills. Members of the faculty have also participated in the Writers
Retreats in Rome and Paris. In both Rome and Paris, professors honed their skills in teaching writing, shared ideas, and
developed new classes. Another member of the department was in the first Vincentian Mission Institute learning about
Vincentian history and values.
Faculty members always have attended workshops offered by the librarians, and they also attend teaching-related seminars at
conferences. Faculty members share their experiences at conferences and workshops with the department through
department meetings.
Two members of the department applied for and received funding from the College to attend CIEE Summer Faculty
Development Seminars – Cooper in Spain and Morocco, regarding the history of immigration, and Borrero in Peru,
concerning the history of food.
Self-Study Template 22
LAS_HIS_HIS_BA_SI
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.)
This question can be only answered by the History Department, which has access to relevant departmental records.
External
Funding
Fiscal Year
04/05
05/06
06/07
07/08
99,854
28,000
18,000
33,350
08/09
$ Amount
Program
$ Amount
Department
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
10,000
7,353
30,800
2,955
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)
According to the information regarding course evaluations from academic years 2011 to 2013, course vibrancy and
positive commentary have fallen within the following ranges for the History program on the Staten Island campus:
Course Evaluation – overall course evaluations have ranged from 3.39 to 4.60, above median and above the averages of
both the College and Total Undergraduate figures.
Instructional Vibrancy – overall average for academic years 2011 until 2013 range from 4.17 to 4.28, at par with both
College and Undergraduate average Totals.
Self-Study Template 23
LAS_HIS_HIS_BA_SI
History (SI)
Saint John’s
College
Total
Undergraduate
Overall Evaluation (Spring)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
3.39
3.85
4.60
4.17
4.54
4.28
3.95
4.01
4.00
4.28
4.33
4.33
4.01
3.21
4.07
4.27
4.29
4.35
Note: Institutional Vibrancy is the average of the first 14 questions on the course evaluation, with questions pertaining
to course organization, communication, faculty-student interaction, and assignments/grading. All course evaluation
questions range from 1 (Strongly Disagree) to 5 (Strongly Agree).
5i.
What percentage of full time faculty assigned to this program have terminal degrees or industry certifications
renewed within the past 2 years? Comment. (Suggested limit 1/3 page)
All three faculty members hold the terminal degree of the PhD; one faculty member also holds, in addition to the PhD,
the JD and LLM degrees with a successful Bar Examination.
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)
(This answer needs to be written by the History Department since the Staten Island program is an integral part of that of
the Queens-based program).
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 Staten Island Campus is unlike the Queens campus. The original campus buildings consist of former private homes,
carriage houses, and two classroom buildings that date from the beginning of the twentieth century or before. The
campus was a former site of a Catholic women’s college known as Notre Dame College. The campus has been
administered since 1971 by St. John’s University. Between 1971 and the present, three additional buildings have been
erected: a gymnasium and student center; a library; a faculty/classroom/computer lab building; and aadditional
student/conference center. The future of the campus will determine the viability of the History Program, as well as
other similar programs within the several colleges operating on the Staten Island campus. For the history program, Dr.
Bongiorno has preserved and maintained the department’s map collection and other history resources in his office.
Since the late 1990s, the campus has slowly been outfitted with current computer, laptop, and visual resources.
Self-Study Template 24
LAS_HIS_HIS_BA_SI
However, faculty support for computer services has a much weaker presence on the Staten Island campus than on the
Queens campus.
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)
The Staten Island Campus is unlike the Queens campus, as noted above. The older buildings, have had constant issues
regarding heating and air conditioning, acoustics, lighting, and so forth. The newer buildings have new classrooms and
computer facilities. New faculty offices have been commented by many to be better than those on the Queens campus,
albeit with some major air conditioning and heating issues. The future of the campus will determine the disposition of
these facilities and their use by the History Program.
The question of cost-effectiveness can only be answered by the University administration regarding the total
maintenance costs of the campus versus current low student enrollment figures.
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)
This question can only be answered by the History Department on the Queens campus and/or the University
Administration.
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)
The undergraduate history program at Staten Island is running a deficit of -36,582 and the social studies degree is
generating 47,085 in annual revenue based on the data supplied to the department. More significant, the department’s
participation in the College Advantage Program generates income that was not calculated in the department’s
contribution. On average, anywhere from 280 to 300 high school students pay $325.00 to take history classes. For the
academic year 2014-15, those classes generated an additional $93,600.00 in revenue of which the department received
0 to oversee the classes and faculty. Some of these classes are offered on Staten Island and in New Jersey.
The Staten Island campus has had declining enrollments for many years. With the limited resources available to the
history department there is little that can be done by the department.
Self-Study Template 25
LAS_HIS_HIS_BA_SI
Despite the chronic problems on the Staten Island campus, The history faculty has offered joint classes and participating
in the new degrees and majors that are offered for Staten Island students including American and Environmental
Studies. From the data supplied by the SJU, it is difficult to measure the cost-effectiveness of the program since it is
connected to other degrees and the core curriculum. The faculty at SI routinely run HIS 2990 (sophomore seminar) and
HIS 4990 (Senior seminar) as a directed reading with no compensation since the university cancels classes that are
unenrolled.
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)
Since the last program review of 2003, the History department faculty has worked to raise the level of academics for the B.A.
program. These initiatives can be found in the reconfiguration of the seminars, HIS 2990 and HIS 4990. However, on Staten
Island the enrollment numbers make it impossible to offer HIS 2990 and HIS 4990. Also, the department has been working on
strengthening academics by fostering a cultural shift within the department that aligns with national standards. Since the last
review, we have made students aware of discipline-specific national standards that emerged from the Tuning Project. The
department rewrote its goals and outcomes and created sample syllabi and writing assignments for the adjuncts who teach
HIS 1000C, HIS 1010, HIS 1301, and HIS 1302. Alejandro Quintana, a Staten Island faculty member, is a member of the Tuning
Team.
To enhance student engagement, every semester the chair emails a welcome letter to all students, including those on the
Staten Island campus, containing semester announcements, events, and other information. The department started a History
Club, an undergraduate history journal Historia et Memoria, a Facebook group, a blog, and a Twitter feed. On the Facebook
group, the editors post internships, job opportunities, grants, etc. The History Club offers students the opportunity to visit
local historical sites. On Staten Island, there is also a Model UN in which the coordinator is a history professor.
The SI department hired Quintana to replace a retiring professor. Dr. Quintana expanded the offerings on Staten Island in
accordance with his expertise as a historian of Latin America.
Self-Study Template 26
LAS_HIS_HIS_BA_SI