AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Social Studies BA SI
Date Submitted to Department/Division Chair: 01 October 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)
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)
The purpose of the program reflects the Catholic, Vincentian and Metropolitan identity of the University. The Social
Studies program is an interdisciplinary one, inclusive of courses of all different academic fields ranging from theology to
history. Administered by the History Department, students are also engaged in internships and programs related to
community service and understanding.
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 program, through its course offerings in various departments, offers an insightful, reflective and research-based
venue of learning for Social Studies students who will engage themselves in their surrounding communities as teachers
or other positions involved in either the private or public spheres. The Social Studies program also permits its students
to learn from their Instructors offering models of teaching to pass on to future generations of students at different levels
of education.
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)
The Social Studies Program is an integral part of the College’s mission and vision. Founded on the Liberal Arts, the
program provides a student-centered approach to instruction to enable students to achieve various career goals in the
private and public sectors. Through service learning, students are better aware of their surrounding communities
contiguous of the physical campus. Thus, whether one wishes to become a teacher or lawyer through the learning
venue of the program, a Social Studies major is better prepared to serve one’s community through his/her chosen
profession or vocation.
LAS_SOC.STUDIES_BA_SI
Self-Study Template 1
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
The B.A. Social Studies Program originated from the former Notre Dame College of Saint John’s University and begun
shortly after 1971. Originally organized by both that former college and School of Education, the intent of the program
was to instruct students who wished to teach on the elementary and high school levels within the private or parochial
schools. Within Notre Dame College, history professors were given the responsibility for academic advisement along
with their School of Education counterparts. After the “merger” of 1998-99, the program remained under the
supervision of history professors on the Staten Island campus. Academic advisement arrangements with the School of
Education continue. Thus, the program is administered by the History Department but reserved only for Staten Island
campus students. Significantly, the Social Studies program has remained the only interdisciplinary program on the
Staten Island campus. In addition to the University core requirements, students must also choose from other electives
such as theology, philosophy, education, government and politics and sociology. In addition, students are able to take a
limited amount of other electives from the College of Professional Studies and the Tobin School of Business. Thus, with
the present re-orientation of the academic direction of the Staten Island campus to a more interdisciplinary platform,
the Social Studies Program has become a foundation of this new direction. Hence, both faculty and administration
officials of the Staten Island Campus desire this program to be continued. Furthermore, given the unique nature of its
instructional base, the program has also been financially successful thus augmenting the campus’s viability and function
within the University system. There have been successful efforts to provide the necessary framework in terms of a
continuous two year cycle of scheduled course offerings; hence the program has met its administrative and financial
responsibilities. It is hoped and urged that the program be continued so that it can contribute to the continued
evolution of the formation of a unique academic character of the Staten Island campus and give its students another
important choice in their professional and vocational formations.
STANDARD 2. The program attracts, retains, and graduates high quality students.
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 2011
Computed
social studies
LAS_SOC.STUDIES_BA_SI
1,390
Self-Study Template 2
Freshmen High School Average
Fall 2011
High School
social studies
95
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
SAT
Test-Takers
Intended College Major
Mean Scores
Number Percent (%) Critical Reading
Social Sciences
2,069
1.5%
Mathematics
Total
536
1087
551
* 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%
LAS_SOC.STUDIES_BA_SI
Self-Study Template 3
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
%
SST
1
2012
Returned
DNR
#
%
#
1
100%
Total
Returned
%
#
DNR
%
#
%
Fall
2009
2010
2011
2012**
# Fresh
# Ret
%
School/
College - SI
85%
71%
85%
53
45
85%
Total University
78%
78%
76%
2757
2195
80%
* The % of students started in Fall 2012 and returned to the program in Fall 2013
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
Graduated
#
SST
1
2005
1
%
Total
2006
Graduated
#
%
Total
2007
Graduated
#
%
Total
Graduated
#
%
100%
LAS_SOC.STUDIES_BA_SI
Self-Study Template 4
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
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
Presently, St. John’s University is the only university offering an interdisciplinary Social Studies Program on Staten Island
or in the surrounding areas of Brooklyn and eastern New Jersey. There are an increasing amount of students interested
in the program to prepare for either teaching or other society-based occupation. As a unique program, the University
may wish to introduce it to its other campuses.
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)
The program does not require the taking of licensure or professional certification exams, thus no statistics are available.
2g.
Number of majors and minors enrolled over the past five years. See table below.
(Note that for 2015-2016, there are four majors).
St. John's College Lib Arts-SI
Total
LAS_SOC.STUDIES_BA_SI
SST
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
BA
5
3
4
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Total
Total
Total
Total
5
3
4
1
1
Self-Study Template 5
2h.
Number of degrees granted during the past five years. See table below.
Academic Year
Degrees
Granted
04/05
05/06
06/07
07/08
08/09
BA
1
4
7
1
5
SJC-UG-SI
SST
Social Studies
BA
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
2
1
2
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
Bachelors
Local
3,417
National 137,582
3,423
3,322
142,145
143,422
1
Local institutions 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)
It is difficult to determine this issue since the unique numbers of Social Studies degrees cannot be compared to the
general awarding of BA and BS degrees due to the interdisciplinary nature of the program.
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)
Like all university-standard programs, the monitoring and measuring of students’ progress is based on testing, writing
requirements and periodic/structured academic advisement by faculty. Other mechanisms such as internships and
independent study reading courses are also available as a another standard measurement of student learning and
performance.
LAS_SOC.STUDIES_BA_SI
Self-Study Template 6
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)
No official records have been kept by the Career or Alumni Offices regarding post-graduate activities by Social Studies
majors. However, by faculty experiences and post-graduate contacts, it has been generally accepted that Social Studies
majors have been successful. For example, many graduates have pursued graduate programs in History or Education. In
the Education programs, graduates are interested in teaching on the elementary or secondary levels. Many graduates
have entered the University’s graduate Education programs on the Staten Island campus. Others have entered the
Master’s programs in History, particularly in other regional universities such as the College of Staten Island. Some
graduates have entered law schools. Others have entered government service mostly on the city or county levels. The
diversity of opportunity is indicative of the interdisciplinary nature of the program’s success.
2k.
Please comment on the students’ competencies in the program. Support your response using data provided
below and any other data available. (Suggested limit 1/3 page)
Standard 2.
Additional comments if needed: (Suggested limit 1 page)
LAS_SOC.STUDIES_BA_SI
Self-Study Template 7
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
For the Staten Island campus, it meets the present strategy of creating a more interdisciplinary platform for degree
programs such as American Studies or individual course offerings through the Teaching Grant Opportunities. In fact,
given its origins, it has provided the model for interdisciplinary programs, along with the former American Studies
program under the former Notre Dame College and its Division of Social Sciences. The recent meeting of Associate
Deans to commit to a continued two cycle of course requirements to complete program requirements is indicative of
the program’s overall alignment with both college and campus initiatives and strategies. Dr. Bongiorno has also worked
closely with the Provost’s Office on the Staten Island campus to facilitate continuation of the program with the
necessary and already-promised support.
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: Interdisciplinary program dedicated to student’s post-graduate success in diverse fields.
Program is supported by full-time faculty and strong academic advisement by History and Education faculties on the
Staten Island campus. Strength also lies in the support of physical facilities.
Weakness of the Program: the program is negatively affected by the lower numbers of student admissions to both the
University and its Staten Island campus. Another weakness regards a lack of continuity to a graduate level program in
History or other Liberal Arts programs not available on the Staten Island campus. The lack of a combined BA/MA
program discourages new students to enter the program and thereby seek admission elsewhere. Another weakness of
the program is due to the inherent overall issue of University tuition costs versus those of more inexpensive institutions
such as the College of Staten Island or Kingsborough Community College (Brooklyn, NY). The weaknesses are inherent in
external rather than internal factors not controlled by the program or its administrators.
Opportunities: a greater increase in admissions for a program that is not offered immediately elsewhere. The University
should better advertise this program and emphasize its interdisciplinary characteristics, thus inviting interested students
looking for such a possibility. Prospective teaching candidates or those wishing to enter law school would be interested
in such an opportunity.
Competitive Edge: obviously inherent in the immediate discourse in this section.
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.
Change, 2010-20
Fastest Growing Occupations
LAS_SOC.STUDIES_BA_SI
Percent
Numeric
Occupations having the
largest numerical increase
in employment
Change, 2010-20
Percent
Numeric
Self-Study Template 8
Social and Human Service
Assistants
28%
106,00
Social and Human Service
Assistants
28%
106,00
Changes, 2010-20
Grow much faster than average – Increase 21% or more
Social and Human Service Assistants
Percent
Numeric
28%
106,00
*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.
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
Since this program is interdisciplinary, the standards are aligned with the History Department and the School
of Education. For other course offerings, the standards are aligned with those individual departments
involved with the various course offerings.
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study
abroad experiences.
Curriculum integrity and coherence are an integral part of both the College of Liberal Arts and School of
Education. The academic internships consist of various opportunities such as teaching internships in
elementary and secondary schools, internships in local museums and other cultural institutions on Staten
Island and other nearby regional locations. Internships have also been in the private sector and small local
law firms.
3. The University Core competencies
All University Core courses are offered and related course offerings augment the Core curriculum through a
specifically designed distribution of coursework between the College of Liberal Arts and the School of
Education.
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
As an interdisciplinary program consisting of approximately 60 credits, the individual syllabi are created by those
departments involved in course offerings which obviously incorporate the suggested elements of the syllabus.
LAS_SOC.STUDIES_BA_SI
Self-Study Template 9
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 program is the same for those of the Department of History (SJC) and the School of
Education.
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)
Teaching Collaboration Grants have been a common venue regarding awards since many of the course offerings are or
can be faculty “team taught”.
Standard 4.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
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
FT
PT
Fall 2007
# Majors/ FT Faculty
FT
PT
Total
Total
Majors
9
0
9
12
0
12
Majors & Minors
Combined
9
0
9
12
0
# of FTE Students
(Majors & Minors)
9.00
0.00
9.00
12.00
0.00
FT
Fall 2008
PT
Total
5
0
5
12
5
0
12.00
5.00
0
FT
Fall 2009
PT
Total
13
0
13
5
13
0
5.00
13.00
0
FT
PT
Total
9
0
9
13
9
0
9
13.00
9.00
0
9.00
Minors
# of FTE Faculty assigned
to the program
0
0
0
0
0
FTE Student/ FTE Faculty
Ratio
0
0
0
0
0
LAS_SOC.STUDIES_BA_SI
Self-Study Template 10
Fall 2010
Fall 2011
P
Total
F
Total
F
Total
F
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
4
1
5
3
Fall 2010
MAJORS/MINORS
FTE MAJORS
3
4
Fall 2011
4
1
Fall 2012
1
Fall 2013
F
P
Total
F
Total
F
Total
F
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
4
1
5
3
3
4
4
1
1
Fall 2010
Total
Fall 2013
F
MAJORS
Total
Fall 2012
Fall 2011
Fall 2012
Fall 2013
F
P
Total
F
Total
F
Total
F
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
4
0.333
4.333
3
3
4
4
1
1
Fall 2010
Fall 2011
Fall 2012
Fall 2013
# of FTE faculty assigned
to the program
FTE Student/FTE Faculty
Ratio
Important Notes:
FTE Students = Number of FT Students + (number of PT Students/3)
FTE Faculty = Number of FT Faculty + (number of PT Faculty/3)
This methodology is used by STJ for all external reporting.
The figure for majors includes first and any second majors.
LAS_SOC.STUDIES_BA_SI
Self-Study Template 11
5b.
Below you will find the credit hours the department has delivered by full-time faculty and part-time faculty
(including administrators) and the total credit hours consumed by non-majors.
Credit Hours
Taught
Fall 2005
#
Fall 2006
Fall 2007
Fall 2008
Fall 2009
%
#
%
#
%
#
%
#
%
2091
44%
2454
56%
2427
51%
3111
65%
3708
76%
PT Faculty
2646
56%
1953
44%
2313
49%
1650
35%
1194
24%
Total
4737
100%
4407
100%
4740
100%
4761
100%
4902
100%
FT Faculty
% consumed
by
Non-Majors
Credit Hrs
Taught
82%
82%
Fall 2010
Number
79%
Fall 2011
Percent
Number
Fall 2012
Percent
Number
Percent
2,046
55.9%
2,175
55.3%
2,358
67.2%
P-T Faculty (inc
Admin)
1,617
44.1%
1,761
44.7%
1,149
32.8%
Total
% Consumed
by Non-Majors
3,663
2,433
LAS_SOC.STUDIES_BA_SI
100%
66.4%
0.0%
3,936
2,568
100%
65.2%
Number
2,112
936
0.0%
3,507
2,085
78%
Fall 2013
F-T Faculty
0.0%
77%
100%
59.5%
Percent
69.3%
30.7%
0.0%
3,048
1,935
100%
63.5%
Self-Study Template 12
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time
faculty (including administrators).
Courses
Taught
Fall 2005
#
Fall 2006
%
Fall 2007
Fall 2008
Fall 2009
#
%
#
%
#
%
#
%
39
62%
44
59%
50
71%
54
79%
FT Faculty
29
52%
PT Faculty
27
48%
24
38%
30
41%
20
29%
14
21%
Total
56
100%
63
100%
74
100%
70
100%
68
100%
Courses Taught
Fall 2010
Number
Fall 2011
Percent
Number
Fall 2012
Percent
Number
Fall 2013
Percent
Number
Percent
F-T Faculty
27
58.7%
35
62.5%
34
65.4%
33
67.3%
P-T Faculty (inc Admin)
19
41.3%
21
37.5%
18
34.6%
16
32.7%
0.0%
Total
46
100%
0.0%
56
100%
0.0%
52
100%
0.0%
49
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)
This question can be answered by three entities: the Department of History (SJC), the School of Education and the
individual departments responsible for the course offerings with SJC.
LAS_SOC.STUDIES_BA_SI
Self-Study Template 13
Departmental Data
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
LAS_SOC.STUDIES_BA_SI
Self-Study Template 14
2010
FT
2011
PT
Total
#
%
#
%
Male
5
42%
7
70%
Female
7
58%
3
30%
Total
12
FT
2012
PT
Total
#
%
#
%
12
6
46%
6
55%
10
7
54%
5
45%
22
13
30%
5
2
15%
1
FT
2013
PT
Total
#
%
#
%
12
6
43%
5
63%
12
8
57%
3
38%
24
14
27%
5
2
14%
8%
0%
1
1
1
FT
PT
Total
#
%
#
%
11
6
43%
4
40%
10
11
8
57%
6
60%
14
22
14
25%
4
2
14%
2
20%
4
7%
0%
1
1
7%
0
0%
1
7%
0%
1
1
7%
0
0%
1
0%
0%
0
0%
0
0%
0
75%
16
71%
8
80%
18
2 or More Races
0
0%
0
Native
Hawaiian/Pacific
Islander
0
0%
0
0
0%
0
Gender
10
11
8
10
24
Ethnicity
Black
2
17%
Hispanic
1
8%
0%
1
Asian
0%
0%
0
0%
0%
0
American
Indian/Alaskan
Native
0%
0%
0
0%
0%
0
70%
16
73%
18
White
9
Unknown
Total
75%
3
7
0%
12
0%
10
10
0
77%
3
8
0%
22
13
0%
11
10
0
71%
2
6
0%
24
14
0%
8
10
0
0%
22
14
10
24
Tenure Status
Tenured
8
67%
8
9
69%
9
11
79%
11
12
86%
12
Tenure-Track
4
33%
4
4
31%
4
3
21%
3
2
14%
2
0%
0
0%
0
0%
0
0%
0
Not Applicable
Total
12
LAS_SOC.STUDIES_BA_SI
12
13
13
14
14
14
14
Self-Study Template 15
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)
This answer is an integral part of the same concerning the Department of History, the School of Education and the
individual departments responsible for course offerings.
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)
Given the interdisciplinary nature of the program, Teaching Collaboration Grants have been given to faculty members
instructing courses in related disciplines, i.e. history/ government and politics or education/history.
5g.
The table below shows the amount of external funding received by the department. If available, please provide
the dollar amount of externally funded research for full-time faculty supporting the program under review. (Program
dollar amounts are available through departmental records.)
External
Funding
Fiscal Year
04/05
05/06
06/07
07/08
99,854
28,000
18,000
33,350
08/09
$ Amount
Program
$ Amount
Department
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
-
LAS_SOC.STUDIES_BA_SI
2,500
1,000
-
Self-Study Template 16
5h.
Please comment on the table below that shows trends in overall course evaluation and instructional vibrancy for
your program (if available), your college and the university. (Suggested limit ½ page)
Overall Evaluation (Spring)
2011
2012
2013
Social Studies
(SI)
Saint John’s
College
Total
Undergraduate
Instructional Vibrancy (Spring)
2011
2012
2013
-
-
-
-
-
-
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 have attained the Ed.D or Ph.D. There are no industry certifications.
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 program has had the faculty resources required to meet its mission and goals since 1971. The program needs more
support from the University in terms of admissions of students and tuition discounts in order to insure better
competition against local/regional institutions.
Standard 5.
Additional comments if needed. (Suggested limit 1 page)
LAS_SOC.STUDIES_BA_SI
Self-Study Template 17
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 that of the Queens campus. The original campus buildings consist of former private
homes, carriage houses and two classroom buildings that date on or before the beginning of the twentieth century. 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 present, three additional buildings have been
placed, one gymnasium and student center, one library, one faculty/classroom/computer lab building and one
additional student/conference center. Based on the future of the campus will determine the viability of the campus’s
environment for the History Program, as well as other similar programs within the several colleges operating on that
campus. For the history program, Dr. Bongiorno has preserved and maintained the department’s map collection and
other history resources in his office, thus giving the history program a credible and useful presence on that campus.
Since the late 1990s, the campus has been slowly but consistently outfitted with current computer, laptop and visual
resources. However, faculty support for computer services has a much weaker presence on the Staten Island campus
than that 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)
This question can only be answered by the Department of History, the School of Education or the various departments
involved in course offerings within the College of Liberal Arts.
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)
The Staten Island Campus is unlike that of the Queens campus. The original campus buildings consist of former private
homes and two classroom buildings that date on or before the beginning of the twentieth century. 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 present, three additional buildings have been placed, one gymnasium and
student center, one library, one faculty/classroom/computer lab building and one additional student/conference center.
Based on the future of the campus will determine the viability of the campus’s environment for the History Program, as
well as other similar programs within the several colleges operating on that campus. For the older buildings, there have
been constant issues regarding heating and air conditioning, acoustics, lighting and so forth. In the newer buildings,
there are 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. Depending on the future of
the campus will determine the disposition of these facilities and its use by the History Program.
LAS_SOC.STUDIES_BA_SI
Self-Study Template 18
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. However, the program has not
experienced a deficit notwithstanding lower student enrollment figures.
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)
The undergraduate social studies program at Staten Island generates an estimated $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. Thus, the social studies program is cost-effective.
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.
Yes, in conjunction with administrative initiatives to augment the position of the program regarding admissions
programs and policies regarding regional competition with other institutions.
Comments: (Suggested limit 1page)
LAS_SOC.STUDIES_BA_SI
Self-Study Template 19