AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Italian BA Q
Date Submitted to Department/Division Chair: September 30th 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 Italian program offers a unique, Vincentian, global and service-based program of study to nearly 400
students including majors, minors and students who need to fulfill the language requirement. Currently the program is
run by two full-time faculty members, approximately nine local adjuncts (Queens and Staten Island) and two or three
adjuncts who teach abroad. Since the last program review, our Program has lost a full-time tenured faculty member and
a non-tenured full-time faculty member. These positions were not filled.
The Program has offered a Major and Minor in Italian for over 35 years, preparing students who often double
major for careers in teaching, international business, hospitality management, and legal careers. Many of our majors go
on to study Italian at the graduate level and to occupy positions of responsibility in institutions of Secondary Education,
business and various professions. Students seeking to fulfill the SJU language requirement are often happy to opt for
Italian. This is consistent with ACTFL data that purports that 23% of young adults would opt for Italian, if it were offered
at their secondary institution. Encouraging and most recent data from MLA statistics reveals that the number of
students of Italian has increased steadily in the United States (more than 22%).
The Italian Program reflects and supports the strategic vision and mission of the University as a Catholic
Institution focusing on global education primarily through its program outreach at the Rome campus, the largest studyabroad option to date offered by the University. Italy is the second most popular study-abroad destination. The trend of
28,000 students who annually opt to study in Italy is on the rise. Students who come in contact with the global city of
Rome are transformed into more globally conscious citizens as they are immersed in the dynamics of Rome, a true
counterpart to the Jamaica campus in its multi-ethnic component. Rome remains the seat of the Catholic faith so deeply
at the heart of St. John’s. The Italian program strives to instill the ideals of a Catholic and Vincentian education through
course content, service, charitable events and regular Italian Masses involving the local community.
At the program’s heights, it has been the largest Italian program housing the greatest amount of majors in the
US. Though the program has lost some majors over the years, it nonetheless stands the competition with Fordham,
Queens College, Adelphi, and Hofstra, who report a lesser or equal amount of majors. Over the years, we have worked
to bring about positive change in the curriculum, focusing more on career-orientation and internships in the target
language. We have revised course content to renew interest and serve the needs of our students. With the inception of
interdisciplinary initiatives such as the BA/MA in Business with a concentration in Italian and the Italian-American
studies minor, we strive to bring our program into a newer, more current direction, preparing our students for a
competitive global economy and workplace. The numerous job market opportunities are discussed further in this report
(please see 3C).
Self-Study Template 1
LAS_L&L_ITALIAN_BA_Q
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 Italian program is grounded in the Vincentian mission and in the strategic vision of the University as evidenced by its
ties to global education, and to the Catholic call to service. The Rome campus, the seat of the Catholic faith at the heart
of the University, is the largest study abroad program at St. John’s. The Rome campus has become a reference point for
myriads of Departments, their faculty and students. The study abroad program has grown, offering summer, intersession, international internships and passport course opportunities in addition to standard semester study abroad
opportunities. The study of Italian opens students’ minds to a more global perspective, which the Rome study abroad
experience completes and enhances. Students who opt not to go abroad are encouraged to engage in local internships
which simultaneously immerse them in the target language as well as in a global and international workplace, whether
under the auspices of a public outreach of the Italian Consulate General of New York or at the Italian Tourist Office in
Manhattan. Students of the program who do go abroad yet qualify for an international internship experience, can
choose from numerous internships tailored to their personal field of choice. The faculty coordinator for Rome has
instituted a wide gamma of unique global opportunities for our students, ranging from prestigious internships in
prominent Rome hospitals, art galleries, and international sport federations. She herself is a distinguished Vincentian
fellow.
Both study abroad students and students at our local campuses learn of the importance of service at some point in their
tenure as students. The Italian program has been an active participant in University Service Day for the past 7 years and
has offered the service component from its lower to high levels, beginning in 2008. The Italian program faculty have
been instrumental in keeping this tradition alive. Over the years, students of all levels have engaged in service at
community nursing homes, and with needy Italian national children undergoing medical treatment at NYU’s Langone
Center. Students who participated in local service have engaged often by using the target language to communicate or
to entertain the residents in music and song in Italian. Further, a full-time faculty member of the program has facilitated
fund-raisers for charities in Ecuador, involving the Italian Cultural Club and the Italian Honor Society. In Rome, students
have volunteered at soup kitchens, local hospitals, and with Catholic organizations such as Caritas and Sant’Egidio.
In the spirit of the Catholic mission, over the years, the mass in Italian has become an integral part of the cultural events
fostered by the Italian section. Two masses have been facilitated by the Coordinator of the program, both in the Fall,
commemorating the feast of St. Francis Assisi and in the Spring in honor of St. Joseph. Students from the program, from
the Italian Cultural Club and the Italian Honor Society have taken an active role in the mass, by lectoring in Italian,
serving at mass, and singing in the chorus. The masses organized, in conjunction with the Italian Cultural Center are
open to the community and have been well-attended.
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 global, metropolitan and service-centered vision of the University is reflected in the Italian program’s commitment
to study abroad, service and engagement in diverse communities. Study abroad students and students at our local
campuses learn of the importance of service at some point in their tenure as students. The Italian program has been an
Self-Study Template 2
LAS_L&L_ITALIAN_BA_Q
active participant in University Service Day for the past 7 years. Italian program faculty have been instrumental in
keeping this tradition alive. Over the years, students of all levels have engaged in service at community nursing homes,
and with needy Italian national children undergoing medical treatment at NYU’s Langone Center. Students who
participated in local service used the target language to communicate or to entertain the residents in music and song in
Italian. Further, a full-time faculty member of the program has facilitated fund-raisers for charities in Ecuador, involving
the Italian Cultural Club and the Italian Honor Society. In Rome, students have volunteered at soup kitchens, local
hospitals, and with Catholic organizations such as Caritas and Sant’Egidio.
In the spirit of the Catholic mission, over the years, the mass in Italian has become an integral part of the cultural events
fostered by the Italian section. Two masses have been facilitated by faculty in the program, both in the Fall,
commemorating the feast of St. Francis Assisi and in the Spring in honor of St. Joseph. Students from the program, from
the Italian Cultural Club and the Italian Honor Society have taken an active role in the mass, by lectoring in Italian,
serving at mass, and singing in the chorus. The masses organized, in conjunction with the Italian Cultural Center are
open to the community and have been well-attended.
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 mission of community service was sufficiently addressed above. Over the years, the Italian program has become
increasingly diverse. Whereas in the past, a great deal of students of Italian-American descent arrived at the University
with a working knowledge of Italian or of an Italian dialect, over the years, the Program has begun to attract a wider,
cross cultural body of students, who embark on the study of Italian ex novo. It seems that the study of Italian and the
possibility of studying Italian abroad attracts a wider pool of students and this may bode well for our future.
Since the last program review, the Italian program has made profuse use of teaching techonology. Online and hybrid
courses have been offered to support students who may be studying abroad or who may have time conflicts that might
otherwise hinder their registration.
The high scholastic standards of the College have been distinctly upheld in what can be estimated as 20% of our
students (4 out of the average 20 majors that we have had over the years). This 20% of majors and minors of our
program have won prestigious honors, including awards from Fullbright, The NIAF (National Italian American
Foundation, and ivy-league and other aspirational institutions (see 2f). Further, students in our program who
demonstrate a high commitment to scholarship and who excel in Italian are inducted into the SJU chapter of the
National Italian Honor Society. The Coordinator is the local chapter mentor of the honor society as well as a member of
the Skull & Circle Honor Society.
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
The Italian program is consistent with the University’s commitment to fostering global competency in our students.
Students in our program are immersed in the language and the culture of Italy, making them more competitive in a
global arena. Many of our students are double majors who attain coveted internships abroad and are thus using their
skills in a diverse, Metropolitan city such as Rome.
Self-Study Template 3
LAS_L&L_ITALIAN_BA_Q
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
SAT
2005
2006
High School Average
2007
2008
2009
2005
2006
2007
2008
2009
Program
1128
1142
1040
1080
1050
92
91
83
90
88
School/
College
1104
1099
1085
1093
1093
88
88
88
88
89
University
1068
1075
1075
1087
1092
86
87
87
87
88
Freshmen SAT Scores
Fall 2010
Fall 2013
Computed
ITA
Computed
1,083
1,100
Freshmen High School Average
Fall 2010
Fall 2013
High School
ITA
High School
90
80
SAT Scores
High School Average
2010
2011
2012
2013
2010
2011
2012
2013
School/
College - Q
1089
1077
1087
1098
88
88
88
88
Total University
1097
1087
1096
1104
87
87
88
89
SAT
Test-Takers
Mean Scores
Self-Study Template 4
LAS_L&L_ITALIAN_BA_Q
Intended College Major
Number Percent (%) Critical Reading
Foreign Languages, Literatures, and Linguistics
831
0.6%
Mathematics
Total
534
1083
549
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
The SAT data for Fall 2013 of 1100 is above the national average of 1087, slightly higher than the College average and on
par with the University average of 1104.
Undergraduate 1st Year Retention Rate
2b.
Fall
2003
2004*
2005
2006
2007
2008**
# Fresh
# Ret
%
Program
0%
100%
83%
100%
0%
3
3
100%
School/
College
77%
79%
77%
77%
73%
1005
768
76%
University
78%
78%
78%
79%
76%
3268
2557
78%
Note* The % of students started in Fall 2004 and returned to the program in Fall 2005
** The % of students started in Fall 2008 and returned to the program in Fall 2009
2009
Total
ITA
4
2010
Returned
DNR
#
%
#
%
3
75%
1
25%
Total
3
2011
Returned
#
%
3
100%
DNR
#
Total
%
Returned
#
%
2012
DNR
#
%
Total
Returned
#
%
DNR
#
%
Fall
2009
2010
2011
2012*
# Fresh
# Ret
%
School/
College – Q
76%
74%
72%
905
683
76%
Total University
78%
78%
76%
2757
2195
80%
* The % of students started in Fall 2012 and returned to the program in Fall 2013
Our program is doing quite well in terms of its ability to retain students, with a retention rate on par with the College
and only slightly below that of the University in 2009. A perfect retention rate, higher than the College and the
University, occurred in 2004, 2006, 2008 and 2010.
Self-Study Template 5
LAS_L&L_ITALIAN_BA_Q
2c.
Undergraduate 6 Year Graduation Rate
Fall
1999
2000
Program
0%
School/
College
Average Rate
61%
University
64%
Fall 2004 cohort
Total
ITA
1
2002
50%
2003
100%
75%
0%
59%
58%
60%
57%
59%
61%
61%
58%
Fall 2005 cohort
Graduated
2
2001
Total
Graduated
6
4
67%
Fall 2006 cohort
Total
5
Graduated
2
40%
Fall 2007 cohort
Total
Graduated
1
0
0%
Fall
2004
2005
2006
2007
School/College
Average Rate – Q
57%
57%
57%
51%
Total University
58%
58%
59%
55%
The available data indicates three years (2001, 2002 and 2005 ) in which the Program graduation rates exceed those of
the College and the University. Unfortunately, in 2006 the Program’s rates fell short of those of the College and the
University.
2d.
NA
Graduate Standardized Test Scores
2e.
Please describe how the program compares with peer and aspirational institutions. (Suggested limit 1/2 page)
Self-Study Template 6
LAS_L&L_ITALIAN_BA_Q
Given its Mission, SJU accepts students whose high school and SAT averages run lower than the national average. This
fact may bring in the students for example who may not make CUNY. The ratio of full-time faculty (2 at SJU) to the
overall student body (380 circa) is inferior to many institutions. Queens College and Hunter for example have 4 full-time
faculty employed, with the former adding 2 externals that teach in the Program. SUNY Stonybrook has 5 full-timers who
teach Italian and Italian studies. Italian studies in the form of cultural studies is a trend in many of these institutions.
Peer institutions, such as CUNY and SUNY offer programs in Italian studies at a fraction of the cost of the University.
CUNY’s curriculum offers specific tracks of study, geared toward specific career choices. Recently, we began teaching
specialty courses geared toward more specific career choices, such as Advanced Italian for Business, Arts and Skills of
Translation, etc.
The Digest of Education Statistics, in fact, an annual publication produced by the US Department of Education, supports
the growth of advanced undergraduate language students who are enrolled in courses that offer professional
preparation, such as medical Spanish, business German, etc. In fact in 2009, Italian study saw a period of modest gain of
3.0%.
The programs of peer and aspirational institutions such as CUNY, NYU and Columbia all have an Italian Cultural Institute
of some sort, in the form of the Calandra Institute, the Casa Italiana Zerilli –Marimo’ and the Italian Academy. These
institutions work in close rapport with the Italian studies programs, fostering many cultural activities that compliment
the programs and put each institution on the forefront of the Italian-American community. Since my tenure on the
Board of the Italian Cultural Center, I have to foster a greater articulation between the Italian Cultural Center (ICC) of St.
John’s and our program. More cultural events involving students and the community have been sponsored. However,
more needs to be done so that the ICC of St. John’s may live up to its commitment to succor the study of Italian and
Italian-American studies at St. John’s, besides the scholarships that it has bestowed on students of Italian studying
abroad over the years.
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)
N/A - Our standards are those of ACTFL (American Council on The Teaching of Foreign Languages). In our goals for each
course which we assess regularly, our students score a B or better in the ACTFL standards for our discipline.
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
33
43
43
45
34
Minors
15
22
20
27
16
Total
48
65
63
72
50
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Self-Study Template 7
LAS_L&L_ITALIAN_BA_Q
Majors
MAJORS
ITA
MINORS
BA
15
Majors
12
Fall 2011
Fall 2012
Fall 2013
Minors
Minors
Minors
Minors
Italian
20
21
13
Fall 2011
Fall 2012
Fall 2013
Total
Total
Total
Total
33
11
14
Fall 2010
35
Majors
13
Fall 2010
Total
2h.
Majors
26
25
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
3
3
7
7
8
SJC -UG-Q
ITA
Italian
BA
10/11
11/12
12/13
Degrees Conferred
Degrees Conferred
Degrees Conferred
7
4
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 16-Foreign Languages, Literatures, and
Linguistics.
20092010
20102011
20112012
Bachelors
Self-Study Template 8
LAS_L&L_ITALIAN_BA_Q
Local
406
421
403
National
21,516
21,706
21,764
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)
Our numbers ascended from 2005 and leveled off somewhat after 2011. This is consistent with the national percentage
of students majoring in Italian, which remained rather constant just at or slightly above 1.5% between 1987 and 2012
(Looney, MLA). However since 2013 we report a rise in majors (20 +) in the Italian Section of SJU, though the MLA
pointed to a drop in enrollment in Italian from 2009 (80,322) to 2013 (71,285). It is important to be mindful of the
numbers of students who are enrolled in the School of Ed with a major concentration in Italian and do not appear on our
tallies of majors (see this point pursued elsewhere in the review in 3b and 6d). Another key to the descent may be the
cancellation of the Italian Regents. Thus students may be starting off college with a clean slate as regards languages and
may not feel so committed to continuing with a language pursued in high school to the intermediate/advanced level.
As far as UG degrees conferred, our numbers may be compared to the national level, which I provide below from the
Digest of Education Statistics:
BA’s in Italian conferred nationally
2005-06 321
2006-07 280
2007-08 359
2008-09 341
2009 -10336
According to these statistics, we are providing almost 30% of the UG conferred in Italian. Our edge continues to be that
of offering the major with a Vincentian and global mission, and a focus on internships abroad, which is unique to the
University.
I list below the degrees conferred in Italian by perhaps our most formidable local competitor, Queens College CUNY:
BA’s in Italian (Queens College), which despite the odds, overall SJU is a close competitor, save for 2012/13, where SJU
has double the Italian majors of Queens College.
2009/102010/112011/122012/132013/14-
4
8
5
4
2
Perhaps the enhanced global internships in Rome, whose expansion is discussed elsewhere in this report, may continue
to give us an edge with our competitors.
Self-Study Template 9
LAS_L&L_ITALIAN_BA_Q
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)
Students meet with their faculty advisor, consisting of one of the two Italian full-time faculty members, one who
coordinates for the Queens and Staten Island campus, while the other is the designated faculty member responsible for
placement and internships in Rome. Informational sessions are held at the Global Language and Cultural Center (GLCC)
and are organized by the Coordinator to foster the diffusion of important information regarding scholarship
opportunites, study abroad, graduate program options and other support to students in the program. In recent years,
our programs have included regular visits from the CUNY graduate program coordinator, visits from Consular officials
who have discussed career possibilities for majors and minors in Italian. (The representative of the Education liason
office of the Italian Consulate, Dr. Carlo Davoli, for example was invited by the Coodinator to present a lecture on job
opportunities for majors/minors in Italian, Fall 2014). She also prepared her freshmen students for a showcase of their
work abroad at the Rome campus in the Global Passport Program (CTL, 2015). The coordinator personally interviews all
students in her classes during the semester to discuss any lacunae in the graduate’s progress toward degree.
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)
Many graduates of our program (Joseph Bruno, Alexandria Scover, Deborah Carter) wishing to pursue a career in
teaching have gone on to pursue their MA or MS in Italian at CUNY or SUNY.
As stated prior, within the last four to five years, under the guidance and mentorship of the Italian faculty, Italian minor
David Stewart was awarded a Fullbright scholarship. Italian major Frank Tisellano won a very important award from the
largest Italian-American foundation in the United States, the NIAF (National Italian-American Foundation) Journey of
Discovery award. The prestigious Programma Ponte award, sponsored by the American Association of Italian Educators
fellowship award went to Italian major Matthew Freedman. Two graduates of our program, one an Italian minor, Miguel
Valerio and one an Italian major, Joseph Bruno, have been conferred Ph.D fellowship awards from prestigious
Universities, Ohio State University and UPenn, respectively. A few of our students (Joseph Bruno, Matthew Freedman,
Theodore Hynes, Diego Rebeles) upon scrupulous examination of their academic skills in the language, have qualified to
become tutors in the language, working at the GLCC (Global Language and Cultural Center). One very accomplished
Italian major, Elisa Martellaccio qualified to become the Graduate Assistant at the GLCC. Melissa Mott, a BA in Italian,
went on to pursue her MA in English literature and draws on her knowledge of the Italian literary tradition in her
comparative studies in English literature.
Students Elisa Martellaccio, Susanna Vasquez, Alexandria Scover have completed local internships at the Patronato
EPAUSA, in Glendale, New York, an outreach community center of the Italian government to the local Italian-American
community. Students were engaged in translating for Italian nationals and aiding clients in the Italian pension
application process. Recent interns abroad at the Rome program include: Gina Gazivoda (2015), John Anthony Di Maria
(2015), Nick Gilmore, who interned at a five star Italian hotel (2015), Roberta Ordonez, who interned at a Roma art
gallery, (2013)Luis Varela (Policlinico Hospital in Rome- 2013).
University statistics consulted show that in 2013, 100% of SJU graduates holding a BA in Italian were employed, while in
2012 66.7% were employed, while 33% were furthering their education. 2011 reported 25% employed with 25%
furthering their education and 50% combining career and academic pursuits.
Self-Study Template 10
LAS_L&L_ITALIAN_BA_Q
2k.
Please comment on the students’ competencies in the program. Support your response using data provided
below and any other data available. (Suggested limit 1/3 page)
The descending trend may be due to lower entrance scores form incoming high school students who no longer take the
Regents and a collective effort to decrease grade inflation, which would explain the cohesion existing between overall
GPA’s scores and those in our section. According to the WEAVE reports, students in the program have scored a B or
better with little exception. We have begun accepting students to SJU without a language requirement and with low
high school averages, but this is consistent with the mission of the University. This is part of the uniqueness of the
University.
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
Self-Study Template 11
LAS_L&L_ITALIAN_BA_Q
The Italian section has undergone a scrupulous revision of language curricula based on the ACTFL standards and in the
spirit of globalization and student engagement. International and local internships have grown to offer a wider global
workplace for our student interns. Students in our program have double majored in fields such as art, biology,
education, communications, government and politics, speech pathology, homeland security, sports management, and
hotel management. Many of these students completed international internships in their field of choice at the Rome
campus and have successfully completed their studies. As the academic landscape evolves to be more inclusive of
innovative courses that reflect the needs of our global society, we developed more courses with a strong cultural
component. Dr. Sacca` developed and taught for the first time a hybrid course, Italian Culture through Food. While the
theoretical aspect of the course included the history of Italian cuisine, the experiential component included guest
speakers from the field, sampling of different regional foods as well as site visit to various Italian restaurants . The
success of the course occasioned it to be offered in Fall 2015 in Rome in collaboration with the Dept. of Hotel Services
and Management. Dr. Russo, in collaborative efforts with the Dept. of Sociology and other Depts., led by Dr. Esposito
and the ICC (Italian Cultural Center), developed an interdisciplinary Italian-American minor in Italian studies. The latter is
a trend in peer institutions such as CUNY and SUNY. Dr. Russo developed a course on opera which is writing intensive
and employs HIP (High Impact Practices) practices, fostering student engagement. Students enrolled attend operas as a
class in HD theaters and opera houses in the NYC area, and lead pertinent discussions in Italian. Dr. Russo has recently
submitted to the Chair a list of HIP initiatives of the Italian program, aimed at internationalizing the undergraduate
experience in a comprehensive way. The practices undertaken include:
1. First-year seminars
2. Common intellectual experiences
3. Learning communities
4. Writing-intensive courses
5. Collaborative assignments
6. Undergraduate research
7. Diversity/global learning
8. Service learning
9. Internships
10. Capstone courses
Presently Dr. Sacca` is working with a professor in Rome to develop a new culture course on the tradition of Italian
fashion. Partnerships with other departments include the following collaborations:
The Art Department to: 1. bring an Italian artist (Saverio Ungheri) for a gallery show 2. Offer a new set of internships in
Rome which include working in the Museo di Roma and in an
excavation site in Ostia antica.
The Department of Hotel Services and Management to: 1. Continue to crosslist joint courses in Rome. 2. Increase the
number of internships available with hotels, and restaurants in Rome .3.
Explore new joint ventures between the HTM Dept and Italian universities to the end of providing international speakers
to their symposia.
The Department of Communication: to continue to offer a special Certificate in International Communication to our
students of Italian by crosslisting two courses: A cinema course and a six credit internship in Rome in the field of
International Communication. Moreover we have added new internships in Rome in a television studio.
The Department of Sport Management : We continue to facilitate the dialogue between the Dept
of Sport Management and UISM (Universita` Italiana Scienze Motorie) in Rome, for a combined
Master in Sport Management.
Self-Study Template 12
LAS_L&L_ITALIAN_BA_Q
Lastly, peer to peer tutoring has also been fostered under the auspices of the Global Language and Cultural Center,
where students are engaged in language immersion with native speakers and peers in their as well as in learning
communities in the form of cultural activities provided by the 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?
Amongst outside institutions, Queens College (CUNY) is a formidable external threat, as it has a strong Italian program.
Its language requirement is still intact and especially in light of an economic crisis, its tuition is a fraction of that of SJU,
at $6,200.00. Hunter College (CUNY) also has a reputable Italian program. It, like Queens College, requires 4 semesters
of language for most majors and its tuition is $7,518.00. Fordham too has a relatively strong program in Italian and a
sequence of 4 courses for its language requirement. Its tuition is in the vicinity of that of SJU, $35,105.00. However,
these institutions seem to offer less internships abroad than our Program. Therein lies one of our great strengths,
namely that students can transfer their language skills into the work force and into other disciplines. This coupled with
the Service learning experiences that we offer locally and abroad give SJU a unique, Vincentian and global slant on Italian
studies. We continue to cultivate our internships and service opportunities, as will be discussed later in this report.
These aforementioned external institutions organize their programs into tracks of study, tailored to students’ needs and
interest. Further, along with Stonybrook (SUNY), these institutions offer Italian cultural studies. Currently in our
Program, we are beginning to organize our courses offered in terms of themes. We have also began to offer a minor in
Italian studies (2012), which is a cultural slant on the study of Italy. Our courses for majors and minors also have stressed
the cultural component and cover topics such as food culture, fashion and music. Details are discussed further into this
review.
Other threats include the fact that tenure tracks in Italian are scarce, limiting our resources, which are oftentimes
overwrought.
The School of Education, as mentioned elsewhere, houses many students of Italian wishing to teach. Our numbers are
masked by those who pursue teaching in this school, as they take 30 credits of Italian in our Program for their
requirement, yet for a mere difference of 3 credits (our major consists of 33 credits), those students do not appear as
part of our Program.
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 Bureau of labor statistics, the job market demand for interpreters and translators has increased
dramatically, by a staggering 42%. The projected increase for interpreters and translators is projected to rise from 29.3%
in 2012 to 46.1% in 2022, promising a median salary just short of $50,000.00 per annum. This proves to be very
promising to our program. We already offer a course that focuses of the Arts and Skills of Translation and we are
preparing a certificate program in Translation studies. In the interest of exposing students to the job market, the
professor has often engaged the students in mini-internships where they have provided translations for the Italian
community pro bono thanks to Dr. Russo, who is a translator recognized for her translation skills by the Italian Consulate
General of NYC. The program has also obtained a local internship for our majors and minors at the Patronato EPASA, a
community outreach of the Italian Consulate General of New York, where our students engage in assisting Italian
nationals with Italian pension forms as well as translation of important documents from Italian to English and viceversa.
Self-Study Template 13
LAS_L&L_ITALIAN_BA_Q
High-paying jobs prospects also spring from the Department of Energy, who, according to an MLA study, has identified a
need for employees who are fluent in Italian. Cut backs in funding for the study of Italian run counter to the
nation’s best interest, when one take into account the dialectic of Italian and American companies. According to
BAIAbase (Business Association Italy America), many American companies with Italian branches and Italian companies
with American branches exist. Commercial exchange is constant in a variety of sectors. Istat (National Institute of
Statistics, Italy) reports that in the first semester of 2012 imports from Italy rose 9.55% comparing to the same period in
2011 and amongst the EU countries Italy is ranked fifth as a provider for the American market. Currently, of the Italian
companies having one or more branches in the USA there are 1206 and they work in the following sectors:
Mechanical - 302 companies (25%)
Fashion/Textile - 200 companies (16.6%)
Furniture/Decorating - 121companies (10%)
Transportation - 76 companies (6.3%)
Food-Beverages - 67 companies (5.6%)
Chemistry/Pharmaceutical/Biotecnology – 45 companies (3.7%)
Electronics/Telecommunications - 45 companies (3.7%)
Construction/Engineering – 43 companies (3.6%)
Metallurgical-steel – 35 companies (2.9%)
Italian branches of these American companies seated in Milan, along with many others: HP, COMPAQ, EMC and
Apple. Below are other job opportunities for our students who hold degrees in Italian:
DE CECCO: This Italian company has a branch in New York.
BARILLA: This Italian company has an office in Bannockburn, Illinois.
FERRERO: This Italian company has a branch in Somerset, New Jersey.
LAVAZZA PREMIUM COFEES – This Italian company has a branch in New York.
COCA-COLA – This American company has office in Milan.
ILLY CAFFE’ – This Italian company has a branch in New York.
FIAT – This Torino-based Italian car company is actively doing business in the United States.
FERRARI NORTH AMERICA INC – There is an American branch of this Italian car company in New Jersey.
MASERATI - Italian company that is actively doing business in the USA.
DUCATI – This Italian company has a branch in Cupertino, California.
UNICREDIT – An American branch of this Italian company is located in New York.
CITYBANK – This U.S. company and major international bank has an office in Milan.
INTESA SAN PAOLO – The leading Italian banking group, which has a branch in New York.
Journal of Italian Cinema and Media Studies – Wellesley
Italian daily newspaper Americaoggi – New York
Altreitalie – Journal of Italians in the World – Torino, Italy
Il Pensiero – Missouri
La Voce Italiana - Texas
La Follia magazine – New York
Finally, I report the following chart from The National Association of Colleges and Employers published reports (February
2014) showing that the top-paying liberal arts majors for 2014 graduates are students in foreign languages and literature
(average starting salary $46,900) http://blogs.wsj.com/atwork/2014/05/15/the-liberal-arts-majors-that-pay-the-most/
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LAS_L&L_ITALIAN_BA_Q
Change, 2010-20
Fastest Growing Occupations
Interpreters & Translators
Percent
42%
Numeric
24,600
Occupations having the
largest numerical increase
in employment
Interpreters & Translators
Change, 2010-20
Percent
42%
Numeric
24,600
Changes, 2010-20
Grow
Interpreters & Translators
Percent
Numeric
42%
24,600
*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm
Standard 3.
Additional comments if needed: (Suggested limit 1 page)
Low SAT/low hs averages/ retention rates (FT /PT faculty to students)
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
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LAS_L&L_ITALIAN_BA_Q
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study
abroad experiences.
3. The University Core competencies
1. Weave is our assessment method for delineating how program goals and objectives are met within a
given course. Our target has remained that of a B or better in the various program goals and skills that we
have agreed upon and share with the other two majors in our Department. Rarely are there ever findings
that fall below the objective target. In the rare case that the target is not met, students are sent to the
GLCC for remedial work. In recent years, we have added the e-portfolio to our methods of assessment, in
addition to the standard modes of written exams, presentations, and papers.
Grading in the major/minor classes is composed of a grammar and content grade which are averaged in
written reports and exams. The grade for oral presentations is averaged between pronunciation,
grammar and content. Students receive rubrics that delineate exactly what is expected from them
before an assignment. Course outlines provide grading scales and the specific goals and outcomes
expected from the students.
Study abroad students who take online courses are assessed by the same standards, while study abroad
students who intern are assessed by written diaries/logs and final papers after a close analysis of their
accomplishments is completed by the Faculty member confers with the employer.
2. Pursuant to our revision of syllabi and to our workshops on assessment and implementing the ACTFL
standards into our curriculum, courses have been revamped and re-named to attract students to a new
curriculum. We revisited the articulation between lower and upper level courses and began stressing the
writing component from the lower to the higher levels. Course numbers were also re-reconsidered and
changed to create more cohesion within the course offerings. Bulletin adjustments were made to reflect
changes made. Syllabi were revised by the Faculty Coordinator with the assistance of her full-time
colleague. Online teaching technology was implemented by 100% of the full-time faculty and 1 adjunct.
E-portfolios were piloted in advanced courses by Dr. Russo.
Teaching excellence and vibrancy has consistently been demonstrated by the full-time faculty. They are
both highly engaged in student activities and are both coordinators of student organizations, the Italian
Honor Society and the Italian Cultural Club. Both of the full-time faculty are recipients of numerous
teaching awards, as will be discussed later in this report. The part-time faculty have rarely fallen short of
the standards. This fact is supported by student surveys and faculty observations. In the event that their
evaluations or observations fall short, the Chair confers with the Coordinator and a plan of action is put
into place to work with the adjunct.
One of our main priorities has been the cultivation and expansion of local and international internships
in Rome in to transition our students from academic life to the work force. Students who enter the job
market with internship experiences tend to find employment more rapidly, as they demonstrate crosscultural skills. Dr. Russo developed internship experiences at Loro Piana NYC, ENIT (Ente Nazionale di
Turismo) NYC, Patronato EPASA, Glendale NY (an outreach organization of the Italian Consulate General,
NYC), and at Cross-Cultural Films, Bronx, NY with a leading Italian-American filmmaker, Anton
Evangelista. Dr. Sacca` has coordinated Dr. Sacca, as Academic Coordinator of our study abroad in
Rome has been working to increase the number of internships available for our students. In
collaboration with the on-site Coordinator, Nicolo Tartaglia, she has provided the following
opportunities:
Business: Marketing firms dealing with Tourism and Environment; insurance firms; accounting firms; Confindustria
(Italian Chamber of commerce), all sectors: engineers, tourist management, info technology, operational research.
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LAS_L&L_ITALIAN_BA_Q
Biology&Chemistry: biology and chemistry project development at La Sapienza University laboratories; science projects
at Confindustria, with other Italian universities to develop new products; pharmacy, private clinics, veterinary facilities
Art: Excavation sites in Ostia antica; graphic designers’ studios;the Polmone Pulsante Gallery; Museo di Roma; Film
Production (Societa` di produzione cinematografica) for graphic designers in the sector of developing “Cartoons”.
LAW: law firms; nonprofit organizations specialized in legal issues.
Social Sciences: Nonprofit organizations, Governmental Agencies, Refugee Centers; UN offices in Rome.
Communication: Magazines, TV channel; Public Relation offices of different industries.
Hotel Management: four stars Hotels; Restaurants.
She has also facilitated job opportunities at the Rome Center for Professional Training (Centro di formazione
professionale di Roma) in the following fields: School of Cinematography (Scuola d’arte cinematografica,) Computer
Sciences (Informatica) Hotel Services (Servizi alberghieri) Culinary Arts (Gastronomia), Aesthetics (Estetica). Dr. Sacca` has also worked on a series of new certificate programs geared toward the Rome campus, namely: Certificate
in Italian Studies, Certificate in Inequalities and Social Justice, Certificate from an Italian University LUMSA) In EU Ethics
and Governance in the Global Economy (UEGGE)
For projects on the field she had developed BOOTCAMP.IT. with the following opportunities:
 Italian culture through food and wine (Tuscany)
 Italian Business Culture. hands/on, working with an Italian business (Rome)
 Traditions and Cultures of the Mediterranean (Sicily)
 Special for the Ozanam students ECO 1320 is offered with a service learning component with a week in
Bari.
Recently, student Roberta Ordonez, who is an Art major and a student of Italian, interned in a prestigious Art
Gallery in Rome (2013-2014), while CPS student Nick Gilmore, an Italian major, worked in a 5 star hotel in Italy
to compliment his concentration in Hotel Management (2015). Haley Whitehead and Gina Ferretti, Italian
majors, have engaged in local internships. The former with Cross-Cultural Films (Bronx, NY) and the latter with
the EPASA Consular Outreach in Glendale, NY.
3. As regards Core competencies, we are part of the distributed core. We don’t have competencies in the
language, we just have two required courses at present. It should be noted that students should not
begin a language at the end of their career for many reasons. An important reason germane to their job
marketability is the fact that they will miss out on global internships in the language in Rome. The Chair
has worked with the Freshman Center to advise staff and encourage students to begin their language
requirement in their freshman year. Dr. Russo has piloted the Global Passport program, geared toward
bringing freshman to the Rome campus early in their tenure as SJU students, so they will be interested in
returning to pursue internships. Dr. Russo brought her students to Rome after a semester of ITA 1010 in
January 2015. Another Global Passport ITA 1010 geared toward freshman is scheduled for Spring 2016
with Dr. Russo.
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LAS_L&L_ITALIAN_BA_Q
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
Our program syllabi incorporate all of the required elements of a syllabus, which includes the following: title page;
instructor information; a statement that incorporates the faculty’s teaching philosophy statement; purpose of the
course, the objectives; course description; course and unit objectives; relevant resources that might be helpful, including
in the library and on the web; required and recommended texts; course calendar with dates for assignments, quizzes,
exams; course requirements, such as types of assignments including papers, quizzes, projects, exams; policies and
expectations about attendance and academic honesty; how student work will be evaluated; how grades will be
calculated; and specific learning tools, such as note-taking, that students will have to use. The coordinator reviews all
course outlines and is responsible for posting the syllabi and course outlines to the web, as well as disseminating the
course outline standards to all faculty within the program.
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 WEAVE is used to the end of conducting annual assessments in which data is gathered using program-specific
measures to test the effectiveness of each course vis-à-vis student learning. Quantitative data is collected on a rotational
basis by regular teachers of a given course. If the program should fall short of its stated standards, a plan of action is
discussed, which usually entails extensive and remedial use of our tutorial center, the GLCC (Global Language and
Cultural Center).
Faculty from each of the three majors represented in the Department choose common standards for assessment.
Collectively, we have identified and articulated learning goals and outcomes for student learning which are consistent
with the ACTFL (The American Council on the Teaching of Foreign Languages). The measures used in WEAVE are
assessed and reveal how well our students reach our learning goals and outcomes. Our WEAVE reports have rather
consistently reported favorable results.
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)
Our senior faculty member, Dr. Sacca` received a $200,000 grant from the DOE Title VI International Studies and
Language Program, to develop a new major in Global Development and Sustainability, and a new minor in Arabic (which
was approved last September by the SJU Faculty Council). Dr. Sacca` included the language department in a series of
faculty trainings such as: 1. A seminar at the GLCC (Global Language and Cultural Center) with guest speakers from the
language field; 2. Monthly faculty training for the Arabic and Chinese component; 3. An all day training workshop for
adjunct language faculty under the auspices of the Languages and Literatures Department.
Further, the grant enabled Dr. Sacca` to develop GDS4980, an Internship in a Selected Field of Development, and
GDS4990: Capstone Seminar in Global and Sustainable Development. She helped to revise curriculum, such as ARA2050:
Selected Readings in Arabic literature , CHI 3350: Readings in Chinese Culture, CHI 1230: Contemporary China, for a
proposed new major in Chinese Studies.
She also organized the following activities for the Global Development faculty: an assessment
training seminar, a day-long conference on Forced Labor Slavery/Sustainable Consumption with the
Self-Study Template 18
LAS_L&L_ITALIAN_BA_Q
participation of experts from Brazil. A newsletter and a faculty resource book was developed to
share with the professors and students of the university on issues of global development and
sustainability.
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
# Majors/
FT Faculty
FT
PT
Total
Majors
33
0
33
41
Minors
15
15
22
Majors
& Minors
Combined
48
0
48
63
# of FTE
Students
(Majors &
Minors)
48.00
0.00
48.00
63.00
FT
PT
2
Fall 2007
Total
FT
43
43
22
20
2
65
63
0.67
63.67
63.00
PT
0
Fall 2008
Total
FT
PT
Fall 2009
Total
FT
PT
0
Total
43
45
0
45
34
34
20
26
1
27
16
0
63
71
1
72
50
0
50
0.00
63.00
71.00
0.33
71.33
50.00
0.00
50.00
16
# of FTE
Faculty
assigned
to the
program
0
0
0
0
0
FTE
Student/
FTE
Faculty
Ratio
0
0
0
0
0
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Self-Study Template 19
LAS_L&L_ITALIAN_BA_Q
F
Total
F
P
Total
F
P
Total
F
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
MAJORS
23
23
17
1
Fall 2010
Total
F
Minors
Minors
Minors
20
20
P
Minors
20
F
Total
Total
Total
43
43
37
Total
F
FTE
FTE
FTE
43
43
37
Fall 2010
# of FTE faculty assigned
to the program
3.3*
FTE Student/FTE Faculty
Ratio
13:1
Minors
Minors
Fall 2011
3.7*
11
P
F
Total
Total
Total
2
39
28
P
Total
Minors
Minors
Minors
12
13
P
F
FTE
FTE
FTE
0.667
37.667
28
13
Fall 2013
Total
F
Total
Total
Total
Total
Total
2
30
30
30
Fall 2012
Total
Fall 2012
F
1
Total
17
Total
Fall 2012
P
Fall 2013
Total
F
Total
FTE
FTE
FTE
FTE
0.667
28.667
30
30
Fall 2013
3.7*
10:1
17
Fall 2013
Minors
Fall 2011
F
18
P
Fall 2011
Total
FTE MAJORS
F
21
Fall 2010
Total
Total
1
F
MAJORS/MINORS
1
Fall 2012
Fall 2010
Total
17
Fall 2011
F
MINORS
18
3.7 *
7.7:1
8:1
Important Notes:
FTE Students = Number of FT Students + (number of PT Students/3)
Self-Study Template 20
LAS_L&L_ITALIAN_BA_Q
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.
*Please note that Prof. Sacca` was full-time, but taught only 2 courses for most of this time.
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
%
#
%
#
%
#
%
#
%
1827
28%
1746
27%
1965
28%
2121
31%
2973
44%
PT Faculty
4638
72%
4815
73%
5004
72%
4707
69%
3861
56%
Total
6465
100%
6561
100%
6969
100%
6828
100%
6834
100%
FT Faculty
% consumed
by
Non-Majors
Credit Hrs Taught
94%
Fall 2010
94%
Fall 2011
Number
Fall 2012
Number
Percent
F-T Faculty
2,496
39.8%
2,109
32.1%
P-T Faculty (inc
Admin)
3,768
60.2%
4,464
67.9%
0.0%
Total
% Consumed by
Non-Majors
6,264
5,820
93%
100%
92.9%
Percent
Number
2,043
4,710
0.0%
6,573
6,078
100%
92.5%
93%
Fall 2013
Percent
Number
Percent
30.3%
1,938
31.1%
69.7%
4,299
68.9%
0.0%
6,753
6,297
92%
0.0%
100%
6,237
100%
93.2%
5,889
94.4%
Self-Study Template 21
LAS_L&L_ITALIAN_BA_Q
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
#
%
#
%
#
%
#
%
38
31%
41
29%
48
33%
57
44%
FT Faculty
39
34%
PT Faculty
77
66%
86
69%
99
71%
97
67%
74
56%
Total
116
100%
124
100%
140
100%
145
100%
131
100%
Courses Taught
Fall 2010
Number
Fall 2011
Percent
Number
Fall 2012
Percent
Number
Fall 2013
Percent
Number
Percent
F-T Faculty
45
38.5%
51
38.6%
40
30.8%
42
33.1%
P-T Faculty (inc
Admin)
72
61.5%
81
61.4%
90
69.2%
85
66.9%
0.0%
Total
117
100%
0.0%
132
100%
0.0%
130
100%
0.0%
127
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 two full-timers comprise 22% of the 9 components of the female population in the Department, which in turn
represents the majority (67% of its total population). Both of the faculty members are tenured, which creates a stability
within the section. While these two factors point to sameness, it should be noted that factors of diversity such as age,
Self-Study Template 22
LAS_L&L_ITALIAN_BA_Q
professorial rank (full and associate ranks), as well as different regional ties to Italy (one faculty member has ties to
central Italy, Rome, while the other bears ties to Southern Italy) has proved to be a healthy dynamic of diversity within
the section which in turn enhances the curriculum. Incoming full-time faculty should represent the male demographic in
order to stabilize the above statistics.
Self-Study Template 23
LAS_L&L_ITALIAN_BA_Q
Departmental Plan
2005
FT
2006
PT
Total
#
%
#
%
Male
6
40%
13
34%
Female
9
60%
25
Total
15
100%
Black
0
Hispanic
FT
2007
PT
Total
#
%
#
%
19
5
36%
13
33%
66%
34
9
64%
27
38
100%
53
14
100%
0%
1
3%
1
0
4
27%
11
29%
15
Asian
0
0%
1
3%
White
11
73%
23
Unknown
0
0%
Total
15
100%
Tenured
11
Tenure-Track
FT
2008
PT
Total
#
%
#
%
18
6
38%
23
48%
68%
36
10
63%
25
40
100%
54
16
100%
0%
1
3%
1
0
4
29%
9
23%
13
1
0
0%
2
5%
61%
34
10
71%
24
2
5%
2
0
0%
38
100%
53
14
100%
73%
11
11
2
13%
2
Not Applicable
2
13%
Total
15
100%
FT
2009
PT
Total
#
%
#
%
29
6
38%
20
41%
52%
35
10
63%
29
48
100%
64
16
100%
0%
1
2%
1
0
4
25%
13
27%
17
2
0
0%
1
2%
60%
34
12
75%
27
4
10%
4
0
0%
40
100%
54
16
100%
79%
11
12
2
14%
2
2
1
7%
15
14
100%
FT
PT
Total
#
%
#
%
26
6
38%
18
42%
24
59%
39
10
63%
25
58%
35
49
100%
65
16
100%
43
100
59
0%
2
4%
2
-
0%
1
2%
1
4
25%
13
27%
17
4
25%
10
23%
14
1
0
0%
1
2%
1
0
0%
1
2%
1
56%
39
12
75%
29
59%
41
12
75%
29
67%
41
6
13%
6
0
0%
4
8%
4
0
0%
2
5%
2
48
100%
64
16
100%
49
100%
65
16
100%
43
100%
59
75%
12
12
75%
12
13
81%
13
3
19%
3
3
19%
3
1
6%
1
1
1
6%
1
1
6%
1
2
13%
2
14
16
100%
16
16
100%
16
16
100%
16
Gender
Ethnicity
Tenure Status
Self-Study Template 24
LAS_L&L_ITALIAN_BA_Q
2010
FT
2011
PT
Total
#
%
#
%
Male
5
33%
15
39%
Female
10
67%
23
61%
Total
15
FT
2012
PT
Total
#
%
#
%
20
5
36%
18
43%
33
9
64%
24
57%
53
14
FT
2013
PT
Total
#
%
#
%
23
5
36%
20
43%
33
9
64%
26
57%
56
14
FT
PT
Total
#
%
#
%
25
5
33%
17
36%
22
35
10
67%
30
64%
40
60
15
Gender
38
42
46
47
62
Ethnicity
Black
0%
0%
0
0%
1
2%
1
0%
1
2%
1
0%
1
2%
1
Hispanic
5
33%
12
32%
17
5
36%
12
29%
17
5
36%
12
26%
17
5
33%
13
28%
18
Asian
1
7%
1
3%
2
1
7%
1
2%
2
1
7%
1
2%
2
1
7%
1
2%
2
0%
0
0%
0
0%
0
0%
0
0%
0
23
61%
32
64%
35
67%
39
60%
31
66%
40
1
3%
0
0%
0
0
0%
0
1
2%
1
American
Indian/Alaskan Native
White
0%
9
60%
2 or More Races
0%
8
57%
27
0%
8
57%
31
9
Native
Hawaiian/Pacific
Islander
Unknown
Total
0%
15
1
38
3%
1
0%
53
14
1
42
2%
1
0%
56
14
1
46
2%
1
0%
60
15
13
47
62
Tenure Status
Tenured
12
80%
12
12
86%
12
12
86%
12
Tenure-Track
1
7%
1
1
7%
1
1
7%
1
Not Applicable
2
13%
2
1
7%
1
1
7%
1
2
Total
15
15
14
14
14
14
15
87%
13
0%
0
13%
2
15
Self-Study Template 25
LAS_L&L_ITALIAN_BA_Q
5e.
What evidence exists that the program’s faculty have engaged in research and scholarship on teaching and/or
learning in the program’s field of study? (Suggested limit 1/2 page)
Dr. Sacca` is a world-reknown poet and a leading scholar on the Italian poet Cesare Pavese. She has authored six books of
poetry and is a member of the prestigious Parnassos Literary Society . This past summer Dr. Sacca published a book
entitled: Poesie di Eduardo Mitre , Prefazione e traduzione di Annalisa Sacca`, Cosenza: ilfilorosso, 2015, pp.165, and in
2014 she had published an article “Una voce dalla Bolivia per trasformare il vuoto dell’assenza in poesia”. She presented
papers on Italian writers and artists in eight international conferences ( 4 as a keynote speaker) in Rome, Paris and
Quito. Nationally she had three conference appearances, among which “Implementing Interdisciplinary Programs at Post
secondary Institutions based on a Global Competency Model” in Miami.
Dr. Sacca was also on the committee for the Ph.D. thesis of Jackie Aiello. She defended her thesis on “English Language
Learning in Italy: A study of L2 motivation, attitudes and ownership among Italian youth”. Ms. Aiello is from the
Steinhardt School of Culture, Education, and Human Development, New York University.
Dr. Sacca was the recipient of the Twenty Five Years Service Award from SJU this past Spring 2015. She is a Senior
Vincentian Research Fellow, a member of the St. John's Ladies of Charity chapter and a representative of the Holy See on the
United Nations Committee on the Elimination of Discrimination against Women (CEDAW) and the Commission on the Status
of Women (CSW), -
Since her tenure track began in 2007, Dr. Russo has published numerous articles in her field of medieval and Dante
studies in prestigious peer-review journals, namely Italica, the official journal of the American Association of Teachers
of Italian, Italian Culture, the official journal of the American Association of Italian Studies, Italian Quarterly, a
publication of Rutgers, State University of New Jersey, and Forum Italicum, published by SUNY Stony Brook. In
2011, she published her book on Dante entitled “Dante’s Search for the Golden Age” with Philibrary, under the auspices
of SUNY Stonybrook. Dr. Russo presents papers regularly at international conferences, such as the NEMLA, (The North
Eastern Modern Language Association), the AAIS (American Association of Italian Studies) and the AATI (American
Association of Teachers of Italian). This year, for the anniversary year commemorating the 750th anniversary of Dante
Alighieri’s birth, she is one of the Dante scholars whose paper was accepted for an important conference organized at
the University of Pennsylvania (November 2015) on Dante and Music. Another paper on Dante has already been
accepted for a session entitled “Classical Influences in Dante” at one of the most reknown medieval conferences in the
US, organized by the International Congress on Medieval Studies, Western Michigan University, Kalamazoo (May 2016).
She is an invited speaker at the University of Palermo (December 2015), where she will present a paper on the Golden
Age in Giovanni Meli’s Bucolic poetry. Her presentations and publications have expanded to new topics of interest, such
as translation studies, teaching methodology, and online teaching technology. A paper on the latter topic was presented
at the Pixel international conference this past summer in Florence Italy (June 2015) and was published in the conference
proceedings.
Dr. Russo is a Board Member of the Italian Cultural Center (ICC) of St. John’s and has been instrumental in coordinating a
greater articulation between the endeavors of the ICC and the Italian program. She has organized many cultural
evenings, Masses in Italian and has recently begun a scholarship award bestowed on majors Italian who win the Golden
Key Award in Italian. The latter is sponsored by the ICC.
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)
The Chair provided a workshop geared toward the ACTFL standards prior to syllabi revision (September 2012) as well as
a meeting with MLA and ADFL representatives (April 2015) to discuss benchmarking approaches, priorities in the field,
Self-Study Template 26
LAS_L&L_ITALIAN_BA_Q
language promoting strategies, global perspectives and themes in our literature courses. The Chair also made budgetary
provisions for the coordinator’s promotion of the program, catering to student-centered and faculty events.
Dr. Sacca` of the Italian program provided faculty training opportunities in collaboration with the GLCC for full-time and
part-time faculty, which occurred pursuant to her Title 6 grant in November 2014 (please see 4D). In 2013, she organized
a conference at FAO ( Food and Agricultural Organization for the UN) and another at the Ministry of Health for our
Faculty in Rome. The Coordinator of the Italian program has routinely provided speakers for the adjunct faculty
addressing promotional strategies for the program, online technology, writing intensive components for all levels (WAC)
of Italian and teaching pedagogy. This year she is facilitating SJU Italian adjunct faculty’s participation in a teaching
workshop under the auspices of the Education Office of the Italian Consulate General of New York (November 2015).
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.) (ADD ICC)
Fiscal Year
External
Funding
04/05
05/06
15,000
25,000
06/07
07/08
08/09
$ Amount
Program
$ Amount
Department
10,000
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
69,544
69,544
69,544
158,996
Apart from the Title 6 grant, which impacted the Department and the Section as regards faculty training (see 4D), fulltime faculty received three Merit Awards for Faculty Achievement in the past five years. Otherwise there is no external
funding of the Italian program.
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LAS_L&L_ITALIAN_BA_Q
5h.
Please comment on the table below that shows trends in overall course evaluation and instructional vibrancy for
your program (if available), your college and the university. (Suggested limit ½ page)
Italian (Q)
Saint John’s
College
Total
Undergraduate
Overall Evaluation (Spring)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
4.29
4.07
4.08
4.59
4.40
4.40
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).
The Italian program has consistently shown a higher trend in instructional vibrancy, both with respect to the College and
the UG overall statistics. The full-time faculty of the program have both won awards for their teaching excellence, both
internally and externally. Dr. Sacca` won the Teacher of the Year (2013-2014), nominated by her students at SJU. Dr.
Russo won an award for Educator of the Year for Higher Education from the AIAE (2010) and the Maria Montessori
award for Teaching at SJU (2009). Their excellent teaching record is reflected in these fortunate statistics.
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)
100%- Drs. Russo and Sacca` both hold terminal degrees in Italian language and literature. They are both well-respected
scholars in their field and remain actively engaged in research and scholarship in their fields of interest. Together they
share the material covered within the curriculum, given their areas of expertise which range from the beginnings of
Italian language and literature (Russo) to Modern/Postmodern literature (Sacca`). They have both branched out to new
fields of interest in order to accommodate the ever changing needs of the program. This has resulted in new courses in
the curriculum, such as “Italian Culture through Food” and “Trends in Italian Opera”.
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)
Growing numbers are vital to our program. The two full-time faculty members of the Italian program have dedicated
themselves to recruiting, providing advisement to students, as well as to teaching courses where retention is most
important, namely the major/minor courses. Often course cancellations have warranted the need for independent
studies in order to allow students to graduate in a timely manner and this has added to the faculty workload
considerably.
Currently we are offering 20 courses in Italian between the Staten Island and Queens campuses. Full-time faculty is
currently teaching 6 of those courses, which covers a mere 30% of classes, while adjunct faculty comprise the
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LAS_L&L_ITALIAN_BA_Q
teaching force for the remaining 70% of our courses, a factor that does not bode well with retention rates. As
noted in the previous Program review, in order to make the Program maintain its high quality the retiring line
vacated by Professor Cipolla needs to be be filled with a renewable contract faculty member who can offer new
ideas to meet the challenges of the future. The potential new hire could help offer a fairer ratio between full-time
faculty and the pool of overall students served in our classes (which is our feeder pool for the major/minor, and whose
number is close to 400) as well as a greater opportunity for faculty research and enrichment for the current full-time
faculty.
Further, the enrichment, assessment and re-structuring of the curriculum has been an utmost priority of the program, as
stated previously. The faculty coordinator has addressed many of these issues along with the routine charges of course
scheduling, hiring and coordinating reliable faculty, working with the Global Language and Cultural Center (GLCC) on all
three campuses to provide an outreach to our students, coordinating the tutors and GA’s of the GLCC, to name a few.
Intermittently the program has often seen only the full-time load of one faculty member throughout the last 7 years.
Due to Dr. Sacca`’s Title 6 grant and thus her involvement in developing programs in Global Development, her teaching
load was reduced to two courses per semester. This year, the faculty coordinator was appointed Assistant Chair and
Departmental charges along with her ordinary charges have grown considerably.
While both Italian faculty members share a commitment to research, the opportunity for quality research time has been
scarce. Sabbaticals and research reductions have not been an option, as a result of the faculty’s commitment to
strengthening the 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)
Classroom conditions in Marillac Hall have deteriorated tremendously. Language classes, which are performance classes
in most cases, should not use these auspices, if acoustics and a crowded classroom layout are not conducive to language
learning. Some common complaints about these classrooms may be found in 6B.
The GLCC (Global Language and Cultural Center) would benefit from an enhancement of its technology. This center
could be greatly improved with funds that would bring it up to the state of the arts technology. Many computer
terminals do not function properly in the Center and at exam time during the semester this poses a problem, when the
Center is particularly crowded with students. Often the online booking site (Appointment Plus) malfunctions and
students are not able to make tutoring appointments. This creates a problem for the Center as regards scheduling for a
numerous amount of students who receive tutoring services under these auspices.
Library space for the Italian program might be considered in conjunction with the Italian Cultural Center (ICC) of SJU. As
at NYU or at CUNY, where there is a seat for the Cultural Institution of the University/College, namely the Casa Italiana
Zerilli-Marimo’, and the Calandra Institute, respectively, SJU could follow this model, providing a proper seat for the ICC
and allotting library space under its auspices.
Self-Study Template 29
LAS_L&L_ITALIAN_BA_Q
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 foreign language classroom is often one of the most intimidating to students. Complaints that the Program receives
and/or that its faculty of share include:
- Classroom that are too large to accommodate the proper oral participation of all students apart for choral
repetition;
- Uncomfortable classroom environment during extreme weather. Classrooms and faculty offices are either too
hot or too cold;
- Whiteboards are often a challenge as students often struggle to see what is written. They present when not
properly cleaned;
- Exam-taking becomes increasingly difficult in classrooms that offer little elbow room to students in an
overcrowded classroom. Considerable time must be allotted to rearrange chairs in order to discourage cheating;
- Computers and overhead projectors are often unpredictable in their functionality and take away from classroom
time when they do not function properly and outside technicians need to be summoned;
- Faculty whose offices are in remote parts of the campus and that are not student friendly sites (4th floor SJH)
should be offered alternative spots for student contact. Most Universities like NYU also allot a certain amount to
faculty to engage with students at lunch, etc.
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 GLCC (Global Language and Cultural Center) received a new site and was allotted a greater space on campus which
is student-friendly and conducive to peer interaction and full immersion in the target language.
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)
Below is the cost-effectiveness summary for UG Italian:
Enrollment
Credit
Hours
Tuition
Fees
11
323
405,190
13,248
Financial
Tuition
Net
Tuition
Gross
Tuition
& Fees
418,438
Other
Direct
Total
Direct
Contribution
Self-Study Template 30
LAS_L&L_ITALIAN_BA_Q
Aid
Remission
Fellowships
Revenues
0
0
269,263
149,175
Revenue
2,692
Revenue
271,955
Expenses
121,726
Margin #1
150,228
The above statistics point to a cost-effectiveness (contributing almost half of its funds to the University) of
the Program that is only partially evident. This is due to the fact that the statistics do not include the many
students enrolled in the School of Education who take Italian as their concentration and unfortunately, due
to a simple 3 credit difference (30 credits for the concentration in Italian with the School of Education and 33
credits for a major concentration in SJC) , are not attributed to our Program. Thus our Program serves a
broader number of students and is responsible for a larger overall revenue that is not reflected in the above
table. Nonetheless, the Italian Program is the second strongest program generating revenue in the
Department of Languages and Literatures according to a comparative table.
Apart from the revenue notable in statistics, our students have received external honors which have brought
them invaluable success . The NIAF (National Italian American Foundation), the largest Italian-American
Organization in the USA bestowed a scholarship on Italian major Frank Tisellano (2009-2010) to work as a
social media corrispondent for their annual NIAF Voyage of Discovery. In 2013-2014, Italian major Matthew
Freedman won a fellowship to study in Rome from the Programma Ponte, sponsored by the AIAE, the
Association of Italian-American Educators. Each year the Italian Cultural Center bestows numerous
scholarships on our students, who choose to take advantage of our satellite campus in Rome for study
abroad.
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)
As we met our standards from the last report, we look to the next five years to continue to promote and enhance our
program, our enrollment, and international internships in the target language across the disciplines. To this end, we will
continue working with the Career Center and the Office of Global Studies. Our commitment to the Global Passport
Program will continue also, so that we can engage freshmen in meaningful experiences abroad starting from their first
year, with the hope that they may wish to return to our satellite campus in Rome to pursue an internship.
In our commitment to grow, we must face the fact that our full-time faculty is spread quite thin. Our coordinator has
taken on the role of Assistant Chair as well and our faculty resources are limited to a degree. Our senior faculty member
has been the creative force of many new programs, many of them interdisciplinary and we will continue in that direction
Self-Study Template 31
LAS_L&L_ITALIAN_BA_Q
in the future. However, in order to maintain the level of quality in the Program, we must eventually seek a full-time
contract candidate. An additional full-time faculty with our same commitment would create a dynamic that our Program
saw once when we had a more solid number of full-timers.
We realize the new faculty are added when numbers are promising and so in order to attract more students, we need to
update our web-site and actively engage in recruitment at an even greater level, reaching out to High Schools whenever
possible.
In the future, as our commitment to writing intensive courses and HIP practices are further implemented, we hope to
create even better retention rates, resulting in more graduates from our Program.
We remain steadfast to our commitment stated in the last self-study, namely that we will remain a viable and
effective program that fulfills a vital role for the university in its drive to become a global university. The study of
languages and their cultures are an essential part of the master plan for St. John’s. Removing or reducing the
support for the study of languages would be tantamount to undermining the University’s declared strategic vision
and mission.
Self-Study Template 32
LAS_L&L_ITALIAN_BA_Q