AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Anthropology BA Q
Date Submitted to Department/Division Chair: September 29, 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)
As an academic discipline, the primary focus of anthropology is to provide a holistic and global cross-cultural
perspective on human diversity, while promoting social justice. As evidenced throughout this review, the
anthropology program is a strong contributor to the integration of the Catholic, Vincentian, and Metropolitan
mission of the University. In doing so it operationalizes these value statements into competitive institutional
strengths. The program is distinguished from others regionally (Adelphi, Hofstra, Fordham) and nationally
(DePaul, Marquette, U. San Francisco) in that it provides an education in the tradition of the University’s vision
and mission, while providing student-centered opportunities. Its strong competitive edge includes: courses
across the curriculum that give an intellectual foundation on issues of social justice; the ability to put this
perspective into action through modes of active learning in the classroom and academic service-learning
experiences; rigorous senior capstone independent research requirement; linkages to a number of
interdisciplinary programs; and access to student groups and activities that promote global and urban awareness
in the context of a Catholic and Vincentian tradition.
Anthropologists are keenly aware of the changing socio-cultural and political- economic factors that impact
human societies and challenge academic institutions. The field of anthropology is not only viable, but continues
to be more relevant than ever in an era of increasing globalization. Students need the nimble breadth of skills
acquired through a background in anthropology in order to be able to assess and adapt to the ever changing
needs of society and the workplace. There is now an increasingly high demand in the job market for individuals
with anthropological knowledge as professional cultures from corporations to non profit and governmental
agencies have realized its value in adjusting to constantly shifting global market forces and demands as
indicated by recent employer surveys. The emphasis on service that the Vincentian heritage brings to the
program’s mission also bodes well for our students. Anthropologists educated at St. John’s have an elevated
awareness of the needs of others and how best to serve them. Anthropology faculty consistently promote this
competitive advantage by fostering and creating interdisciplinary and interdepartmental cooperation with other
academic programs. A high level of quality and stewardship is maintained through ongoing self-evaluations and
assessments of the program’s curriculum, schedule-building practices, student-centered learning, and close oneon-one mentoring of the program’s majors. The maintenance of the increased trend in the number of
anthropology majors since the last program review and the successful preparation of our students for graduate
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school, the professional workforce, and life-long learning is a testimony to the quality and synergistic success of
our efforts and the University’s strategic plan.
The sustainability of the above advantages lies in the high quality and reputation of the anthropology faculty as
scholars. Both faculty members have an extensive record of grants and publications and pursue active research
agendas. This reflects on the competitive quality and viability of the program as a whole. They have gained both
national and international recognition in their areas of specialty and beyond, including their election and
appointment to positions of leadership in professional organizations. Their engagement in research on the
metropolitan and global dimensions of social justice also serves to inform their teaching and enhance the
program’s overall academic quality. This is evidenced in our faculty by their recognition for teaching
excellence, service and scholarship and in our students’ success in being awarded undergraduate research
support and competitive external research grants, presenting papers at regional and national professional
conferences, participating in and winning outstanding student-paper prize competitions and in their successful
admission records to top graduate programs both nationally and internationally. In striving for excellence the
overall success of the program speaks to its great potential for future growth and viability. Based on data from
the self-study, an overall rating of (1) Enhance is proposed to meet the programs enrollment/market potential.
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/our-mission. (Suggested limit 1/3 page)
The anthropology program promotes the fundamental ethic of cultural relativism, which teaches tolerance and
respect for the rights and dignity of every person and all belief systems around the world and prepares students
to pursue meaningful careers after graduation. Many of the values of Catholic Social Teaching are also central
to the applied dimensions of the discipline, including promoting the principles human dignity, solidarity, and
subsidiarity. We foster an atmosphere of respect and common purpose. Most anthropology courses promote
academic service-learning experiences, which are often done at Catholic and other faith-based agencies. This
provides an opportunity for students to reflect on the role of the Church in community service. A corecurriculum course on the “Anthropology of Religion,” offered annually and cross- listed with the Theology
Department, also provides students an opportunity to reflect on their own faiths in the context of a Catholic
institution. In addition, the teaching of scientific evolutionary theory, central to anthropological thought,
promotes the Catholic tradition of intellectual scientific inquiry without being in contradiction with theological
teachings. Program faculty are also highly active in supporting the Catholic identity of the university through
their involvement in a number initiatives, including: cultural competency training for international priests;
service as a Faculty Expert for the Holy See Mission to the United Nations; Senior Research Fellow of the
Vincentian Center for Church and Society; Co-Facilitator of the Rosalie Rendu Roundtable on Religion and
Science; and organizers and participants in the biennial Vincentian Chair of Social Justice Poverty Conference.
One of the Anthropology faculty was additionally awarded the prestigious Vincentian Mission Award during
the last academic year.
Our program’s four goals and four objectives are designed to provide an ongoing and systematic assessment
whose outcomes reflect the institution’s strategic directions and priorities. We are engaged with this assessment
by a plan that covers all goals and objectives in a two-year cycle. Two goals and their corresponding two
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objectives (one per goal) are completed respectively in odd and even years. The anthropology program in
particular seeks to provide undergraduate students with a deep cross-cultural and diachronic understanding of
human cultural and biological diversity and change, while effectively integrating the scientific research process
with theoretical principles. This gives them the analytical, critical, and practical knowledge of the discipline that
can be applied to developing a keen sense of the Catholic, Vincentian and Metropolitan Mission of the
university. Our courses also seek to meet the needs of a diverse student body while introducing them to
societies and cultures worldwide. We strive to both foster their curiosity about human diversity across time and
space while building a foundation of mutual and universal respect. This commitment directly reflects the special
attention in the University’s mission given to "compassionate concern for others, to cultural diversity, and to the
challenges of an interdependent world." Our program's "imperative to strive for social justice” furthers the
University’s mission, values and goals.
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)
Anthropology, the study of humans throughout all time and space, by its very definition promotes the utmost
global character of the University. It provides some of the most in-depth and holistic approaches to global issues
of any discipline. All courses in anthropology take a globally comparative and cross-cultural perspective on
every issue. The mission and purpose of the Anthropology program is to produce the best educated,
cosmopolitan, and qualified students who are prepared for the global challenges of the 21st century. To meet this
challenge the strategic goals/objectives of our program seek to teach undergraduate students to be able to
demonstrate a cross-cultural and diachronic understanding of human cultural and biological diversity and
change, and to effectively integrate the major steps of the scientific research process with theoretical principles
in the study of evolutionary and socio-cultural processes. This gives them the analytical, critical, and practical
knowledge of the discipline that can be applied to developing a keen sense of the Catholic, Vincentian and
Metropolitan Mission of the University. Our courses also seek to meet the needs of a diverse student body while
introducing them to societies and cultures worldwide. We strive to foster both their curiosity about global
human diversity across time and space while building a foundation of mutual and universal respect. This creates
a stimulating, knowledgeable, and supportive learning environment for our students in and out of the classroom.
It is the knowledge and skill sets given to both and majors and non-majors that we hope will help them succeed
in post-graduate academic and professional programs, and life-long learning.
The core of classes offered through the program has always fulfilled the important need to teach about human
diversity, cross-cultural understanding, and global issues. The Anthropology program offers a 30 credit-hour
undergraduate major, an 18 credit-hour undergraduate minor, and has courses cross-listed with other academic
programs. The faculty also contribute to numerous other interdepartmental programs at both the graduate and
undergraduate level. In addition to our strong commitment to our major we also believe that supporting current
and future interdisciplinary programs by providing an anthropological perspective is one of the program’s
greatest strengths. Anthropology offers coursework central to a holistic and well-rounded liberal arts and
sciences education by providing critical thinking on socio-cultural issues and human diversity. Its global
orientation provides key building blocks for realizing a competent global education at the university. Finally, a
focus on practice-oriented or applied programs strengthens a commitment to social justice and poverty
reduction by fostering in our graduates a commitment to life-long service.
To best meet our program’s goals/objectives faculty are actively involved in student-centered advising and
mentoring of the anthropology majors while maintaining an ongoing in-depth assessment of the program.
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Program policy and review are done through the department’s Undergraduate Educational Policy Committee
(UEPC) which meets on a regular basis throughout the academic year to revise curriculum, and develop and
approve new courses. We also strive to demand that course scheduling is based on the needs of majors, the
core-curriculum, and other programs that utilize anthropology classes as part of their own curriculum. In
addition, anthropology faculty consistently promote, foster, and create interdisciplinary and interdepartmental
cooperation with other academic programs.
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)
Faculty are actively engaged in research on both metropolitan and global issues which serves to inform their
teaching. Anthropology’s commitment to understanding and promoting diversity in an urban setting speaks
volumes to its contribution to the diverse metropolitan character of the University.
We work with students and faculty across the campus to seek out opportunities to partner and plan communitybased research within our metropolitan communities. The use of our intellectual resources and professional
expertise provides a much needed component for helping to develop strategic solutions to urban problems.
Our promotion of urban fieldwork ranges from understanding the environmental impact of the rural to urban
transformation of New York City over the past 200 years, to assessing emergency food provider services and
the role of community gardens and urban agriculture. Once again, academic service-learning provides students
with the opportunity to critically reflect on the metropolitan and global character of the community that they are
serving, within the context of their anthropology coursework. We also draw on classroom diversity as a
pedagogical tool by using life-history and family-history assignments that illustrate core anthropological
concepts while also providing an in-class forum that embraces a discovery mode of active learning. Overall, our
courses and curriculum move to address the diverse needs of the metropolitan character of our students and the
local community in which we are located.
Specific initiatives that have been implemented to “transform the institutional culture to one in which the
quality of how we serve our students both in and out of the classroom is exceptional” have included, for
example, the following: creating new courses with an applied focus that meet student demand and interest while
furthering life- long learning skills; creating a vibrant learning community through the Senior Seminar and
capstone research projects; using academic service-learning to more fully connect students with the needs of the
local community, contributing to the experiential aspect of a St. John’s education with an emphasis on direct
experience helping the poor and underserved; developing online distance-learning courses in support of our
international campuses and Discover the World programs for Ozanam students and others living
abroad that are focused on issues of global poverty and are service-learning intensive; promoting global study
and travel, and anthropological fieldwork opportunities; fostering the revitalization of the student group
Anthropology Club; initiating a new Sigma chapter of Lambda Alpha, the National Collegiate Honors Society
for Anthropology; developing an Anthropology Program Facebook page to cultivate a social network that keeps
students apprised of program activities, as well as developments in the discipline; encouraging student research
week presentations; promoting student attendance and participation in professional organizations and their
annual meetings (e.g., American Anthropological Association, Northeastern Anthropological Association);
having students work with faculty mentors to apply to the SJU Graduate Admissions Assistance Program
(GAAP) for summer research funding; and organizing student-centered social and academic events and forums
outside of the classroom.
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Another indication of how the program engages in planning reflective of the strategic plan is our ongoing plan
to increase our course offerings in university degree programs and minors that reflect the mission. We will
continue to add courses, for example, in support of Minors in Social Justice, Multicultural and Multiethnic
Studies, Africana Studies, Environmental Studies, Linguistics, and New York Studies.
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
Those strengths of our program in supporting the University’s Catholic tradition highlighted above are also
central to our support for the University’s Vincentian tradition and values. Our program creates an atmosphere
in which all may imbibe and embody the spirit of compassionate concern for others on a global scale so
characteristic of the Vincentian tradition. Supporting indigenous rights and social justice for impoverished
communities of the world is a central theme for most all courses in anthropology. Again, academic servicelearning provides an opportunity for students to reflect critically in an academic context on issues of social
justice while providing important services to the community. In addition to what was mentioned above in 1.b.
the program has been actively involved in promoting numerous campus-wide events that stress Vincentian
values and our commitment to social justice and poverty reduction. This has included bringing in guest
speakers, organizing interdisciplinary student and faculty panel discussions, and promoting student research and
training on issues of social justice. Our faculty are themselves deeply involved with research on poverty
reduction and social justice both locally and internationally. They are also mentoring students as part of the
Ozanam Scholars Program and one faculty member serves as the St. John’s Faculty Coordinator and Mentor for
Academic Service-Learning and Community-Based Research.
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
1073
1158
1147
1038
1113
88
90
90
86
90
School/
College
1104
1099
1085
1093
1093
88
88
88
88
89
University
1068
1075
1075
1087
1092
86
87
87
87
88
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Self-Study Template 5
Freshmen SAT Scores
Fall 2010
Fall 2011
Computed
Fall 2012
Computed
ANT
1,137
Fall 2013
Computed
1,170
Computed
1,090
1,099
Freshmen High School Average
Fall 2010
Fall 2011
Ir Hs Avg
Fall 2012
Ir Hs Avg
ANT
Fall 2013
Ir Hs Avg
89
88
Ir Hs Avg
90
87
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
Intended college major for 2012 college-bound seniors
SAT
Intended College Major
Social Sciences
TestTakers
Mean Scores
Number
Percent
(%)
Critical
Reading
Mathematics
Total
2,069
1.5%
551
536
1087
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
Based on available data on SAT scores for 2013, the program average of 1099 falls slightly above the college’s average of
1098 and is above the national average (1087) for social science majors in general. The high school average of our
freshmen in 2013 was 87 which is one point lower than the college average of 88. Over the past four years, the high
school average of entering anthropology majors has fluctuated from a low of 87 to a high of 90; the 2013 average falls
within the normal range for our program, the college and the university. The SAT scores of entering anthropology
majors and their high school averages fall close to the scores of the university in general but all differences are
statistically insignificant.
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Undergraduate 1st Year Retention Rate
2b.
Fall
2003
2004*
2005
2006
2007
2008**
# Fresh
# Ret
%
Program
50%
0%
100%
60%
57%
5
2
40%
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
ANT
15
2010
Returned
DNR
#
%
#
%
14
93%
1
7%
Total
2011
Returned
9
DNR
#
%
#
%
8
89%
1
11%
Total
8
2012
Returned
DNR
Total
#
%
#
%
5
63%
3
38%
5
Returned
DNR
#
%
#
3
60%
2
%
40%
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
The small numbers represented in this data make any interpretation statistically
insignificant.
2c.
Undergraduate 6 Year Graduation Rate
Fall
1999
LAS_SOC_ANTHRO_BA_Q
2000
2001
2002
2003
Self-Study Template 7
Program
0%
100%
0%
50%
0%
School/
College
Average Rate
61%
59%
58%
60%
57%
University
64%
59%
61%
61%
58%
Fall 2004 cohort
Total
ANT
Fall 2005 cohort
Graduated
1
0
0%
Total
Graduated
3
3
100%
Fall 2006 cohort
Total
10
Graduated
5
50%
Fall 2007 cohort
Total
7
Graduated
1
14%
Fall
2004
2005
2006
2007
School/College
Average Rate - Q
57%
57%
57%
51%
Total University
58%
58%
59%
55%
2d.
Graduate Standardized Test Scores
Not Applicable to BA Program
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
Program specific data is unavailable at the department level for other peer and aspirational institutions to make
comparisons. However, in looking at the college level data from the 2014 Barron’s Profiles of American
Colleges (comparing STJ to Adephi, Baruch, 8 CUNY Colleges, Fordham, Wagner, Seton Hall, University of
Chicago, University of Michigan, and Harvard University) we can see that St. John's University is comparable
to some peer and aspirational schools. Like many peer schools it does not require a set SAT score for
admissions. Some peer and aspirational schools also do not require a set SAT score and/or G.P.A. for
admissions.
These trends compare favorably to both national and regional trends. There has been a 10 fold increase in St.
John’s Anthropology majors over the past 10 years with a 5 fold increase during the period of past review
which were above the national and regional trends. These numbers have now stabilized and have been
maintained over the period of this review, also reflecting national and regional trends in the discipline. One of
the reasons for the lower number of students in our program in comparison to other universities is that
regionally City colleges are not only more affordable, but they also count within their pool of anthropology
majors, secondary education students. In relation to other private institutions, the difference might be explained
by the costs and availability of financial aid. All in all, our program continues to be small and vibrant, which
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allows students and faculty to have close relationships, while becoming more diverse, both in terms of the
student body and professors. The kind of course offerings has also diversified and attracted more students in
comparison to course offerings of both peer and aspirational universities.
The primary threat to the program is that other institutions have also saw a rise in their number of majors along
with a stabilization of those numbers From 2010-2013 the similar increases in the number of majors have been
noted in comparable programs with less than 8 faculty. Drawn from the Guide to Departments, American
Anthropological Association the following numbers of majors and faculty were noted for 2013: Hofstra (38
majors and 6 faculty), Fordham (103 majors and 4 faculty), Adephi (28 majors and 4 faculty), and DePaul (104
major and 9 faculty)). This demands that we maintain a distinctive competitive edge through a high level of
quality and stewardship. In striving for excellence the overall success of the program to date speaks to its great
potential for future growth and viability. In the future it will also demand additional resources including the
hiring of new faculty to maintain a low student to faculty ratio.
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)
Not Applicable to BA Program
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of
Students
MAJORS
MINORS
ANT
Anthropology
LAS_SOC_ANTHRO_BA_Q
2005
2006
2007
2008
2009
Majors
6
16
22
20
31
Minors
1
2
1
1
2
Total
7
18
23
21
33
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
BA
34
43
33
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Minors
Minors
Minors
Minors
2
6
6
32
1
Self-Study Template 9
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Total
Total
Total
Total
Total
36
49
39
33
As stated in 2e above these strong numbers have now stabilized and have been maintained over the period of
this review, also reflecting national and regional trends in the discipline.
2h.
Number of degrees granted during the past five years. See table below.
Academic Year
SJC -UG-Q
ANT
Degrees
Granted
04/05
05/06
06/07
07/08
08/09
BA
0
2
1
1
2
Anthropology
BA
11/12
12/13
Degrees
Conferred
Degrees
Conferred
7
10
Note: there are no students who have graduated from this program within the 10/11 academic years.
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 institution include: Adelphi University, Columbia University, CUNY Queens College, Fordham University,
Hofstra University, Iona College, C.W. Post University, Manhattan College, New York University, Pace University,
Seton Hall University, Stony Brook University, and Wagner College.
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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)
Faculty pay particular attention to fostering an environment of student-centered advising and mentorship. They
maintain a high degree of availability five days a week. In order to monitor student progress toward the degree,
the program has specific mechanisms in place such as keeping comprehensive records of the students with
whom faculty discuss strategies for advancement toward the degree, particularly during registration periods. All
of the faculty in the program are committed to a collaborative effort to provide quality advising. Faculty
maintain peer conversations to discuss students’ performance and strategize over means to help those who need
assistance and challenge those who are excelling. The UEPC has also been careful in the choice of
courses to offer each semester to make sure that the curriculum offerings vary and the required courses are
offered in sequence so students can graduate in four years. The UEPC has also promoted the creation of new
courses in order to keep high quality and updated curricula. The establishment of the Lambda Alpha Honor
Society has provided an additional means to encourage students to aspire to academic success in order to fulfill
the qualification requirements. Faculty also maintain communication and collaborate with the University’s
freshmen center and career center. They have emphasized the importance of being involved in student-centered
activities beyond the classroom setting by organizing and participating in events, colloquia and research forums.
They are also actively involved in mentoring student research, internships and independent studies.
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)
Over the last four years, graduates of the anthropology major have achieved great success in the area of graduate school
acceptance as can be demonstrated by the following list: Columbia University (2 M.A. student admissions); University of
California, Santa Barbara (1 Ph.D. student admission); State University of New York, Binghamton (1 Ph.D. student
admission); University of Maryland (1 Ph.D. student admission); University of Nevada, Reno (1 Ph.D. student admission);
University College of London (2 M.A. student admissions); University of Edinburgh (1 M.A. student admission).
Additionally, our graduates have been successful in attaining employment in fields including public health, corporate
responsibility, environmental education, public archaeology and organizations that include Council on Foreign Relations
and Peace Corps.
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)
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The cumulative GPA for the program has been at or above the SJC and UG level from 2011-2014. Given the strong
reading, writing, and research components of the program’s courses, we think our students are displaying an overall
high degree of competence and significant dedication to their studies. In addition, our ongoing assessment of the
program’s advisement strategies maintains an open conversation with our majors about their academic performance in
the major and overall.
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
Overall, our courses and curriculum move to enhance student engagement by addressing the diverse needs of
the metropolitan and global character of our students and the local community in which we are located. Our
faculty are actively engaged in research on both metropolitan and global issues which serves to inform their
teaching in and out of the classroom. A global perspective is embedded in the curriculum of every anthropology
course to ensure that we provide an enriched academic experience that prepares students for the workplace and
the world.
The strategic goals/objectives of our program seek to teach undergraduate students to be able to demonstrate a
cross- cultural and diachronic understanding of human cultural and biological diversity and change, and to
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effectively integrate the major steps of the scientific research process with theoretical principles in the study of
evolutionary and socio-cultural processes. This gives them the analytical, critical, and practical knowledge of
the discipline that can be applied to developing a keen sense of the Catholic, Vincentian and Metropolitan
Mission of the University. Our courses also seek to meet the needs of a diverse student body while introducing
them to societies and cultures worldwide. We strive to both foster their curiosity about human diversity across
time and space while building a foundation of mutual and universal respect.
We stress the importance of an exceptional education that is more than just career preparation. We truly believe
that our students will leave with a skills set to make a difference in the word through their commitment to future
leadership and service. This is met in part by focusing on strategic program goals and objectives that require our
majors to demonstrate an understanding of the applied aspect of the discipline. This is accomplished by
preparing them to analyze major socio-cultural and biocultural issues from the perspective of the “other,” and
identifying viewpoints and concepts useful for an applied critical analysis of global and cross-cultural issues.
They are also able to articulate an understanding of ethical guidelines for anthropological research and their
knowledge of the principles of professional competence. A key component of the program’s strategic
goals/objectives is that our majors are prepared to demonstrate an advanced ability as critical thinkers that will
participate in a global society using an anthropological approach. In summary, this requires them to interpret
data and phenomenon from an anthropological perspective and apply the anthropological relevance of historical
and cross-cultural comparative research to global concerns.
In addition to the student-centered initiatives reviewed above, the issue of student engagement is often on the
agenda of our faculty meetings, and of informal gatherings amongst our faculty. Our faculty regularly offer our
students opportunities for involvement in social action in a number of venues so that they can see first-hand
how groups and individuals use social teachings to organize social action to promote social justice. These goals
are further supported by our own professional applied research agendas and sponsorship of numerous campuswide forums that address solutions to world problems. This encompasses an interdisciplinary effort that works
closely with other faculty and departments across colleges, and with other organizations, e.g., Center for Global
Development, Vincentian Center for Church and Society, Rosalie Rendu Roundtable on Religion and Science,
Committee on Latin America and Caribbean Studies (CLACS), Vincentian Institute for Social Action (VISA),
the offices of Academic Service-Learning and Study Abroad, and membership on the Academic Program
Committee’s Subcommittee on Global Education.
We believe that St. John's University and its focus on social justice and serving the underrepresented is at the
cutting edge of higher education in the world of the 21st century. In contrast to elitist universities, St. John's
commitment to democratizing education by reaching out to the previously excluded is the task of our time. We
too feel the special mission that requires us to transform our institutional culture to one in which the quality of
how we serve the diverse needs of our students in and out of the classroom is truly exceptional. To meet this
demand the last five tenure-track members of the faculty in the Department of Sociology and Anthropology
have all been members of historically excluded groups (or under-represented minorities).
Specific examples of the exceptional and quality service of the program to our students in and out of the
classroom are highlighted above and demonstrate the program’s commitment to the professional development
of our majors and all the students we serve. To summarize, we stress the importance of an exceptional education
that is more than just career preparation. We truly believe that our students will leave with a skills set to make a
difference in the world through their commitment to future leadership and service. This is met in part by
focusing on strategic program goals and objectives that require our majors to demonstrate an understanding of
the applied aspect of the discipline. A key component of the program’s strategic goals/objectives is that our
LAS_SOC_ANTHRO_BA_Q
Self-Study Template 13
majors are prepared to demonstrate the advanced analytical, critical, and practical knowledge of the discipline
that can also be applied to developing a keen sense of the Catholic, Vincentian and Metropolitan Mission of the
University. Our courses also seek to meet the needs of a diverse student body while introducing them to
societies and cultures worldwide. We strive to both foster their curiosity about human diversity across time and
space while building a foundation of mutual and universal respect.
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?
Specific activities undertaken by the program to monitoring both the external and internal environments include
an annual outcomes assessment schedule, exit interviews with our majors, and periodic surveys of our alumni.
We also regularly monitor developments in other anthropology programs both regionally and nationally through
linkages with professional organizations and colleagues. In response to these findings we have reshaped the
anthropology curriculum and developed additional means to better serve our students both in and out the
classroom, highlighted throughout the report.
As described in the Overview section of this report we see a primary strength in our program, that distinguishes
it from others, through an education that offers an intellectual foundation on issues of social justice while also
providing student-centered and active-learning opportunities, in the tradition of the University’s vision and
mission.
The primary weakness of the program is the need for additional faculty to keep the student-faculty ratio low,
and resources to more fully develop the major and its wonderful potential for growth. Opportunities for the
program are evidenced in the substantial growth leading up to the maintenance of these numbers in the number
of anthropology majors during the current program and a 21% increase in demand expected in the job market
for individuals with backgrounds in anthropology over the next 5 years. An additional weakness is the lack of
access to first and second year students because Anthropology is not required in the Core
The primary threat to the program is that other institutions have also seen a rise in their number of majors . This
demands that we maintain a distinctive competitive edge through a high level of quality and stewardship. In
striving for excellence the overall success of the program to date speaks to its great potential for future growth
and viability.. In the future it will also demand additional resources including the hiring of new faculty to
maintain a low student to faculty ratio.
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.
Fastest growing occupations and occupations having the largest numerical increase in employment by level of education
and training projected.
LAS_SOC_ANTHRO_BA_Q
Self-Study Template 14
Change, 2010-20
Fastest Growing Occupations
Anthropologists and
Archaeologists
Percent
Numeric
21%
1,300
Occupations having the
largest numerical
increase in employment
Anthropologists and
Archaeologists
Change, 2010-20
Percent
Numeric
21%
1,300
Projected Changes in Related Occupations (2010 – 2020)
Changes, 2010-20
Grow much faster than average – Increase 21% or more
Anthropologists and Archaeologists
Percent
Numeric
21%
1,300
*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm
As mentioned above there is great market growth potential for the program. Since the last program review in
2002 there has been a tremendous and consistent growth of 10 fold in the number of anthropology majors. This
has also been a national trend but not on the same scale. The Department of Labor’s Occupational Outlook
Handbook, 2010-2011 forecasts an increasingly high demand in the job market for individuals with an
anthropological background. They predict a 21% increase over the next 5 years. This is due in part to the fact
that employers have realized the value of an anthropological perspective in being able to adjust to a constantly
shifting global market forces and demands. They also have a diverse qualitative and quantitative skills set that
are in high demand. The majority of this growth will be in the areas of management, scientific, and technical
consulting services. With this in mind, the program has sought to design the curriculum in such a way as to
promote interdisciplinary engagement that pairs applied studies with specific professional career goals and
global awareness.
Standard 3.
Additional comments if needed: (Suggested limit 1 page)
STANDARD 4. The program provides a high quality curriculum that emphasizes and assesses student learning and
engagement.
4a.
Please indicate how the program curriculum is in alignment with the following three items:
(Suggested limit 1/2 page for each of the three categories below)
1. Standards within the discipline
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study
abroad experiences.
3. The University Core competencies
Please indicate how the program curriculum is in alignment with the following three items: (Suggested limit 1
page)
1. Disciplinary standards
2. The 2008-2013 Strategic Plan areas of focus (Mission, Engagement,
Globalization)
3. The University Core competencies
LAS_SOC_ANTHRO_BA_Q
Self-Study Template 15
(1.) The curricular design provides a strong foundation for majors who plan to continue on to graduate studies
in Anthropology by requiring exposure to the discipline’s four sub- fields: Cultural Anthropology, Biological
Anthropology, Linguistic Anthropology and Archaeology. This four-field approach is the disciplinary standard
for undergraduate Anthropology programs and provides students with the widest possible range of options if
they choose to pursue an academic career in the discipline. With the addition of a new faculty member in 2008,
the Anthropology program has taken the opportunity to reevaluate its curricular design in order to enhance
student learning and engagement. For example, with the addition of new elective courses with an applied focus,
the program has strategically developed an additional emphasis on the “fifth field”, Applied Anthropology. The
Anthropology curriculum includes a total of 30 required credits, facilitating timely program completion and
opportunities to double major in programs with a professional orientation that can be enhanced by the global
perspective provided by Anthropology. The curriculum has also been constructed to encourage interdisciplinary
engagement, as the perspective and skills gained through completion of an anthropology major prepares
students with the type of analytical and methodological proficiencies identified as assets for employment in a
diversity of fields, including professional degrees in medicine and law. Additionally, the Anthropology faculty
have forged ties to centers across the campus, e.g., Vincentian Center for Church and Society, Center for Global
Development, Center for Latin American and Caribbean Studies, and the Vincentian Institute for Social Action.
(2.) Anthropology, as a discipline along with its curriculum, inherently addresses global issues and perspectives
as encapsulated in this most basic definition of the field: the scientific study of human biological and cultural
diversity across all time and space. By investigating fundamental human questions about human origins and
diversity students are encouraged to become more conscious of their own cultural perspectives so they might
then be more open to understanding other culturally-based understandings of the world. These skills make
students into better critical thinkers, better physicians, lawyers, professionals, and, perhaps most importantly,
better global citizens. Newly created courses on culture and global change, anthropology of global poverty,
anthropology of development, and medical anthropology emphasize applied and global perspectives. The
program utilizes Academic Service-Learning intensively in a variety of classes. Academic Service-Learning
pairs with Anthropology in ways that promote student understanding of anthropological research methods and
for creating a unique immersive environment for practicing anthropology in an applied setting. To enhance their
effectiveness program faculty have completed the academic service-learning certification program. Some
methods and strategies employed by the anthropology program to engage students inside and outside of the
classroom are summarized above. Faculty have concentrated on creating new courses with an applied focus that
meet student demand and interest while furthering life-long learning skills; creating a vibrant learning
community through the Senior Seminar and capstone research projects; using academic service-learning to
more fully connect students with the needs of the local community; developing online distance- learning
courses for students living abroad; promoting global study and travel and anthropological fieldwork
opportunities; fostering the revitalization of the student group Anthropology Club; initiating a chapter of the
Collegiate National Honor Society; developing an Anthropology Program Facebook page to cultivate a social
network that keeps students apprised of program activities, as well as developments in the discipline; having
students present their research and scholarship at during Student Research Week; promoting student attendance
and participation in professional organizations and their annual meetings (e.g., American Anthropological
Association, Northeastern Anthropological Association); having students work with faculty mentors to apply to
the STJ Graduate Admissions Assistance Program (GAAP) for summer research funding; and organizing
student-centered social and academic events and forums outside of the classroom where they discuss their own
research and other issues of community interest.
LAS_SOC_ANTHRO_BA_Q
Self-Study Template 16
(3.) The University Core competencies are central to the program’s goals/objectives and are cultivated within
the Anthropology curriculum in a variety of ways. The program promotes critical thinking by requiring students
to investigate anthropological questions from a variety of cross-cultural perspectives and times creating well
constructed arguments from a perspective other than their own. The program also encourages students to ask
questions about “common sense” assumptions about human behavior that uncover their origins and uses.
Students are asked to sharpen information literacy through completing course readings and critical analyses of
text, including book-length scholarly works, journal, magazine and newspaper articles, webpages, as well as
information from social networking sites, and various forms of traditional and online visual media. Written
work is woven into each anthropology course through informal in-class writing assignments, both concise and
extended critical and reflection essay formats, journal entries, and full-length research papers. Skillful writing is
also developed through peer review. Faculty members also participate in faculty development programs
provided by the Writing Center and Writing Across the Curriculum program, which enhances our ability to
better student writing skills. Students are expected to actively participate in class discussion and complete
classroom presentations on their course-based research and academic service-learning projects. This provides
established forums for honing their oral presentation skills. Finally, the inclusion of a statistics and research
methods courses in the major requirements ensures that they leave the program with strong quantitative and
qualitative reasoning skills.
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
Course syllabi are available on the shared drive. Course outlines are posted and discussed by faculty each semester. The
Program recently updated course goals and outcomes in alignment with the standards of the discipline and the
University.
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)
As is the case for all St. John’s College programs, the program employs WEAVE to conduct annual assessments in which
data is gathered using program-specific measures to ascertain the effectiveness of each program vis-à-vis student
learning. This quantitatively collected data facilitates SJC practices in which many programs analyze the data and use
them to determine whether or not stated standards are met. In the eventuality that our program falls short of its stated
standards, which do date has not been the case, we develop a plan of action for meeting our program and
disciplinary/course-based standards.
Every year since the 2007-2008 academic year, our program has articulated a mission or purpose. During the same time
period and within the context of that mission, our department has identified and articulated learning goals and
outcomes for student learning. The measures we use in WEAVE are there to assess how well our students reach our
learning goals and outcomes. The logical disciple-specific relationship we have constructed between the mission, the
learning goals and outcomes, and the measures used in WEAVE closes the loop and ensures validity in our model.
LAS_SOC_ANTHRO_BA_Q
Self-Study Template 17
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)
High level of graduate school admission to top Universities. Students awarded competitive grants. See section 2j.
above.
Standard 4.
Additional comments if needed. (Suggested limit 1 page)
All of the full-time faculty in the program hold a Ph.D., the highest degree in the profession and consistent with
program accreditation standards. They also have backgrounds that adequately span the major concentrations in
the program with a high proficiency. They continue to develop new courses to match their expertise while
meeting student demand. Beginning in the fall of 2014 the demographic nature of faculty will be one tenured
white female, one tenured white male. Faculty have demonstrated continuing and exemplary growth in
teaching, research, and service. This has included participation in pedagogy workshops, online teaching and
academic service-learning certification programs, and being involved as Center for Teaching and Learning
Technology Fellows. They have active research agendas and fieldwork, including being awarded summer
research grants. Their highly active participation in campus forums and events and close association with
numerous campus centers also speaks to their ability to capture much needed resources for enhancing student
engagement and the program’s mission and goals.
Professional and pedagogical development opportunities for faculty through the university’s center for teaching
and learning and professional anthropological organization are extremely adequate. High levels of collegiality
and cooperation provide a very positive, productive work environment for all faculty in the anthropology
program. Course scheduling is organized to meet student demand while providing an equitable distribution of
instructional loads among the faculty. The rational and coherent performance standards for faculty review,
tenure and promotion are in line with those established by the department, college and university. To allow for
faculty growth and development within the department, junior faculty members are assigned mentors.
The full-time faculty members are actively engaged in teaching, research, and service as demonstrated in some
of their activities over the past four years. Limited space constrains a full accounting and details of our efforts
and resources. That said, during the 2013-2014 period alone anthropology faculty members have: 1) Mentored
15 Undergraduate Anthropology Senior Thesis, and 8 MA Capstone Projects for the MA in Global
Development and Social Justice; 2) Mentored student summer research with funding from the Graduate
Admissions Assistance Program (GAAP), and conducted research with students that has led to presentations at
professional meetings and papers for publication; 3) Prepared students for oral presentations and discussion
panels for Student Research Day and the Northeastern Anthropological Association; 4) Participated in
numerous faculty and student-organized panel discussions; 5) Worked with the anthropology student
organizations to plan events; 6) Took part in the Freshmen Seminar and “Cheers University” Programs; 6) Were
active in the Center for Teaching and Learning Faculty Research Forum and other sponsored events, and
presented research at the Junior Faculty Research Colloquium; 7) Served on various college and university-wide
committees to enhance the Vincentian and Global mission and vision of the institution; 8) Regularly presented
their research and organized panels at regional, national, and international anthropology and interdisciplinary
conferences, e.g. American Anthropological Association, Northeastern Anthropological Association, Society
for Applied Anthropology, American Association of Physical Anthropologists, Association for the Study of
Food and Society, Caribbean Studies Association, and the Global Awareness Society; 9) Were elected to
positions of leadership in professional organizations; 10) Are working on 4 books and monographs, 6 book
LAS_SOC_ANTHRO_BA_Q
Self-Study Template 18
chapters, and 12 peer-reviewed articles; and 11) served as editor of a peer reviewed journal; a co-editor for an
international journal and on the editorial board of several professional journals, and reviewed grants.
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 2010
Fall 2011
F
P
Total
F
P
Total
F
P
Total
F
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
34
1
35
Fall 2010
46
2
48
37
1
Fall 2011
Fall 2012
Fall 2013
F
Total
F
Total
F
Total
F
Total
Minors
Minors
Minors
Minors
Minors
Minors
Minors
Minors
MINORS
2
2
6
6
6
Fall 2010
F
MAJORS/MINORS
P
1
Total
F
P
38
34
34
1
Fall 2012
Total
F
P
Fall 2013
Total
F
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
36
1
37
52
2
54
43
1
44
35
35
F
FTE MAJORS
6
Fall 2011
Fall 2010
Total
Fall 2013
Majors
MAJORS
Total
Fall 2012
P
Fall 2011
Total
F
P
Fall 2012
Total
F
P
Fall 2013
Total
F
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
36
0.333
36.333
52
0.667
52.667
43
0.333
43.333
35
35
Fall 2010
Fall 2011
Fall 2012
Fall 2013
# of FTE faculty assigned
to the program
*
*
*
*
FTE Student/FTE Faculty
Ratio
*
*
*
*
*NB: the FT/PT faculty numbers are not disaggregated to differentiate the Anthropology program from the Sociology
program, however the overall Fulltime Faculty/Student ratio is as follows 36/2 =18 for 2010; 52/2 = 26 for 2011;
43/2=21.5 for 2012; and 35/2= 17.5 for 2013.
LAS_SOC_ANTHRO_BA_Q
Self-Study Template 19
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.
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
%
#
%
#
%
#
%
#
%
1446
44%
1536
47%
2079
62%
1998
59%
2898
77%
PT Faculty
1824
56%
1764
53%
1290
38%
1380
41%
870
23%
Total
3270
100%
3300
100%
3369
100%
3378
100%
3768
100%
FT Faculty
% consumed
by
Non-Majors
74%
Credit Hrs Taught
F-T Faculty
P-T Faculty (inc
Admin)
71%
Fall 2010
Fall 2011
Number
Percent
2,046
55.9%
1,617
44.1%
Number
2,175
1,761
0.0%
Total
% Consumed by
Non-Majors
3,663
2,433
LAS_SOC_ANTHRO_BA_Q
66%
100%
66.4%
Fall 2012
Percent
55.3%
44.7%
Number
2,358
1,149
0.0%
3,936
2,568
69%
100%
65.2%
Fall 2013
Percent
67.2%
32.8%
Number
2,112
936
0.0%
3,507
2,085
67%
100%
59.5%
Percent
69.3%
30.7%
0.0%
3,048
1,935
100%
63.5%
Self-Study Template 20
The percentage of anthropology courses consumed by non-majors remained consistently over 65% for all but the last
two reporting years since 2005. This significantly high percentage attests to the desire on the part of students to
understand the nature of the social world they live within. The department is very proud of this given the fact that
social science is undervalued and underrepresented in the current core curriculum.
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time
faculty (including administrators).
Courses
Fall 2005
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Taught
#
%
#
%
#
%
#
%
#
%
20
48%
26
59%
29
63%
36
80%
FT Faculty
25
56%
PT Faculty
20
44%
22
52%
18
41%
17
37%
9
20%
Total
45
100%
42
100%
44
100%
46
100%
45
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)
The current demographics of the full-time faculty department-wide include 7 females, 7 males, 2 Blacks, 1
Hispanic, and 11 Whites. Over the last four years the department initiated steps to attain this level of diversity.
It also added four tenure-track positions. The positions were filled by 4 women: 1 Black, 1 Hispanic, and 2
White. Eighty-two percent of the full-time faculty members are tenured and twenty-nine percent are untenured.
Within the Anthropology program, however, there are 2 faculty, one white male and one white female, both
tenured. The program would benefit from increased ethnic and racial diversity in order to better meet the needs
of our students.
LAS_SOC_ANTHRO_BA_Q
Self-Study Template 21
LAS_SOC_ANTHRO_BA_Q
Self-Study Template 22
Departmental Data
2005
FT
2006
PT
Total
#
%
#
%
Gender
Male
Female
Total
7
4
11
64%
36%
100%
8
8
16
50%
50%
100%
Ethnicity
Black
Hispanic
Asian
White
Unknown
Total
1
0
0
10
0
11
9%
0%
0%
91%
0%
100%
5
0
2
9
0
16
31%
0%
13%
56%
0%
100%
Tenure Status
Tenured
Tenure-Track
Not Applicable
Total
10
0
1
11
91%
0%
9%
100%
LAS_SOC_ANTHRO_BA_Q
FT
2007
PT
Total
#
%
#
%
15
12
27
7
4
11
64%
36%
100%
10
7
17
59%
41%
100%
6
0
2
19
0
27
1
0
0
10
0
11
9%
0%
0%
91%
0%
100%
5
0
1
11
0
17
29%
0%
6%
65%
0%
100%
10
0
1
11
10
1
0
11
91%
9%
0%
100%
FT
2008
PT
Total
#
%
#
%
17
11
28
7
6
13
54%
46%
100%
9
6
15
60%
40%
100%
6
0
1
21
0
28
2
1
0
10
0
13
15%
8%
0%
77%
0%
100%
3
0
2
10
0
15
20%
0%
13%
67%
0%
100%
10
1
0
11
10
3
0
13
77%
23%
0%
100%
FT
2009
PT
Total
#
%
#
%
16
12
28
7
7
14
50%
50%
100%
7
4
11
64%
36%
100%
5
1
2
20
0
28
2
1
0
11
0
14
14%
7%
0%
79%
0%
100%
2
1
0
8
0
11
18%
9%
0%
73%
0%
100%
10
3
0
13
10
4
0
14
71%
29%
0%
100%
FT
PT
Total
#
%
#
%
14
11
25
7
7
14
50%
50%
100%
4
4
8
50%
50%
100%
11
11
22
4
2
0
19
0
25
2
1
0
11
0
14
14%
7%
0%
79%
0%
100%
2
0
1
5
0
8
25%
0%
13%
63%
0%
100%
4
1
1
16
0
22
10
4
0
14
10
4
0
14
71%
29%
0%
100%
Self-Study Template 23
10
4
0
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
0%
0%
0
1
10
71%
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
10
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
0%
0%
0
Asian
American
Indian/Alaskan
Native
White
0%
9
Unknown
Total
3
75%
7
0%
12
0%
0
70%
16
0%
10
3
0%
10
0
77%
8
0%
22
13
0%
0
73%
18
0%
11
2
0%
0
6
0%
24
14
0%
0
75%
16
0%
8
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_ANTHRO_BA_Q
12
13
13
14
14
14
Self-Study Template 24
14
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)
Faculty in the program have been actively involved in research and scholarship on teaching and learning
anthropology through their involvement as Center for Teaching and Learning Fellows, and the role of one
faculty member as the St. John’s College Faculty Coordinator and Mentor for Academic Service-Learning and
Community-Based Research. They have also been engaged through participating in online pedagogy training
workshops, academic service-learning certification programs, and through presenting papers and participating
in workshops at national conferences on teaching, learning and civic engagement, e.g., Merlot Conference on
Teaching with Technology, Teaching, Learning, and Technology Group webcast conferences, and the National
Faith, Justice and Civic Engagement Conference.
In addition, faculty are regularly active in attending sessions/workshops at the American Anthropological
Association’s annual meetings on the teaching of anthropology; are members of the Federation of Small
Anthropology Programs (FOSAP), which is focused on promoting student-centered approaches to teaching and
learning anthropology; and have been active in Syllabi and Teaching Resource Guides for the Association for
the Study of Food and Society, and the Society for the Anthropology of Food and Nutrition.
Faculty attend Northeastern Anthropological Association workshop on undergraduate education in
Anthropology. One faculty member was awarded an Academic Service-Learning mini-grant to develop a course
on Urban Fieldwork, and both faculty have been awarded Writing Across the Curriculum fellowships to
incorporate writing intensive assignments into coursework and in order to collect data on writing within the
anthropology program.
Given that anthropology can be viewed as a form of critical pedagogy it is also crucial to note that the faculty of
the Anthropology program have active research agendas which have consistently resulted in numerous
publications, and research which contributes to our ability to actively engage with our students both in and
outside of the classroom.
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)
Over the last five years the department has greatly enhanced its faculty resources with the addition of one
tenure-track positions in the anthropology program. In and of itself, the guidance and mentorship of new
untenured faculty members on the path to tenure is faculty development. In addition, the incorporation of a new
faculty member has encouraged within the faculty the development of new course offerings allowing for the
growth of new areas of research. With the addition of a new faculty member, the department has also increased
its ability to serve as a site for the exchange of ideas among faculty members.
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
LAS_SOC_ANTHRO_BA_Q
Fiscal Year
Self-Study Template 25
Funding
04/05
05/06
06/07
07/08
08/09
$ Amount
Program
$ Amount
Department
70,000
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
-
2,500
1,000
-
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)
SOC/ANT (Q)
Saint John’s
College
Total
Undergraduate
Overall Evaluation (Spring)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
4.09
4.20
4.11
4.34
4.42
4.33
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).
Again the data for Anthropology is not disaggregated from the Sociology program. However, the Department as a whole
shows an overall evaluation and institutional vibrancy that is in general above or similar to that of St. John’s College and
the entire University. It also shows a tendency to increase or at least maintain these positive evaluations. The
Department and its faculty have been committed to excellence in teaching and developed various activities to promote
and increase interactions between students and faculty beyond the classroom setting.
LAS_SOC_ANTHRO_BA_Q
Self-Study Template 26
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 full-time faculty assigned to the program hold a PhD.
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)
Additional faculty are required for the program to truly meet its mission and goals. Given the strengths of the current
faculty an additional faculty would provide a synergism for even greater student engagement, research and scholarship.
Standard 5.
Additional comments if needed. (Suggested limit 1 page)
We would like to stress the importance of (a) continuing to support faculty research endeavors by providing course
reductions, leaves, funding, and travel support whenever possible and appropriate, and (b) increase the number of
faculty members in the program in order to be able to continue developing a diverse and active body of professors
engaged in teaching, research, and service.
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)
Overall, classrooms and labs that we use are adequately equipped with hardware, software, and peripherals to meet our
basic teaching needs. We also have a computer lab for students within the physical space of the department to
complete assignments, and interact with other students and faculty. The software in the students’ computer lab has
been updated to meet their educational needs. Classroom support for equipment in need of repair is sometimes slow to
respond. The white boards in the classrooms are of poor quality and are difficult to erase to a clean surface.
However, the lack of a dedicated anthropology lab space greatly diminishes our ability to serve the major. Although
space was promised during the hiring of the more senior anthropologist in the program only temporary lab space was
made available many years ago, and has since been taken away without any replacement space provided. The lack of
dedicated anthropology lab space is overall very detrimental and limiting to undergraduate research in our program
and limits the types of grants that can obtained by our faculty.
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)
Depending on the building and location, the physical environment of the classroom can be challenging. The HVAC
systems are often too noisy, and temperatures are not individually controllable. We are either too cold or too hot.
Classrooms are sometimes too crowded, and acoustics vary from good to poor. External noise from trash collection and
landscaping outside classroom buildings interrupts instruction.
LAS_SOC_ANTHRO_BA_Q
Self-Study Template 27
Some faculty offices have received new furniture. In addition to faculty offices, the department maintains office and
computer space for adjunct faculty. Much of the same is the case for the department office, lounge, computer lab and
faculty offices. The temperature cannot be individually controlled.
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 student computer lab has been updated with new desktops. No dedicated anthropology lab space has been made
available to date.
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)
SJCAnthropology
SJC Anthropology
BA
Enrollment
Credit
Hours
Tuition
33
947
1,130,895
Q
BA
Fees
48,532
Fellowships
Net Tuition
Revenues
Other Direct
Revenue
0
614,715
8,060
Q
Gross
Tuition
& Fees
1,179,427
Total
Revenue
622,775
Financial
Aid
Tuition
Remission
564,712
Direct
Expenses
305,665
0
Contribution
Margin #1
317,110
The BA in Anthropology in Queens is cost effective.
Anthropology provides a total revenue of $622,775, which after calculating its costs, leaves a Contribution Margin of
$317,110.
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)
The anthropology program has responded very effectively to the findings of the 2009-2010 program review.
That review suggested there would be an increasing interest in anthropology, our program would have a
LAS_SOC_ANTHRO_BA_Q
Self-Study Template 28
competitive advantage due to its focus on social justice and global issues and that we could boost faculty
development and increase our ability to serve an increasingly diverse student population by pursuing two goals:
1) increasing financial capacity of faculty to attend major conferences and 2) increasing faculty diversity. The
program had considerable success in both of these goals. As a result of the success in the first goal, the research
and scholarly output of the faculty department-wide and within the program has been impressive, unfortunately
cuts in travel funds will severely hamper future productivity. Success in increasing faculty diversity and
expanding global and social justice themes has boosted our profile and engagement with students.
It is also crucial to highlight the fact that in response to an early program review administrative foresight to
maintain the anthropology program has led to a steady increase in the number of majors and a new faculty hire
in 2008. This substantial increase in student demand in the discipline and for our program speaks to the great
market growth potential of the program. The globalization of the work force has no doubt led to increased
societal needs and demand for the major. In response to the growth of the program a number of changes have
been undertaken. Several new courses have been cycled into the course rotation that emphasize the “applied”
focus of the program (e.g., Culture and Global Change; Anthropology of Global Poverty; Anthropology of
Development; Medical Anthropology; and Forensic Anthropology). In response to our ongoing outcomes
assessment model requirements in the major have been changed to increase the number of electives and to
require a statistics and methods course. Numerous strategies for increasing student engagement and building a
learning community in the program have been also initiated. An emphasis on academic-service learning and
community- based research has further shaped the direction of the program. Our required Senior Thesis and
capstone seminar is also a hallmark of developing the professional capacities and skills of our students.
Strategies for teaching with technology have also been implemented. The program has taking extensive
advantage of SJU’s investments in information technology (e.g., SJU Central) to enrich instructional methods
and course offerings, including the use: E-portfolio, Blackboard to support discussion groups and online
forums, to make available web-based versions of course PowerPoint lectures, and to use E-Reserve to post
readings. Faculty are also using computer-upgraded classrooms to make use of online media (YouTube,
PBWiki, Facebook) as well as digital films to complement in-class anthropological analyses of cross-cultural
issues. In addition, faculty are making more use of active learning techniques (role playing, dialogues, in-class
debates, exam review Jeopardy, etc.) as well as other practices that engage the student in an active learning
process through for example, student presentations, student group projects, journals, portfolios, and peerreview.
In closing, the central role of anthropology to the global focus of the university is a much needed dimension for
a Liberal Arts and Sciences education, while meeting the institutional context for offering the degree. In
addition to graduate work in anthropology, preparation of students for a diverse set of post-graduate
professional training experiences (e.g., Medical School, Law School, MBA, Public Health, Education, etc.) is
an added benefit to the program. There is also a great future for articulating the strengths of the program with
the growth of interdisciplinary programs, such as a recently approved BA in Global Development and
Sustainability, and the current development of an Applied Anthropology M.A. Program. To meet these
demands and to uphold the University’s mission, vision and strategic plan, there will be a need for more faculty
and resources to support the anthropology program in the future.
LAS_SOC_ANTHRO_BA_Q
Self-Study Template 29