AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Sociology BA Q
Date Submitted to Department/Division Chair: September, 2015
Overview and Program Review Summary: Please summarize this program’s mission and its relationship to the vision
and mission of St. John’s University, and the program’s School/College. Identify similar programs regionally and
nationally and distinguish this program from them. In addition, summarize your findings as they relate to (1) program
quality, (2) market growth potential, and (3) student learning. Also, summarize any significant changes, achievements
(by faculty and students and the program itself), and plans for the future. Finally, based on the information gleaned
from the data in the self-study, give an overall rating of the program’s Enrollment/Market Potential by categorizing it as
one of the following: (1) Enhance; (2) Maintain; (3) Reduce support, Phase out, Consolidate, or Discontinue.
(Suggested limit 1 page)
The B.A. program in Sociology at the Queens campus is guided by two central problematics that also guide the
program’s research: understanding the nature of social order and dynamics of social change. The study of the structured
nature of social inequality and the correctives to this structured inequality are foundational to the department’s
curriculum. The ethic of striving for social change is directly related to the university’s mission, values, and goals.
Our program is unique and distinguishes itself both regionally and nationally because of the inextricable
connection between the faculty members’ understanding and dedication to the ideals of the Vincentian heritage and
how those ideals inform the field of sociology and the pursuit of research-based knowledge. Furthermore, as is true of
all those universities located in New York City, the quintessential global city, the city is our laboratory both for faculty
and students in pursuit of broad-based understanding and involvement in the social problems that ordinary people face
in the urban world that is New York City. Life as lived here, by its living, breathing citizenry, in groups, neighborhoods,
communities, and social organizations is the subject matter of our sociological inquiry and the object of our
methodological practice as we guide students to understand our urban world. In our curriculum and in our emphasis on
service-learning, we continually link the local to the global and the personal to the structural, for both intellectual
understanding and ethical conviction. The sociology department of St. John’s University offers its majors a unique
mission-guided education, incorporating the broad-based array of sociology courses, much like those offered by our
competitors, but infused with the deeply held Vincentian ideals revolving around the mission of understanding the
marginalized of society and social activism directed toward alleviating and eliminating oppressive conditions.
Toward that end, we offer an array of courses such as Social Change, Inequality: Race, Class and Gender, Sociology of
Poverty in America, Global Poverty, Race and Ethnicity in America, The Sociology of the Black Experience, Sociology of
Latino/as, Immigration and Inequality in the U.S., Sociology of Gender, Gender in a Global Context, Social Justice and the
City, Urban Sociology, Neighborhoods, Sociology of War, and Law and Society. This unique focus of our course offerings
at St. John’s, emphasizing local, national, and global racialized, gendered, and class-based inequalities, sets the
department apart from its competitors. To further advance this aspect of its mission, since 2002 the department has
added six faculty members whose areas of research complement the departments focus on social justice.
This Vincentian focus also requires that our faculty not only teach sociological theory and methods; it demands that our
faculty integrate across the curriculum the ways in which sociological theory and methods can be applied to help those
in need in the New York metropolitan area as well as nationally and globally. Hence our faculty regularly incorporate
Academic Service-Learning in their courses or supervise internships in those organizations whose memberships are
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internationally diverse, such as Workplace Project; Herstory; Lifeway; Greenhope Services for Women; The
International Institute for Humanitarian Affairs at Fordham University and the Concerned Coalition of Legal
Professionals, thereby simultaneously addressing local and global concerns. It is worth noting that the incorporation of
Vincentian ideals into the sociology department’s curriculum does not so much emphasize the problems that confront
individuals in the contemporary world as it does underscore how such problems are issues of our entire society
involving a shared responsibility for each other as we socially construct a future society.
Incorporating the ideals of the Vincentian heritage into the department’s mission has a positive impact on the job
prospects for our graduates. Sociology majors educated at St. John’s will have an enhanced awareness of the needs of
others and how best to serve them. This is critical for the types of careers typically pursued by sociology majors.
According to an American Sociological Association (ASA) study published in 2010, most of those graduating with a major
in sociology focus on social services, administrative support, management, and research position. More than 60% find
that their job is closely related with their major, and are accordingly highly satisfied with their field of choice and their
work. The Bureau of Labor Statistics (BLS) Occupational Handbook, October 2014 indicates a 15% growth for jobs in the
field of sociology for the period 2012-2022, a rate significantly higher than in other fields. This report lists the following
occupations for those who graduate with a degree in sociology: postsecondary teachers; high school teachers; policy
analysts; demographers; survey researchers; statisticians and social workers. The BLS notes that sociology graduates are
able to work in a variety of fields due to the applicability of the research techniques taught in sociology. This was
reaffirmed in an ASA report released in 2010 that emphasized that graduating sociology majors are able to apply skills
learned such as identifying ethical issues in research; developing evidence-based arguments; evaluating different
research methods; writing reports understandable to non-sociologists; forming causal hypothesis; using computation
and statistical resources for developing research, and interpreting results of data gathering. Students of Sociology at St.
John’s University certainly gain an education that includes these standard set of skills, and also acquire a heightened
sense regarding social inequalities and the value of becoming an active citizen, providing for the most disadvantaged
groups, and promoting social justice.
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)
Through its very course offerings, the sociology program demonstrates its Catholic, Vincentian, and Metropolitan
identity as it provides our students with intellectual and moral education, including the Judea-Christian ideals of respect
for the rights and dignity of every person and individual responsibility for the world in which we live. Course offerings
on topics such as race, class, and gender inequality, poverty, and immigration all directly incorporate the values inherent
in the Catholic and Vincentian nature of our program. In addition, our faculty believes in the ideal of social justice. Each
of us is imbued with the idea that it is not enough to understand the social problems of American society; it is morally
right and proper for all of us, individually and united with others, to fight against injustice and work to ameliorate the
condition of the poor and marginalized of society. Also, the metropolitan component of our program is demonstrated
through the very diversity of our faculty and the multifaceted and multi-dimensional course offerings directly related to
issues of class, gender, race, ethnicity and immigrant status. As a program, the sociology program is proud to fully
support, in word and deed, St. John’s University’s identity as Catholic, Vincentian, and metropolitan.
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)
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As a discipline, sociology has been historically committed to the ideal of social justice, social equality, and the
improvement of the conditions of the poor and marginalized of society, all central to Catholic teaching. As a faculty, our
emphasis on service learning and social activism attests to our belief in the University’s vision of empowering diverse
learners with quality education. Our willingness to utilize innovative teaching methods, including teaching on-line
courses, attests to our belief in developing a caring, energized, and nimble academic culture. The involvement of many
of our faculty and our program with VISA, the Ozanam Scholar’s Program, the Center of Church and Society, the Ronald
H. Brown Center for Civil Rights and Economic Development Prep Program, and the Ronald E. McNair Post Baccalaureate
Achievement Program similarly attests to our belief in empowering diverse learners as well as in service and social
justice.
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)
Our faculty has been directly involved with addressing the Vincentian traditions and values in regard to social
injustice, social inequality, poverty, and the unequal distribution of wealth and power. The core of the Sociology
Department’s undergraduate program and the core of our faculty’s research and teaching have reflected these
concerns as well. Several faculty members have worked actively with the Vincentian Center for Church and Society,
and many have been certified in Academic Service Learning and systematically apply this pedagogical tool to
develop their curricula and plan student’s engagement and evaluation. Simultaneously, more than half of the
course offerings cover issues that are of concern to the Vincentian tradition such as poverty, social inequality,
social movements to struggle against social injustice, racial and ethnic disparities, and the marginalized standing of
minorities locally, nationally, and globally. Many of our faculty members are actively involved with community
organizations committed to help the most disadvantaged, such as the Board of the New York City Coalition Against
Hunger; the Board of the Hunger Action Network of New York State; Herstory; the Network to End Violence Against
Immigrant Women; the Coalition of Concerned Legal Professionals; The Clothesline Project; U.S. Social Forum.
Several faculty members have been involved with the Ozanam Scholars program mentoring capstone research
projects that emphasize engagement in the community and research by McNair Scholars. Faculty has guided the
student members of the Sociology Honor Society to organize forums and films on issues of social justice, world
peace, world inequality, racial injustice, racial violence, urban problems, and social inequality in general.
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
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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
1100
1099
1104
1001
1089
87
87
85
88
85
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 2011
Computed
Sociology
Fall 2012
Computed
1,078
Fall 2013
Computed
1,047
Computed
1,145
1,065
Freshmen High School Average
Fall 2010
Fall 2011
High School
Sociology
Fall 2012
High School
87
Fall 2013
High School
85
High School
89
86
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
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SAT
Test-Takers
Intended College Major
Mean Scores
Number Percent (%) Critical Reading
Social Sciences
2,069
1.5%
Mathematics
Total
536
1087
551
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
Based on available data on SAT scores for 2013, the program average of 1065 falls slightly below the college’s average of
1098 but is on a par with the national average (1087) for social science majors in general. The high school average of our
freshmen in 2013 was 86 which is two points lower than the college average of 88. Over the past four years, the high
school average of entering sociology majors has fluctuated from a low of 85 to a high of 89; the 2013 average falls within
the normal range for our program, the college and the university. The SAT scores of entering sociology majors and their
high school averages fall somewhat below the scores of the university in general but all differences are statistically
insignificant.
Undergraduate 1st Year Retention Rate
2b.
Fall
2003
2004*
2005
2006
2007
2008**
# Fresh
# Ret
%
Program
60%
57%
75%
78%
60%
7
7
100%
School/
College
77%
79%
77%
77%
73%
1005
768
76%
University
78%
78%
78%
79%
76%
3268
2557
78%
Note* The % of student started in Fall 2004 and returned to the program in Fall 2005
** The % of student started in Fall 2008 and returned to the program in Fall 2009
2009
Total
SOC
12
2010
Returned
DNR
#
%
#
%
7
58%
5
42%
Total
10
2011
Returned
DNR
#
%
#
%
9
90%
1
10%
Total
15
2012
Returned
DNR
#
%
#
%
12
80%
3
20%
Total
15
Returned
DNR
#
%
#
%
13
87%
2
13%
Fall
2009
2010
2011
2012*
# Fresh
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%
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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 very well in terms of its ability to retain students. For the years 2010, 2011, and 2012, the College’s
retention rate was 74%, 72%, and 76% while the Sociology Department’s retention rates for those years was 90%, 80%,
and 87%. Our rates are markedly above that of the University as a whole for those years (’10 at 78%; ’11 at 76%; ’12 at
80%).
2c.
Undergraduate 6 Year Graduation Rate
Fall
1999
SOC
1
2002
2003
33%
43%
57%
50%
60%
School/
College
Average Rate
61%
59%
58%
60%
57%
University
64%
59%
61%
61%
58%
Graduated
7
2001
Program
Fall 2004 cohort
Total
2000
14%
Fall 2005 cohort
Total
Graduated
8
5
63%
Fall 2006 cohort
Total
9
Graduated
5
56%
Fall 2007 cohort
Total
15
Graduated
8
53%
Fall
2004
2005
2006
2007
School/College
Average Rate - Q
57%
57%
57%
51%
Total University
58%
58%
59%
55%
Available data from 1999 until 2003 indicate a continual rise in the graduation rate for Sociology majors from a low of
33% in 1999 to 60% in 2003. For the last two of three years, i.e. 2001 and 2003, the 6 year graduation rate of the
Sociology major compares favorably with that of the college and the university. The graduation rate for 2004, at 14%
was significantly lower than that of the college and the university but fortunately the graduation rate for sociology
majors increased significantly to 63% in 2005, a rate significantly higher than that of the college (57%) and the university
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(58%). In 2006 and 2007 the graduation rate for the sociology major (56%) was higher than the rate for the college
(51%) and on par with the rate for the university (55%). In 2007 our graduation rate for majors (53%) remained slightly
above that of the college (51%) but fell slightly below the University’s rate of 55%. The sociology major attracts students
of color at a rate higher than that of the university in general; that our graduate rates so favorably compare with the
college and the university attests to the quality and commitment of the faculty many of whom were themselves first
generation college students. The importance of role-modeling must be noted.
2d.
Graduate Standardized Test Scores
Not applicable
2e. Please describe how the program compares with peer and aspirational institutions.
BA Sociology Majors
2009-2010
2010-2011
2011-2012
2012-2013
Adelphi
174
161
156
114
Queens College
752
750
642
611
Brooklyn College
138
130
128
97
Hunter College
410
417
426
481
York College
97
113
129
135
Baruch College
51
69
65
51
Fordham Rose Hill
86
96
100
94
Fordham Lincoln
33
41
32
30
Center
St. John’s
74
74
93
81
We exist in an environment in which there are a number of other BA programs in sociology with which we compete. We
exist in a metropolitan market in which there are large programs in the CUNY senior colleges as well as Adelphi. These
programs require that students majoring in education also major in a liberal arts subject; this is not the case with our
program. When compared to a CUNY school that doesn’t have education programs such as Baruch, our program
attracts more students. This is a significant achievement given the discrepancy in educational costs. Enrollment in the
major at Fordham’s main campus runs 10-15% higher but is significantly lower at its Manhattan campus. We suspect
that the higher enrollment is a function of the demographics of the student body and the overall identity of the
institution. First generation students, like those at St. John’s are more career-focused and our University’s identity is
determined by the career-oriented units. We offer a curriculum that is comparable to these institutions; our array of
electives reflects the breath of subfields within the discipline; our required course sequence provides a foundation in
statistics, methodology and classical and contemporary theory and the social stratification system.
At the university level students regularly enroll in sociology classes offered by the College of Professional Studies,
mistakenly thinking they are meeting major or minor requirements. We believe that our numbers would increase if all
sociology courses at the university were offered by our department.
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
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2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of
Students
MAJORS
2005
2006
2007
2008
2009
Majors
61
66
77
79
85
Minors
22
25
17
24
32
Total
83
91
94
103
117
SOC
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
BA
BA/MA
63
67
82
77
6
4
6
1
1
1
1
5
2
4
2
74
74
93
81
NM
SOC3
BA/MA
Total
MINORS
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Minors
Minors
Minors
Minors
Sociology
Total
24
40
39
23
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Total
Total
Total
Total
98
114
132
104
From 2005 to 2009, the combined number of Majors and Minors increased every year going from 83 in 2005 to 117 in
2009. For the period Fall 2010 through Fall 2013, the numbers have been consistently good, going from 98 in 2010 to
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132 in 2012, though dropping in Fall 2013 to 104. In spite of this drop-off the number has remained over 100 for three
consecutive years. This is a significant achievement given the fact that the student body tends to select social science
majors that seem more directly related to careers such as psychology and government and politics and English if they
intend to go to law school.
h.
Number of degrees granted during the past five years. See table below.
Academic Year
SJC -UG-Q
SOC
Degrees
Granted
04/05
05/06
06/07
07/08
08/09
BA
21
13
20
16
21
Sociology
BA
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
21
25
25
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.
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)
For the last two academic years (2012 and 2013), the Department has conferred 25 BA degrees in sociology, a number
representing the high point in numbers over the last eight years and indicating a clear upward trend for the department.
And, worth noting, is that this upward trend occurred at a time when our local competitors were granting fewer BA
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degrees in sociology; though as indicated in 2e. at a number of schools on the local level, students graduating with
degrees in sociology are in fact education majors and intend to pursue careers in secondary education.
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)
There is an extremely high degree of collaborative effort to provide quality advising and support services to students. This
collaborative effort is institutionalized through faculty governance. The Undergraduate Education Policy Committee
(UEPC) meetings are held regularly. They serve as a clearinghouse to address developments in the field, changes in the
student population, curriculum, pedagogical practices, student performance, competency standards and successes. The
model used to frame discussions places students at the center. Thus the program regularly reviews the course offerings to
address changes in the field as well as the student body that could lead to new areas of research/new course offerings. In
addition, a regular review of the curriculum allows the program to support students in their preparation for competency
tests such as the GRE.. Bi-annual UEPC meetings devoted to discussions about teaching practices and student
response/performance on degree requirements allows for uniformity of advising and support of students. In addition, new
faculty are trained in student advising to prepare them for the advisement periods when students register for courses. The
program has institutionalized measures for assessing the efficacy of their approach to student advisement: When students
leave, they are now given an exit survey designed to illicit their opinions and attitudes about their experiences in the
program.
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)
Year
Population
2013
2012
2011
26
23
22
Response
Rate
50%
56.5%
68.2%
Employed
12.5%
7.7%
26.0%
Employed/Furthering
Education
12.5%
15.4%
20%
Furthering
Education
75%
61%
53.3%
Seeking
Employment
0.0%
15.4%
0.0%
The above data obtained from the Career Center indicates that a consistent number of our graduates are employed
upon graduation and a consistently high number of our students are furthering their education.
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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)
Combining the Sociology Program’s three major programs, i.e. the BA in Sociology, the BA/MA in Sociology, and the
BA/MA in Criminology and Justice, the overall cumulative GPA of our majors from Spring, 2011 until Spring, 2014 ranges
from 3.1 to 3.0, with 3.0 being the Cum for the last three Spring semesters. The program’s cum is one-tenth of one
percent below the College and University Cum of 3.2 indicating the program’s being on a par with other academic
programs student competencies. 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.
Standard 2.
Additional comments if needed: (Suggested limit 1 page)
STANDARD 3. The program engages in ongoing systematic planning that is aligned with the University and
School/College planning, direction, and priorities.
3a.
How does your program’s strategic goal/objectives link to your School/College plan and the University’s strategic
plan? http://www.stjohns.edu/about/leadership/strategic-planning
The strategic goals/objectives of the B.A. program in Sociology at the Queens Campus are linked to the strategic plans of
St. John’s College of Liberal Arts & Sciences and the University through our department’s curriculum. It is a curriculum
built on the imperative to strive for social justice. This imperative comes from the central concerns that drive research in
our field: understanding the essence of social order and the nature of social change. This research foundation allows us
to make social justice—the core of the university’s mission, values and goals—the center of our pedagogy.
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As such, the study of structural inequality and correctives to inequality are foundational in the department’s curriculum.
The department’s courses have traditionally covered the important field-specific understandings about society being
organized around institutions, the social structure, and culture. Studies about the social structure have revolved around
the subjects of race, class, and gender. Studies about institutions have focused on the social welfare system, family,
education, media, and work. And, studies about culture have incorporated deviance, sport, religion, and violence.
The department is continuously examining the new ways in which the social structure, culture, and institutions reshape
our world, particularly to create new systems of injustice and inequality. We do this in conjunction with the changing
demands of the field as well as the requirements of the strategic plans of St. John’s College and the University. As such,
the department has revised existing courses and developed new courses to respond to changes in the academy as well
as the world outside. The revisions of existing courses include updates to the units of instruction in the syllabi of courses
already in the curriculum to incorporate new developments in society, e.g. globalization and the effects of globalization
on the protagonists and victims as it takes greater hold of our society. In addition to satisfying the strategic plan of the
College, such an addition addresses part of the mission of the university. Specific undergraduate courses that reflect the
mission’s commitment to social justice and global education include: The Sociology of Poverty in America; Global
Poverty; Inequality: Race, Class, Gender; Immigration and Inequality; Human Trafficking; and Social Movements and
Change. New courses are incorporated that allow us to maintain social justice as a core component in our curriculum.
These courses incorporate new developments in social constructionism and new ways in which race, class, and gender
interlock in the world. Examples of such courses include: Human Trafficking; Social Construction of Race in the U.S.;
Sociology of News Media, Sociology of Latinos/as in the U.S.; and Immigration and Inequality.
Social justice is also incorporated into our curriculum and subsequently supports the strategic plans of both the College
and the University through our participation in the Academic Service Learning Program. Our courses regularly provide
students with the opportunity to participate in the Academic Service-Learning program. And, the majority of the
members of the faculty have been certified by the ASL program.
Through the maintenance of a campus-based chapter of AKD, the international sociology honor society, our department
regularly provides students with extra-curricular opportunities to also advance the social justice pedagogy thereby
supporting the strategic plans of both the College and the University. Through AKD students plan and co-sponsor
programs that bring speakers and films to campus to expand the curriculum outside the classroom. This work includes
bringing media studies researcher Robin Andersen to campus as well co-sponsoring sociologist’s Mary Romero’s visit to
campus. AKD screened the film “Inside Job” and led a student discussion about the global economic transformation. The
organization also led a student forum on the “Rising Cost of Higher Education;” produced a “Wealth Gap” video
documenting interviews of students discussing the impact of the growing wealth gap on their lives; and is a regular cosponsor of “The Clothes Line Project” every spring on campus.
3b.
What is the evidence of monitoring the external and internal environments, specifically what are the strengths,
weaknesses, opportunities and threats facing the program? How were they identified? What actions have been taken
in response to these findings? What characteristics of the program suggest a competitive edge against other programs
regionally and nationally?
The department incorporates in its planning and development the “Repositioning of the Strategic Plan” in which the
University seeks to better communicate the value of a St. John’s education through the regular measurement of four
core components of the University’s work: Quality Education and Student Experience, Career Placement and Furthering
Education, Mission, and Diversity and Global Awareness. Through regular discussions in general departmental meetings
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and through the Undergraduate Education Policy Committee (UEPC), the BA program in Sociology has tracked measures
of the four components mentioned above.
The department has exhibited a great deal of strength in its ability to marshal its limited resources to improve the
quality of the education it provides its students; incorporate the historical experiences of its highly diverse and
international student body into its curriculum; and help its students to create post-graduate opportunities both within
and outside academe. To improve educational quality and student experience—an important component of the
University’s repositioned strategic plan—faculty have received training to participate in distance learning; maintained
faculty development through their participation in local, regional, national, and international professional meetings;
actively participate in research resulting in award-winning and/or nationally and internationally recognized publications.
Diversity and Global Awareness and Mission are components of the University being measured in its repositioned its
strategic plan. Through the work of our department’s UEPC, our curriculum has been transformed to not only
incorporate the globalization of our world; the curriculum revolves around subjects that reflect the recent historical and
lived experiences of our diverse majors. Making the students’ historical and lived experiences central to the
development of our curriculum immediately and directly serves the mission. Our work to buttress our curriculum along
these lines is reflected in courses such as Human Trafficking; Social Construction of Race in the U.S.; Sociology of News
Media, Sociology of Latinos/as in the U.S.; The Sociology of Poverty in America; Global Poverty; Inequality: Race, Class,
Gender; and Immigration and Inequality. Student satisfaction with our curriculum is evidenced by the upward tick in our
enrollment from 74 in 2010 to an enrollment of 81 in 2014.
The department has also advanced significantly in another core component of the University, Career Placement and
Furthering Education. Our program continues to support students who want to participate in internships. Significant
strides have been made in the amount of our majors furthering their education after the BA. To meet this desire in our
majors, our department increased the number of BA/MA offerings to now include Sociology/Sociology;
Sociology/Criminology and Justice; Psychology and Criminology and Justice; a combined BA/MBA in Sociology/Business
Administration and BS/MA Sociology degrees in conjunction with the career majors in the College of Professional
Studies. The department has also benefitted from two innovative 5 year programs offered in conjunction with the
College of Mt. St. Vincent: BA Sociology/MA Sociology ; BA Sociology/MA Criminology and Justice. The economic savings
built into these combined degree programs enhance the opportunity for students to pursue graduate studies.
Our BA program continues to be the primary recruitment area for our MA and three BA/MA programs. In addition to
being a feeder for the BA/MA program, our BA program either directly or indirectly (through the BA/MA programs) has
launched a growing number of students into Ph.D. degrees. Ph.D. programs and fellowships our students have gained
admissions to include the following:
•
University of Connecticut
•
SUNY - Stony Brook
•
University of Amsterdam
•
Rutgers University
•
The New School
•
Columbia University – Teacher’s College
•
Columbia University – School of Law
•
University of Chicago
•
Fulbright Fellowship
A significant internal threat to the program is the failure of the university to ensure 1) that all sociology courses offered
at the university are taught by sociologists and 2) the general curriculum for all sociology courses taught at the university
be developed through the criteria and standards established by trained sociologists and our department’s UEPC. A
LAS_SOC_SOC_BA_Q
Self-Study Template 13
significant number of sociology courses are offered every semester in the College of Professional Studies despite the fact
that there is only one full-time faculty member trained in sociology resulting in an adjunct rate of over 90%. The scrutiny
and ongoing development of the curriculum in our department discussed above is not possible; this means that students
taking sociology courses at the university are not guaranteed the same experience. We would like to assume the
responsibility of offering all sociology courses at the university to guarantee that all students are trained in the critical
thinking and research skills that lead to employment after graduation.
Historically the university has exhibited a competitive edge regionally over similar middle-sized programs in that it has
grown to about 85 majors and maintained that number during a very difficult economic period nationally and regionally.
The number of BA/MA options makes it a unique program regionally. And, the configuration of its relationship to
Criminology makes it unique nationally. Of the 13 medium-sized sociology programs in the region, ours is unique in the
amount of BA/MA programs it offers; only one other school in the group of 13 offers a BA/MA program. Our BA/MA
offerings now include Sociology/Criminology and Justice, BA/MA; Sociology/Business Administration, BA/MBA; BA/MA
Psychology and Criminology and Justice and BS/MA program in conjunction with the College of Professional Studies
including BS/MA Criminal Justice and Sociology. One of the ways in which sociology programs have distinguished
themselves nationally is through their relationship with criminology. According to the American Sociological Association,
only one in four of the schools across the nation have a Sociology department which also houses Criminology and in
which students can receive a Bachelor’s degree in Criminology. Creating the pedagogical distinction with Criminology is
particularly important in this period of mass incarceration, in which nearly two million people are incarcerated in the
U.S., distinguishing the country as having the highest incarceration rate in the world. Our program is structurally poised
to provide students with the tools to understand this most important relationship between incarceration and inequality.
3c.
What is the current and future market demand for the program? Support your response using the data
provided below or any other internal or external sources to justify your response.
Change, 2010-20
Fastest Growing Occupations
Percent
Numeric
Social and Human Service
Assistants
28%
106,00
Social and Community Service
Managers
27%
35,800
Occupations having the
largest numerical
increase in employment
Social and Human Service
Assistants
Change, 2010-20
Percent
28%
Numeric
106,00
Changes, 2010-20
Grow much faster than average – Increase 21% or more
Percent
Numeric
Social and Human Service Assistants
28%
106,00
Social and Community Service Managers
27%
35,800
*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm
According to the Occupational Outlook Handbook published by the federal Bureau of Labor Statistics, “most
sociologists work in research organizations, colleges and universities, state and local government, and
LAS_SOC_SOC_BA_Q
Self-Study Template 14
consulting service firms.” Sociologists typically possess analytical skills that often require them to analyze data
and other information with the use of statistical processes; communication skills for research and interaction
with colleagues; critical-thinking skills for the design and execution of research projects; and problem-solving
skills to identify, study, and solve social problems. As a result of the skills typically taught in this field,
sociology can be incorporated into a variety of areas or disciplines. According to the Bureau of Labor Statistics,
the incorporation of sociology into research in other fields continues to increase and helps to fuel a high rate of
growth of jobs requiring sociological skills. As such sociology majors often populate jobs in the social and
human services and the social and community services. (See tables above.) The Bureau of Labor Statistics latest
projections for job growth in community and social service occupations cover the period 2012-2022. BLS
research indicates that the community and social service sectors will add 408,800 jobs, reflecting a growth of
17.2 percent during that period. This positive jobs outlook positions us to grow the number of majors because
sociological skills increase their likelihood of employment. While candidates who hold a master’s or Ph.D.
degree will have the best employment prospects, BA candidates with quantitative and qualitative skills will be
well positioned because these skills are important for all workers.
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
Disciplinary Standards:
Faculty members work regularly to maintain disciplinary standards through the regular addition of new courses that
address contemporary concerns and new analytical developments.

New courses are continuously added to the curriculum to address new concerns arising in the contemporary
world, for example, Immigration and Inequality and Human Trafficking.

New courses are continuously added to the curriculum to address analytical developments in the field, such as
new developments in social constructionism and new ways in which race, class, and gender interlock in the
world. The new courses include Social Construction of Race in the U.S., the Sociology of the U.S. News Media.

Updates to the units of instructions in the syllabi of courses already in the curriculum incorporate new
developments in society, e.g. globalization.
LAS_SOC_SOC_BA_Q
Self-Study Template 15

The amount of time needed to complete the requirements in the department is in line with other fields in the
Liberal Arts College.

The program exhibits multi-disciplinary and inter-disciplinary strengths. In general, sociology is viewed as one of
the core disciplines in the social sciences. Additionally, in the context of the university the courses offered have
great appeal to non-majors. Over 65 percent of the students who took courses in sociology in the past four
years (2010-2013) were non-majors.

The program has held a number of colloquia that brought prominent sociologists to campus, which in and off
themselves fosters an academic climate that reinforces the curricula and addresses social justice themes that
are at the core of the department’s mission, central to Vincentian tradition, and critical to the College’s and the
University’s mission to provide our students with “the skills to become leaders in the quest to foster global
harmony and peace and to mitigate poverty and social injustice in the world community.” Dr. Mary Romero
presented her research on the everyday boundaries created by the intersection of race, class, and gender
formations. Dr. Silvia Dominguez who presented her work on immigrant women, mobility and networks. Dr.
Enobong Branch spoke about how in the reproduction of the social structure work performed by black women
have been structurally devalued in order to maintain their position at the bottom of the socio-economic and
political hierarchy. Dr. Margaret Abraham who addressed the process of researching the anti-domestic violence
movement in South-Asian communities. CUNY graduate students, Greg Smithsimon, Jennifer Candipan, Roberta
Cordeau, & Nicole Riordan, spoke about racial transformation in Canarsie, Brooklyn and its impact on stability.
Strategic Plan:
•
The units of instructions of most courses in the major incorporate globalization, addressing the effects
of globalization on the protagonists and victims as it takes greater hold of our society
•
Opportunities to participate in the Academic Service-Learning program are typically offered in courses in
the department
•
The majority of the members of the faculty have been certified by the ASL program.
•
To foster student engagement, faculty work with students through the sociology honor society AKD to
plan programs that bring speakers and films to campus to expand the curriculum outside the classroom
University Core Competencies:
Critical Thinking:

Faculty members include in their courses a critical writing component utilizing various forms of writing along
with student presentations. Many faculty participate in faculty development programs run by the Writing Across
the Curriculum program as well as the Center for Teaching and Learning, which teach and support pedagogical
practices that support critical thinking.
Information Literacy:

The program’s learning goals and outcomes encourages faculty to include in their courses student presentations
that require use of information technology
LAS_SOC_SOC_BA_Q
Self-Study Template 16

The program’s learning goals and outcomes also encourages faculty to incorporate traditional multimedia
presentations in their courses including, PowerPoint, DVDs, and online media and networking sites (e.g.
YouTube, PBWiki, and Facebook).

The program’s learning goals and outcomes supports the incorporate of all available and relevant forms of
technology in the design of courses. All faculty utilize St. John’s Central or Blackboard, both of which support
student-centered learning as well as student engagement.

So far, 88 percent of the program’s faculty has received Portable Professor training.
Skillful Writing:

The program’s learning goals and outcomes fosters a curricula that encourages all faculty members to design
writing intensive syllabi that regularly include various forms of writing including, research papers, critical essays,
reflection essays, and journal writing.

The program’s learning goals and outcomes also encourages faculty members to participate in the faculty
development programs provided by the Writing Across the Curriculum program, which enhance student writing.
This is an element of student engagement.

The program’s learning goals and outcomes also encourages faculty members to incorporate in their syllabi the
writing programs to support student writing, which are offered by the Writing Center.
Quantitative Reasoning:

The program’s learning goals and outcomes necessitate the teaching of quantitative reasoning through the
teaching of various sociology theory and methodology courses. Students are required to take Research
Methods and Statistics. These courses serve the students well academically/educationally. They also serve
them well on the job market for the interdisciplinary nature of these courses allows sociology graduates to work
in a variety of fields.
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
The syllabi for our courses incorporate all the required elements of a syllabus, such as title page; instructor information;
a statement that incorporates the faculty’s teaching philosophy statement; purpose of the course--tell what this course
is designed to do, i.e., the objectives; course description; course and unit objectives this is where you present an outline
of the course; 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 notetaking, that students will have to use.
LAS_SOC_SOC_BA_Q
Self-Study Template 17
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 department 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, we develop a plan of action for meeting our departmental and disciplinary/course-based standards.
Every year since the 2007-2008 academic year, our department 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.
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)
An indicator of external validation is the amount and type of Ph.D. programs and graduate fellowships our students have
gained admissions to. The following list represents some of the programs to which our students have gained acceptance:









University of Connecticut
SUNY - Stony Brook
University of Amsterdam
Rutgers University
The New School
Columbia University – Teacher’s College
Columbia University – School of Law
University of Chicago
Fulbright Fellowship
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.
LAS_SOC_SOC_BA_Q
Self-Study Template 18
Fall 2005
Fall 2006
Fall 2007
Fall 2008
Fall 2009
# Majors/
FT Faculty
FT
PT
Total
Majors
60
1
61
63
3
66
75
2
77
78
1
79
84
Minors
22
22
24
1
25
15
2
17
23
1
24
32
Majors
& Minors
Combined
82
1
83
87
4
91
90
4
94
101
2
103
116
1
117
# of FTE
Students
(Majors &
Minors)
82.00
0.33
82.33
87.00
1.33
88.33
90.00
1.33
91.33
101.00
0.67
101.67
116.00
0.33
116.33
# of FTE
Faculty
assigned
to the
program
11
5.3
16.33
11
5.6
16.6
13
5
14
3.67
17.6
14
2.6
16.6
FTE
Student/
FTE
Faculty
Ratio
FT
PT
Total
5.04
FT
PT
Total
18
5.32
Fall 2010
Fall 2011
Total
F
P
Total
F
P
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
3
76
Fall 2010
F
MINORS
F
P
Total
83
97
Total
1
85
32
F
P
Total
Majors Majors Majors Majors
100
Fall 2012
Fall 2013
F
F
Total
PT
Fall 2013
Total
3
FT
76
7
83
Total
Minors Minors Minors Minors Minors Minors Minors Minors
24
24
39
Fall 2010
LAS_SOC_SOC_BA_Q
4
Fall 2011
Total
Minors
79
Total
5.78
Fall 2012
P
73
PT
5.07
F
MAJORS
FT
1
40
39
Fall 2011
39
23
23
Fall 2012
Fall 2013
Self-Study Template 19
7.01
F
Total
MAJORS/MINORS
P
97
Total
F
100
118
3
Fall 2010
F
Total
FTE MAJORS
P
P
5
Total
F
123
136
Fall 2011
Total
F
FTE
FTE
FTE
FTE
97
1
98
118
Fall 2010
P
FTE
3
Total
F
139
99
Fall 2012
Total
F
FTE
FTE
136
1.667 119.667
Fall 2011
P
Fall 2012
P
P
Total
7
106
Fall 2013
Total
F
P
FTE
FTE
FTE
1
137
99 2.333 101.333
FTE
Total
FTE
Fall 2013
# of FTE faculty assigned
to the program
15.3
16.6
16.6
17.3
FTE Student/FTE Faculty
Ratio
6.4
7.2
8.25
5.85
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.
LAS_SOC_SOC_BA_Q
Self-Study Template 20
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
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%
The percentage of sociology courses consumed by non-majors has remained consistently over 65% for all but one year
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.
LAS_SOC_SOC_BA_Q
Self-Study Template 21
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
#
%
#
%
#
%
#
%
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 most current demographics of the full-time staff include 5 males and 8 females, 1 black due to the death of Rod
Bush in December 2013, 1 Hispanic, 1 Asian and 8 whites. Over the last decade years, the department initiated steps to
attain this level of diversity. It added 5 tenure-track positions. These positions were filled by 5 women. Two of the
women are white; 1 is black; 1 is Hispanic, and 1 is Asian. All but one faculty member is tenured.
Sociology, a discipline devoted to the study of social structures and inequalities, has been centered in understanding a
debunking racial, ethnic, gender, class and other categories of exclusion. The fact that our department has increasingly
become more diverse demographically reflects such sociological mission. Moreover, the research areas and teaching
expertise of our diverse faculty also reflect the field’s interest in dismantling inequalities both within the United States
LAS_SOC_SOC_BA_Q
Self-Study Template 22
and across geographical borders. In regards to tenure, the incorporation of new faculty members has resulted in the
demographic diversification of the department’s tenured faculty. The program itself has been deeply enriched with such
diversification because of not only the said research and teaching additions, but also the better connections that St.
John’s student body has developed with faculty. Our Sociology program addresses social issues of inequality
academically by offering courses such as Inequality: Race, Class and Gender, Race & Ethnicity, The Sociology of the Black
Experience, Sociology of Latina/os, Immigration and Inequality, The Sociology of Gender, Gender Identity in Popular
Culture, Gender in a Global Context, Women and Crime, Sociology of Domestic Violence, Sociology of Poverty, Global
Poverty, Social Justice and the City, as well the more general, but still including issues related to structural inequality,
Social Movements and Social Change, Urban Sociology, Neighborhoods, Criminology, Human Trafficking, and Sociology
of News Media. The research projects developed by our faculty also informs the Department’s diversity as exemplified
by the following publications: “Tensions in the American Dream: Rhetoric, Reverie, or Reality” (Forthcoming) by R. Bush
and M. Bush, “Savage Portrayals: Race, Media, and the Central Park Jogger Story” (2014) by N. Byfield, “Girls and
Violence, Tracing the Roots of Criminal Behavior” (2013) by J. Ryder, “Beyond the Bubbles: Creative New York in Boom,
Bust and the Long Run,” (2013) by M. Indergaard, “The World in Brooklyn: Gentrification, Immigration, and Ethnic
Politics in a Global City” (2012) co-edited by J. DeSena, “Violence Against Latina Immigrants: Citizenship, Inequality and
Community” (2010) by R. Villalon, and “The Jobless Future” (2010) by W. DiFazio and S. Aronowitz.
LAS_SOC_SOC_BA_Q
Self-Study Template 23
Departmental Data
2005
FT
2006
PT
Total
#
%
#
%
Male
7
64%
8
50%
Female
4
36%
8
Total
11
100%
Black
1
Hispanic
FT
2007
PT
Total
#
%
#
%
15
7
64%
10
59%
50%
12
4
36%
7
16
100%
27
11
100%
9%
5
31%
6
1
0
0%
0
0%
0
Asian
0
0%
2
13%
White
10
91%
9
Unknown
0
0%
Total
11
100%
Tenured
10
Tenure-Track
FT
2008
PT
Total
#
%
#
%
17
7
54%
9
60%
41%
11
6
46%
6
17
100%
28
13
100%
9%
5
29%
6
2
0
0%
0
0%
0
2
0
0%
1
6%
56%
19
10
91%
11
0
0%
0
0
0%
16
100%
27
11
100%
91%
10
10
0
0%
0
Not Applicable
1
9%
Total
11
100%
FT
2009
PT
Total
#
%
#
%
16
7
50%
7
64%
40%
12
7
50%
4
15
100%
28
14
100%
15%
3
20%
5
2
1
8%
0
0%
1
1
0
0%
2
13%
65%
21
10
77%
10
0
0%
0
0
0%
17
100%
28
13
100%
91%
10
10
1
9%
1
1
0
0%
11
11
100%
FT
PT
Total
#
%
#
%
14
7
50%
4
50%
11
36%
11
7
50%
4
50%
11
11
100%
25
14
100%
8
100%
22
14%
2
18%
4
2
14%
2
25%
4
1
7%
1
9%
2
1
7%
0
0%
1
2
0
0%
0
0%
0
0
0%
1
13%
1
67%
20
11
79%
8
73%
19
11
79%
5
63%
16
0
0%
0
0
0%
0
0%
0
0
0%
0
0%
0
15
100%
28
14
100%
11
100%
25
14
100%
8
100%
22
77%
10
10
71%
10
10
71%
10
3
23%
3
4
29%
4
4
29%
4
0
0
0%
0
0
0%
0
0
0%
0
11
13
100%
13
14
100%
14
14
100%
14
Gender
Ethnicity
Tenure Status
LAS_SOC_SOC_BA_Q
Self-Study Template 24
2010
FT
2011
PT
Total
#
%
#
%
Male
5
42%
7
70%
Female
7
58%
3
30%
Total
12
FT
2012
PT
Total
#
%
#
%
12
6
46%
6
55%
10
7
54%
5
45%
22
13
30%
5
2
15%
1
FT
2013
PT
Total
#
%
#
%
12
6
43%
5
63%
12
8
57%
3
38%
24
14
27%
5
2
14%
8%
0%
1
1
1
FT
PT
Total
#
%
#
%
11
6
43%
4
40%
10
11
8
57%
6
60%
14
22
14
25%
4
2
14%
2
20%
4
7%
0%
1
1
7%
0
0%
1
7%
0%
1
1
7%
0
0%
1
0%
0%
0
0%
0
0%
0
75%
16
71%
8
80%
18
2 or More Races
0
0%
0
Native
Hawaiian/Pacific
Islander
0
0%
0
0
0%
0
Gender
10
11
8
10
24
Ethnicity
Black
2
17%
Hispanic
1
8%
0%
1
Asian
0%
0%
0
0%
0%
0
American
Indian/Alaskan
Native
0%
0%
0
0%
0%
0
70%
16
73%
18
White
9
Unknown
Total
75%
3
7
0%
12
0%
10
10
0
77%
3
8
0%
22
13
0%
11
10
0
71%
2
6
0%
24
14
0%
8
10
0
0%
22
14
10
24
Tenure Status
Tenured
8
67%
8
9
69%
9
11
79%
11
12
86%
12
Tenure-Track
4
33%
4
4
31%
4
3
21%
3
2
14%
2
0%
0
0%
0
0%
0
0%
0
Not Applicable
Total
12
LAS_SOC_SOC_BA_Q
12
13
13
14
14
14
Self-Study Template 25
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 attended international, national and regional academic conferences (held by the International Sociological
Association, the American Sociological Association, the Society for the Study of Social Problems, the Association of Black
Sociologists, Sociologists for Women in Society, the American Society of Criminology, and Eastern Sociological Society)
where they participated in seminars, workshops and panels related to teaching and learning sociology.
They also organized sessions and panel inviting other researchers in conferences organized by the previously mentioned
organizations.
They also participated in workshops, trainings and programs provided within St. John’s University by the Teaching and
Learning Center, including online pedagogy, internationalization of curriculum, and academic service learning, and the
Writing Across the Curriculum program.
Faculty members also participated in manuscript and book proposal reviews for book publishers, for example: New York
University Press, University of Illinois Press, Indiana University Press, Rutgers University Press, Oxford University Press,
Sage, and Routledge.
Last, faculty members performed peer-reviews for national and international academic journals in the field, including
Sociological Inquiry, Critical Sociology, Social Justice, Sociological Forum, Sociological Focus, Violence Against Women,
Women Studies International Forum, American Journal of Sociology, Contemporary Sociology, Latin American
Perspectives.
5f.
What initiatives have been taken in the past five years to promote faculty development in support of the
program? (Suggested limit 1/2 page)
In the past five years, the Department has provided logistic and financial support for faculty to attend professional and
academic conferences and meetings where they had presented their research as well as attended academic and
pedagogical sessions and workshops. The Department also contributed with faculty’s research agendas by approving
their applications for research reduction and research leaves.
The Department also encouraged faculty to develop and teach courses related to their area of expertise and current
research projects. Also, the Department has organized Fall and Spring Colloquia where academics were invited to
campus to share their research.
Furthermore, over the last five years three sociologists were promoted to associate professor and tenured, which
together with the addition of one more assistant professor with a tenure-track position, enhanced its faculty resources.
With the promotion of faculty and the addition of a new member, the department increased its ability to serve as a site
for the exchange of ideas among faculty.
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_SOC_BA_Q
Fiscal Year
Self-Study Template 26
Funding
04/05
05/06
06/07
07/08
08/09
70,000
0
0
0
$ Amount
Program
$ Amount
Department
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
0
-
2,500
1,000
0
-
5h.
Please comment on the table below that shows trends in overall course evaluation and instructional vibrancy for
your program (if available), your college and the university. (Suggested limit ½ page)
Overall Evaluation (Spring)
2011
2012
2013
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
Sociology (Q)
Saint John’s
College
Total
Undergraduate
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 Sociology Department 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.
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 hold the Ph.D.
LAS_SOC_SOC_BA_Q
Self-Study Template 27
Standard 5.
Comments: Indicate to what extent the program has the faculty resources required to meet its mission
and goals. Include references from 5a – 5i. (Suggested limit 1 page)
The academic integrity of the programs offered by the department is enhanced by a scholarly faculty that has, during
the previous three academic years published 7 books, 16 peer-reviewed journal articles, 22 book chapters and
submitted 15 external grant proposals. All faculty have works in progress and all present at regional, national and
international academic conferences. Clearly, this productive record assists the University in maintaining its competitive
advantage in the academic marketplace.
The full-time faculty members are actively engaged in teaching, research, and service. As teachers, researchers, and
participants in the SJU mission they have been involved in the following:
- Several faculty members are supervising independent studies, social work internships, and capstone projects.
- Several faculty members prepared students for panels as well as poster presentations on Student Research Day
and participated on student organized-panel discussions
- Faculty members participated in the various freshmen-related initiatives organized by the College and University
to welcome new students
- Faculty members work with the sociology student organizations to bring speakers and organize activities on
campus
- Faculty organize Fall and Spring Colloquia inviting influential academics from other universities
- One faculty member is the lead organizer for the annual Clothesline Project event, complete with discussion
panels, speakers, and other events that highlight the problem of gender violence in our society.
- Faculty members regularly present their research and organize sessions at regional, national, and international
sociology conferences, e.g. Eastern Sociological Society, the Society for the Study of Social Problems, the
American Sociological Association, and the International Sociological Association
- Faculty members have been elected to lead and be active parts of committees by members of national and
international professional organizations, including the Section of Teaching and Learning of the American
Sociological Association, the Section of Sports of the Middle Atlantic Popular Culture Association the Committee
of Academic Justice and the Discrimination Committee of Sociologists for Women in Society, and as
Representative of the United States in the Research Committee for Women and Gender in the International
Sociological Association
- Faculty members regularly participate in events and initiatives organized by other centers and groups on
campus, including Vincentian Center for Church and Society, the Global Development and Social Justice Center,
the Committee for Latin American and Caribbean Studies, the Women and Gender Program, the McNair
Scholars Program, the Ronald Brown Center for Civil Rights and Economic Development, Academic Service
Learning, Center for Teaching and Learning, and Writing Across the Curriculum.
- Faculty members collaborate with other academic units in the University, including the Global Development and
Social Justice Center, the Committee for Latin American and Caribbean Studies, the Women and Gender
Program, and the D.A. in History.
- Several faculty members participated in the Center for Teaching and Learning Faculty Research Forum
- From Fall 2010 to Spring 2013, faculty members have 7 books, 16 peer-reviewed journal articles, 22 book
chapters and submitted 15 external grant proposals. They also have numerous works under review, pending and
forthcoming. Most faculty projects and publications speak to issues of social inequality and justice, from
poverty and racial discrimination to sexual violence and social movements; thus furthering the Vincentian
mission of the University.
LAS_SOC_SOC_BA_Q
Self-Study Template 28
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, and funding whenever possible and appropriate, and (b) increase the number of faculty members in
the department in order to be able to continue developing a diverse and active body of professors engaged in teaching,
research, and service. The death of Rod Bush has left a significant hole in the department’s mentoring and guidance of
all men especially men of color. Since black men are underrepresented in college and since their graduation rates are
lower than that of other groups, it is important to have a black man on faculty who can serve as an inspiration and role
model. While Rod himself is irreplaceable, hiring a man of color in a tenure track position is crucial, not only to the
discipline but to the university as a whole.
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
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. Library book and video
holdings for sociology could be improved. Most often, we make requests through interlibrary loan which is often
untimely.
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.
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.
LAS_SOC_SOC_BA_Q
Self-Study Template 29
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)
SJC Sociology
BA
Q
Enrollment
Credit
Hours
Tuition
84
2,335
2,853,792
Fellowships
SJC Sociology
BA
Q
0
Fees
Gross
Tuition
& Fees
Financial
Aid
142,792
2,996,584
1,265,507
Net Tuition Other Direct
Revenues
Revenue
1,716,497
19,258
Total
Revenue
Direct
Expenses
1,735,755
716,139
Tuition
Remission
14,580
Contribution
Margin #1
1,019,616
Report Glossary
Enrollment is based on the Fall 2013 Institutional data.
Tuition and Fees – gross tuition and fees posted to the student account regardless of where the student
takes his or her classes.
Financial Aid – University financial aid as posted to the student account. (Does not include any externally
funded or government aid.)
Tuition Remission –dependent and employee remission for students in the program; reported based
upon the college / program of the student and not the employee organization budget code.
Fellowships - fellowships and graduate assistant tuition remission; does not include stipends.
Other Direct Revenue – Represents additional revenue (e.g. refunds).
Direct Expense – faculty and other instructional costs for the courses within the program of study.
*The information was obtained from a very large data base and you are seeing the end results.
This data base was created by looking at every student in the University for the semesters
under review (Summer & Fall 2013 and Spring 2014).
The BA in Sociology in Queens is cost effective.
Sociology provides a total revenue of U$D 1,735,755, which after calculating its costs, leaves a marginal contribution of
U$D 1,019, 616. This number indicated that at an enrollment of 84 students in Sociology in 2013, each student left U$D
12,138 to the university.
Standard 6.
Additional comments if needed. (Suggested limit 1 page)
LAS_SOC_SOC_BA_Q
Self-Study Template 30
STANDARD 7. Effective actions have been taken based on the findings of the last program review and plans have
been initiated for the future.
The BA program has responded quite effectively to the findings of the 2009-2010 program review. The most recently
hired faculty members have been granted tenure. As a whole, the faculty participates in the field of Sociology through
conference presentations, publications, and serving as anonymous reviewers for journals and publishers.
New courses have been developed to better educate our diverse student body and majors.
As a department we continue to revise our program goals and outcomes, and approach to assessing the program in the
following way:
B.A. Sociology
Learning Goals and Outcomes
Revised April 2013
GOAL I.
Demonstrate knowledge of key theorists and concepts in the discipline
of sociology.
Objective: Apply sociological concepts and theories to analyze social issues.
GOAL II.
Demonstrate methodological knowledge used in the discipline.
Objective: Understand and apply techniques of data collection and presentation within the
ethical guidelines of the research process.
GOAL III.
Demonstrate understanding of the applied aspect of the discipline.
Objective: Develop working solutions to social problems based on sociological theory and
research.
GOAL IV.
Demonstrate an ability to participate in society as a critical thinker.
Objective: Interpret social phenomenon from a sociological perspective.
We have also implemented the use of exit surveys of graduating students as additional data for assessment. We expand
and revise the curriculum on an ongoing basis. We work with Career Services to provide support for our students. We
will continue to increase internships.
Standard 7 Comments: (Suggested limit 1page)
Sociology courses offered in the College of Professional Studies cannot be assessed using the sociology program’s goals
and outcomes despite these goals and outcomes pertain to the program; not simply the major. We believe it is in the
best interest of students to be taking sociology courses offered by the Sociology Department.
LAS_SOC_SOC_BA_Q
Self-Study Template 31