AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Sociology MA 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)
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 students with intellectual and moral education, including the Judeo-Christian ideals of respect for
the dignity and rights of every person as well as individuals’ responsibility for the world in which we live. Courses on
topics such as race, ethnicity, class, and gender inequality 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. We are convinced that it
is not enough to do research and teach about social problems only in theoretical terms; but that instead, it is morally
imperative for all of us, individually and collectively, to focus on applying such theoretical knowledge to practical action
against social inequalities and injustices. Courses such as Social Movements and Social Change, and Social Movements
and Globalization, are keen examples of our commitment with social justice, which is also reinforced by the organization
of Colloquia with Guest Scholars who are devoted to addressing theoretically and practically issues of social inequality.
Our program’s alignment with the Catholic, Vincentian and Metropolitan identity of the University is also reflected in the
department’s faculty research and publications, all of which, without exception, analyze and propose policy or
community actions to improve social wrongs such as the racialization of crime, residential segregation, gender violence,
urban underdevelopment, unequal employment opportunities, and discrimination against immigrants. Moreover,
faculty’s research embraces the Metropolitan character of the University: several projects focused specifically local
matters, like the gentrification of Brooklyn neighborhoods, the infamous Central Park Jogger case, or the path that
survivors of human trafficking traverse in New York City, while also analyzing global processes that shape our region, like
transnational migration flows, the globalization of racial, ethnic, gender and class regimes of inequality, or the social
effects of economic development across geographical borders. Last, but not least, the metropolitan component of our
program is demonstrated through the very diversity of our faculty, who not only are gender balanced, but also have
various racial/ethnic identities and come from various parts of the world. Such diversity transpires our program’s
research agenda as well as teaching endeavors. The sociology faculty is proud to support, in word and deed, St. John’s
University’s identity as Catholic, Vincentian, and metropolitan.
LAS_SOC_SOC_MA_Q
Self-Study Template 1
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)
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, reflects our belief in developing a caring, energized, and nimble academic culture.
The involvement of many of our faculty in University initiatives such as VISA, the Ozanam Scholar’s Program, the
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, Ronald H. Brown Center for Civil Rights and
Economic Development Prep Program, and the Ronald E. McNair Postbaccalaureate Achievement Program, Academic
Service Learning, Center for Teaching and Learning, and Writing Across the Curriculum, similarly show our belief in
supporting research and teaching for and with marginalized communities with the aim of advancing learners from all
backgrounds as well as promoting 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 courses have always embodied the vision and mission of St. John’s College to develop students’ critical
consciousness and ethical standards in order to advance their service and leadership abilities in the local, national and
international spheres. With courses such as the Sociology of Poverty, Global Poverty, Sociology of Gender, Gender in a
Global Context, Race and Ethnicity, Immigration and Inequality, Cultural Studies, Family Violence, Political Sociology,
Social Movements and Social Change, Social Movements and Globalization, the sociology department has been
contributing to the goals of St. John’s College’s given that the very theories underlying all of these topics are critical
understandings of social structures while issues of inequality and oppression and efforts to advance justice are studied
in all of these courses.
Furthermore, faculty has created new courses like Sociology of Latino/as, Sociology of War, Human Trafficking –
Contemporary Slavery, and Social Justice and the City; all courses that promise to further strengthen our collaboration
with mission of consciousness raising and ethical commitment of students in the College of Liberal Arts in particular, and
the University in general.
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 2. The program attracts, retains, and graduates high quality students.
2A – 2C report data relevant to the BA Sociology program. Details regarding the MA Sociology program begin with 2D.
2a.
Undergraduate SAT and High School Average
Undergraduate SAT and High School Average
SAT
2005
LAS_SOC_SOC_MA_Q
2006
2007
High School Average
2008
2009
2005
2006
2007
2008
2009
Self-Study Template 2
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
SAT
Intended College Major
Social Sciences
Test-Takers
Mean Scores
Number Percent (%) Critical Reading
2,069
1.5%
551
Mathematics
Total
536
1087
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
LAS_SOC_SOC_MA_Q
Self-Study Template 3
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
Total
#
%
#
%
9
90%
1
10%
15
2012
Returned
DNR
#
%
#
%
12
80%
3
20%
Total
15
Returned
DNR
#
%
#
%
13
87%
2
13%
Fall
2009
2010
2011
2012*
# Fresh
# Ret
%
School/
College - Q
76%
74%
72%
905
683
76%
Total University
78%
78%
76%
2757
2195
80%
* The % of students started in Fall 2012 and returned to the program in Fall 2013
Our program is doing 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 also (’10 at 78%; ’11 at 76%; ’12
at 80%). Clearly, if retention is a worthy goal, the Sociology Department is doing well above the College as well as the
University.
2c.
Undergraduate 6 Year Graduation Rate
LAS_SOC_SOC_MA_Q
Self-Study Template 4
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 Sociology Department’s Graduation Rate 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 Rates of the
Sociology Department majors compare favorably and even surpass those of the College and the University. While the raw
numbers of graduates are given for the years 2004, 2005, 2006, and 2007, the data does not indicate the percentage that
the raw numbers represent. What is indicated, however, is the increase each year in the number of students graduating in a
6-year period, going from 7 to 8 to 8 to 15 during the period from 2004 to 2007.
LAS_SOC_SOC_MA_Q
Self-Study Template 5
2d.
Graduate Standardized Test Scores
Fall
2005
Program
2006
2007
340/415
426/504
2008
2009
400/473
School/College
Average Rate
481/561
494/569
465/551
501/588
472/577
Regional
Comparison
N/A
N/A
N/A
N/A
N/A
See below
National
Comparison
New Graduate Students GRE Verbal
Mean Scores
Fall 2010
Fall 2011
Ir Grev Score
Sociology
MA
old
Fall 2012
Ir Grev Score
430
Fall 2013
Ir Grev Score
357
Ir Grev Score
457
new
148
153
New Graduate Students GRE Quantitative
Mean Scores
Fall 2010
Fall 2011
Ir Greq Score
Sociology
MA
old
Fall 2012
Ir Greq Score
645
Fall 2013
Ir Greq Score
520
Ir Greq Score
633
new
162
155
As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a scale of 200-800(old) and after 8/1/11
on a scale of 130-170(new)
Based on students with valid scores in BANNER - therefore n maybe small in some cases.
LAS_SOC_SOC_MA_Q
Self-Study Template 6
New Graduate Students GRE Verbal
Mean Scores
Fall 2010
Fall 2011
Ir Grev Score
Graduate School Arts & Sci
old
Fall 2012
Ir Grev Score
491
Fall 2013
Ir Grev Score
500
new
Ir Grev Score
497
532
154
153
New Graduate Students GRE Quantitative
Mean Scores
Fall 2010
Fall 2011
Ir Greq Score
Graduate School Arts & Sci
old
Fall 2012
Ir Greq Score
585
Fall 2013
Ir Greq Score
566
new
Ir Greq Score
593
604
149
150
As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a scale of 200-800(old) and after 8/1/11 on a scale of 130170(new)
GRE
Intended Graduate Major
Sociology*
Test-Takers
3,921
Mean Score (Verbal)
152
Mean Score (Quantitative)
148
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
The 44-year-old Master of Arts program in the St. John's University Department of Sociology & Anthropology
is remarkably distinguished in a field of about 13 mid-sized sociology departments in the area. Among its peer
institutions it is unique: It offers a five year BA/MA program in Sociology; BA/MA Sociology and Criminology
and Justice and BS/MA programs in Criminal Justice and Sociology; Legal Studies and Sociology;
Communication Arts and Sociology and Journalism and Sociology. We also offer a 5 year BA/MA Sociology
degree in conjunction with the College of Mount Saint Vincent. Only three of the 13 mid-sized departments in
the area offer BA/MA programs. Of those three, only St. John’s offers more than one. (See table below.). Our
BA program continues to be the primary recruitment area for our MA program. This feature has allowed the
department to make significant strides in the number of our majors furthering their education beyond the BA.
LAS_SOC_SOC_MA_Q
Self-Study Template 7
Existing Type of
MA
BA/MA BA/MA Sociology
Program Program Program
City University of New York
Baruch College
Brooklyn College
City College
Hunter College
Lehman College
Queens College
College of Staten Island
York College
Wagner College
Fordham University
Seton Hall University
St. John's University – Queens
No
No
No
Yes
No
No
No
No
No
No
Yes
Yes
BA/MS*
BA/MPA**
5 BA/MA
No
Yes
Yes
Yes
No
Yes
No
No
No
Yes
No
Yes
*Master of Science in Social Research Program
**Master of Public Administration
The department’s configuration of the relationship of Sociology to the sub-disciplinary specialty of Criminology makes it
unique regionally and atypical nationally. Of the 13 medium-sized sociology programs in the region, ours is again unique
in the coupling of sociology with other social science disciplines or sub-disciplinary specialties. One of the ways in which
sociology programs have distinguished themselves nationally is through their relationship with the sub-disciplinary
specialty of criminology. According to the 2010 American Sociological Association study titled “Report of the ASA Task
Force on Sociology and Criminology Programs,” about 30 percent of the schools across the nation have a Sociology
department which also houses Criminology and in which students can concentrate on this sub-disciplinary specialty or
take courses that indicate a pedagogical emphasis in this area. Creating this programmatic distinction through a
pedagogical emphasis on Criminology is particularly important in this period of mass incarceration, in which nearly 2.4
million people are incarcerated in the U.S., distinguishing the country as having the largest prison population in the entire
world. Our program is structurally poised to provide students with the tools to understand this most important relationship
between incarceration and inequality.
In addition to its distinction as a regional site for BA/MA programmatic offerings and a pedagogical emphasis on
criminology, this department is programmatically linked with other Catholic colleges to provide BA/MA offerings,
making graduate degrees accessible to students who otherwise may not be able to afford them. These programmatic links
include the following: a 5-year BA/MA degree program with the College of Mount St. Vincent in Sociology/Sociology,
BA/MA; and Sociology/Criminology and Justice, BA/MA. It is our hope to expand this program to make graduate
degrees more accessible to a wider range of students.
2f.
If applicable, describe the program’s student performance over the past five years on licensure or professional
certification exams relative to regional and national standards. (Suggested limit 1/4 page)
N/A
LAS_SOC_SOC_MA_Q
Self-Study Template 8
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of Students
2005
2006
2007
2008
2009
Majors
21
33
38
29
35
Minors
0
0
0
0
0
Total
21
33
38
29
35
Note: There were 7 BA-MA students as of Spring 2010.
MAJORS
2h.
SOC
MA
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
31
31
36
37
Number of degrees granted during the past five years. See table below.
Academic Year
Degrees
Granted
MA
SJC-GR
SOC
LAS_SOC_SOC_MA_Q
Sociology
04/05
05/06
06/07
07/08
08/09
7
11
11
13
18
MA
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
18
11
15
Self-Study Template 9
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
Master's
Local
1,066
1,105
1,141
National
16,368
17,081
17,734
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)
Overall student interest in the social sciences and desire to get advanced degrees has not waned. Based on the data
provided above, the local and national patterns reflect a stable environment in which there continues to be an uptick in the
number of students getting advanced degrees in the social sciences. St. John’s MA Sociology Program mirrors that
stability trend, specifically when we look at MA students as opposed to BA/MA students. In terms of the MA students, the
program has experienced a stable number of students with slight growth. (See tables above) In terms of the number of
degrees conferred, the program remains steady. Note that three randomly selected years of the last assessment period
compared with a random selection of three years from this assessment period reveals a slighty larger—by an increase of
two—number of students receiving degrees. However, the program appears to be more dynamic. The rate of the ratio of
the amount of students in the program to degrees conferred is increasing slightly. In this assessment period, there was an
uptick in the rate of the ratio of degrees conferred to students in the program. This rate of ratio provides an incident
density; it not only reflects the movement of students in and successfully completing the program, it represents the comingling of the two groups. There is no evidence of a downward drag or an increasing propensity for students to not
complete the program. In further support of the lack of downward drag, note that the data for this analysis does not
include the BA/MA students, who all typically graduate and have an overall positive impact on the program. It is
impossible, based on the data presented to compare the MA degrees conferred in sociology with the group of local schools
presented via the IPED data. This IPED data are an aggregation of MA students in a variety of social science field.
When we look at BA/MA students, the MA program outshines all other regional and better-funded programs. The list
below compares the sociology program at 13 local mid-sized schools by measuring the number of students with MA
degrees conferred in sociology. (This list represents the same set of mid-sized local schools that the St. John’s MA
program was compared to in the response above (2e). Due to the amount and variety of BA/MA programs (as was
discussed in response 2e), our MA program overall surpasses its regional competition in terms of degrees conferred. Its
unique positioning with the BA/MA programs as well as its pedagogical emphasis on criminology, in this particularly
fitting city makes this program poised for tremendous advancements.
MA Sociology Degrees awarded-NYC Metropolitan Area2009-2013
LAS_SOC_SOC_MA_Q
Self-Study Template 10
Institution:
09-10 10-11 11-12 12-13 Resource:
Adelphi
*N/A
CUNY:
Baruch College
*M.S.W.
N/A
Brooklyn College
5
7
5
4
City College
6
5
4
15
Hunter College
2
1
2
3
Lehman College
N/A
Queens College
10
18
15
9
College of State Island
*N/A
York College
N/A
Fordham University
*N/A
Wagner College
N/A
Seton Hall University
N/A
St. John's University
27
*Combined
*M.S.W.
*M.S.W.
30
11
15
ASA Guide
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. Graduate Education Policy Committee (GEPC)
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 student in their preparation for competency tests such as
the required comprehensive examination. Bi-annual GEPC 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.
LAS_SOC_SOC_MA_Q
Self-Study Template 11
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
Popula-
Placement
Furthering
Seeking
tion
Reachable
Response
Response Rate
Rate
Employed
Education
Employment
2013
15
12
6
50.0%
100.0%
100.0%
0.0%
0.0%
2012
8
N/A
5
62.5%
60.0%
60.0%
0.0%
40.0%
2011
18
N/A
13
72.2%
76.9%
76.9%
0.0%
23.1%
Above is the success rate of some of our graduates relative to employment and furthering of education. This population is
likely students who were solely MA candidates and not BA/MA students. During the current assessment period, the MA
program has received high amounts of external validation. A significant number of our students (MA and BA/MA)
students have advanced to Ph.D. programs and other graduate fellowships. The list below 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
LAS_SOC_SOC_MA_Q
Self-Study Template 12
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)
Sociology MA students perform slightly below the college and university when the measure is cumulative GPA.
However, MA students in sociology have to walk the line between the humanities and the sciences. They must be good
social theorists, who are also extremely strong writers, and strong data analysts. During this assessment period there has
been a determined push to develop our graduate students along these three prongs. To fulfill this, the program has
increased the curriculum requirements for student competencies in data analysis software. Specifically all students before
graduating are required to successfully complete a data analysis course, Soc 301 “Evaluation Research & Data Analysis.”
The course now requires students to learn how to dis-aggregate and re-aggregate large amounts of data and manipulate
this data using statistical software such as SPSS. Thus the range of areas of the required competencies for graduation have
been broadened.
Standard 2.
Additional comments if needed: (Suggested limit 1 page)
LAS_SOC_SOC_MA_Q
Self-Study Template 13
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 M.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.
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 graduate 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.
LAS_SOC_SOC_MA_Q
Self-Study Template 14
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
and through the Graduate Education Policy Committee (GEPC), the MA 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 GEPC, 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.
An ongoing significant threat to our program is the existence of MA programs in Sociology at three CUNY Colleges:
Hunter, Brooklyn and Queens. We cannot compete with the low tuition costs for NYC residents at these schools . We
have somewhat of an advantage when it comes to out-of-state residents; tuition differentials break down. We have
admitted students from out-of-state; particularly those living in the mid-Atlantic region, and would benefit from a
sustained marketing campaign targeting students attending colleges in this area as well as the northeast. We would
benefit from the extension of agreements like the one we currently have with the College of Mount Saint Vincent that
allows high performing students to enter the BA-MA degree program as well as a marketing outreach to all small
Catholic colleges that do not offer graduate degrees. We have been informed that there is a high concentration of
graduate age applicants living in the communities surrounding St. John’s. A plan to market the convenience as well as
the excellence of our program should be undertaken.
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
LAS_SOC_SOC_MA_Q
Change, 2010-20
Occupations having the
Change, 2010-20
Self-Study Template 15
Occupations
Percent
Numeric
Social and Human Service
Assistants
28%
106,00
Social and Community Service
Managers
27%
35,800
largest numerical
increase in employment
Social and Human Service
Assistants
Percent
Numeric
28%
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
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. Students graduating with a master’s degree in
sociology; equipped 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)
LAS_SOC_SOC_MA_Q
Self-Study Template 16
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.

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
LAS_SOC_SOC_MA_Q
Self-Study Template 17
•
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

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 have 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.
LAS_SOC_SOC_MA_Q
Self-Study Template 18
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.
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)
Furthermore, like 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)
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.
# Majors/
Fall 2005
LAS_SOC_SOC_MA_Q
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Self-Study Template 19
FT Faculty
FT
PT
Total
Majors
11
10
21
Minors
FT
PT
12
Total
21
33
0
Majors
& Minors
Combined
11
10
# of FTE
Students
(Majors &
Minors)
11.00
# of FTE
Faculty
assigned
to the
program
FTE
Student/
FTE
Faculty
Ratio
PT
16
Total
22
FT
38
0
PT
7
Total
22
FT
29
0
PT
22
Total
13
35
0
0
21
12
21
33
16
22
38
7
22
29
22
13
35
3.33
14.33
12.00
7.00
19.00
16.00
7.33
23.33
7.00
7.33
14.33
22.00
4.33
26.33
11
5.3
16.3
11
5.6
16.6
13
5
18
14
3.6
17.6
14
2.6
16.6
14.3
16.3
.88
19
16.6
1.14
23.33
18
1.3
14.3
17.6
.81
26.33
16.6
1.6
Fall 2010
Fall 2011
Fall 2012
Fall 2013
F
P
Total
F
P
Total
F
P
Total
F
P
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
MAJORS
18
13
31
Fall 2010
Total
FT
FTE MAJORS
LAS_SOC_SOC_MA_Q
19
12
Fall 2011
31
22
14
Fall 2012
36
P
Total
F
P
Total
F
P
Total
F
P
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
19
4
23
22
4.333 22.333
10
37
Fall 2013
F
18
27
4.667 26.667
27
3.333 30.333
Self-Study Template 20
Fall 2010
Fall 2011
Fall 2012
Fall 2013
# of FTE faculty assigned to the
program
15.3
16.6
16.6
17.3
FTE Student/FTE Faculty Ratio
1.46
1.38
1.6
1.75
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.
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. – THIS TABLE CONTAINS UG DATA
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
NonMajors
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%
0.0%
LAS_SOC_SOC_MA_Q
66%
Number
2,175
1,761
69%
Fall 2012
Percent
55.3%
44.7%
0.0%
Number
2,358
1,149
67%
Fall 2013
Percent
67.2%
32.8%
0.0%
Number
2,112
936
Percent
69.3%
30.7%
0.0%
Self-Study Template 21
Total
3,663
% Consumed by
Non-Majors
100%
2,433
3,936
66.4%
100%
2,568
3,507
65.2%
2,085
100%
59.5%
3,048
1,935
100%
63.5%
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
LAS_SOC_SOC_MA_Q
46
100%
0.0%
56
100%
0.0%
52
100%
0.0%
49
100%
Self-Study Template 22
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 6 males and 8 females, 2 blacks, 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.
Eight-six percent of the full-time faculty members are tenured and fourteen percent are untenured.
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
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 Race & Ethnicity, Immigration and Inequality, Sociology of Gender, Gender in a
Global Context, Family Violence, Sociology of Poverty, Global Poverty, Social Justice and the City, as well the more
general, but still including issues related to inequality, Social Movements and Social Change, Social Movements and
Globalization, Human Trafficking-Contemporary Slavery, and Cultural Studies. 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_MA_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_MA_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_MA_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
Funding
LAS_SOC_SOC_MA_Q
Fiscal Year
Self-Study Template 26
04/05
$ Amount
05/06
06/07
07/08
08/09
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)
Overall Evaluation (Spring)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
Sociology (Q)
4.25
4.17
4.40
4.43
4.31
4.59
Saint John’s
College
4.23
4.26
4.19
4.37
4.40
4.40
Total Graduate
4.14
4.16
4.30
4.37
4.39
4.52
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 of full time faculty has terminal degrees.
LAS_SOC_SOC_MA_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 members 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_MA_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 .
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)
LAS_SOC_SOC_MA_Q
Self-Study Template 29
SJC Sociology
MA
SJC Sociology
MA Q
Q
Enrollment
Credit
Hours
35
591
Fellowships
231,000
Tuition
655,380
Net Tuition
Revenues
332,283
Fees
14,036
Other Direct
Revenue
2,060
Gross
Tuition
& Fees
Financial
Aid
669,416
Total
Revenue
334,342
65,214
Tuition
Remission
40,920
Direct
Contribution
Expenses
Margin #1
274,891
59,452
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 MA in Sociology is cost effective.
Sociology provides a total revenue of U$D 334,342, which after calculating its costs, leaves a marginal contribution of
U$D 59,452.
Standard 6.
Additional comments if needed. (Suggested limit 1 page)
Regular cleaning of faculty offices and department spaces is inadequate. Desks and furniture are not dusted and floors
are not cleaned and washed. Radiators leak in some offices as well as air conditioning where mold has developed. This
creates a poor quality working environment for professors and students, especially those with allergies. The ceiling in
the department lounge is leaking. Building maintenance is slow to respond. In addition, trash from food sometimes
piles-up in classrooms
STANDARD 7. Effective actions have been taken based on the findings of the last program review and plans have
been initiated for the future.
LAS_SOC_SOC_MA_Q
Self-Study Template 30
The MA program has responded quite effectively to the findings of the 2009-2010 program review. The faculty more
recently hired has 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.
As a department we continue to revise our program goals and outcomes, and approach to assessing the program in the
following way:
M.A. Sociology
Learning Goals and Outcomes
Revised April 2013
GOAL I.
Demonstrate advanced knowledge of key theorists and concepts in the discipline of sociology.
Objective: Students will apply sociological concepts and theories to analyze social issues.
GOAL II.
Demonstrate advanced 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 advanced 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 advanced 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 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.
Comments: (Suggested limit 1page)
LAS_SOC_SOC_MA_Q
Self-Study Template 31