AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY
Reporting School/College: St. John’s College
Program Reviewed: Theology and Religious Studies BA Q
Date Submitted to Department/Division Chair: September 30, 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 Mission of our Bachelor of Arts in Theology program on the Staten Island campus is to equip
undergraduate students to analyze, engage, and apply the Catholic theological tradition in all its historical
richness and contemporary breadth. It provides students with the tools to wrestle with enduring and
contemporary issues in a way deeply informed by scripture, the Catholic theological tradition, and
dialogue with other world religions. Our discipline and our program are essential to the Catholic and
Vincentian mission of the university. We support the church and the university community in its efforts
to wrestle with the ethical dimensions of some of the most challenging social questions of our time.
Vincentian mission is about service and social change, but in a university setting it is essential that those
elements of the mission be supported by the robust intellectual activity that theology provides. The
Catholic intellectual tradition is preserved and carried forward by people who go on to become
theologians or who engage in the study of philosophy, history, literature, etc. from a perspective deeply
informed by Catholic theology. Only with a proper Bachelor of Arts program can the breadth and depth
of offerings be maintained to carry out that mission.
Our faculty members embody the university’s vision of innovative teaching that fosters spirited inquiry
and intelligent reflection. Our faculty maintains active research agendas that support the growth of a
learned practice of the Catholic faith, provide scholarly and pastoral insight into scripture and its
interpretation, and advance the university’s goal to be known worldwide for addressing issues of poverty
and social justice. We play a crucial role in the college’s efforts to develop a critical consciousness and
ethical perspective in our students. In addition to learning discipline-specific content and skills, the
program offers dynamic courses that contribute to the mission of St. John’s College by fostering critical
skills in writing and oral communication while nurturing students’ moral growth for personal and
systemic change.
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Self-Study Template 1
The benchmarking process for this self-study found that our program’s curriculum is similar to that of
peer institutions in that it is structured around five main sub-disciplines: Biblical Studies, Systematic
Theology, Historical Theology, Moral Theology/Ethics, and World Religions. Our program is
distinguished by the fact that it insists upon broad learning by requiring a more substantial foundation in
each of these areas rather than narrow specialization. Our program curriculum almost perfectly mirror’s
Marquette University’s BA in Theology for Catholic School Ministry. One of our strategic goals going
forward is to develop a second major sequence specifically for double majors that strikes more of a
balance between flexibility and fundamentals. Our benchmarking found that several peer institutions
follow this pattern of a separate major sequence specifically for double-majors.
It is significant that despite the significant downturn in enrollment on the Staten Island campus overall,
majors/minors in our program actually increased from 5 students in 2005 to 8 in 2009 before returning
recently went back to 5 students in 2013. Consequently, there has been no significant shift in these
numbers in the last 8 years.
This program review found that our curriculum is strong and the quality of our instruction is high.
Courses offered by our program are rated significantly better than the college and university averages in
terms of instructional vibrancy. The program has a very favorable student to faculty ratio that would
allow substantial growth in the program without requiring any additional resources. The program has
developed and is in the process of implementing a plan for comprehensive assessment that will provide
assurance of student learning and give the department the data it needs to continue to enhance
instructional outcomes.
Data show that there is not significant potential for growth in this field, however the department plans to
increase enrollment by taking steps to make theology a more attractive double-major by allowing
students more freedom to link their courses in theology to their planned careers and to their academic
interests in allied disciplines. Given this limited, but real potential for growth, the mission-critical nature
of the discipline, and the fact that data show the program to be cost effective, we recommend an overall
rating of (2) MAINTAIN.
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?
http://www.stjohns.edu/about/our-mission (Suggested limit 1/3 page)
The Department of Theology and Religious Studies serves every St. John’s University student through our
service to the core curriculum. Our core offerings give students the opportunity to consider some of the
most important and enduring questions about meaning, values, and belief. While investigating these
questions, students develop important skills that are valuable to employers in every field: how to write
clearly and convincingly, how to interpret a text carefully, how to dialogue with people whose beliefs
differ from one’s own, etc. Our Bachelor of Arts program gives students the opportunity to engage the
Catholic theological tradition even more deeply or to enhance their study of another field with theological
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analysis and insights with a double major. The Catholic intellectual tradition is preserved and carried
forward by people who go on to become theologians or who engage in the study of philosophy, history,
literature, etc. from a perspective deeply informed by Catholic theology. Only with a proper Bachelor of
Arts program can the breadth and depth of offerings be maintained to carry out that mission.
The program is committed to further the metropolitan (and now global) mission of the university as well.
Our majors are required to take a course in Religions of the World, and we have developed new elective
offerings such as Global Catholicism that enhance the university’s commitment to providing a first rate
education appropriate for the twenty-first century. Key offerings from our major sequence (e.g. Intro to
Catholic Social Teaching, St. Vincent de Paul and the Neighbor, etc.) are also required courses in mission
critical minors and programs across the university (e.g., the Social Justice: Theory and Practice in the
Vincentian Tradition minor , the Ozanam Scholars program, the Catholic Scholars program, etc.).
1b.
What evidence can you provide that demonstrates that the program embodies the
University’s vision. http://www.stjohns.edu/about/our-mission/vision-statement (Suggested
limit 1/3 page)
Our faculty members embody the university’s vision of innovative teaching that fosters spirited inquiry
and intelligent reflection. In recent years, three faculty members in our department (Ruiz, Clark, and
Rivera) have been selected through a national, competitive process to participate in workshops on
pedagogy at the Wabash Center for Teaching and Learning in Theology & Religion. Other faculty
members have participated in the university’s Writing across the Curriculum program (Flanagan, Clark).
Still others have utilized technology to support classroom instruction and to deliver engaging courses
fully online, or promoted student research by encouraging students to develop research posters on
human rights issues.
Our faculty maintains active research agendas that support the growth of a learned practice of the
Catholic faith, provide scholarly and pastoral insight into scripture and its interpretation, and advance
the university’s goal to be known worldwide for addressing issues of poverty and social justice. The
department offers the only two required courses in the interdisciplinary undergraduate minor, Social
Justice: Theory and Practice in the Vincentian Tradition. These required courses are Introduction to
Catholic Social Teaching and the minor’s capstone course, the Integrating Interdisciplinary Seminar in
Social Justice.
Our professors serve as featured speakers both locally and internationally, adding visibility to St. John’s
academic and Catholic identity. They have served as scholarly representatives offering commentary and
interpretation of current religious issues to local and national media.
1c.
What evidence can you provide that demonstrates that the program embodies the vision
and mission of the program’s School/College? http://www.stjohns.edu/academics/schools-andcolleges/st-johns-college-liberal-arts-and-sciences/about-st-johns-college-liberal-arts-andsciences (Suggested limit 1/3 page)
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Our program is committed to furthering the college’s goals of providing a rich, challenging curriculum.
We offer a large number of elective options to our students that allow them explore their particular
theological interests: from theology & film or theology & the fine arts to the spirituality of the educator to
global Catholicism. We play a crucial role in the college’s efforts to develop a critical consciousness and
ethical perspective in our students, offering specialized courses on healthcare ethics, social ethics, the
theology of peace, and so on. A significant portion of our full-time and part-time faculty is certified to
teach online allowing us to offer a variety of program courses in a distance-learning format.
In addition to learning discipline-specific content and skills, the Department of Theology and Religious
Studies offers dynamic courses that contribute to the mission of St. John’s College by fostering critical
skills in writing and oral communication that creates new insights, research, and scholarship while
developing moral value for personal and systemic change. This learning of value for self and social
responsibility assists students in preparation for their particular professions and graduate studies.
The department contributes to our college’s mission of excellence in the liberal arts. First, our faculty has
an active research agenda with several ground-breaking publications in book and article form. We are
deeply engaged in scholarly dialogue and development within our fields of study. The department also
encourages and recognizes excellence in student academic writing by sponsoring the Rev. Patrick
Primeaux, S.M. Writing Contest, which recognizes superior writing in the fields of theology and religious
studies at the undergraduate level.
STANDARD 2.
2a.
The program attracts, retains, and graduates high quality students.
Undergraduate SAT and High School Average
There is very little information available due to the fact that most of our majors enter the program after
their freshman year and none of those students are tracked in these data. Data provided show one year
in which the entering freshman was significantly above average and another where the entering
freshman was slightly below the college and university average.
Freshmen SAT Scores
Fall 2012
Computed
Theology
Fall 2013
Computed
1,290
970
Freshmen High School Average
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Fall 2012
Fall 2013
High School
High School
Theology
96
84
SAT Scores
High School Average
2010
2011
2012
2013
2010
2011
2012
2013
School/
College - SI
1079
1113
1097
1104
87
88
88
90
Total
University
1097
1087
1096
1104
87
87
88
89
Intended college major for 2012 college-bound seniors
TestTakers
SAT
Intended College Major
Mean Scores
Number
Percent
(%)
Critical
Reading
Mathematics
Total
72
0.1%
514
496
1010
Theology and Religious Vocations
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
2b.
Undergraduate 1st Year Retention Rate
Our majors typically declare their major after their freshman year. Very few apply to enter the university
as Theology & Religious Studies majors. Consequently there is very little data on first-year retention.
The data that is available shows that the program retains all students in the program.
2009
Total
Returned
#
%
THE
LAS_THE_THEO_BA_SI
2010
DNR
#
%
Total
Returned
#
%
2011
DNR
#
%
Total
Returned
#
%
2012
DNR
#
Total
%
1
Returned
#
%
1
100%
DNR
#
%
Self-Study Template 5
Fall
2009
2010
2011
2012**
# Fresh
# Ret
%
School/
College - SI
85%
71%
85%
53
45
85%
Total University
78%
78%
76%
2757
2195
80%
* The % of students started in Fall 2012 and returned to the program in Fall 2013
2c.
Undergraduate 6 Year Graduation Rate
Fall
2004
2005
2006
2007
School/College
Average Rate - SI
56%
74%
65%
58%
Total University
58%
58%
59%
55%
2004
Total
Graduated
#
THE
2d.
1
2005
1
%
Total
2006
Graduated
#
%
Total
2007
Graduated
#
%
Total
Graduated
#
%
100%
Graduate Standardized Test Scores
N/A
2e.
Please describe how the program compares with peer and aspirational institutions. (Suggested
limit 1/2 page)
The BA in theology centers around five disciplinary areas: Biblical Studies, Systematic Theology,
Historical Theology, Moral Theology/Ethics, and World Religions. Benchmarking against peer local
Catholic schools (Fordham and Manhattan College), sister Vincentian Schools (Depaul and Niagara), and
Big East partners (Marquette, Creighton, Seton Hall and Providence) was conducted. Our major offers a
clear commitment to breadth of learning in the discipline similar to other institutions requiring courses
in all five areas. We also have a senior capstone focused on a selected theme and involving a research
paper - a uniform element to all theology programs examined. While the major offers a strong foundation
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in the discipline, our major currently offers students less choice in framing their studies with only two
electives. A survey of peer and aspirational schools shows a range of 3-5 electives and greater student
direction in selecting courses in the five major areas.
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
2g.
Number of majors and minors enrolled over the past five years. See table below.
Although the campus has sustained decreased enrollments since 2001, the program in Theology and
Religious Studies has not been adversely affected. According to the supplied data, there was no
significant change in the number of majors and minors from 2005-2013. In fact, the number of combined
majors/minors actually increased from 5 students in 2005 to 8 in 2009, but recently went back to 5
students in 2013. Consequently, there has been no significant shift in these numbers in the last 8 years.
This pattern can be considered a strength in the program; it has not been adversely affected by the
downturn in enrollment for the S.I campus as a whole.
Fall
Number of
Students
MAJORS
2005
2006
2007
2008
2009
Majors
3
3
3
4
4
Minors
2
2
1
1
4
Total
5
5
4
5
8
THE
BA
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
2
1
BA/MA
Total
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3
3
1
2
1
4
3
Self-Study Template 7
MINORS
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Minors
Minors
Minors
Minors
Theology
2
2
1
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Total
Total
Total
Total
Total
2h.
2
4
3
6
4
Number of degrees granted during the past five years. See table below.
Academic Year
SJC-UG-SI
THE
Degrees
Granted
04/05
05/06
06/07
07/08
08/09
MA
0
1
1
0
0
Theology
BA
10/11
12/13
Degrees
Conferred
Degrees
Conferred
1
2
Note: there are no students who have graduated from this program within the 11/12 academic years.
Below is comparison degrees conferred data for local and national institutions based on data retrieved from the IPEDS
website. This is based on the Classification of Instructional Program (CIP) Code of 39-Theology and Religious Vocations.
20092010
20102011
20112012
Bachelors
Local
16
20
14
National
8,718
9,074
9,369
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1Local
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.
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)
In addition to college advising and early alert programs, student progress toward degree is monitored
through departmental advising. Currently, advising is provided by Dr. David Haddorff on the SI campus.
All majors, including double majors, are scheduled for advising sessions and majors are made aware of
general office hours and encouraged to check in aside from the registration period. Registration advising
meetings focus both on progress in the major and progress on the St John’s general degree requirements
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)
We do not have data available that is specific to the SI campus.
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)
GPA data provided by the Office of Institutional Research show that the program is attracting and
retaining students with an overall GPA that is well above the average in St. John’s College (3.5 to 3.8 in
our program vs. 3.3 in the college and 3.1 across the university).
The department revised and consolidated goals and outcomes for this program in 2013. Previously there
were 23 learning objectives and six vague program goals. The department brought greater coherence
and focus to the program by articulating a smaller set of measurable objectives.
Undergraduate Major Learning Outcomes (Approved 9/17/13)
1.
2.
3.
4.
5.
6.
Demonstrate familiarity with the Bible and the ability to employ appropriate methods of
biblical interpretation.
Demonstrate the capacity to articulate a learned understanding of the history of Christianity.
Demonstrate the ability to think critically about theological ethics and to explain principles and
key concepts from the Catholic moral tradition.
Demonstrate the ability to articulate an understanding of key elements of Christian and
especially Roman Catholic doctrine in dialogue with contemporary culture
Articulate the fundamental beliefs, practices, and moral commitments of one or more world
religions; demonstrate an awareness of the contours of contemporary interreligious dialogue
and of practices that are crucial for engaging in interreligious dialogue
Demonstrate the ability to locate and utilize appropriate theological sources and research
tools, and to document those sources/tools appropriately.
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7.
8.
Demonstrate the ability to write effectively and to use evidence and logic in presenting
theological concepts
Demonstrate the ability to articulate the values held by St. Vincent de Paul and to explain the
meaning and implications of Vincentian mission in today’s world
Standard 2. Additional comments if needed: (Suggested limit 1 page)
N/A
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
In keeping with the 2008-13 University Strategic plan, the Department of Theology and Religious Studies
at the Staten Island Campus has sought to strengthen the Catholic identity of the University within a
diverse, pluralistic, and metropolitan environment. At the same time, the program has sought to extend
the global reach of the University, by demonstrating how this Catholic identity can be understood within
a global society. The Dean’s stated desire to increase our online course offerings has been met by the two
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Staten Island faculty members offering four online courses in recent years. We take a student-centered
approach to teaching and learning, which leads to greater emphasis on service, leadership, and
community involvement.
In response to these strategic goals and the last Program Review, the program at the Staten Island
campus has also sought more effective ways of integrating faith and learning in our courses, which
teaches more than the concepts, principles, and ideas of theology (in other words, the “what” of
theology). The program has placed additional emphasis on the “why” of theology, that is, the intentions,
motivations, beliefs, and ethical commitments behind theological and religious principles and ideas. This
emphasis has encouraged a greater collaboration between the University and the Church by
demonstrating how theology is more than ideas or concepts, and is rather a lived experience in the
community and world. In recent years, Dr. Kenel worked with students on the SI campus to facilitate
internships in theology at non-profits.
The second emphasis of the S.I. program has been to foster the Vincentian commitment to studentcentered education by emphasizing service, leadership, and community involvement. There has been a
concerted effort to implement Service Learning in our academic courses and to place more emphasis on
teaching ethics in our classes. This focus works hand-in-hand with the previous emphasis on Catholic
identity in a pluralistic and global world, by emphasizing the importance of Catholic Social Teaching in
our courses, in particular, the Moral Theology courses required by programs in the Colleges of Business
and Pharmacy.
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 sustainability of the program is dependent upon the sustainability of the Staten Island campus as a
whole. Therefore, the weaknesses and threats to the program are linked to the weaknesses and threats
that the entire S. I campus faces. Although the campus has sustained decreased enrollments since 2001,
the program in Theology and Religious Studies has not been adversely affected. According to the
supplied data, there was no significant change in the number of majors and minors from 2005-2013. In
fact, the number of combined majors/minors actually increased from 5 students in 2005 to 8 in 2009, but
recently went back to 5 students in 2013. Consequently, there has been no significant shift in these
numbers in the last 8 years. This pattern can be considered a strength in the program; it has not been
adversely affected by the downturn in enrollment for the S.I campus as a whole.
Recent extensive discussions about interdisciplinary work on the Staten Island campus had to recognize
the reality of New York State requirements for individual departmental accreditation. Therefore, the
spirit of the interdisciplinary initiative has been preserved in this academic year’s series of public
presentations, sometimes simple classroom visits, in which Professors discuss issues of interest shared
by their disciplines.
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The two full-time faculty members currently on the Staten Island campus maintain active
involvement in the American Academy of Religion, The Karl Barth Society of North America, The Society
of Christian Ethics, The Catholic Biblical Association, The Society of Biblical Literature, and a more
intermittent participation in the College Theology Society. Conference presentations at national and
international conferences have been complemented by various recent publications, including singleauthored books, articles in books, and articles in refereed journals.
We have adopted various strategies in order to draw more majors to our Department. For example, we
have updated and revised our department’s website, and have participated in the College Advantage
Program that allows local high school students the opportunity to take courses, with permission from the
Department, for credit at St. John’s. We have engaged in discussions with the University’s Career Services
Office in order to learn more about what career opportunities presently exist for majors, and to expand
opportunities for internship placements. Finally, since we recognize that there are more career options
available when theology is paired with another major, our UEPC is presently considering streamlining the
requirements for double majors in order to make it easier for our students to pursue such an option. This
effort is being done with close attention to the major sequence requirements as peer institutions
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.
The future market demand of the program has remained constant for the last decade, as there is has been
no significant shift in the number of student majors and minors in the period. The strategy, therefore, is
to maintain rather than enhance or eliminate the program. It is important to maintain the program at the
S. I. campus for students who choose to major or minor in Theology and Religious Studies. This program
supports the Catholic, Vincentian identity of the university within a diverse, pluralistic, and metropolitan
environment.
Over the last several years, the Department has launched a range of initiatives to assess our standing with
respect to other comparable undergraduate programs, along with our strengths and weaknesses. On the
whole, our Program falls within the standard range of such configurations. In particular, we offer a wide
range of courses, possess a regional reputation for academic excellence, maintain cordial relations with
the local Church, demonstrate respect for Roman Catholic tradition, and are dedicated to a balanced
exposition of that tradition.
Weaknesses in our Program include the fact that our number of majors and minors remain relatively low
when compared to various other departments in the university. Moreover, until recently our
introductory-level course lacked clearly defined and streamlined standards for full-time and adjunct
faculty who teach it. In response, we have begun a process aimed at reconfiguring our program while
retaining our Catholic identity and the quality of our undergraduate instruction. For instance, our faculty
have reviewed the introductory course and produced a list of “essentials” that all who teach it will
incorporate into it. In dialogue with the University Core Curriculum Committee, we also have begun
trying to reformulate our core sequence that all students at the University must take and to make it more
attractive to potential majors and minors.
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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
Our major sequence is structured to ensure that students have a solid foundation in each of the subdisciplines of theology: history of Christian thought, Christology, ecclesiology, moral theology, and
biblical studies. Two years ago, the department determined that the biblical studies and historical
theology courses offered in the sequence were too superficial. We moved to a two-course sequence in
history and a two-course sequence (Reading the Old Testament and Reading the New Testament rather
than a single “Intro to the Bible”) course, which is better aligned to norms in the field. This program
review did determine that our program offers less student choice in terms of specific courses within the
sub-disciplines of theology and also fewer opportunities to build up a concentration of courses within a
single sub-discipline, but our faculty have made the determination that a more balanced background
across the full discipline is more appropriate in an undergraduate context. Our program includes a senior
seminar which is consistent with programs in our discipline as well as the broader pedagogical literature
on high-impact practices.
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy,
and study abroad experiences.
As noted in the paragraph on “standards within the discipline” our program sequence provides a very
clear, coherent structure that requires students to take a foundational course in each of the subdisciplines in our field. The Senior Seminar provides further coherence to the program by requiring that
student draw upon several of those sub-disciplines in the study of a broad question (e.g., a recent senior
seminar focused on aesthetics and the theology of beauty).
The department recently revived its “Internship in Theology” program that allows students to combine
concrete experience at a work site (most typically in a ministerial setting, or at a non-profit that engages
in issues of religion and/or social justice) with theological engagement of the issues that arise in that
context. The latter dimension of the experience is supervised by individual meetings with a member of
our faculty, which allows for an academic experience that is tailored to the students interests and
placement. Our relatively small major allows us to provide that kind of student-centered learning.
Working with the career services office, we have been cultivating relationships with internship
placements sites (campus ministry at Holy Cross high school, the Tanenbaum Foundation (works on
peacebuilding and combating religious prejudice), the Jewish Museum, etc.) to provide more options for
our students. Our major is fully compatible with a study-abroad experience. We recently shifted our
department’s offering in Seville to an Intro to Islam course in order to make it relevant to the history of
that region. Students can take our offerings taught abroad or take advantage of our substantial distance
learning offerings in order to stay on track with program progress while studying overseas.
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3. The University Core competencies
Our program goals overlap substantially with the university’s core competencies. Like other majors in
the humanities, our program ensures that students develop the ability to engage texts and traditions
critically, develop the ability to write well, demonstrate the ability to analyze the ethical dimensions of
contemporary issues, and so on. Our curriculum map ensures that each of our program’s learning
outcomes are addressed and emphasize good writing in almost every course. Our curriculum also
addresses several competencies that have been identified by the university as critical to its mission. See
the “additional comments” at the end of this section (section #4) below.
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
In anticipation of the Middle States Accreditation visit, the UEPC reviewed and updated every master
syllabus in the department. The committee made sure that every syllabus met NYS guidelines for credit
hours, had appropriate units of study, and verified that every course syllabus was properly mapped to
program learning goals and outcomes. The bibliographies for all courses were also brought up to date
with the participation of all full-time faculty. During the review, the UEPC also noted which courses were
in need of more extensive revision. The committee plans to return to those courses over the next two
years (2015-2017) as part of a more thorough review of course offerings and the major sequence. The
committee plans to add new courses where appropriate, drop others, and revise those that need to be
updated.
In compliance with the CBA, the department collects a course outline for every course offered each
semester. In 2012, a system for regular evaluation of instruction by adjunct faculty was instituted in the
department. The Assistant Chair reviews 1/3 of the adjunct faculty each year (so each is evaluated every
3 years). The review includes a classroom visit as well as a review of course syllabi. Suggestions for
improving the quality of classroom instruction, course design, and syllabus design are part of the review
process.
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)
Admittedly, the department has lagged in the development of a program of assessment. Data was
collected primarily on the senior seminar but only sporadically for other courses. Improving assessment
practices that “close the loop” in order to ensure student learning and success is one of the department’s
strategic goals. Dr. Michael Dempsey (our department’s assistant chair) has been charged facilitating the
development and implementation of a comprehensive approach to assessment. Dr. Dempsey has
developed a plan that can be summarized as follows:
- Fall 2015: Pilot stage – Implement indirect measures for all learning outcomes in sampling of 1000C
sections. Implement direct measures for student work (artifacts) to measure our effectiveness in
LAS_THE_THEO_BA_SI
Self-Study Template 14
-
-
teaching two learning outcomes: 1) a learned understanding of the history of Christian thought; and
2) the ability to think critically and write effectively with evidence and logic in presenting theological
concepts. Outcomes will be reported to UEPC and uploaded to WEAVE. UEPC will refine process for
broader implementation.
Spring 2016: we will increase our data collection for THE 1000C from full-time faculty and adjuncts.
We will expand our assessment plan to include student surveys for courses with greater enrollment,
e.g., THE 2200, 2215, 3300, and 3305. In addition, we will conduct a survey for our majors in THE
4990 Seminar to measure the degree to which our students are meeting the department’s program
goals. All results will be reported to the Assistant Chair and uploaded to WEAVE. The Assistant Chair
will then report these findings to the UEPC to make recommendations to the department for ways to
improve our teaching effectiveness.
Fall 2016: continued refinement of data collection process. we will begin to implement a rotation for
different 2000 and 3000 level course over a three-year period
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)
N/A
Standard 4. Additional comments if needed. (Suggested limit 1 page)
The department has also been charged with measuring mission-specific competencies. We believe this
fact highlights the mission-critical nature of our discipline and programs. There is considerable overlap
between the mission-related competencies articulated by a UCCC subcommittee and our program goals.
We plan to measure mission specific outcomes via our program assessment process rather than
developing a free-standing system of assessment.
Mission-Specific Competencies
Drawing upon philosophical and theological
scholarship, students will be able to offer
sophisticated, learned answers to
fundamental questions about the meaning
and value of human life (#1)
Students will demonstrate the ability to
confront challenges to claims about the
dignity and value of human persons using
sophisticated arguments (#2)
Drawing upon theological and philosophical
sources, students will be able to explain how
faith & reason, and/or religion & science can
be understood to be compatible (#3)
LAS_THE_THEO_BA_SI
Department of Theology and Religious
Studies
B.A. Program Learning Outcomes
Demonstrate the ability to articulate an
understanding of key elements of Christian
and especially Roman Catholic doctrine in
dialogue with contemporary culture (#4)
Demonstrate the ability to think critically
about theological ethics and to explain
principles and key concepts from the
Catholic moral tradition (#3)
Mapped specifically to two courses:
THE 3910 – Faith and Reason in Theology
THE 3920 – Religion and Science
Self-Study Template 15
Students will demonstrate familiarity with
the Bible and the ability to employ
appropriate methods of biblical
interpretation (#4)
Students will acquire a sufficient
understanding of Catholicism to be able to
talk intelligently with others about the
Catholic tradition in its historical and
contemporary complexity (#5)
Demonstrate familiarity with the Bible and
the ability to employ appropriate methods
of biblical interpretation (#1)
Demonstrate the capacity to articulate a
learned understanding of the history of
Christianity (#2)
Demonstrate the ability to articulate an
understanding of key elements of Christian
and especially Roman Catholic doctrine in
dialogue with contemporary culture (#4)
Articulate the fundamental beliefs, practices,
Students will demonstrate the ability to
and moral commitments of one or more
identify a specific need or problem in the
world religions; demonstrate an awareness
community and address it via direct action
of the contours of contemporary
by participating in academic service
interreligious dialogue and of practices that
learning, internships, experiential learning,
are crucial for engaging in interreligious
etc (#6)
dialogue (#5)
Demonstrate the ability to think critically
about theological ethics and to explain
Students will demonstrate the ability to
principles and key concepts from the
draw upon philosophical traditions of ethics,
Catholic moral tradition (#3)
the Catholic moral tradition, and other
religious traditions to analyze social
Demonstrate the ability to articulate the
problems (#8)
values held by St. Vincent de Paul and to
explain the meaning and implications of
Vincentian mission in today’s world (#8)
LAS_THE_THEO_BA_SI
Self-Study Template 16
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
5a.
Below you will find the number of students enrolled as majors and minors in the program. Please
complete the table by adding the number of full-time faculty assigned to the program. Then calculate the
student to full-time faculty ratio.
Fall 2005
# Majors/
FT Faculty
FT
PT
Majors
2
1
Minors
2
Majors
& Minors
Combined
4
1
# of FTE
Students
(Majors &
Minors)
4.00
0.33
Fall 2006
Total
FT
PT
3
3
2
2
5
5
4.33
5.00
Fall 2007
Total
0
FT
PT
3
2
2
1
0
5
3
0.00
5.00
3.00
Fall 2008
Total
1
FT
PT
3
3
1
1
1
4
4
0.33
3.33
4.00
Fall 2009
Total
1
FT
PT
Total
4
1
3
4
1
3
1
4
1
5
4
4
8
0.33
4.33
4.00
1.33
5.33
# of FTE
Faculty
assigned to
the
program
4
4
4
4
4
FTE
Student/
FTE Faculty
Ratio
1.08
1.25
.83
1.08
1.33
Fall 2010
F
P
Majors
MAJORS
Total
Fall 2011
Fall 2012
Fall 2013
F
F
F
2
MAJORS/MINORS
LAS_THE_THEO_BA_SI
Total
Total
Majors Majors Majors Majors Majors Majors Majors Majors
1
3
2
Fall 2010
Total
Total
2
4
4
3
3
Fall 2011
Fall 2012
Fall 2013
F
P
Total
F
Total
F
Total
F
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
4
2
6
3
3
7
7
4
4
Self-Study Template 17
Fall 2010
Total
FTE MAJORS
Fall 2013
P
Total
F
Total
F
Total
F
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
4
0.667
4.667
3
3
7
7
4
4
4
FTE Student/FTE Faculty
Ratio
Fall 2012
F
Fall 2010
# of FTE faculty assigned
to the program
Fall 2011
1.17
Fall 2011
Fall 2012
Fall 2013
4
3
3
.75
2.3
1.33
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.
These data reflect a combination of Queens and SI campus enrollment and cannot be used to assess SI program.
Determining credit hours taught by FT faculty on SI campus was too complicated for us to calculate at the dept. level.
Credit Hours
Taught
Fall 2005
#
Fall 2006
Fall 2007
Fall 2008
Fall 2009
%
#
%
#
%
#
%
#
%
5307
45%
4965
42%
4659
39%
5394
41%
5619
45%
PT Faculty
6504
55%
6798
58%
7329
61%
7722
59%
6828
55%
Total
11811
100%
11763
100%
11988
100%
13116
100%
12447
100%
FT Faculty
% consumed by
Non-Majors
LAS_THE_THEO_BA_SI
96%
97%
97%
98%
97%
Self-Study Template 18
Credit Hrs Taught
Fall 2010
Fall 2011
Number
Fall 2012
Number
Percent
Percent
F-T Faculty
5,046
42%
5,736
44%
P-T Faculty (inc Admin)
6,852
58%
7,443
56%
0.0%
Total
11,898
% Consumed by NonMajors
Percent
Number
Percent
4,887
42%
4,752
39.0%
6,870
58%
7,445
61.0%
0.0%
100%
11,598
Number
13,179
97.5%
0.0%
100%
12,894
Fall 2013
11,757
97.8%
0.0%
100%
11,400
12,197
97.0%
100%
11,935
97.9%
5c.
Below you will find the number of courses the department has delivered by full-time faculty and
part-time faculty (including administrators).
Data provided by institutional research reflects a combination of Queens and SI programs. Below that
you will find department data for the most recent 4 years (it has a red header). The data we collected
show that about 45-50% of our courses are taught by FT faculty on the SI campus.
Courses
Taught
Fall 2005
#
Fall 2006
%
Fall 2007
Fall 2008
Fall 2009
#
%
#
%
#
%
#
%
63
48%
55
40%
63
43%
62
44%
FT Faculty
58
46%
PT Faculty
69
54%
68
52%
81
60%
85
57%
78
56%
Total
127
100%
131
100%
136
100%
148
100%
140
100%
LAS_THE_THEO_BA_SI
Self-Study Template 19
Courses Taught
Fall 2010
Number
Fall 2011
Percent
Number
Fall 2012
Percent
Number
Fall 2013
Percent
Number
Percent
F-T Faculty
55
43.7%
63
43.8%
60
42.0%
55
39.9%
P-T Faculty (inc
Admin)
71
56.3%
81
56.3%
83
58.0%
83
60.1%
0.0%
Total
126
100%
0.0%
144
100%
0.0%
143
100%
0.0%
138
100%
THIS CHART WAS PREPARED BY THE DEPT AND REFLECTS THE SI PROGRAM:
Courses Taught
Fall 2012
Fall 2013
Fall 2014
Fall 2015
Number
Percent
Number
Percent
Number
Percent
Number
Percent
F-T Faculty
9
64.3%
5
41.7%
5
45.5%
5
50%
P-T Faculty (inc
Admin)
5
35.7%
7
58.3%
6
58.0%
5
50%
0.0%
Total
14
100%
0.0%
12
100%
0.0%
11
100%
0.0%
10
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?
At the present time the program has two full-time faculty members assigned to it. Both hold tenure at the
rank of associate professor and both are white men. Demographic data for the part-time faculty was not
available for that campus, but department estimates indicate that people of color are severely
underrepresented in our program faculty on the SI campus (there are no people of color teaching in the
program) as are women (only one woman is active there as an adjunct faculty member).
LAS_THE_THEO_BA_SI
Self-Study Template 20
Departmental Data
2005
FT
2006
Tot
al
PT
#
%
#
%
Male
15
68%
17
46%
Female
7
32%
20
Total
22
100%
0
1
FT
2007
To
tal
PT
#
%
#
%
32
15
68%
20
56%
27
7
32%
16
37
54%
100
%
59
22
100%
0%
1
3%
1
1
5%
0
0%
1
0
1
5%
2
5%
3
White
Unknown
20
91%
32
86%
0
0%
2
Total
22
100%
37
5%
100
%
17
4
FT
2008
To
tal
PT
#
%
#
%
35
14
70%
25
44%
23
6
30%
18
36
100%
58
20
100%
43
58
%
42
%
10
0%
5%
1
3%
2
1
5%
3
0%
1
3%
1
0
0%
0
0
0%
1
3%
1
0
0%
2
52
20
91%
32
89%
52
18
90%
36
2
1
5%
1
3%
2
1
5%
2
59
22
100%
36
100%
58
20
100%
43
77%
17
17
77%
17
17
18%
4
3
14%
3
1
1
5%
1
2
9%
2
22
100%
22
22
100%
22
FT
2009
To
tal
PT
#
%
#
%
39
16
70%
25
60%
24
7
30%
17
63
23
100%
7%
4
0
0%
0
1
5%
84
%
2
FT
PT
Total
#
%
#
%
41
15
68%
24
62%
39
40%
24
7
32%
15
38%
22
42
100%
65
22
100%
39
100%
61
0%
2
5%
2
0
0%
2
5%
2
4%
0
0%
1
1
5%
0
0%
1
0
0%
2
5%
2
0
0%
4
10%
4
54
21
91%
36
86%
57
20
91%
31
79%
51
3
1
4%
2
5%
3
1
5%
2
5%
3
63
23
100%
42
100%
65
22
100%
39
100%
61
85%
17
17
74%
17
16
73%
16
5%
1
4
17%
4
4
18%
4
2
10%
2
2
9%
2
2
9%
2
20
100%
20
23
100%
23
22
100%
22
Gender
Ethnicity
Black
Hispanic
Asian
Tenure Status
Tenured
Tenure-Track
Not
Applicable
Total
LAS_THE_THEO_BA_SI
5%
10
0%
Self-Study Template 21
2010
FT
2011
PT
Total
#
%
#
%
Male
15
75%
24
67%
Female
5
25%
12
33%
Total
20
FT
2012
PT
Total
#
%
#
%
39
16
73%
22
63%
17
6
27%
13
37%
56
22
FT
2013
PT
Total
#
%
#
%
38
16
73%
23
58%
19
6
27%
17
43%
57
22
FT
PT
Total
#
%
#
%
39
16
76%
22
59%
38
23
5
24%
15
41%
20
62
21
Gender
36
35
40
37
58
Ethnicity
Black
Hispanic
0%
1
Asian
American
Indian/Alaskan
Native
White
18
2
5%
6%
2
0%
1
0%
1
2
6%
2
0%
0%
1
3%
1
0%
90%
30
83%
48
1
3%
20
6%
2
0%
1
1
5%
3%
1
1
5%
0%
0
31
89%
51
1
3%
5%
0%
2 or More Races
2
91%
1
0%
2
5%
2
0%
1
5%
3
0%
0
35
88%
54
1
3%
2
0%
19
86%
0%
2
5%
2
2
10%
1
3%
3
1
5%
2
5%
3
0%
0
0%
0
81%
31
84%
48
1
3%
1
0
0%
0
0
0%
1
17
Native
Hawaiian/Pacific
Islander
Unknown
1
Total
20
5%
0%
36
1
1
56
22
5%
0%
35
1
1
57
22
5%
0%
40
1
1
62
21
5%
37
58
Tenure Status
Tenured
15
75%
15
16
73%
16
16
73%
16
14
67%
14
Tenure-Track
4
20%
4
4
18%
4
5
23%
5
5
24%
5
Not Applicable
1
5%
1
2
9%
2
1
5%
1
2
10%
2
Total
20
20
22
22
22
22
21
LAS_THE_THEO_BA_SI
21
Self-Study Template 22
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)
Our FT faculty who serve the SI BA in Theology program have not published research on teaching in our
field.
5f.
What initiatives have been taken in the past five years to promote faculty development in support
of the program? (Suggested limit 1/2 page)
The department dedicates at least one meeting of all full-time faculty per semester to discussion of an
issue related to teaching. Over the past few years, our focus has been largely on effective teaching in our
intro course.
As part of the process of bringing consistency to THE 1000C across all sections, several full-time faculty
have provided “teaching guides” to specific elements of that course (e.g., a class session on appropriate
methods for interpreting the creation stories). The resource provides secondary source material,
suggested in-class exercises, and primary texts that would be appropriate to engage with students. Each
resource was developed by a different faculty member who has particular expertise on that topic/content
area. These resources have been shared with the full department on Digication.
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.)
Fiscal Year
External
Funding
04/05
05/06
06/07
07/08
08/09
$ Amount
Program
$ Amount
Department
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
LAS_THE_THEO_BA_SI
-
5,000
-
-
Self-Study Template 23
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)
Data indicate that courses offered by our Department are rated consistently and significantly above
average overall by students. Our department’s courses better ratings than the average for the college and
university in terms of instructional vibrancy. Our faculty make a deliberate effort to develop pedagogical
techniques that integrate active learning and high impact practices such as collaborative learning. These
student evaluation statistics are especially impressive when you consider that students in the vast
majority of our courses are fulfilling mandatory core requirements rather than taking something in their
chosen field of study
Overall Evaluation (Spring)
2011
2012
2013
Theology &
Religious
Studies (SI)
Saint John’s
College
Total
Undergraduate
Instructional Vibrancy
(Spring)
2011
2012
2013
4.03
4.29
4.25
4.49
4.48
4.57
3.95
4.01
4.00
4.28
4.33
4.33
4.01
3.21
4.07
4.27
4.29
4.35
Note: Institutional Vibrancy is the average of the first 14 questions on the course evaluation, with
questions pertaining to course organization, communication, faculty-student interaction, and
assignments/grading. All course evaluation questions range from 1 (Strongly Disagree) to 5 (Strongly
Agree).
5i.
What percentage of full time faculty assigned to this program have terminal degrees or industry
certifications renewed within the past 2 years? Comment. (Suggested limit 1/3 page)
100% of the full-time faculty assigned to this program hold a terminal degree (Ph.D.) in the field.
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 current level of full-time faculty serving the B.A. in Theology on Staten Island is barely adequate, but
overall enrollment on the Staten Island campus will not support hiring additional FT faculty at this time.
With the combination of our full-time faculty and part time faculty, students are able to complete their
major sequence on the SI campus. It would be preferable for students to have the option of taking a
LAS_THE_THEO_BA_SI
Self-Study Template 24
wider variety of full-time faculty, but Dr. Haddorff’s expertise in historical theology and ethics, Dr. Kiley’s
expertise in Biblical Studies, and the expertise of our adjunct faculty in systematic theology constitute
adequate resources to maintain the program.
In addition to offering our major sequence on a rotating basis over two years on the SI campus, our
department consistently offers an array of quality distance learning offerings that our SI majors can take
to enhance the variety of instructors and topics in their major program. Several courses that are
required for the major sequence are offered online for the benefit of SI students and those studying
abroad.
Standard 5. Additional comments if needed. (Suggested limit 1 page)
N/A
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)
Classrooms are adequately equipped with podium computers and other relevant technology for effective
teaching and active learning. The library provides adequate space to work and conduct research. The
collection of monographs on the SI campus is quite limited, but supplemented by the ability of faculty and
students to have resources delivered to SI from the Queens campus. In addition, there are a number of
online electronic books, journals and databases conducive for research. Classrooms, library resources,
and information technology resources are all sufficient to support the current program.
6b.
Narrative/ Supportive Physical Environment - Comment on level of faculty and student
satisfaction with HVAC; faculty and student satisfaction with classroom lighting, crowdedness, and
acoustics; flexible teaching environments, and faculty offices, etc.. (Suggested limit 1 page)
The university made a considerable investment in infrastructure on the SI campus about fifteen years
ago. The faculty members in this program enjoy comfortable, relatively new offices. Comfortable,
modern space is available for academic lectures and other events that support the program curriculum
outside the classroom. The program experiences no difficulty in scheduling classes even at peak times.
Students and faculty are satisfied with the physical environment and facilities on campus. No facilities
investments are required at this time to support maintaining this program.
LAS_THE_THEO_BA_SI
Self-Study Template 25
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 university has not funded major capital improvement linked directly to our program, although the
program has enjoyed the benefits of general improvements to the physical plant (classrooms, office
space, etc.).
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)
Data provided by the office of institutional research indicate that our program is cost effective. The
department provides considerable support to the university’s core curriculum, and supports
interdisciplinary minors (e.g., social justice). Our courses in the core (many of which overlap with our
program’s major sequence) are a significant part of what makes a St. John’s University education unique,
giving the university a competitive edge. Our program’s offerings add value to many majors across the
university. None of those contributions are accounted for here. If our action plan for growth is
successful, we will be able to build upon the existing cost-effectiveness of our program. A modest, but
real contribution margin of nearly $30,000 is consistent with our recommendation to “MAINTAIN” the
program.
Adj
Credit
Enrollment
3
Hours
99
Tuition
109,350
Fees
3,209
Gross
Tuition
Financial
Net
Tuition
& Fees
112,559
Aid
59,700
Revenues
52,859
Other
Direct
Total
Direct
Revenue
815
Revenue
53,674
Expenses
24,118
Contribution
Margin
#1
29,556
Standard 6. Additional comments if needed. (Suggested limit 1 page)
N/A
STANDARD 7. Effective actions have been taken based on the findings of the last program review
and plans have been initiated for the future.
Comments: (Suggested limit 1page)
There have been specific actions undertaken by the university and the Department of Theology and
Religious Studies that seek to maintain the BA major program at the Staten Island Campus. First, there
has been a renewed emphasis on collaborative events between the programs at Queens and Staten Island,
including interpersonal and public gatherings and events. In 2013, the department chair, Dr. Christopher
Vogt, planned and attended an informal gathering between theology students and full-time faculty at the
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S.I campus. This event sought to encourage student interest in the major program by providing an
informal forum for discussion about the major at both campuses. In addition, in April 2014 Peter
Steinfels, the Peter and Margaret D’Angelo Endowed Chair for the Humanities at St. John’s, gave a public
lecture called, “Secularization and its Discontents: Is ‘Secular” a Four-Letter Word?” at the S. I. campus.
This public event is only the latest in reoccurring collaborative efforts at maintaining the strong
commitment to the theology major at the S.I campus.
A second strategy for maintaining the program has been to enhance Distance Learning (DL) Theology
offerings for Staten Island students, and in particular, courses that are requirements for the BA major.
The purpose here is not to replace traditional classroom course offerings for the major with DL offerings,
but rather to supplement the major course offering in the classroom with additional courses, enhancing
student choice for theology electives. Most required courses for the Theology major are offered both in
the traditional face-to-face classroom and in the DL format. However, due to low enrollment for upper
division 2000 and 3000 courses, sometimes it is necessary to offer these courses as DL courses.
Regardless, with the increased DL offerings in the Theology major, the SI BA program can be effectively
maintained in the future.
A third strategy for maintaining the BA program is the interdisciplinary efforts initiated at the S. I.
campus, including the American Studies Program developed by Dr. Robert Fanuzzi (Associate Provost).
Vital to these interdisciplinary efforts is the presence of a Theology program. Faculty members in other
programs such as English, Political Science, History, and Philosophy, all affirm the importance of
maintaining a Theology and Religious Studies major at the S. I. Campus.
The department also plans to take the following steps to improve this program as part of its strategic
plan:
1. Ensure Student Success
a. OBJECTIVE: Increase enrollment in the major
i. Action: Refresh curriculum: In the next three years we will bring our curriculum
into the twenty-first century by adding new courses and refocusing some existing
ones so that they have more cross-disciplinary relevance and appeal. We will
develop and refine our curriculum so as to better enable our students to grapple
with enduring questions and to tackle new ones that are emerging in other fields.
ii. Action: The UEPC will study the feasibility and (if feasible) take steps to develop and
implement a new major sequence designed specifically for double majors. This new
track would make theology a more attractive double-major by reducing the number
of required courses and allowing students more freedom to link their work in
theology to their planned careers and to their academic interests in allied disciplines
(via the refreshed curriculum in action point i).
b. OBJECTIVE: Improve retention, persistence and graduation rates
i. Action: Make improvements to department advising process for majors. Faculty
who serve as advisors to our majors will follow up with their advisees shortly after
midterm grades are released.
c. OBJECTIVE : Ensure and improve the quality of student learning experiences
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i. ACTION: Implement program of assessment (see section 4c of the program review
for details of the assessment plan that we are implementing.
ii. ACTION: Refresh curricular offerings (this action is explained above in the section
on increasing enrollment – 1.a.1)
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