AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE Reporting School/College: St. John’s College Program Reviewed: Theology and Religious Studies MA Q Date Submitted to Department/Division Chair: 10/5/ 15 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) St. John’s Department of Theology and Religious Studies is a scholarly community dedicated to providing theological education that is marked by the Vincentian ideals of practical commitment to social justice. We offer a curriculum that is Catholic, globally-inclusive, and informed by the dynamic learning opportunities afforded by our metropolitan environment. As a program that serves those who teach in Catholic education and work in ministry, this program relates directly to the university’s Catholic mission. Our faculty members embody the university’s vision of innovative teaching that fosters spirited inquiry and intelligent reflection. Faculty maintain active research agendas that support the growth of a learned practice of the Catholic faith, provide scholarly and pastoral insight into scripture, and advance the university’s goal to be known worldwide for addressing issues of poverty and social justice. Two of our main competitors are St. Joseph’s Seminary in Yonkers and the Seminary of the Immaculate Conception in Huntington, NY. The faculty at those institutions are primarily priests from the local area who are not active in the field as scholars. In contrast, the faculty who teach in our graduate program are well known in the field and have active research agendas. The curriculum we offer addresses the needs of the church but does so in a way that draws more heavily on contemporary theological scholarship. This offers our students a more rigorous theological education and provides a broader perspective than local seminary education typically provides. Fordham University is another regional competitor. Fordham offers its M.A. in Pastoral Theology through their graduate school of religious education, which is separate from its Theology Faculty in the College of Arts and Sciences. In contrast, our program is housed in St. John’s College, signaling that our M.A. is staffed by faculty who are committed to the academic study of theology as well as its pastoral application. Our program has successfully placed graduates in ministry positions (chaplaincy, religious education, etc.), in doctoral programs in the U.S. and the U.K., and in careers in the non-profit sector. This program embodies the college’s vision of providing student-centered learning. Data in this program review show that instruction in our M.A. program is significantly above the college and university averages for overall quality and instructional vibrancy. Assessment data show that our students consistently achieve expected program outcomes at a rate of 80% or better. Data does not indicate that there is significant potential growth in this field, however the department has begun to take steps to increase enrollment. It is in the process of seeking university approval to establish two graduate certificate programs that would add enrollment to graduate courses that would be shared with this program (thus strengthening the M.A.). We have developed a fully-online M.A. option; approval currently is pending with New York State. We plan to increase participation in the BA/MA option by ensuring through advisement that highly qualified students are aware of this program in time to apply for it. In sum, this program is critical to the Catholic and Vincentian mission of the university. It has a strong faculty that could support significant growth in the program without additional resources. Student satisfaction with instruction is very high, and assessment data indicate the program is meeting its goals. The department has begun several strategic steps to increase enrollment in the program. Given all these factors we recommend that the program be MAINTAINED. 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 most recent statement of the university’s institutional strategic goals include enhancing the ways in which the university’s Catholic and Vincentian Mission can be integrated into all aspects of the university (“Institutional Goals 2008-2013). As a program that serves those who teach in Catholic education and ministry this program relates directly to the university’s Catholic mission. Campus Ministry is an important part of the Catholic and Vincentian mission of St. John’s University. Many of the people who work in campus ministry at SJU are graduates of our M.A. program (including the Associate Vice President for campus ministry, Victoria Santangelo). Our program also plays a vital role in the university’s mission to serve the local and universal church. We maintain a close relationship with the Diocese of Brooklyn. The School of Evangelization of the Diocese of Brooklyn provides partial scholarships that may be applied toward tuition in our Master of Arts degree program. Diocesan scholarship recipients typically already work for the church in some capacity and are seeking a graduate degree to advance in their career path. The decision of the diocese to provide these scholarships indicates the confidence the local church has in our department and our degree program. 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. Faculty maintain 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. For example, Dr. Meghan Clark recently was awarded a Fulbright Scholarship to travel to Kenya where she is doing research on the human rights and the promotion of solidarity by church-related groups. Our department is well represented among the university’s Vincentian Research Fellows, the mission office’s VMC and VMI programs, and in the many activities of the Vincentian Center for Church and Society. In this collaboration, our department’s faculty contributes to scholarship and teaching in the university’s mission to serve social justice. Our professors also 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) Our program embodies the college’s vision of providing student-centered learning. Each student in our M.A. program puts together an individual portfolio of work over the course of their program that is developed in consultation with a faculty advisor and other graduate. The portfolio also requires a statement of intellectual development which encourages students to be deliberate about their course selection and to be reflective about how their course work and graduate study is affecting them personally and professionally. Our classroom teaching actively engages students in the learning process, often incorporating a seminar style in which students engage one another and participate in presentations and discussion. Our program offers online learning options for our students that employ best practices in online pedagogy. As mentioned above, our faculty members are committed to the ideal of being teacher-scholars. Our faculty members have active research agendas with several ground-breaking publications in book and article form. We are deeply engaged in scholarly dialogue and development within the professional societies in our fields of study. Standard 1. Additional comments if needed. (Suggested limit 1 page) N/A STANDARD 2. The program attracts, retains, and graduates high quality students. 2a. Undergraduate SAT and High School Average Not Applicable. 2b. Undergraduate 1st Year Retention Rate Not Applicable. 2c. Undergraduate 6 Year Graduation Rate Not Applicable. 2d. Graduate Standardized Test Scores We do not required GRE scores for admission. Fall 2005 2006 2007 2008 2009 Program School/College Average Rate Regional Comparison National Comparison General test percentage distribution of scores within intended graduate major field that is based on the performance of seniors and non-enrolled college graduates who were tested on the verbal and quantitative examination. GRE Intended Graduate Major TestTakers Mean Score (Verbal) Mean Score (Quantitative) Religion and Theology* 1,038 157 151 * For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf. New Graduate Students GRE Verbal Mean Scores Fall 2010 Ir Grev Score Graduate School Arts & Sci old Fall 2011 Ir Grev Score 491 Fall 2012 Ir Grev Score 500 new Fall 2013 Ir Grev Score 497 532 154 153 New Graduate Students GRE Quantitative Mean Scores Fall 2010 Ir Greq Score Graduate School Arts & old Fall 2011 Ir Greq Score 585 Fall 2012 Ir Greq Score 566 Fall 2013 Ir Greq Score 593 604 Sci new 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 130-170(new) 2e. Please describe how the program compares with peer and aspirational institutions. The St. John’s M.A. program is housed in the College of Liberal Arts & Sciences, and functions as an academic M.A. in a number of theological specialties including Biblical Studies, Systematic Theology, Historical Theology, Moral Theology and Pastoral Theology. Unlike other local peer institutions such as Fordham University, there are no doctoral programs associated with this department. Some of our graduates complete the M.A. and continue on with doctoral studies at other institutions; others begin professional careers in ministry or education. Many students in the program are either involved in or are preparing for positions in pastoral ministry and religious education, and they take advantage of tuition discounts that are available, discounts that make our program competitive with the lower-cost M.A. offered by St. Joseph’s Seminary. Our graduate courses also enroll (on a non-matriculated basis) students from New Brunswick Theological Seminary who are enrolled in that seminary’s M.Div. and M.A. programs. Students are attracted to our program because of the high academic quality of our courses and because of our faculty’s excellence in teaching and research. This distinguishes our program and its appeal to students by comparison with the local seminary-based Master of Arts. 2f. If applicable, describe the program’s student performance over the past five years on licensure or professional certification exams relative to regional and national standards. (Suggested limit 1/4 page) Not applicable 2g. Number of majors and minors enrolled over the past five years. See table below. Fall Number of Students M.A. M.Div.+Other Total 2005 2006 2007 49 40 42 43 7+10 7+8 3+3 2+5 2+6 62 64 46 49 51 Majors THE 2009 45 Fall 2010 MAJORS 2008 MA Fall 2011 Fall 2012 Majors 37 Fall 2013 Majors 44 Majors 37 39 2h. Number of degrees granted during the past five years. See table below. Academic Year Degrees Granted MA M.Div. SJC-GR THE 04/05 05/06 06/07 07/08 08/09 11 12 16 19 9 2 2 1 0 0 Theology MA 10/11 11/12 12/13 Degrees Conferred Degrees Conferred Degrees Conferred 10 19 14 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 39Theology and Religious Vocations. 20092010 20102011 20112012 Master's Local 41 48 44 National 12,824 13,191 13,396 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. 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) These trends are comparable with institutional, local, regional, and national patterns. 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) Each student is assigned a faculty adviser at the beginning of the program. The department chairperson is initially responsible for providing advisement for entering graduate students. Students are then free to choose a faculty adviser in their own areas of concentration. The faculty adviser meets with each student for course selection and to monitor progress toward completion of the degree, and is responsible for oversight of the student’s portfolio. Faculty advisers maintain close contact with M.A. students, providing mentoring and substantive input as students complete their portfolio. Some students choose to write an M.A. thesis as their capstone experience. In this situation, students work closely with a team of two faculty members. One serves as mentor and the other as reader. The faculty member serving as mentor assists the student in developing an appropriate thesis topic, and assists the student as he or she moves toward the completion of the thesis. 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) MA Theology Year Population Reachable Response Response Rate Placement Rate Employed Employed/Furthering Education Furthering Education Seeking Employment 2013 2012 2011 14 16 9 8 N/A N/A 4 12 5 50.0% 75.0% 55.6% 75.0% 83.3% 80.0% 75.0% 50.0% 60.0% 0.0% 25.0% 20.0% 0.0% 8.3% 0.0% 25.0% 16.7% 20.0% Master of Arts in Theology Outcome by Year 2013 2013 2013 Employer St. Ann's Parish Food and Drug Administration Chaminade High School Job Title Director Faith Formation Management Analyst Religion Teacher Job Function Education/Training Analyst Education/Training Salary Industry $ 40,000 - 49,999 Non-Profit/Ministry Government Education 2012 2012 2012 2012 2012 2012 2012 St. Thomas The Apostle Church Niagara University Winthrop University Hospital Good Shepherd Hospice CUNY St. John's University Providence House Priest Campus Minister Priest Chaplain Professor Director, Department of Environmental Health & Safety Director of Mission Ministry Direct Service Ministry Healthcare Education/Training Management/Consulting Clerical/Administrative $60,000-69,000 Non-Profit/Ministry Education Hospital Medicine Education Education Non-Profit/Social Services 2011 2011 Catholic Parish of New York St Mary Magdalene Church Catholic Priest Parochial Vicar Ministry Ministry Non-Profit/Ministry Non-Profit/Ministry $20,000-24,000 Many graduates of this program are engaged in full-time ministry, in educational settings that range from parish level religious education to diocesan faith formation offices, high schools and colleges. Some graduates of our program move on to further study at the doctoral level. 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) As a result of the coursework and capstone experiences described above, students develop a strong understanding of a theological subspecialty that prepares them for professional work in ministerial and educational fields. Successful portfolios and theses demonstrate that they have learned to analyze, think critically, and articulate concepts in their field of study. Graduates from the M.A. in theology have been hired for positions in a number of parishes, hospitals, and schools, and have matriculated in doctoral programs in the U.S. and abroad, including Italy and the United Kingdom. Standard 2. Additional comments if needed: (Suggested limit 1 page) The high cost per credit of graduate studies at St. John’s is an obstacle to the recruitment of students who are highly motivated and highly qualified. The availability of graduate assistantships is an important feature with respect to recruitment of the most highly qualified students. Tuition discounts for clergy, seminarians, and others involved in church-related capacities helps to make our cost per credit more manageable, as do the scholarships offered through the Brooklyn Diocese’s Pastoral Institute. 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 St. John’s Department of Theology and Religious Studies is a scholarly community dedicated to developing and promoting theological literacy at a university-level of academic competence, shaped by globally-inclusive Catholic tradition, Vincentian ideals of practical commitment to social justice, and the dynamic learning opportunities afforded by our metropolitan environment. In this spirit, our specific goals, activity, and strategic planning go to the very heart of St. John’s stated mission as a Catholic, Vincentian, and metropolitan university focused on effecting high-quality student education with a global outlook and commitment to service of others. Over the past five years, our graduate program has shown this in several very practical ways. First, based on research of 30 other graduate programs across the U.S., as well as experience with our own students, we totally reorganized and simplified our graduate program from six into three main tracks, making the whole process more transparent while making better use of current faculty resources. We transformed our final evaluation procedure from a comprehensive exam model to that of a professional portfolio of academic writings, providing a far more accurate and representative measure of effective student learning outcomes. We also inaugurated an annual intake workshop for all new students, another to assist students in preparing their final portfolio, and a revised system of graduate student advisement through assigned faculty in each student’s area of study. All these changes correspond closely with St. John’s College-wide stated goals stressing initiatives to improve faculty teaching effectiveness and student support, promoting better student fit, retention, and successful outcomes, while allowing for more flexibility and different student learning styles. Second, we completely reviewed all of our graduate course offerings. Based on past and projected patterns of student demand and available faculty expertise, we revised several courses while suspending or eliminating others. In the same vein, we also succeeded in making 25% of our courses available online, along with regular summer course offerings for greater student convenience and appeal. Included are more courses with stressing global issues and social justice concerns. Once again, these moves dovetail with St. John’s College goals aimed at expanded use of technology and program accessibility, course offerings stressing global issues, and developing a more contemporary environment for teaching and learning. Finally, we have worked on cultivating local and global partnerships. Support from the local diocese goes on through successful master’s education of candidates sent to us by the Brooklyn diocesan Institute for Pastoral Education. We recently renewed our ecumenical collaboration with the New Brunswick Theological Seminary, which enrolls their students in some of our graduate classes. Finally, we continue to serve priests and religious from Korea, China, the Philippines, India, Ghana, and Nigeria who pursue graduate education with us. By working with these students we serve the university’s mission to provide educational opportunities to the disadvantaged and also build St. John’s University’s global reputation. 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? A survey of graduate Theology course offerings for the last ten years has now enabled us to devise a pattern of projected course offerings better tailored to current program resources and student demand. This permits better future planning, allocation of faculty, and identification of future needs. Similarly, we prepared a nation-wide survey of 30 comparable Catholic and non-Catholic graduate theology programs, enabling us to further define our strengths, shortcomings, and opportunities at this level of theological education. Fordham University recently added a fully online Master of Arts in Pastoral Care and another master’s level degree in pastoral counseling. We have moved to provide a fully online option for our Master of Arts program in order to expand the pool of potential applicants in the program and give our local students more flexibility in balancing course work with professional responsibilities. At the present time we offer a number of courses online so that many of our M.A. students have a hybrid experience of taking some courses in Queens and others online (especially in the summer session). The Pastoral Institute of the Brooklyn Diocese has expressed an interest in providing students they send to our program with the option of a graduate certificate instead of a full M.A.. We have developed an advanced certificate program (Post-M.A.) as well as a pre-master’s level graduate certificate program. Both are undergoing review at the university (currently at the college curriculum committee). Students in the certificate programs would occupy the same courses offered in our M.A. thereby strengthening this program. Two of our main competitors are St. Joseph’s Seminary in Yonkers and the Seminary of the Immaculate Conception in Huntington, NY. The faculty at those institutions are primarily priests from the local area who are not active in the field as scholars. In contrast, the faculty who teach in our graduate program are well known in the field and have active research agendas. The curriculum we offer addresses the needs of the church but does so in a way that draws more heavily on contemporary theological scholarship. This offers our students a more rigorous theological education and provides a broader perspective than local seminary education typically provides. We are working on ways of highlighting this competitive advantage in our outreach to the local market. 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. Our present graduate student population of about 45 students has fallen about 10% in the last two years. This mainly reflects a lag in the effect of the broader national economic slump, which constrains our students, mainly priests, religious, religious educators, or retirees, who normally have very limited means to afford advanced education in Theology. It also reflects a serious effort by our Department, in concert with College-wide goals, to reduce the number of students who are maintaining matriculation. Our ongoing working agreement with New Brunswick Theological Seminary, as well as our increasing number of online graduate Theology courses, also offers the chance to improve our numbers markedly over the next five years. Finally, our increasing online potential, combined with our solid theological reputation, especially in Africa, represents still another promising avenue worth exploring as a way to extend our outreach and improve our numbers in response to changing demographic trends in the Catholic Church worldwide. 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 Since the 2009-2010 Program Study, a major change has been made concerning the categorization of areas of specialization in the M.A. program in Theology and Religious Studies. Students choose 1 of 3 tracks: Biblical Studies, Theological and Historical Studies (courses in Systematics, Historical, Moral, Spirituality), or Pastoral Studies (courses in Catechetics, Liturgy, or Ministry). Certain courses offered are applicable to either the Theological and Historical Studies concentration or the Pastoral Studies concentration. Each student is required to take 1 introductory level course in each of these major areas, 5 courses in one’s chosen area of concentration, and 3 electives. Students choosing the thesis option take 2 electives and have the opportunity to pursue a specific research interest in depth by writing a thesis under the direction of a faculty member. All courses and their related goals and outcomes meet the standards expected in any high quality program of academic study offered in Department of Theology and Religious Studies at the university level. In the interest of encouraging more proficient writing skills, a required portfolio has replaced comprehensive exams for the purpose of evaluating the student’s mastery of the relevant theological subject matter. This change took effect for students entering the program beginning with the Fall 2011 semester. The portfolio consists of the following components: a substantially revised research paper along with the original version containing the professor’s written comments and suggestions for revision, two additional papers completed during the student’s course of study that were significant for the student’s intellectual growth and development, and a Statement of Intellectual and Scholarly Development indicating how the student’s graduate work has fostered the student’s professional development. 2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study abroad experiences. The curriculum of the M.A. program in Theology and Religious Studies employs the best scholarship available in each of the sub-disciplines in our field of study. The department offers no academic internships, but does offer graduate assistantships that provide students with opportunities to assist professors in varied research tasks related to preparation for scholarly publications or presentations, as well as opportunities for classroom related experience with undergraduates. Graduate assistants also collaborate with faculty on several scholarly activities of the Theology and Religious Studies Department that take place on St. John’s campus. Professors in the department are actively engaged in their fields through academic publications and presentations, and consistently relate their research to their classroom presentations. This makes for excellent teaching and a vibrant classroom atmosphere where students are encouraged to interact with the professor and each other in the pursuit of theological knowledge. 3. The University Core competencies The curriculum of the M.A. program in Theology and Religious Studies strongly complements the University Core Competencies in its constant stress on critical thinking, information literacy, and skillful writing. Classroom discussion and occasional student presentations also help develop oral presentation skills. These competencies are evidenced in the program’s stated learning outcomes (see 4c below) and more specifically, in the required class readings, participation, and written requirements of each course, culminating in the student’s final portfolio. 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 All course syllabi for the M.A. Program in Theology and Religious Studies incorporate the following elements: instructor information, purpose and objectives of the course, course description that appears in St. John’s Bulletin, an outline of the course and unit objectives, relevant library and web resources, required readings and at times supplementary readings, course calendar, course requirements, policies and expectations, and grading procedures. Regarding evaluation, all syllabi provide instructions and requirements for graded assignments which are inherently part of the rubrics for grading. While some syllabi may indicate a link to more detailed rubrics, most professors provide more detailed information in this regard apart from the syllabus. Learning tools or tips for the course are noted in a few syllabi, particularly in those for distance learning courses. Only a lengthy syllabus includes a table of contents. While most syllabi convey some thoughts expressed directly to the student, none of the syllabi include a letter to the student or a teaching philosophy statement as such. It would be advisable for faculty to review the suggested elements of a syllabus prior to each semester, as well as to review the program’s recently refreshed master syllabi so as to make any needed modifications to their individual course syllabi. 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) In 2013, the Graduate Education Policy Committee reviewed and reformulated the assessment model for the M.A. program in Theology and Religious Studies. After consultation with the department faculty, the committee finalized the following model which more concisely expresses the faculty’s priority goals and the related learning outcomes. Overall, disciplinary and core knowledge, competence, and values which are conveyed in the assessment model are well met in the program. Our program’s approach to assessment has focused on the portfolio because it comes at the conclusion of a student’s program and includes artifacts from across the student’s program of study, it integrates revision skills, and includes new writing from the student that specifically articulates what she or he has learned in the program. Assessment of the portfolios has resulted in changes in department practices (“closing the assessment loop”) such as setting a department wide minimum of writing requirements in graduate courses (to ensure students have sufficient writing to draw upon for their portfolios), adding a seminar on “how to prepare a successful portfolio,” and more. In addition to assessing the portfolio, at least 25% of our graduate offerings are assessed individually each year with a different learning outcome chosen for each course. Assessment data show that our students consistently achieve expected program outcomes at a rate of 80% or better. Complete data is housed in WEAVE. 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 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. Please complete the table below; provide additional information in 4e if that helps to explain the pattern of this ratio. Fall 2005 # Majors/ FT Faculty Fall 2006 Fall 2007 Fall 2008 Fall 2009 FT PT Total FT PT Total FT PT Total FT PT Total FT PT Total 5+0 40+7 52 6+0 43+7 56 3+0 47+3 53 1+0 48+3 52 11+0 32+2 45 0 19 19 0 17 17 0 15 15 0 4 4 0 8 8 Total Students 5 66 71 6 67 73 3 65 68 1 55 56 11 42 53 # FTE Students 5 22 27 6 22.3 28.3 3 21.7 24.7 1.00 18.3 19.3 11 14 25 MA+MDiv Students Non-Matric Students # FTE Faculty 3.7 3.0 3.0 2.7 2.3 FTEStud/ Fac Ratio 7.3 9.1 8.2 7.1 10.9 Fall 2010 F Majors MAJORS Fall 2011 Total F P Total F P Total F P Total Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors 17 FTE MAJORS Fall 2013 P 20 37 Fall 2010 Total Fall 2012 12 32 Fall 2011 44 14 23 Fall 2012 37 Fall 2013 F P Total F P Total F P Total F P Total FTE FTE FTE FTE FTE FTE FTE FTE FTE FTE FTE FTE 17 6.667 23.667 12 10.667 22.667 14 7.667 21.667 16 7.667 23.667 16 23 39 Fall 2010 Fall 2011 Fall 2012 Fall 2013 # of FTE faculty assigned to the program 2.67 2.67 2.67 2.33 FTE Student/FTE Faculty Ratio 8.86 8.49 8.11 10.16 Important Notes: This methodology is used by STJ for all external reporting. FTE Students = Number of FT Students + (number of PT Students/3) FTE Faculty = Number of FT Faculty + (number of PT Faculty/3) 5b. Below you will find the credit hours the department has delivered by full-time faculty and parttime faculty (including administrators) and the total credit hours consumed by non-majors. The following chart, provided by St. John’s Office of Institutional Research, offers an overall picture of the number of credit hours our Department has delivered at the University. It does not reflect credit hours taught in the program under review here. 100% of credit hours taught in this program from Fall 2005Fall 2013 were taught by FT faculty. In fall 2014 we began hiring adjunct faculty to teach our biblical language courses. After that change, approximately 83% to 87% of our graduate courses have been taught be FT faculty (depending on how many courses we run in a given semester). Credit Hours Taught Fall 2005 # Fall 2006 Fall 2007 Fall 2008 Fall 2009 % # % # % # % # % FT Faculty 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% % consumed by NonMajors/Minors Credit Hrs Taught 96% Fall 2010 97% Fall 2011 97% Fall 2012 98% Fall 2013 Number Percent Number Percent Number Percent Number Percent F-T Faculty 5,046 42% 5,736 44% 4,887 42% 4,752 39.0% P-T Faculty (inc 6,852 58% 7,443 56% 6,870 58% 7,445 61.0% 97% Admin) 0.0% Total 11,898 % Consumed by Non-Majors 100% 11,598 97.5% 0.0% 13,179 100% 12,894 97.8% 0.0% 11,757 100% 11,400 97.0% 0.0% 12,197 100% 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). Courses Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Taught # % # % # % # % # % FT Faculty 58 46% 63 48% 55 40% 63 43% 62 44% PT Faculty 69 54% 68 52% 81 60% 85 57% 78 56% Total 127 100% 131 100% 136 100% 148 100% 140 100% Courses Taught Fall 2010 Percent Number Percent 55 43.7% 63 43.8% 56.3% 81 56.3% 71 0.0% Total Fall 2012 Number F-T Faculty P-T Faculty (inc Admin) Fall 2011 126 100% Number Percent Number Percent 60 42.0% 55 39.9% 83 58.0% 83 60.1% 0.0% 144 100% Fall 2013 0.0% 143 100% 0.0% 138 100% 5d. What is the representative nature of faculty in terms of demographics, tenure and diversity? (See departmental information on next page). How well does this support the program? (Suggested limit 1/2 page) The department faces challenges in terms of diversity. Women are underrepresented in the ranks of fulltime faculty (falling to 24% of FT faculty in 2013). The department lost a disproportionate number of women to the university’s VSO’s and to retirement. The overall percentage of women teaching in the department is a bit better when part-time faculty are taken into account (34% in 2013 according to data from Institutional Research) but still cause for concern, especially considering that shared governance resides primarily among the full-time faculty. The department has made some strides toward improving the representation of women in our full-time faculty. Three of the last seven full-time hires have been women (43%). The department has begun to make improvements in the area of ethnic diversity, but needs to make further strides. In 2005 approximately 88% of faculty in the department were white. That number declined slightly to 83% by 2013. In the time since the data below was collected, some additional progress was made when the department succeeded in hiring a new tenure-track faculty member in 2014 and a new adjunct faculty member in 2015 from an underrepresented ethnic group. Progress needs to be made before the faculty in our department reflects the ethnic diversity of our student body. However, recent hires have improved the department’s ability to provide theological education that draws from sources and perspectives beyond Europe and North America. Departmental Data 2005 FT 2006 PT Total # % # % Gender Male Female Total 15 7 22 68% 32% 100% 17 20 37 46% 54% 100% Ethnicity Black Hispanic Asian White Unknown Total 0 1 1 20 0 22 0% 5% 5% 91% 0% 100% 1 0 2 32 2 37 3% 0% 5% 86% 5% 100% Tenure Status Tenured Tenure-Track Not Applicable 17 4 1 Total 22 FT 2007 PT Total # % # % 32 27 59 15 7 22 68% 32% 100% 20 16 36 56% 44% 100% 1 1 3 52 2 59 1 0 0 20 1 22 5% 0% 0% 91% 5% 100% 1 1 1 32 1 36 3% 3% 3% 89% 3% 100% 77% 18% 5% 17 4 1 17 3 2 100% 22 22 FT 2008 PT Total # % # % 35 23 58 14 6 20 70% 30% 100% 25 18 43 58% 42% 100% 2 1 1 52 2 58 1 0 0 18 1 20 5% 0% 0% 90% 5% 100% 3 0 2 36 2 43 7% 0% 5% 84% 5% 100% 77% 14% 9% 17 3 2 17 1 2 100% 22 20 FT 2009 PT Total # % # % 39 24 63 16 7 23 70% 30% 100% 25 17 42 60% 40% 100% 4 0 2 54 3 63 0 1 0 21 1 23 0% 4% 0% 91% 4% 100% 2 0 2 36 2 42 5% 0% 5% 86% 5% 100% 85% 5% 10% 17 1 2 17 4 2 100% 20 23 FT PT Total # % # % 41 24 65 15 7 22 68% 32% 100% 24 15 39 62% 38% 100% 39 22 61 2 1 2 57 3 65 0 1 0 20 1 22 0% 5% 0% 91% 5% 100% 2 0 4 31 2 39 5% 0% 10% 79% 5% 100% 2 1 4 51 3 61 74% 17% 9% 17 4 2 16 4 2 73% 18% 9% 16 4 2 100% 23 22 100% 22 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 5% 0% 18 2 2 6% 2 0% 1 6% 2 0% 1 3% 1 90% 30 83% 48 1 3% 2 or More Races 0% 1 2 5% 0% 91% 2 0% 0% 1 1 5% 1 3% 1 1 5% 0% 0 31 89% 51 19 86% 1 3% 0% 20 6% 2 5% 2 0% 2 5% 2 0% 1 2 10% 1 3% 3 2 5% 3 1 5% 2 5% 3 0% 0 0% 0 0% 0 35 88% 54 17 81% 31 84% 48 1 3% 1 3% 1 0 0% 0 0 0% 1 0% 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 21 5e. What evidence exists that the program’s faculty have engaged in research and scholarship on teaching and/or learning in the program’s field of study? (Suggested limit 1/2 page) - Dr. Meghan Clark published “Learning to be in Solidarity,” in The Journal of Peace and Justice Studies in July 2015. Dr. Meghan Clark published “Using Twitter to Practice Christian Ethics: Technology and Accompaniment,” Teaching Theology and Religion, volume 17:3, July 2014. 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) Three full-time faculty members in our department have participated in the nationally competitive workshops on teaching and learning in religion sponsored by the Wabash Center for Teaching and Learning in Theology & Religion. Dr. Christopher Vogt participated in a two-year faculty development program sponsored by Catholic Relief Services designed to provide faculty with the skills and resources necessary to integrate CRS program materials and international field experience expertise into their courses on ethics and development. The program was a funded by a CRS grant; three universities in the US took part (SJU, Dayton, and USF). Dr. Meghan Clark participated in a similar program but more condensed program in Ghana in the summer of 2015. The department dedicates at least one meeting of all full-time faculty per semester to discussion of an issue related to teaching. In October 2013, all faculty teaching in the graduate program met to discuss expectations regarding reading and writing. The aim was to establish a minimum research and writing requirement across the curriculum that faculty could choose to exceed or enhance if they wished. It also was an opportunity for faculty to discuss the kind of writing they require and to share ideas regarding how to craft effective writing assignments. 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.) The department does not have any record of additional outside grant support for research aside from that indicated in the data below. Fiscal Year External Funding $ Amount Program 04/05 05/06 06/07 07/08 08/09 14,780 11,180 26,900 11,900 19,850 $ Amount Department LAS_THE_THEO_MA_Q M.A. in Theology Self-Study 19 Fiscal Year External Funding 09/10 10/11 11/12 12/13 $ Amount Program $ Amount Department - 5,000 - - 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) Students in our program rate the quality of instruction very highly overall. Courses in the program are rated significantly above the average for the college and the university in terms of instructional vibrancy. Theology & Religious Studies (Q) Saint John’s College Total Graduate Overall Evaluation (Spring) 2011 2012 2013 Instructional Vibrancy (Spring) 2011 2012 2013 4.68 4.71 4.38 4.61 4.66 4.66 4.23 4.26 4.19 4.37 4.40 4.40 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). 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 FT faculty members assigned to this program hold a terminal degree (either a Ph.D., or an S.T.D. – Doctor of Sacred Theology). 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) LAS_THE_THEO_MA_Q M.A. in Theology Self-Study 20 The department has very strong faculty resources overall, including faculty with very active research agendas who are very well suited to teach at the graduate level. Data in this program review show that instruction in our M.A. program is significantly above the college and university averages for overall quality of instruction (4.59 average rating over the last three years in our program vs. 4.23 in SJC and 4.20 in the university overall) and instructional vibrancy (4.64 in our program vs. 4.39 in the college and 4.42 across graduate education at the university). We have sufficient faculty resources right now to execute our plan to offer a fully online option for this program. Several FT faculty members who teach regularly in the graduate program are already certified to teach online: Clark, Connolly-Weinert, Flanagan, Haddorff, Heaney-Hunter, Maskulak, Ruiz, Upton, Vogt. Several more faculty plan to become certified within the coming year (Molnar, Rivera, Whalen). By hiring adjunct faculty to teach our biblical language courses, we have freed up FT faculty to teach more advanced courses in biblical studies track of the program. The student to faculty ratio in this program remains quite favorable (between 8 and 10) as does the percentage of courses and credits taught by FT faculty in the program (over 83%). Faculty expertise is highly concentrated in the program’s “historical and theological studies” track which includes historical, moral, and systematic theology. The program has adequate, but thinner resources in Biblical Studies and Pastoral Theology. The department has requested at replacement hire in Biblical Studies for FY17 in order to fortify faculty resources in that area. Additional faculty resources would enhance our offerings in pastoral theology. We have high quality faculty who teach in that area but the limited number of faculty with that specific expertise limits opportunities for students to take courses from a variety of faculty in their chosen track. The program cannot support additional hires at this time. Should the program gain enrollment and strength, additional faculty resources in pastoral theology would be a high priority. In the last five years, a number of our faculty members have engaged in research and in professional development that enhance their ability to add a global dimension to the theological education in our program. Dr. Christopher Vogt participated in a two-year faculty development program sponsored by Catholic Relief Services designed to provide faculty with the skills and resources necessary to integrate CRS program materials and international field experience expertise into their courses on ethics and development. Dr. Meghan Clark participated in a similar program but more condensed program in Ghana in the summer of 2015. In addition, Dr. Clark was awarded a Fulbright to conduct research in Keyna in fall 2015. She will integrate insights from that experience and her research conducted there into her teaching in our program. 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, LAS_THE_THEO_MA_Q M.A. in Theology Self-Study 21 holdings and services; science laboratories, TV studios, art/computer graphic labs; etc. (Suggested limit 1 page) Every classroom is adequately equipped with a desktop computer and projector. Further, there are hook-ups readily available for laptops to be used by professors in class. These technological tools facilitate the presentation of course material in innovative ways (e.g. power point, prezi, videos) and allows for enhanced student collaboration (e.g. individual and/or group presentations using power point and/or prezi). The library offers adequate space holding a significant amount of print resources (books, journals, government documents and teaching materials) for both professors and students to conduct research. Further, there are a number of video collections, online electronic books, journals and databases conducive toward research. The library also offers a number of services such as: interlibrary loan, reference, reserves, research instruction, online learning, an instructional materials center, and a media center. Research guidance is offered by way of consolation with a research specialist and workshops, as well as online materials and guides. Prof’s. Cynthia Chambers and Kathryn Shaughnessy, are the subject specialists for the Theology and Religious Studies Department, and maintain a research database specific to theology and religious studies. They are readily available to offer assistance in research and in acquiring the necessary resources specific to theology and religious studies. One area to continue to develop is the acquisition of print and/or online resources addressing global and contextual theologies. 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) There is an overall sense of satisfaction with physical conditions of classroom environment. The most satisfactory environments are the classroom locations in the D’Angelo Center, given their size, the physical arrangement of some of the classrooms, and the overall conditions of the building. There is least satisfaction in those class rooms with limited physical space (e.g. in Marillac Hall), which can make it difficult to engage in group activities when a class has 35 or more students. In St. John Hall there have been concerns with heating as some office spaces experience greater degrees of heating than others. Faculty offices, while providing spaces for faculty to keep office hours, meet with students and conduct research, can be significantly improved (e.g. spacing, lighting, HVAC use, and privacy). 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) During the past five years the only major capital project that might be indirectly linked to this program is the HVAC project in St. John Hall which brought air-conditioning to the classrooms. LAS_THE_THEO_MA_Q M.A. in Theology Self-Study 22 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) Enrollment 31 Financial Aid 203,285 Credit Hours 447 Tuition 497,920 Tuition Remission Fellowships 33,000 165,000 Fees 13,607 Net Tuition Revenues 110,242 Gross Tuition & Fees 511,527 Other Direct Revenue 1,596 Total Revenue 111,838 Direct Contribution Expenses Margin #1 214,814 (102,976) Data provided by the university indicate that the program has a negative overall contribution margin. One factor here is declining enrollment, but the mission-critical nature of our program and the populations we serve are also important factors. Our program serves many religious sisters (nuns) and international priests who have very limited financial resources available to them. The university has offered many of these students very substantial financial aid packages through the president’s office (“Presidential Scholarships” -- sometimes covering full tuition) in order to further the university’s mission to serve the most needy worldwide. The university also offers an automatic 50% tuition discount to any member of the clergy, to religious men and women, and to Catholic educators. A good number of Vincentian priests have also passed through our program. We are happy to serve the Vincentian community in this way. The Vincentians have done so much to establish and maintain St. John’s University it is only right that the community should benefit from university resources. At the same time it must be recognized that because Vincentian students pay no tuition, our service to the Vincentian community does not contribute to the program’s margin. The university’s decisions to offer generous financial discounts for our program were made because the program is seen to be mission critical. This is an important way that St. John’s serves the needs of the local and worldwide church for theological education. Therefore, to some extent a negative impact on margin therefore is to be expected. Many of the ministers who work in campus ministry at St. John’s have earned their graduate degrees while working for the university. By serving that population, the program provides important support for the university’s mission, but that service generates no revenue due to tuition remission benefits. Starting in fall 2014 the department chose to start hiring adjunct faculty to teach our biblical language courses. These courses are required for students on our biblical studies track, but traditionally have very low enrollment (6-8). Hiring highly qualified adjunct faculty to teach these courses will reduce costs considerably. In recent years, our partnership with New Brunswick Theological Seminary has not produced the revenue we anticipated. NBTS is expected to generate 90 credits in tuition revenue per year as part of our agreement. They have fallen well short of that target for several years now. In renegotiating that LAS_THE_THEO_MA_Q M.A. in Theology Self-Study 23 agreement last year we have attempted to add incentives that should generate some additional revenue and improve our margin going forward. The department currently awards six graduate assistantships. These have been quite helpful for recruitment, especially in the last two years. However, as the data above indicate, these fellowships have cut into the program’s margin considerably. Overall enrollment in the program has declined over the last ten years while the number of assistantships has remained steady. Given the current levels of enrollment in the program, a reasonable step to improve its margin would be to reduce the number of assistantships awarded in the department from six to four. 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 1 page) The department reorganized the program requirements for M.A. students in theology, reducing from five to three the number of required courses across the sub-disciplines of theology and religious studies. In addition, the department reduced the number of tracks from six to three (Biblical Studies, Historical and Theological Studies, Pastoral Theology), consolidating four of the previous tracks under Historical and Theological Studies. This makes it easier for students to fulfill course requirements and gives the department more flexibility in terms of what offerings it will run. Since the last program review in 2009, the department has increased its online graduate course offerings, which are now offered in every fall and spring semester. Responding to a department weakness noted in the 2009 self-study, faculty information on the department website has been updated with more accurate information. Moreover, the department now publishes and distributes its projected graduate course offerings two years in advance, allowing students and advisors to plan courses of study more effectively. Based on a review of our department’s learning objectives, program goals, and student performance, the department phased out comprehensive exams. In place of comprehensive exams, we now require all incoming students to submit a portfolio consisting of research essays completed during coursework, a revised research essay based upon an assignment originally completed during coursework, and a statement describing the student’s intellectual and theological growth during the course of his or her graduate study in our department. To improve student advising, the department instituted a more formal process for advising students beyond their initial entry into the program. The chair of the department now oversees an orientation session each fall; this year’s orientation included a segment with a research librarian describing research techniques and library resources. After the initial semester in the program, each student is assigned to a faculty advisor based upon her or his preferred concentration. To ensure students’ progress is satisfactory, mandatory meetings with advisors have now been instituted before a student can register for each succeeding semester. The department, with the assistance of the administration, has taken steps to provide greater specificity to our current agreement with the New Brunswick Theological Seminary. After a joint meeting in spring LAS_THE_THEO_MA_Q M.A. in Theology Self-Study 24 2013 between the members of our department’s GEPC and selected faculty from NBTS who teach on the St. John’s campus, our department has proposed measures to eliminate course duplication with NBTS so that more New Brunswick students enroll in our department’s graduate courses. Under the leadership of the department chair, in spring 2014 the department initiated a series of colloquia for graduate students facilitated by different individual faculty members in the department as a means of familiarizing current students with faculty members’ current research agendas and their methods of conducting research. The department’s honor society (Theta Alpha Kappa) has been enlisted to co-sponsor department events that offer an opportunity for undergraduate majors, graduate students, and faculty to interact outside of class. These steps have been taken to improve students’ learning experience, enhance a sense of scholarly community in the department, and generate additional interest in our graduate program among SJU undergraduates. Strategic Actions planned for the next two years are as follows: 1. Ensure Student Success a. OBJECTIVE: Increase enrollment in the program: i. Action: Add certificate programs (students in these programs would enroll in courses that are offered by the M.A.). Status: Certificate program approval pending; proposal currently is with the LAFC curriculum committee. ii. Action: Add a fully online option for the M.A. in Theology. Status: Application is pending with New York State. iii. Action: Improve recruitment from regional universities that offer a major in theology. Chair will send letters and program information to chairs of Theology Departments at colleges and university in Northeast and Middle Atlantic states that offer a major in Theology to recruit students to our program. iv. Action: Make better use of endowed scholarship funds available to our graduate students (Fitzgerald and Kugelman Funds) to attract students. Goal: Award all funds generated as income by these funds and make additional awards to spend down the accumulated surplus in each fund. v. Actions: Work with college office to continue to improve department website. Continue to use department Facebook page and other social media to increase profile of the department and make additional information about the program available to prospective students. vi. Action: Increase number of department colloquia and other opportunities for faculty, graduate students, and undergraduate majors to socialize and engage in scholarly conversation. vii. Action: Increase participation in BA/MA option. Use advisement process to ensure that students are aware of this option in time to apply to participate. LAS_THE_THEO_MA_Q M.A. in Theology Self-Study 25