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
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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.
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M.A. in Theology Self-Study 25