AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Government & Politics MA Q
Date Submitted to Department/Division Chair: September, 2015
Overview and Program Review Summary: Please summarize this program’s mission and its relationship to the vision
and mission of St. John’s University, and the program’s School/College. Identify similar programs regionally and
nationally and distinguish this program from them. In addition, summarize your findings as they relate to (1) program
quality, (2) market growth potential, and (3) student learning. Also, summarize any significant changes, achievements
(by faculty and students and the program itself), and plans for the future. Finally, based on the information gleaned
from the data in the self-study, give an overall rating of the program’s Enrollment/Market Potential by categorizing it as
one of the following: (1) Enhance; (2) Maintain; (3) Reduce support, Phase out, Consolidate, or Discontinue.
(Suggested limit 1 page)
The mission of the graduate program in Government and Politics (GOV) is to prepare students for careers in the
civil and foreign service, positions of political and administrative responsibility in the public and private sectors,
careers in the field of education, or further study as PhD candidates or law students. Many of our graduates go on
to law school or continue their graduate studies in political science or public administration; others pursue
teaching careers at the elementary or secondary levels; still others secure positions in the United States civil
service or in a private-sector field related to government and public policy. Many students work in positions and
fields with an international focus, in the United States and abroad. There are also graduate students who go on to
unrelated careers, who completed our major because of their general interest in the subject matter and the
analytical, research and writing skills we emphasize. Moreover, the MA in Government and Politics provides the
expertise to put the University’s mission into practice as a career. The program provides competencies in
communication skills, analytical skills, and the ability to conduct research and policy analysis through the
completion of thirty-three credit hours of study.
The Graduate curriculum of the Department of Government and Politics offers a wide variety of courses divided
into the political science discipline’s five major subfields: American Government, with an emphasis on political
institutions and public law; International Relations, with a focus on international organizations, international law,
and international political economy; Comparative Government, with an emphasis on area studies; Political
Theory, with offerings in classical, modern, and contemporary thought; and Public Administration and Public
Policy, with an emphasis on human resource management comparative politics and public policy.
The Department also offers two certificates: one in international law and diplomacy and the second in public
administration. Students may find one or both of these certificates useful in establishing evidence of completion
of such courses for employment or other purposes. Both certificates can be obtained independently or as a
complement to the MA degree. Students who have already completed the MA degree in the department may
continue to pursue the certificates.
Master’s degrees in political science and international relations are popular at St. John’s and across the country.
The Government and Politics MA program has been successful for some time. Given the financial downturn and
the declining enrollment at the University in the past few years, the fact that we attract on average 50 students a
year, and graduate between 25 and 30, demonstrates the health of the program. Moreover, Forbes did an analysis
of the best and worst Master’s degrees for employment potential, earnings potential, mid-career earnings, and
projected employment increase. Political science made the top 10, indicating why, even in the recession and
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aftermath we continued to attract students. In addition, our BA/MA program is notably popular among our best
and brightest undergraduates. The ability to complete the BA and MA in 5 years continues to be a draw for high
school students and their parents.
Our program compares well with our peer institutions, successfully and consistently attracting students. As an
MA only program, we are competing with other MA only programs as well as the MA-PhD programs in the area.
We are competing on product and cost, we compete much better on product then on cost, as the MA from the
CUNY system is much less expensive. The aspirational schools in the area – Columbia, NYU and SUNY
Stonybrook are nationally ranked PhD programs. We do not attract the same class of student, nor do we attempt
to, as students seeking a PhD from a nationally ranked school tend to not want or need a terminal master’s degree.
However, we have had a number of students who were initially unsure if they wanted the PhD, and after they
“tested the waters” with us, then completed the PhD elsewhere.
The department has worked hard to develop an integrated and coherent program for all graduate students. We
made significant efforts to revise the program since the last program review to hone this coherency, as well as to
better reflect contemporary approaches to the discipline. We have added a number of new courses, reflecting both
changes in faculty research agendas, and responsiveness to student interest. The department also decided to
separate the International Relations and Comparative Politics concentrations so that coursework in the respective
concentrations would be substantively and methodologically consistent. Additionally, the department faculty have
strengthened the policy analysis coursework as part of an effort to renew our Public Administration concentration,
and to deliver a more practical and readily applicable educational product.
On the basis of our continued status as a key graduate program in the College, alongside the success of our
students, we believe it very important that the GOV MA program be Enhanced. We have done so much with just
12 faculty members. We need a larger faculty in order to grow at the pace we can while supporting even more of
our students in their efforts to reach great heights.
STANDARD 1. The purpose of the program reflects and supports the strategic vision and mission of St. John’s
University, and the program’s School/College.
1a.
What evidence can you provide that demonstrates that the program embodies the Catholic, Vincentian, and
metropolitan identity of St. John’s University? www.stjohns.edu/about/out-mission. (Suggested limit 1/3 page)
Catholic
The Catholic identity of St. John’s University is grounded in its social teaching about social justice, encompassing the
Church’s principles regarding the dignity of each person primarily through service and ministry. The program of
Government and Politics is dedicated to the understanding, development and administration of political systems,
institutions and values. Thus, this program includes emphases on evaluating the translation of social values through
various types of government systems, primarily focusing on democracies. Components of many of our courses focus on
the wide variety of social values articulated in socially focused Papal Encyclicals commencing with Rerum Novarum and
continuing through the papacy of Francis. We also have course components that address the rights of workers and the
responsibilities of employers as per John Paul’s On Human Work.
We offer course components that emphasize
comparative analyses of classical, modern and postmodern political thought, as per John Paul’s Faith and Reason. Our
students are exposed to course components that emphasize globalization and issues of human rights, a matter of concern
to Catholic thinking. Globalization and world poverty is covered in many of our courses, matters of concern in light of the
recent position taken by the Latin American Bishops’ Conference. We also have course components that focus on social
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and economic justice, a matter of concern highlighted by the Conference of American Bishops as well as components that
emphasize Thomas Aquinas’ notion of “just law” and “just war.”
Vincentian
The MA in Government and Politics rests on the core components of the Vincentian tradition. Course components in the
program focus on analyzing issues of social justice, e.g., national redistributive economic policy, progressive tax
structures, both developed and developing countries’ socioeconomic and political relations. Moreover, the program
emphasizes issues of human rights, e.g., rights of the accused, treatment of prisoners, religious tolerance, and the rights of
labor. The program has a number of courses focused on issues of legal justice, e.g., national and international courts,
issues of reparations, and affirmative action. The program also includes an emphasis on service learning both locally and
internationally by serving the less fortunate in a society.
Metropolitan
The MA in Government and Politics is metropolitan in both theory and practice. Theoretically, we offer courses that focus
on cultural diversity within the United States as well as within countries abroad, e.g., urban politics and comparative
politics offerings. We have classes and components that focus on environmentally friendly sustainable development. We
have courses and components that focus on issues of metropolitan governance and the economic inequities between and
among local communities in the U.S as well as abroad. In practice, the program encourages internships so that students
experience directly the metropolitan nature of their major. We encourage participation in internships in local, state,
national and international economic and political arenas.
1b.
What evidence can you provide that demonstrates that the program embodies the University’s vision.
www.stjohns.edu/about/out-mission/vision-statement. (Suggested limit 1/3 page)
The vision and mission of the University focus on academic excellence and the pursuit of wisdom, which stem from the
values articulated as Catholic, Vincentian and Metropolitan. As a department, we have established specific strategic goals
dedicated to academic excellence. For the MA in Government and Politics, we aim to help students 1) understand and
apply fundamental concepts of political science; 2) communicate effectively, orally and in writing and 3) conduct research
and demonstrate proficiency critically and effectively. Our program is central to students’ ability to analyze and present
arguments about a range of issues at home and abroad. We are truly global in our approaches to social justice, social
action, community service, and social and economic inequality. Our country and region specific courses enable students to
understand in specific cases the determinants of the distribution of power, material resources, opportunities, and social
values. Our international relations courses examine forces and policies regarding war, peace, human rights regimes, and
international organizations and law more widely. Our political theory courses enable students to critically compare
various normative arguments for just and caring social arrangements within the context of specific issues of for example
tax policy, immigration laws, family policy, and the role of religion in politics. Many of our courses engage students in
practical applications of service or advocacy either through internships or group projects.
1c.
What evidence can you provide that demonstrates that the program embodies the vision and mission of the
program’s School/College? (Suggested limit 1/3 page)
The MA in Government and Politics embodies multiple aspects of the vision and mission of St. John’s College. To
become student centered we made a commitment that all our graduate classes would be taught by full timers. We make
sure our courses are writing and research intensive. Our program has many courses that use the most advanced technology
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available to us at St. John’s. As noted in how we serve the university mission, the program is both international and
leadership oriented. Our focus is on “the highest standards of scholarly inquiry” from both the students and they faculty.
Moreover, the exit surveys provided by the Career center demonstrate that in the last four years (the years for which data
is available) our placement rate is very good. With over 50% of our graduated majors responding, the surveys demonstrate
that an average of 82% of our students report they are either employed, furthering their education or a combination of the
two. In the last two years, those seeking but not finding employment is under 25%. Our students are finding employment
with a range of employers, from the UN to a lobbying company, to a congressional aide to a teacher, to a litigation
assistant, in positions with titles like Coordinator, Director, Assistant and Associate, as is expected with a social science
MA. Consequently, we believe that the department embodies the goals of the college vision and mission to serve our
undergraduates with a program that reflects “industry, market, and employer needs as well as the global perspectives of
our continuously changing world” (St. Johns’ College Mission, May 2013).
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 2. The program attracts, retains, and graduates high quality students.
The admissions requirements of the program do not require a student to submit GRE scores. Although, those that do are
similar to the mean overall score for the intended majors Political Science and Public Administration cited in the table
below, as well as the mean score for the Graduate School. Instead, we ask for a transcript, 2 letters of recommendation
and statement of interest. We require students to have a 3.0 for their undergraduate career as the standard for acceptance
for full matriculation, with at least 18 credits of GOV as an undergraduate. Because we recognize that people can change
careers, have difficult times in their academic lives, and choose other majors besides GOV before recognizing they want
to do a GOV MA, we also allow for a conditional acceptance for matriculation. In this way, we get a high quality of
students with GOV preparation and also enable students from other circumstances to obtain a graduate degree. Our faith
in this process is rewarded by consistently graduating more than 25 students a year for the last 10 years, with an average
GPA of 3.5.
2a.
Undergraduate SAT and High School Average
NA
2b.
Undergraduate 1st Year Retention Rate
NA
2c.
Undergraduate 6 Year Graduation Rate
NA
2d.
Graduate Standardized Test Scores
Fall
2005
2006
2007
Program
School/College
Average Rate
SJC_GOV_GOV_MA_Q
481/561
494/569
465/551
2008
2009
465/485
403/520
501/588
472/577
Self-Study Template 4
Regional Comparison
N/A
N/A
N/A
N/A
N/A
See below
National Comparison
New Graduate Students GRE Verbal
Mean Scores
Gov & Politics Q MA
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Ir Grev Score
Ir Grev Score
Ir Grev Score
Ir Grev Score
old
390
466
610
new
160
157
New Graduate Students GRE Quantitative
Mean Scores
Fall
2010
2011
Ir Greq Score
Gov & Politics Q MA
Fall
2012
Fall
old
Ir Greq Score
Fall
2013
Ir Greq Score
550
487
Ir Greq Score
530
new
151
147
As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a scale of 200-800(old) and
after 8/1/11 on a scale of 130-170(new) Based on students with valid scores in BANNER - therefore it may be small in some
cases.
New Graduate Students GRE Verbal
Mean Scores
Fall 2010 Fall 2011 Fall 2012 Fall 2013
Ir Grev
Score
Graduate School Arts & Sci
old
new
SJC_GOV_GOV_MA_Q
491
Ir Grev
Score
500
Ir Grev
Score
Ir Grev
Score
497
532
154
153
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New Graduate Students GRE Quantitative
Mean Scores
Fall 2010 Fall 2011 Fall 2012 Fall 2013
Ir Greq
Score
Graduate School Arts & Sci
old
585
new
Ir Greq
Score
566
Ir Greq
Score
Ir Greq
Score
593
604
149
150
As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a scale of 200-800(old) and after 8/1/11 on a scale of 130-170(new)
GRE
Intended Graduate Major
Test-Takers
Mean Score (Verbal)
Mean Score (Quantitative)
Political Science*
11,323
156
151
Public Administration*
2,476
152
149
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf
Comments: Refer to Charts 2a – 2d in your response. (Suggested limit 1/2 page)
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
Our program compares well with our peers, successfully and consistently attracting students. As an MA only program, we
are competing with other MA only programs as well as with the MA-PhD programs . CUNY’s Graduate Center offers a
30 credit program, with concentrations in the same 5 fields as we offer, along with a specialization in Public Policy.
CUNY requires a thesis, whereas we make it optional. However, CUNY costs significantly less than St. John’s. Baruch
offers an MA in political science and an MPA in the school of Public Affairs. Baruch also offers a cohort, short term
model, similar to the Master’s in Global Development at St. John’s. These schools have similar admissions requirements,
although several do require the GRE. The aspirational schools in the area – Columbia, NYU and SUNY Stonybrook have
nationally ranked PhD programs. We do not attract the same type of student as these other institutions nor do we attempt
to, as students seeking a PhD from a nationally ranked school tend to not want or need a terminal master’s degree.
However, we have had a number of students who were initially unsure if they wanted the PhD, and after they “tested the
waters” with us, then completed the PhD elsewhere.
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)
NA
2g.
Number of majors and minors enrolled over the past five years. See table below.
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Fall
Number of Students
2005
2006
2008
2009
Majors
69
66
55
53
64
Minors
0
0
0
0
0
Total
69
66
55
53
64
MAJORS
GOV
MA
GOV3
MA/MLS
GOV9
MA/MS
Fall 2010
Fall 2011
Majors
Majors
Fall 2012
Fall 2013
Majors
Majors
60
51
57
1
2
2
51
2
Total
2h.
2007
61
53
59
53
Number of degrees granted during the past five years. See table below.
Academic Year
Degrees
Granted
MA
SJC-GR
GOV
04/05
05/06
06/07
07/08
08/09
19
32
28
19
20
Government & Politics
MA
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
34
31
29
Below is comparison degrees conferred data for local and national institutions based on data retrieved from the IPEDS
website. This is based on the Classification of Instructional Program (CIP) Code of 45-Social Sciences.
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20092010
20102011
20112012
Master's
Local
1,066
1,105
1,141
National
16,368
17,081
17,734
1
Local institution include: Adelphi University, Columbia University, CUNY Queens College, Fordham University,
Hofstra University, Iona College, C.W. Post University, Manhattan College, New York University, Pace University,
Seton Hall University, Stony Brook University, and Wagner College.
Comments : Based on the data in 2g and 2h, how do these trends compare to institutional, regional and national
patterns? (Suggested limit 1/2 page)
In terms of the number of students we routinely graduate, in 2h, the table provided indicates that 1141 students received
Master’s degrees in all the social sciences in the 13 local schools they assessed in 2011-2012. On average, that is 87
social science degrees a school. We graduated 29 that year, and SJU offers 3 social science Master’s degrees. Between
2011 and 2015, 5,405 took the political science GRE; although we and other schools do not require it, the exam is an
indicator of a baseline of interest nationally. Consequently, attracting on average 50 students a year, and graduating
between 25 and 30, demonstrates the health of the program.
In 2011, Forbes did an analysis of the best and worst Master’s degrees for employment potential, earnings potential, midcareer earnings, and projected employment increase. Political science made the top 10, indicating why, even in the
recession and aftermath we continued to attract students.
http://www.forbes.com/2011/06/06/best-masters-degrees-for-jobs_slide_11.html
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)
The department provides individual advising to all its majors in all its programs. All faculty members provide quality
advising and support. All students meet with full time faculty each semester with their UIS report in hand. At these
meetings, progress toward degree, opportunities, and options for the future are discussed.
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)
Our graduates are notably successful, particularly in the New York area. It is impressive how many of our alumni/ae work
in New York city and state government, the federal government, lobbying, private business, and NGO’s. Our students are
employed in a wide variety of job types and positions. To name a few: Director, LOCUS: Responsible Real Estate
Developers and Investors at Smart Growth America, Teacher Development Coach at NYC Teaching Fellows, Director,
Foundation and Government Relations at Fountain House, Press Secretary at City of Syracuse - Mayor's Office, Project
Manager and Administrative Assistant to the SVP & Regional Manager, Wealth Management at Wells Fargo, Assistant
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Director of Admissions at University of Miami, Campaign Manager at Nelson Diaz For Mayor 2015, Agency Attorney at
NYPD, Special Assistant at Executive Office of the Mayor, Legislative Assistant at U.S. House of Representatives,
Research Associate at America's Health Insurance Plans (AHIP), Research Associate, Urban Climate Change Policy (P/T)
at Global Parliament of Mayors, Master Behavioral Detection Officer at US Department of Homeland Security, and CoChair, Cyber Security Technology & Policy Discussion Group at Young Professionals in Foreign Policy.
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)
Our students do very well in our program, averaging a GPA of 3.5 or better. In addition, we have a 97% pass rate in first
attempts on the comprehensive exams. Moreover, as our WEAVE reports demonstrate, we routinely average over 80%
achieving excellent or adequate on every component we evaluate in our Comprehensive Exam rubric.
Standard 2.
Additional comments if needed: (Suggested limit 1 page)
STANDARD 3. The program engages in ongoing systematic planning that is aligned with the University and
School/College planning, direction, and priorities.
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3a.
How does your program’s strategic goal/objectives link to your School/College plan and the University’s strategic
plan? http://www.stjohns.edu/about/leadership/strategic-planning
The Department of Government and Politics pays close attention to the University and College strategic plan by providing
our graduate students with a distinctive academic experience that is global in content and culturally diverse in its goals
and perspectives. The department created and continues to refine a highly integrated and focused curriculum that will
empower our graduate students to become lifelong learners for life in the rapidly changing international environment. The
Department of Government and Politics has been providing global education to St. John's University students by bringing
the world into the classroom by incorporating international relations and global aspects in our curriculum. The
department encourages our students to take courses during one - for example, a summer session on our Rome campus and
these course credits are easily incorporated into their programs and concentrations, especially those in international
relations and comparative government. Furthermore, in 2013 the department initiated a global politics field study course
in Morocco and will offer one in Greece, as part of our global education initiative.
The goals and objectives of the GOV program are to prepare students for public and/or private sector careers as well as
prepare them for further study as graduate or law students. Fundamentally, the GOV program seeks to educate students
about government and politics at home and abroad; we especially focus on the linkages between countries and on the rule
of law across countries. We focus on American Politics, with an emphasis on political institutions and public law;
International Relations, with a focus on international organizations, international law, international political economy and
large scale questions of war and peace; Comparative Politics, with an emphasis on area studies, development, and issues
of the environment and gender; and Political Theory, with offerings in classical, modern and contemporary thought. The
program provides competencies in communication skills, analytical skills, and the ability to conduct research and policy
analysis.
We believe that the MA in Government and Politics provides the expertise to put the University’s mission into practice as
a career, regardless of the path chosen. In many respects, the political science discipline always has been concerned with
social justice issues. Aristotle long ago pursued political philosophy from the ethical and organizational perspectives. Via
practical competencies as well as its mission, the GOV program’s strategic goals and objectives dovetail nicely with both
the College and University’s strategic plans. The Program’s dual academic and practical focus is a main point emphasized
very clearly in the Provost’s letter of September 13, 2013 addressing the Strategic Plan and Repositioning Progress
Report, which noted that: “although we value knowledge as a goal in and of itself, the external reality is that there has
been a shift in the social and political paradigm that will continue to challenge us.” These challenges involve educating
our students in ways that encourage and prepare them to be active participants in the careers that reflect and will help
shape the global future, to produce “tangible results” that make certain that our “courses will help [our students] meet
industry and employer needs.”
It is also important to note that the twin emphases of academic rigor and practical application are distinct but related goals.
We want our students to have careers focused on governance and the use of power partly because we want our students to
be successful professionals but also because we hope they will bring their St. John’s experience with a multi-cultural
environment, an emphasis on social justice and the Vincentian notion of service to their careers and to the lives of the
people these careers impact. In short, we want to train our GOV students to be successful and effective spokespeople for
the basic values and underlying Mission of St. John’s as they move on to their professional careers in private or public
service. These values are obviously needed in all areas of life today but none more so than in that area where the
formulation and implementation of public policy most directly occurs—the venue where decision makers give meaning to
the ideals of celebrating diversity, establishing social justice and acting in service to something larger than oneself.
As the Department of Government and Politics works to maintain and expand the GOV Program in both of the twin
emphases mentioned above, academic understanding and practical application are foremost in faculty members’ minds.
The Program strives to help students address important questions of representative governance, as for example, what is the
proper balance between the democratic accountability found (at least theoretically) in the elected branches of government
and the professional knowledge and responsibility housed in the organizations that implement public policy and how are
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public services delivered effectively, efficiently and justly, while also making certain that our students develop the
practical skills necessary to help them reach positions where they can address these and other equally thorny questions in
ways that reflect the University’s core value of Vincentian service and the commitment to social justice. Few areas of
study are more relevant to the needs of the future, both for society in general and in terms of student opportunities for
meaningful employment in that society, than that of Government and Politics.
3b.
What is the evidence of monitoring the external and internal environments, specifically what are the strengths,
weaknesses, opportunities and threats facing the program? How were they identified? What actions have been taken
in response to these findings? What characteristics of the program suggest a competitive edge against other programs
regionally and nationally?
The faculty in the Department of Government and Politics, like most of our colleagues in the College and University, has
undertaken fundamental reviews and assessments of our various programs in recent years. Spurred on by academic
research focused on what is and what is not effective pedagogy as well as by increased pressures to point to the tangible
results of Higher Education, the Department has developed assessment strategies for all its programs, including the GOV
MA. There are two main avenues for assessing the “internal environment” of the Program. The first involves the Weavebased assessment process focused on the Program’s comprehensive exam, the research paper, which each student
completes at the end of his or her MA course work. Through the assessment of the Exam, we determined that we needed
to change the exam from a 4 hour course based series of questions to a 20-25 page analysis which systematically and
comprehensively addresses a core topic in each of the 5 major fields of concentration. Once the new exam format was
created, we created a rubric for evaluating student performance on the exam. Our rubric evaluates each and every student
across the following criteria: Knowledge of Fundamentals, Critical Analysis, Use of Discipline-Relevant Theories And
Models, Use Of References To Relevant Literature, Organization of the Response and Clarity of Expression. In order to
graduate, students need 4 findings of “adequate,” which means they meet expectations. If a student achieves 4 findings of
excellent, s/he earns a Pass with Distinction, our highest honor. Not only does this new test yield a better method for
evaluating all our competencies but it also provides students with summations of what they accomplished in total, thus the
exam itself can even be provided as a writing sample for employment or for continuing on with the graduate work.
The second active assessment process involves faculty meetings each semester focused on several of our programs, using
the posted class outlines as the guide. These meeting serve as the basis for reconsideration of the formal course syllabi that
define each of the Department’s class offerings. This process is continuing as we evaluate what courses need to be added
or eliminated as the program responds to changes in the international environment.
A SWOT analysis will help clarify the Program’s “external environment.” In terms of strengths, we have a small but
committed group of faculty members, who offer classes in the graduate GOV Program. We offer 8-10 courses in the fall
and spring, with 2-4 in the summer. International Relations and Public Administration and Public Policy are our strongest
concentrations, based on number of majors. Moreover, those two fields also offer a Certificate – in International Law and
Diplomacy and - in Public Administration. The Certificates are 6 courses each, so two additional courses on top of the 4 in
the concentration. The International Relations, Comparative Politics and ILD certificate reflect the expertise that 6 of our
12 faculty provide.
Although faculty commitment and skill is undoubtedly strengths for the Program, the small number of full time faculty
across the disciplines we offer is a notable and pennywise-but-pound-foolish weakness. Moreover, the full time faculty
members we do have also have other responsibilities and commitments, including outside of our program to the Master’s
in Global Development, which limit needed course options. Because of the lack of available faculty, the Department is not
able to offer its class on quantitative research methods in public administration nor are we able to offer classes on publicsector budgeting. These are major and unacceptable omissions, particularly given the popularity of the PA concentration
and Certificate. Given the competition from Baruch and CUNY, St. John’s is missing a real opportunity if we do not
invest in a faculty line or two to cover our current deficiencies in this area. Simply put, the Program needs more faculty
members who can dedicate full-time service to teaching Public Administration, Public Policy and American Government
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classes. We are especially in need of specialists in public budget and quantitative research-methods if the program is to
grow.
Based in NYC, home of the UN, a dynamic and active city government, and only a few hours from the Albany and
Washington, D.C., the Government program has an enormous competitive advantage for Internships and career
placement. The Government and Politics’ Internship Program provides one of our most effective mechanisms to transition
to employment or graduate school. Between 2011 and 2014, the Department averaged 50 students taking the opportunity
to work in a political office, government office, or in the private sector.
This report will address programmatic opportunities below in Section 3c and so the current section will close with an
analysis of threats. The problems underlying the threats to the program are grounded in several administrative policies
and external initiatives. Although enrollment has declined across the university at the graduate level, our decline has been
much smaller than the average drop off.. Moreover, much of the health of our program comes from the notable popularity
of the BA/MA option. Obviously whatever the university can do to hold down the cost of graduate education will be
critical for maintaining enrollment. However, at the same time, the refusal to allow small class sizes at the graduate level
indicates a lack of understanding of what graduate education is and is not in the social sciences.. It is most definitely not
large-scale lecture classes. Moreover, the growth of external interdisciplinary programs, often without appreciation for the
management of faculty assignments, has been a challenge. Although the Department supports and desires to be part of
thoughtful interdisciplinary initiatives, we currently are charged with running 5 programs across 3 campuses. Our
undergraduate courses also fill spots in many minors and other programs at the undergraduate level. At the graduate level,
other MA programs use our courses as electives, mainly Liberal Studies, and Library and Information Sciences. These
sweeping responsibilities make it challenging to also serve the Environmental Studies Program as well as the MA in
Social Justice and Development. Consequently, the Department is continually challenged to balance its own needs with
the needs of other programs, without recognition of the need to accommodate these responsibilities from the University.
3c.
What is the current and future market demand for the program? Support your response using the data
provided below or any other internal or external sources to justify your response.
The occupations in the provided table represent those chosen by only a small fraction of program graduates. The
Government and Politics MA, as an advanced liberal arts degree, prepares students broadly for life, and for employment
in any of an extremely diverse range of fields. In 2010 the American Association of Colleges and Universities conducted
focus groups with employers, and then conducted broad employer surveys on the basis of the focus group results,
identifying the learning outcomes on which employers wanted colleges to place more emphasis. Of the 14 areas identified
by a majority of employers for enhanced attention, 13 represent particular strengths of the Government and Politics M.A.
program. These are: global issues; the role of the United States in the world; cultural diversity in the U.S. and other
countries; civic knowledge, participation, and engagement; written and oral communication, critical thinking and analytic
reasoning; complex problem solving; teamwork skills in diverse groups; creativity and innovation; information literacy;
quantitative reasoning; ethical decision making; and applied knowledge in real-world settings.
Moreover, the current and future market demand for trained social scientists is good; consequently the demand for the
program remains high. According to the Federal Government’s Bureau of Labor Statistics, the growth and earning
potential of Government (political science) majors is excellent. Looking purely at positions termed “political scientists,”
the job outlook is expected to grow by 21%, between 2012 and 2022 and is considered faster than average. “There are
some experiential indications that the growth will be somewhat larger: e.g., political scientists with social media skills are
increasingly in demand in local, state and federal campaigns. Moreover, the demand is also increasing in policy arenas,
particularly when considering the growing divergence among states on public policy issues such as marijuana use, assisted
suicide and gun control. Each of these areas promises employment opportunities.” In addition, similar positions, like
market research analysts, teachers, survey researchers, urban and regional planners are also expected to grow in number.
SJC_GOV_GOV_MA_Q
Self-Study Template 12
Some of our students earn the MA prior to attending law school, giving their law degree a policy or international focus.
Since the field of law is only expected to grow at about an average rate, according to the Bureau, having the MA
alongside the JD will afford our students an advantage after their graduate work. As noted above, in 2011, Forbes did an
analysis of the best and worst Master’s degrees for employment potential, earnings potential, mid-career earnings, and
projected employment increase. Political science made the top 10 of earnings potential; earning potential provides
another explanation for the source of both current and future market demand.
http://www.forbes.com/2011/06/06/best-masters-degrees-for-jobs_slide_11.html
The increasing globalization of the business and political sectors, as well as the growth in work and opportunity in
developing countries, underscores the need to understand these processes. Consequently, interest in the international
relations and comparative politics side of the major continues to grow. According to College Factual, there were over
11,000 graduations in International Relations and over 42,000 in political science, which is 3 percent of the approximately
1.8 million degrees awarded last year. According to the NSF and American Political Science Association, in 2008, there
were almost $20,000 MA’s in political science awarded, and that trend continues.
In addition, the current and future demand from St. John’s students remains high. Our students look for ways to connect
the mission to their career, their preferences, as well as their beliefs. Consequently, we would expect to continue to serve
students who want to serve at home and abroad via government and NGO service.
Another reason to be confident in our market demand is the long legacy of local career success. In New York State, we
have produced state governors and a third of the New York legislators were St. John’s University undergraduate, graduate
or law graduates. Most go directly to employment throughout the private, public, and nonprofit sectors in a diverse variety
of occupations.
Representative BLS 2012-2022 employment projections, all at average to above-average growth levels, include:
Occupation group
Numerical increase
Percentage increase
Public relations and fundraising managers
8,000
12.8
Management occupations (all)
636,000
7.2
Business and financial operations occupations
898,100
12.5
Lawyers, judges, and related workers
76,600
9.3
Media and communications workers
60,200
8.3
Political science teaching, postsecondary
3,100
14.6
http://www.bls.gov/ooh/life-physical-and-social-science/political-scientists.htm
http://www.hamiltonproject.org/files/downloads_and_links/MajorDecisions-Figure_2a.pdf
SJC_GOV_GOV_MA_Q
Self-Study Template 13
http://www.apsanet.org/portals/54/Files/DSP%20Data/Data%20on%20the%20Profession/NSF%20Science%20and%20E
ngineering%20Degrees%20MA%20Awarded%20by%20degree%20and%20sex%2019662008.pdf
Fastest growing occupations and occupations having the largest numerical increase in employment by level of education
and training projected.
Fastest Growing
Occupations
Change, 2010-20
Percent
Numeric
0%
200
Paralegal and Legal Assistants
18%
46,900
Judges, Mediators, and Hearing
Officer
7%
4,600
Legislators
Occupations having the
largest numerical
increase in employment
Paralegal and Legal
Assistants
Change, 2010-20
Percent
Numeric
18%
46,900
Projected Changes in Related Occupations (2010 – 2020)
Changes, 2010-20
Grow faster than average - Increase 15 to 20.9%
Paralegal and Legal Assistants
Percent
Numeric
18%
46,900
Changes, 2010-20
Grow about as fast as average - Increase 7 to 14.9%
Judges, Mediators, and Hearing Officer
G Little or no change - decrease 2 percent to increase 2
percent
Legislators
Percent
Numeric
7%
4,600
Changes, 2010-20
Percent
Numeric
0%
200
*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm
Standard 3.
Additional comments if needed: (Suggested limit 1 page)
SJC_GOV_GOV_MA_Q
Self-Study Template 14
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)
The GOV MA has two tracks regardless of which of the 5 major concentrations a student pursues: non-thesis and thesis.
In the non- thesis track, student take our methods course (GOV 205), 4 courses in the major, 2 courses in the minor, a
course in political theory, and 3 electives, plus the comprehensive exam. In the thesis option, students with a GPA of 3.5
or better, can elect to complete a thesis. The thesis courses GOV 900, replaces 2 electives taken in the student’s last two
semesters. Students must also demonstrate proficiency in a language if they do the thesis.
Standards within the Discipline
Assessing St. John's University's MA Program in Government and Politics within the standards of the political
science discipline is challenging, primarily because the discipline as a whole has not clearly articulated such standards.
When the academic association for the field, American Political Science Association (APSA), last systematically
addressed the issue of curriculum for graduate studies in 2004, the focus was on Doctoral, rather than Masters programs.
Despite the emphasis on Doctoral studies, the lessons articulated in that report do hold value for evaluating our own
Masters program. The report found that considering the extraordinary variety in graduate programs, it was not reasonable
to articulate a coherent set of curriculum standards, but rather a set of guiding principles. Those principles were; 1) an
appreciation for the way in which the study of politics helps to explain the human experience; 2) a commitment to
analyzing politics in the most intellectually honest and methodologically rigorous ways possible; 3) a recognition that
given the complexity of politics, multiple methodological approaches are necessary; 4) a recognition that the ethical and
normative commitments of both the actors being studied and the research themselves are central to the field; 5) a
commitment that the political experiences of neglected or marginalized groups should be brought to the fore of the field;
6) a commitment to clearly communicate theories and findings both to each other, and to the wider public; and 7) a
recognition that graduate studies should include as broad an exposure to the field as possible (APSA 2004, 3-4).
Applying these guidelines to our own program highlights much of our strengths, but also elucidates some
weaknesses. Methodologically, the Department has a clear commitment to qualitative research and analysis among the
faculty, although we employ a range of techniques within that perspective including contemporary and historical
insitutionalism, structuralism, attention to political economy, game theory, and feminist analysis, among others. Both new
substantive and methodological perspectives have been incorporated into the program with the addition of eleven new
graduate courses since 2008. These new courses span the range of the discipline covering topics such as the role of
religion in American political thought, gender in global politics, comparative analysis of the welfare state, international
conflict resolution, international human rights law, and the use of military force in international politics. Additional
courses addressing international migration, as well as democratic theory have already been approved within the
department and are expected to be added to the forthcoming bulletin. For those courses already in the curriculum, recent
updates to syllabuses have focused on increasing the rigorous, but varied methodological training of our graduate
program. Despite the varied nature of the many new courses, the methodological emphasis remains largely within a
qualitative, rather than quantitative framework. This reflects the research interests and training of our current faculty. A
broader diversification of methodological approaches, particularly toward more quantitative analysis would require
additional academic faculty with a more quantitative focus research agenda, and advanced training in that methodological
paradigm.
Reflecting not only the guidelines, but also St. John's commitment to social justice, many of the faculty integrate
attention to neglected or marginalized segments of society, and their political experience. Across the course offerings,
from courses specifically on issues of conflict resolution, gender, or international development, to more generalized
courses such those on political theory, or even methodology, students are encouraged to focus on equity, social justice,
and inclusion. Despite the integration of these issues into the coursework, there is still significant room for improvement
SJC_GOV_GOV_MA_Q
Self-Study Template 15
in this area. More focused attention to issues of race, class, and inequity, including the development of new courses
dedicated to these issues would benefit the overall program. A number of the current faculty have clear interests in these
issues, and additional courses, including those on immigration, and gender analysis have been, or are being added to the
curriculum.
On the technical level of aspects such as the number of credits, and the course requirements, the MA program in
Government and Politics compares well with other similar programs in the area, i.e., Brooklyn College MA in Politics,
New School for Social Research MA in Political Science, Seton Hall MA in Diplomacy, Fordham University MA in
Political Science (now closed), CUNY Graduate Center MA in Political Science, Columbia University MA in Political
Science, and the NYU MA in Politics We require 33 credits for completion which is within the range of other programs,
most of which required 30, although Seton Hall requires 45. Like most area programs, we have a methods requirement,
although it is slightly different than most others. Whereas most of the area programs offer students a choice of different
courses focusing on one particular methodological approach, we require all students to take the same course which
provides a survey of the major qualitative, as well as an introduction to quantitative approaches. Our program requires all
students to take the comprehensive exams in their major field, regardless of whether they complete a Masters Thesis or
not. Most area programs require an MA thesis in lieu of a comprehensive exam, with Brooklyn College being the only
active program offering a choice between the two. Our comprehensive exam has been significantly revised over the past
two years, with a much stronger emphasis on asking graduating MA students to demonstrate a general mastery of research
and analytical methods, as well as mastery over a given subject area. We are continuing to evaluate the revised exam
format to be certain that it accurately reflects student achievement at the completion of the program.
Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study abroad
experiences.
The department has worked hard to develop an integrated and coherent program for all graduate students. We
made significant efforts to revise the program since the last program review to increase this coherency, as well as to better
reflect contemporary approaches to the discipline. As noted above, a number of new courses have been added recently
reflecting both changes in faculty research agendas, and responsiveness to student interest. The department also decided to
separate the International Relations and Comparative Politics concentrations so as the coursework in the respective majors
would be more consistent both substantively and methodologically. Additionally, the department faculty has strengthened
the policy analysis coursework as part of an effort to renew our Public Administration concentration, and to deliver a
more practical and readily applicable educational product.
Academic internships, as well as both dedicated study abroad courses and on-line course offerings, which may
facilitate independent study abroad initiatives have been expanded consistently over the past two years. Students have
completed internships in a variety of setting including at the United Nations, in congressional offices, and in state and
municipal agencies. In 2008 the department approved a framework course, GOV 199 Issues in Global Politics, which
could be used for a variety of study abroad scenarios. Most recently, the course was successfully offered as a field study in
Morocco in the Winter 2014 intersession. In spring 2014, the department took advantage of improved communication
technology between the Queens and Rome, Italy campuses to offer a bi-located course via Skype. Through this, we were
able to increase the course offerings both in Queens and in Rome without additional travel costs. Additionally, the
department consistently offers one graduate course per semester through an on-line learning platform.
Finally, in the areas of teaching excellence and vibrancy, the department has maintained a very strong record.
Faculty members are highly regarded by students, with student evaluations regularly showing very high scores. As noted
in Standard 5h, the department score for instructional vibrancy have been above the College average since 2011. Notably
the score has increased over time, with the last recorded semester, Spring 2013, showing the highest score to date
The University Core Competencies
The University Core Competencies address five substantive areas; 1) the ability to think critically; 2) proficiency
in information literacy; 3) ability to write skillfully; 4) skill in oral presentation; and 5) ability to use quantitative
reasoning in a variety of contexts. At the foundation of the graduate program in Government and Politics is the required
SJC_GOV_GOV_MA_Q
Self-Study Template 16
methodology course, GOV 205, which serves to introduce students to graduate level work relevant to all of the areas of
the Core Competencies. Beyond this introductory methodology course, each of the graduate courses addresses at least
some, if not all, of the core competencies. The first core competency, critical thinking, is integral to all of the department
courses. Overall, contemporary political science as a discipline has embraced an increasingly critical approach across the
subdisciplines. Most current work in the field, including that which is taught within the department, seeks to interrogate
how political power emerges, how it is distributed to different actors, both collective and individual, and how it is utilized.
Within political science, as in most other social sciences, information literacy has become an increasingly
important topic. The availability of political data and information has grown significantly with the increase in availability
of information and communication technology. This has translated into increased amounts of data available for analysis
across a vast range of topics. New databases on economic and social growth in the developing world, increased public
opinion surveys both globally and locally, and a tremendous new range of qualitative data available through interviews,
surveys, on-line discussion boards, and other innovative sources have transformed the scale of analysis, making both
larger macro-level analysis possible for topics and areas that were previously dominated by more subjective analysis, as
well as making micro-level analysis possible for areas that had been obscured by overly broad generalizations. Addressing
these transformations in our research and teaching has been a challenge, as it has been for most disciplines. Much of our
pedagogical approach has been to help students to discern good and accurate data from bad or inappropriate data. By
teaching students thorough and rigorous methodological approaches to their own research and use of data, we also give
them the tools to critically evaluate the data generated by others. Given the transformation of the availability of data in the
contemporary world, this is arguably the most important aspect of higher education today.
We address the third core competency, skillful writing, throughout our courses. In every graduate course in the
department, analytical writing is a primary focus. Students are expected to understand how critical and rigorous
methodological approaches contribute to better and clearer scholarly writing, both through practice, as well as by reading
advanced peer reviewed social science texts. The recently reformatted comprehensive exam, which is composed of a long
form response to a prompt that is specific to a given area focus, written over the course of a semester, reflects this
attention to writing. Unfortunately, there is no equivalent comprehensive evaluation of student’s oral presentation skills.
Most, but not all courses incorporate oral presentations into their courses, but this competency is not standardized by the
department at this time. Addressing this competency at the department level will require a specific effort.
Finally, quantitative analysis, although not central to the methodological approach of all of our faculty, is well
appreciated within the department. This may seem a minor point, but in fact, represents a significant advantage to the
program. In many programs, both locally and nationally, there was a defined divide among political scientists who
subscribed to either qualitative or quantitative camps, with fierce resistance in each camps to what was viewed as an
opposing and less-useful methodology . Although mostly resolved across the larger discipline on the basis of a consensus
that the complexity of most political issues require a variety of approaches, within the St. John's department this division
never took deep roots. Our core methodological course introduces students to quantitative as well as qualitative analysis.
Despite the fact that the department does have an appreciation for both forms of work, it is notably lacking in faculty
members that deeply integrate quantitative analysis within their research. Recruiting a new faculty member who could
contribute in this area would strengthen the overall program
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 Departmental syllabi incorporate the “suggested elements of a syllabus” as outlined in the link included in this section.
We have made the suggested elements standard for all department syllabi. Moreover, each semester, as mandated by the
most recent Collective Bargaining Agreement, every full- and part-time faculty member offering classes is required to
submit his/her class outline to the Departmental Personnel and Budget Committee. These class outlines (individual class
syllabi) are then posted on the Department’s e-Portfolio page for review by the faculty each semester. The Department
requires that these outlines include all relevant class information concerning faculty contact, required readings, required
assignments, grade assessment plan, units of analysis, class objectives, scheduling, departmental policies, etc.
SJC_GOV_GOV_MA_Q
Self-Study Template 17
4c.
Describe the assessment model currently in place for the program and indicate the extent to which disciplinary
and core knowledge, competence, and values are met, as well as findings and action plans for improvement. For
reference, visit WeaveOnline – https://app.weaveonline.com//login.aspx; Digication – https://stjohns.digication.com
(Suggested limit 1/2 page)
The Department has worked hard to develop our academic identity, which rests on three main goals for the GOV program.
Goal 1: Demonstrate understanding / application of concepts. Goal 2: Communicate effectively, both orally and in
writing. Goal 3: Conduct research and demonstrate proficiency. Within these goals, we have 10 objectives. Our graduate
course map demonstrates how within each course, objectives are either: Introduced and/or, Reinforced, and/or Mastered.
We use this map to design our WEAVE assessments. As part of our assessment program, we randomly sample a course
each year to evaluate a goal and its objectives. In addition, we undertake continuous assessment of all our majors via the
comprehensive exam. As noted above, we designed a comprehensive exam assessment rubric to evaluate the goals of the
program. As every student must take the comprehensive exam, we are able to assess each and every graduate for
competencies in the goals and objectives we have articulated. As our WEAVE analysis demonstrates, we routinely see
over 80% of our students successfully meeting our objectives.
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)
The program does not require outside accreditations.
Standard 4.
Additional comments if needed. (Suggested limit 1 page
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
5a.
Below you will find the number of students enrolled as majors and minors in the program. Please complete the
table by adding the number of full-time faculty assigned to the program. Then calculate the student to full-time faculty
ratio.
Fall 2005
Fall 2006
# Majors/
FT Faculty
FT
PT
Total
Majors
21
48
69
Minors
FT
24
PT
42
0
Majors
& Minors
Combined
21
48
# of FTE
Students
(Majors &
Minors)
21.00
16.00
SJC_GOV_GOV_MA_Q
Fall 2007
Total
66
FT
12
PT
43
0
Fall 2008
Total
55
FT
7
PT
46
0
Fall 2009
Total
53
FT
37
PT
27
0
Total
64
0
69
24
42
66
12
43
55
7
46
53
37
27
64
37.00
24.00
14.00
38.00
12.00
14.33
26.33
7.00
15.33
22.33
37.00
9.00
46.00
Self-Study Template 18
# of FTE
Faculty
assigned
to the
program
0
0
0
0
0
FTE
Student/
FTE
Faculty
Ratio
0
0
0
0
0
Fall 2010
Fall 2011
Fall 2013
F
P
Total
F
P
Total
F
P
Total
F
P
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
MAJORS
35
25
60
Fall 2010
Total
Fall 2012
FTE MAJORS
32
19
51
Fall 2011
32
25
Fall 2012
57
P
Total
F
P
Total
F
P
Total
F
P
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
8.333 43.333
32
6.333 38.333
Fall 2010
32
20
51
Fall 2013
F
35
31
8.333 40.333
31
6.667 37.667
Fall 2011
Fall 2012
Fall 2013
# of FTE faculty assigned to the
program
10
10
10
10
FTE Student/FTE Faculty Ratio
4.3:1
3.8:1
4.3:1
3.8:1
Important Notes:
SJC_GOV_GOV_MA_Q
Self-Study Template 19
FTE Students = Number of FT Students + (number of PT Students/3)
FTE Faculty = Number of FT Faculty + (number of PT Faculty/3)
This methodology is used by STJ for all external reporting. This chart excludes the GOV/LIS majors.
5b.
Below you will find the credit hours the department has delivered by full-time faculty and part-time faculty
(including administrators) and the total credit hours consumed by non-majors.
Credit Hours
Taught
Fall 2005
Fall 2006
#
Fall 2007
Fall 2008
Fall 2009
%
#
%
#
%
#
%
#
%
2166
67%
1671
55%
1713
62%
2019
64%
2310
70%
PT Faculty
1044
33%
1365
45%
1065
38%
1158
36%
1005
30%
Total
3210
100%
3036
100%
2778
100%
3177
100%
3315
100%
FT Faculty
% consumed
by
NonMajors
30%
Credit Hrs Taught
Fall 2010
Number
30%
Fall 2011
Percent
Number
Fall 2012
Percent
F-T Faculty
1,992
59.9%
1,800
57.0%
P-T Faculty (inc
Admin)
1,332
40.1%
1,356
43.0%
0.0%
Total
3,324
% Consumed by
Non-Majors
SJC_GOV_GOV_MA_Q
975
28%
100%
29.3%
Number
1,947
621
0.0%
3,156
1,068
100%
33.8%
37%
Fall 2013
Percent
Number
Percent
75.8%
1,596
63.0%
24.2%
936
37.0%
0.0%
2,568
591
32%
100%
23.0%
0.0%
2,532
531
100%
21.0%
Self-Study Template 20
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
Taught
Fall 2006
#
%
Fall 2007
Fall 2008
Fall 2009
#
%
#
%
#
%
#
%
27
60%
29
64%
31
63%
31
66%
FT Faculty
26
67%
PT Faculty
13
33%
18
40%
16
36%
18
37%
16
34%
Total
39
100%
45
100%
45
100%
49
100%
47
100%
Courses Taught
Fall 2010
Fall 2011
Number
Fall 2012
Number
Percent
F-T Faculty
26
60.5%
37
67.3%
P-T Faculty (inc Admin)
17
39.5%
18
32.7%
0.0%
Total
43
100%
Percent
Number
Percent
Number
Percent
31
75.6%
27
65.9%
10
24.4%
14
34.1%
0.0%
55
100%
Fall 2013
0.0%
41
100%
0.0%
41
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 numbers provided do not match the number of people teaching for the Department in this program. Since 2 fulltime
faculty members go to Rome each semester, there are only 10 fulltime faculty members who teach in this program each
semester. Moreover, we do not allow adjuncts to teach in the grad program. The numbers provided are for our
undergraduate GOV BA program. Of the 12 in the full time members of the Department, 67% are male, and 83% are
white. The Department is 100% tenured. Our Department could be more diverse, a factor we hope to achieve with
additional hiring.
Departmental Data
2005
SJC_GOV_GOV_MA_Q
2006
2007
2008
Self-Study Template 21
FT
PT
Total
#
%
#
%
Male
7
64%
4
50%
Female
4
36%
4
Total
11
100%
Black
1
Hispanic
FT
PT
Total
#
%
#
%
11
7
64%
8
62%
50%
8
4
36%
5
8
100%
19
11
100%
9%
0
0%
1
0
0
0%
1
13%
1
Asian
1
9%
0
0%
White
9
82%
7
Unknown
0
0%
Total
11
100%
Tenured
9
Tenure-Track
FT
PT
Total
#
%
#
%
15
7
64%
4
36%
38%
9
4
36%
7
13
100%
24
11
100%
0%
1
8%
1
0
0
0%
1
8%
1
1
1
9%
0
0%
88%
16
10
91%
11
0
0%
0
0
0%
8
100%
19
11
100%
82%
9
9
1
9%
1
Not Applicable
1
9%
Total
11
100%
FT
PT
Total
#
%
#
%
11
8
67%
5
45%
64%
11
4
33%
6
11
100%
22
12
100%
0%
1
9%
1
0
0
0%
1
9%
1
1
1
9%
0
0%
85%
21
10
91%
9
0
0%
0
0
0%
13
100%
24
11
100%
82%
9
9
2
18%
2
1
0
0%
11
11
100%
FT
#
%
13
8
67
55%
10
4
33
11
100%
23
12
100
0%
1
9%
1
0
0%
0
0%
1
9%
1
0
0%
1
1
8%
0
0%
1
1
8%
82%
19
11
92%
9
82%
20
11
92
0
0%
0
0
0%
0
0%
0
0
0%
11
100%
22
12
100%
11
100%
23
12
100
82%
9
9
75%
9
9
75
2
18%
2
3
25%
3
3
25
0
0
0%
0
0
0%
0
0
0%
11
11
100%
11
12
100%
12
12
100
Gender
Ethnicity
Tenure Status
2010
FT
2011
PT
Total
#
%
#
%
Male
7
64%
6
55%
Female
4
36%
5
45%
Total
11
FT
2012
PT
Total
#
%
#
%
13
8
67%
6
60%
9
4
33%
4
40%
22
12
FT
2013
PT
Total
#
%
#
%
14
8
67%
3
75%
8
4
33%
1
25%
22
12
FT
PT
#
%
#
%
11
8
67%
3
60%
5
4
33%
2
40%
16
12
Gender
SJC_GOV_GOV_MA_Q
11
10
4
5
Self-Study Template 22
Ethnicity
Black
0%
1
9%
1
0%
1
10%
1
0%
Hispanic
0%
1
9%
1
0%
1
10%
1
0%
1
0%
0
0%
1
20%
25%
1
0%
1
20%
Asian
1
9%
0%
1
1
8%
0%
1
1
8%
0%
1
1
8%
0
0%
American
Indian/Alaskan Native
1
9%
0%
1
1
8%
0%
1
1
8%
0%
1
1
8%
0
0%
White
9
82%
82%
18
10
83%
80%
18
10
83%
75%
13
10
83%
3
60%
2 or More Races
0
0%
Native
Hawaiian/Pacific
Islander
0
0%
0
0%
Unknown
Total
9
0%
11
0%
11
0
8
0%
22
12
0%
10
0
3
0%
22
12
0%
4
0
0%
16
12
5
Tenure Status
Tenured
9
82%
9
10
83%
10
11
92%
11
11
92%
Tenure-Track
2
18%
2
2
17%
2
1
8%
1
1
8%
0%
0
0%
0
0%
0
Not Applicable
Total
11
11
12
12
12
12
0%
12
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)
In the last 2 years alone, the department’s fulltime faculty produced 13 books, 15 peer-reviewed articles, 8 book chapters,
2 book reviews and presented at 63 conferences. The faculty of the Department of Government and Politics is very
engaged in research and scholarship.
5f.
What initiatives have been taken in the past five years to promote faculty development in support of the
program? (Suggested limit 1/2 page)
In the past 5 years, the Government Department has encouraged its faculty to participate in numerous conferences
presenting and receiving peer-reviewed critiques of their research. The Department has also encouraged its faculty to
participate in the APSA’s Annual Teaching and Learning Conference. The Department has encouraged its faculty to
participate in St. John’s Center for Teaching and Learning programs. The Department encouraged its faculty to present
their research at colloquia for students and alumni. The Department has granted numerous research reductions, several
research leaves and encouraged its faculty to apply for outside grants.
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.)
SJC_GOV_GOV_MA_Q
Self-Study Template 23
Fiscal Year
External
Funding
04/05
05/06
06/07
07/08
08/09
$ Amount
Program
$ Amount
Department
Fiscal Year
External
Funding
09/10
10/11
$ Amount
Program
11/12
12/13
100,000
$ Amount
Department
-
-
-
-
Dr. Kearn received a fellowship grant from the Rand Corporation. He conducted research and wrote a book, while on
leave with the Fellowship
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)
As noted in the table provided, the Government Department’s faculty receive high marks from students. In every category
in the table, the faculty scores are much higher than both the college and the university. Clearly, the students in the
program value the faculty highly and consider their courses beneficial to their overall goals.
Government &
Politics (Q)
Saint John’s
College
Total Graduate
Overall Evaluation (Spring)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
4.24
4.37
4.33
4.40
4.57
4.60
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).
SJC_GOV_GOV_MA_Q
Self-Study Template 24
5i.
What percentage of full time faculty assigned to this program have terminal degrees or industry certifications
renewed within the past 2 years? Comment. (Suggested limit 1/3 page)
All the Department’s faculty have the terminal degree in the field – the PhD in political science.
Standard 5.
Comments: Indicate to what extent the program has the faculty resources required to meet its mission
and goals. Include references from 5a – 5i. (Suggested limit 1 page)
The Department of Government and Politics has 5 programs - 3 undergraduate and 2 graduate – across 3 campuses,
including Rome, for which we provide 2 full timers a semester. Moreover, the BA in GOV is the 3rd largest major in St.
John’s College, only Biology and Psychology are larger. Despite those demands, 7 departments have more faculty and
two departments with fewer undergraduate majors have the same number of fulltime faculty. In addition, the Government
Department is a service provider as well, to numerous minors, the Masters of Global Development, Environmental Studies
and Asian Studies. Due to all these commitments, in a typical semester, the Government department has only 8 full time
faculty available, and 3 of those have administrative responsibilities. Consequently, the Department does not have enough
faculty members to meet the needs of all our programs. In terms of this graduate program, we are missing key components
in our PA concentration. We need at least one additional faculty member, if not 2. With additional expertise, we could do
much more, for more students, with enhanced faculty resources.
Standard 5.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 6. The program has adequate resources to meet its goals and objectives. And, it is cost-effective.
6a.
Narrative/Supportive Technological Environment - Comment on classrooms and labs meeting industry-standards
for quality and availability of hardware, software, and peripherals; library space, holdings and services; science
laboratories, TV studios, art/computer graphic labs; etc. (Suggested limit 1 page)
Technology: St. John’s has made significant attempts to upgrade the technology in the classroom, and it is
relatively reliable and user-friendly. For the purposes of lecture oriented classes, the available technology is
sufficient for most tasks, and the multi-media capabilities in most rooms is similarly sufficient for using movies,
documentaries, etc.
Despite the willingness of St. John’s technical support staff to provide guidance and direction, the version of the
widely used “Blackboard” program, which is designed to provide a platform where students and faculty can
interact in a variety of ways to improve and enhance classroom experiences, is limited and seems a lesser version
of what is available at most universities. Because of SJU’s Blackboard limitations, some faculty preferred to use
the rather rudimentary St. John’s Central program to communicate with students and facilitate course-related
activities and interactions. It is not clear that the upgrade to MySJU will addresses those limitations.
SJC_GOV_GOV_MA_Q
Self-Study Template 25
In general, given the obvious investments in information technology and computers, the support and oversight of
technology seems questionable at best. Virus software is rarely if ever improved or enhanced and there is little if
any direction over securing important information that may be vulnerable. Basically, we are told to “back up” our
files. At this point in time, such advice is taken for granted and what seems to be missing is a proactive,
technically proficient and advanced core of IT professionals that can administer a truly effective university-wide
SJU computer technology capacity.
Library: Unfortunately, the library is one of the real disappointments of St. John’s University. The completely
misguided effort to purge large numbers of books and various collections six years ago, with very little planning
or forethought in order to create more social space for students, was simply disastrous. For our program, many
fundamental collections that would be easily available at any other reputable university (such as collections of
primary source documents and archives of governmental materials) are not accessible. In fact, it is not clear
whether the library continues to possess these collections or whether they were liquidated, as so many books were
six years ago. Many universities consider their library to be the crown jewel of their campus and reflective of the
overall health and wellness of the institution. The SJU library unfortunately reflects a misguided emphasis on
shallow notions of student social experience at the clear expense of a commitment to research, scholarship and
academic engagement.
For graduate students, the current poor shape of the library really hinders the ability to conduct thesis or
independent study type research and faculty can attest to the frustrations of MA students who have undertaken
research projects that have been unable to access important collections of primary materials that should be in the
SJU library but are absent, unavailable, missing, or lost.
Library technology is adequate, but just that. While the staff is responsive when asked to acquire journals or
collections of online periodicals, there are many resources that are simply not there which would be found at most
other institutions. Other university libraries often have staff that is expert in specific fields that can aid both
students and faculty in research endeavors. Unfortunately, there seems to be little of this type of collaboration
here.
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)
Physical Environment: Perhaps nothing is more apparent at SJU than the fact that its physical plant is old and
outdated and does little to foster or contribute to a conducive academic learning environment. In particular, St.
John’s Hall is a large and uncomfortable building. For undergraduate courses—particularly those with larger
enrollments—rooms are often cramped and crowded. Because the building is old and rooms are in some cases
artificially divided with thin walls, noise from other classes can become an issue. In general, the large, lecture
style rooms are a “one size fits all” that poorly applies to teaching today, where seminar style interactions and
discussions classes are often far more important than lecturing.
This is particularly troubling at the MA level where a lack of more appropriate seminar rooms, more comfortable
spaces that encourage student engagement and facilitate interaction between student and faculty, is a real problem.
Attempting to conduct MA classes in the larger lecture type rooms in St. John’s Hall significantly hinders the
discussion so vital to advanced study.
SJC_GOV_GOV_MA_Q
Self-Study Template 26
Faculty/Student Satisfaction with HVAC: To be brief, the HVAC situation in St. John’s Hall is horrendous.
Oddly, it is often not much better in Marillac Hall (where Government & Politics also typically has classes). The
ancient heating system is turned on sometime in October or November and proceeds to blast high heat throughout
the buildings. Whatever thermostats are in individual classrooms, they seem to have little effect. It’s little
surprise that student typically seem to get sick around the time the heat is turned on, as often the temperature
outside doesn’t warrant any interior heat, but there is simply no way to control the heat in these buildings that any
of the faculty are aware of. Students consistently complain about the heat in course evaluations and faculty can
corroborate that the high heat can really undermine the learning environment. It’s quite ridiculous.
Faculty Offices: While the Government & Politics Department is somewhat fortunate in its location, in general
faculty offices in St. John’s Hall are abysmal. They are extremely small, literally making it almost impossible for
more than one student to visit a professor at any given time. Access to book cases, cabinets, and other amenities
is often a major chore and can take months. Finally, as discussed above, many times during the year (typically late
fall and early spring), it is almost impossible to stay in the offices for any period of time because of the ridiculous
temperature levels. Faculty members have no control over the temperature in their offices, because of the archaic
heating system in St. John’s Hall. This can lead to faculty having windows wide open during the coldest days of
winter. While the facilities staff tries to be responsive to faculty complaints, it is simply not a healthy working
environment and certainly does little to foster student engagement with faculty.
6c.
To what extent has the University funded major capital projects, e.g., renovations, which are linked directly to
the program during the past five years? (Bulleted list)
The only renovations the Department of Government and Politics has received in over 15 years came after a flood
from a bathroom in the main hall of St. John’s Hall. The flooring was replaced in the department. The department
looks old and worn out and reflects a general lack of commitment to the programs in the department.
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)
According to the contribution margin analysis the Department was provided, the Government and Politics program
brought in $969,387 dollars in tuition and fees from its graduates. After financial aid, tuition remission and expenses, the
Government and Politics program made more than $253,259 dollars for the university during FY 2014. The Department
was not given access to the source of any of these numbers so we have to trust that the numbers are correct. We were
informed that the numbers are based on the numbers of students. However, since the costs of the 5 programs that are
housed in the Department of Government and Politics are fixed, it is hard to understand how some of these numbers
where determined. For example, there are 12 faculty in the Department – all 12 teach for GOV, some teach for PA, some
for SI, and 2 go to Rome each semester.
Moreover, the calculations done by the Rome campus indicate that FY 2014 we earned $612,399.50 as the total amount of
MA tuition money generated at the Rome campus. The costs for staff salary, faculty housing, faculty per diem, and faculty
flight costs from NY to Rome equal $116,862. Thus, by our calculations we made $495,537.50 for a difference of
$378,675. The entire difference comes from the “direct expense” category. Thus, this category appears to double
and triple count faculty salaries across all 5 programs the Department runs. Consequently, every GOV program
makes money, we believe some make considerable more than identified by the Contribution Margin Analysis provided by
the university.
SJC_GOV_GOV_MA_Q
Self-Study Template 27
Standard 6.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 7. Effective actions have been taken based on the findings of the last program review and plans have
been initiated for the future.
Comments: (Suggested limit 1page)
The Department of Government and Politics faculty have been very active in revising and reshaping the graduate
Government and Politics program since the last program review. Our primary focus was on revising the curriculum.








We revised the curriculum – adding 11 new courses and deleting 3
We differentiated and separated the International Relations and Comparative Politics concentrations
We offered more online courses
We revised the comprehensive exam, taking it from a 4 hour test to a take home 20-25 page research paper
We revised all our assessment tools, our goals, our objectives and our rubrics.
We encouraged participation in fellowships, awards, and internships.
We encouraged opportunities to present at professional conferences. We encouraged our students to make use of
the Dean’s offices travel grants for student conference participation.
We revised our advisement process engaging all faculty and all students.
Going forward, the faculty will continue to be engaged in revising and reshaping our curriculum to meet the needs of our
students. We plan to:
 Create a new BA/MA track with Homeland Security
 Create a new BA/MA track with Environmental Studies
 Continue to add more policy courses to the curriculum
 Continue to add more policy analysis and practical activities and experiences to the program
 Investigate creating a different, internship based Certificate, done entirely in the summer in Rome or possibly
Paris.
SJC_GOV_GOV_MA_Q
Self-Study Template 28