AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Government & Politics BA Q
Date Submitted to Department/Division Chair:
Overview and Program Review Summary: Please summarize this program’s mission and its relationship to the vision
and mission of St. John’s University, and the program’s School/College. Identify similar programs regionally and
nationally and distinguish this program from them. In addition, summarize your findings as they relate to (1) program
quality, (2) market growth potential, and (3) student learning. Also, summarize any significant changes, achievements
(by faculty and students and the program itself), and plans for the future. Finally, based on the information gleaned
from the data in the self-study, give an overall rating of the program’s Enrollment/Market Potential by categorizing it as
one of the following: (1) Enhance; (2) Maintain; (3) Reduce support, Phase out, Consolidate, or Discontinue.
(Suggested limit 1 page)
STANDARD 1. The purpose of the program reflects and supports the strategic vision and mission of St. John’s
University, and the program’s School/College.
1a.
What evidence can you provide that demonstrates that the program embodies the Catholic, Vincentian, and
metropolitan identity of St. John’s University? www.stjohns.edu/about/out-mission. (Suggested limit 1/3 page)
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)
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)
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
SJC_GOV_GOV_BA_Q
Self-Study Template 1
SAT
2005
2006
High School Average
2007
2008
2009
2005
2006
2007
2008
2009
Program
1104
1093
1157
1135
1089
86
88
89
88
88
School/College
1104
1099
1085
1093
1093
88
88
88
88
89
University
1068
1075
1075
1087
1092
86
87
87
87
88
Freshmen SAT Scores
Fall 2010
Fall 2011
Computed
GOV
Fall 2012
Computed
1,106
Fall 2013
Computed
1,088
Computed
1,126
1,112
Freshmen High School Average
Fall 2010
Fall 2011
High School
GOV
Fall 2012
High School
88
Fall 2013
High School
85
High School
88
87
SAT Scores
High School Average
2010
2011
2012
2013
2010
2011
2012
2013
School/
College - Q
1089
1077
1087
1098
88
88
88
88
Total University
1097
1087
1096
1104
87
87
88
89
SJC_GOV_GOV_BA_Q
Self-Study Template 2
TestTakers
SAT
Intended College Major
Mean
Scores
Number
Percent
(%)
Critical
Reading
Mathematic
s
Tota
l
489
0.4%
445
440
885
Public Administration and Social Services
Professions
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
Undergraduate 1st Year Retention Rate
2b.
Fall
2003
2004*
2005
2006
2007
2008**
# Fresh
# Ret
%
Program
82%
85%
74%
88%
82%
54
45
83%
School/
College
77%
79%
77%
77%
73%
1005
768
76%
University
78%
78%
78%
79%
76%
3268
2557
78%
Note* The % of students started in Fall 2004 and returned to the program in Fall 2005
** The % of students started in Fall 2008 and returned to the program in Fall 2009
2009
Total
GOV
55
2010
Returned
DNR
#
%
#
%
43
78%
12
22%
Total
52
2011
Returned
DNR
Total
#
%
#
%
37
71%
15
29%
2012
Returned
34
DNR
#
%
#
%
24
71%
10
29%
Total
49
Returned
DNR
#
%
#
%
36
73%
13
27%
Fall
2009
2010
2011
2012*
# Fresh
# Ret
%
School/
College - Q
76%
74%
72%
905
683
76%
Total University
78%
78%
76%
2757
2195
80%
* The % of students started in Fall 2012 and returned to the program in Fall 2013
SJC_GOV_GOV_BA_Q
Self-Study Template 3
2c.
Undergraduate 6 Year Graduation Rate
Fall
1999
2000
2001
2002
2003
Program
62%
71%
73%
58%
70%
School/
College
Average Rate
61%
59%
58%
60%
57%
University
64%
59%
61%
61%
58%
Fall 2004 cohort
Total
GOV
46
Graduated
31
67%
Fall 2005 cohort
Total
Graduated
43
20
Fall 2006 cohort
Total
47%
48
Graduated
34
Fall 2007 cohort
Total
71%
45
Graduated
29
64%
Fall
2004
2005
2006
2007
School/College
Average Rate - Q
57%
57%
57%
51%
Total University
58%
58%
59%
55%
2d.
Graduate Standardized Test Scores
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)
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)
SJC_GOV_GOV_BA_Q
Self-Study Template 4
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of
Students
2005
2006
2007
2008
2009
Majors
252
240
239
235
252
Minors
15
12
20
23
30
Total
267
252
259
258
282
MAJORS
GOV
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
BA
231
209
187
190
12
11
25
24
243
220
212
214
BA/MA
Total
MINORS
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Minors
Minors
Minors
Minors
Government & Politics
28
22
24
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Total
Total
Total
Total
Total
2h.
31
291
267
253
258
Number of degrees granted during the past five years. See table below.
Academic Year
Degrees
Granted
04/05
05/06
06/07
07/08
08/09
BA
56
74
46
59
55
SJC_GOV_GOV_BA_Q
Self-Study Template 5
SJC -UG-Q
GOV
Government & Politics
BA
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
53
60
53
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.
2009-2010
2010-2011
2011-2012
Bachelors
Local
3,417
3,423
3,322
National
137,582
142,145
143,422
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)
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)
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)
SJC_GOV_GOV_BA_Q
Self-Study Template 6
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)
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.
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
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?
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.
SJC_GOV_GOV_BA_Q
Self-Study Template 7
Fastest growing occupations and occupations having the largest numerical increase in employment by level of education
and training projected.
Percent
Numeric
Occupations having the
largest numerical increase
in employment
Legislators
0%
200
Paralegal and Legal Assistants
Paralegal and Legal Assistants
18%
46,900
Judges, Mediators, and Hearing Officer
7%
4,600
Fastest Growing Occupations
Change, 2010-20
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
Percent
Numeric
7%
4,600
Changes, 2010-20
G Little or no change - decrease 2 percent to increase 2 percent
Legislators
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)
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
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study
abroad experiences.
3. The University Core competencies
SJC_GOV_GOV_BA_Q
Self-Study Template 8
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
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)
4d.
What, if any, external validations, e.g. specialized accreditations, external awards, other validations of quality
has the program received? (Suggested limit 1/3 page)
Standard 4.
Additional comments if needed. (Suggested limit 1 page)
SJC_GOV_GOV_BA_Q
Self-Study Template 9
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
5a.
Below you will find the number of students enrolled as majors and minors in the program. Please complete the
table by adding the number of full-time faculty assigned to the program. Then calculate the student to full-time faculty
ratio.
#
Majors/
FT
Faculty
FT
PT
Total
Majors
244
8
252
237
3
240
Minors
14
1
15
7
5
Majors
&
Minors
Combine
d
258
9
267
244
# of FTE
Students
(Majors
&
Minors)
258.0
0
3.0
0
261.0
0
244.0
0
Fall 2005
Fall 2006
FT
PT
Fall 2007
Total
FT
Fall 2008
FT
PT
Fall 2009
PT
Total
Total
FT
PT
Total
233
6
239
230
5
235
244
12
19
1
20
21
2
23
30
8
252
252
7
259
251
7
258
274
8
282
2.6
7
246.6
7
252.0
0
2.3
3
254.3
3
251.0
0
2.3
3
253.3
3
274.0
0
2.6
7
276.6
7
8
252
30
# 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 2012
Fall 2013
F
P
Total
F
P
Total
F
P
Total
F
P
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
MAJORS
SJC_GOV_GOV_BA_Q
245
6
251
221
7
228
214
8
222
216
5
221
Self-Study Template 10
Fall 2010
F
Total
Minors
MINORS
Fall 2011
F
Fall 2012
Total
F
Minors Minors Minors Minors
27
27
30
30
F
Total
MAJORS/MINORS
P
Minors
Minors
21
P
Total
Minors Minors
22
1
Total
F
P
23
Fall 2012
Total
F
P
Fall 2013
Total
F
P
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
272
6
278
251
7
258
235
8
243
238
F
FTE MAJORS
F
Fall 2011
Fall 2010
Total
Total
21
Fall 2010
Fall 2013
P
Fall 2011
Total
F
P
Fall 2012
Total
F
FTE
FTE
FTE
FTE
FTE
FTE
FTE
272
2
274
251
2.333
253.333
235
Fall 2010
Fall 2011
Fall 2012
P
FTE
Total
Total Total
6
244
Fall 2013
Total
F
FTE
FTE
FTE
FTE
238
2
240
2.667 237.667
P
Total
Fall 2013
# of FTE faculty assigned
to the program
FTE Student/FTE Faculty
Ratio
Important Notes:
FTE Students = Number of FT Students + (number of PT Students/3)
FTE Faculty = Number of FT Faculty + (number of PT Faculty/3)
This methodology is used by STJ for all external reporting.
The figure for majors includes first and any second majors.
SJC_GOV_GOV_BA_Q
Self-Study Template 11
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
Fall 2005
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Taught
#
%
#
%
#
%
#
%
#
%
FT Faculty
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%
% consumed by Non-Majors
Credit Hrs Taught
30%
Fall 2010
Number
30%
28%
Fall 2011
Percent
37%
Fall 2012
Number
Percent
Number
32%
Fall 2013
Percent
Number
Percent
F-T Faculty
1,992
59.9%
1,800
57.0%
1,947
75.8%
1,596
63.0%
P-T Faculty (inc
Admin)
1,332
40.1%
1,356
43.0%
621
24.2%
936
37.0%
0.0%
Total
3,324
% Consumed by
Non-Majors
0.0%
100%
975
3,156
29.3%
0.0%
100%
1,068
2,568
33.8%
100%
591
23.0%
0.0%
2,532
531
100%
21.0%
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
#
#
%
#
%
#
%
#
%
27
60%
29
64%
31
63%
31
66%
18
40%
16
36%
18
37%
16
34%
%
FT Faculty
26
67%
PT Faculty
13
33%
SJC_GOV_GOV_BA_Q
Self-Study Template 12
Total
39
100%
Courses Taught
100%
Fall 2010
45
100%
49
100%
Number
Percent
26
60.5%
37
67.3%
39.5%
18
32.7%
0.0%
Total
43
100%
100%
Fall 2012
Percent
17
47
Fall 2011
Number
F-T Faculty
P-T Faculty (inc
Admin)
45
Number
Percent
Number
Percent
31
75.6%
27
65.9%
10
24.4%
0.0%
55
100%
Fall 2013
14
34.1%
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)
SJC_GOV_GOV_BA_Q
Self-Study Template 13
Departmental Plan
2005
FT
2006
PT
#
%
#
%
Male
7
64%
4
50%
Female
4
36%
4
Total
11
100%
Black
1
Hispanic
Total
FT
2007
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
2008
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
2009
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
PT
Total
#
%
#
%
13
8
67%
5
50%
13
55%
10
4
33%
5
50%
9
11
100%
23
12
100%
10
100%
22
0%
1
9%
1
0
0%
1
10%
1
0
0%
1
9%
1
0
0%
1
10%
1
1
1
8%
0
0%
1
1
8%
0
0%
1
82%
19
11
92%
9
82%
20
11
92%
8
80%
19
0
0%
0
0
0%
0
0%
0
0
0%
0
0%
0
11
100%
22
12
100%
11
100%
23
12
100%
10
100%
22
82%
9
9
75%
9
9
75%
9
2
18%
2
3
25%
3
3
25%
3
0
0
0%
0
0
0%
0
0
0%
0
11
11
100%
11
12
100%
12
12
100%
12
Gender
Ethnicity
Tenure Status
SJC_GOV_GOV_BA_Q
Self-Study Template 14
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
Total
#
%
#
%
11
8
67%
3
60%
11
5
4
33%
2
40%
6
16
12
Gender
11
10
4
5
17
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%
1
25%
1
0%
1
20%
1
Asian
1
9%
0%
1
1
8%
0%
1
1
8%
0%
1
1
8%
0
0%
1
American
Indian/Alaskan Native
1
9%
0%
1
1
8%
0%
1
1
8%
0%
1
1
8%
0
0%
1
White
9
82%
82%
18
10
83%
80%
18
10
83%
75%
13
10
83%
3
60%
13
2 or More Races
0
0%
0
Native
Hawaiian/Pacific
Islander
0
0%
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
17
Tenure Status
Tenured
9
82%
9
10
83%
10
11
92%
11
11
92%
11
Tenure-Track
2
18%
2
2
17%
2
1
8%
1
1
8%
1
0%
0
0%
0
0%
0
0%
0
Not Applicable
Total
11
SJC_GOV_GOV_BA_Q
11
12
12
12
12
12
12
Self-Study Template 15
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)
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)
5g.
The table below shows the amount of external funding received by the department. If available, please provide
the dollar amount of externally funded research for full-time faculty supporting the program under review. (Program
dollar amounts are available through departmental records.)
Fiscal Year
External
Funding
04/05
05/06
06/07
07/08
08/09
$ Amount
Program
$ Amount
Department
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
-
-
-
-
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)
Governement
& Politics (Q)
Saint John’s
College
Total
Undergraduate
Overall Evaluation (Spring)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
4.15
4.27
4.13
4.32
4.48
4.36
3.95
4.01
4.00
4.28
4.33
4.33
4.01
3.21
4.07
4.27
4.29
4.35
SJC_GOV_GOV_BA_Q
Self-Study Template 16
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)
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)
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)
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)
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)
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)
SJC_GOV_GOV_BA_Q
Self-Study Template 17
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)
SJC_GOV_GOV_BA_Q
Self-Study Template 18