UNIVERSITY COUNCIL
2013 – 2014
AGENDA
October 17, 2013, 11:00 a.m.
Presidents’ Lounge, Campion Hall
1. Approval of Minutes
2. Report of Chair
3. Election of Executive Committee
4. Proposed Mandate on a Linguistics Major
5. Proposed Mandate on International Travel Policy
6. Proposed Mandate on a Women’s Center
7. Proposed Mandate on Pharmaceutical & Healthcare Marketing for Non-Business Students
1
University Council Minutes of Meeting-Draft
May 22, 2013
In attendance: Cary Anderson, Judi Chapman, Robert Daniel, Joseph DiAngelo, Jonathan Fingerut,
Marybeth Harrington, Kenneth Kury, William Madges, John McCall, Virginia Miori, Robert Moore, Peter
Norberg, Christina King Smith, Springs Steele, Tim Swift, Ken Weidner, Graham Lee, Parliamentarian,
and Provost Brice Wachterhauser, who chaired the meeting.
1. The meeting convened at 12:00 noon. A motion to approve the minutes of April 18, 2013 was
made by Professor Daniel, seconded by Professor Weidner. Following discussion, Professor
Weidner, seconded by Professor Daniel, moved to add the following language to the minutes:
“Substantive changes in CPLS need to undergo appropriate faculty governance review as specified
in the Faculty Handbook.” The amendment was accepted on a voice vote as were the amended
minutes.
2. The Chair reported that the first agenda item was the President’s Response to the Proposed Policy
on Sexual Harassment and his intention to recommend the “Policy Prohibiting Discrimination,
Harassment and Retaliation” and the “Sexual Violence Policy” to the Board of Trustees (BOT)
on May 3 for final approval. Fr. Gillespie requested certain changes from the language adopted by
Council at its April meeting. Father Gillespie also concluded that it was imperative that a revised
policy be put in place as soon as possible and asked that the BOT pass the proposed policies
provisionally which will allow for the possibility of comment and action before finalization. The
BOT passed both policies provisionally as proposed by the President on May 3. Professor Daniel,
seconded by professor Linehan, moved acceptance of the following resolution drafted by Professor
Linehan.
Whereas, since 2010, the Policy Prohibiting Discrimination, Harassment, and Retaliation
[PPDHR] and the Sexual Violence Policy [SVP] have been comprehensively reviewed for revision by
several committees composed of faculty, staff, and students with expertise in these areas;
Whereas, during academic years 2011 and 2012, the Reconcile Committee[RC], charged with
the task of consulting and reconciling various legal principles and the interests of institutional
consistencies, consulted an attorney with expertise in sexual-harassment law, the legal office of the
American Association of University Professors, relevant campus officials including current and former
chairs of HALT, the affirmative-action officer, the Title IX coordinator, and the University’s General
Counsel. The committee also reviewed the sexual-harassment policies from 15 universities;
Whereas, during this two-year process, the RC afforded the University General Counsel several
opportunities to suggest revisions for both policies and to give full rationale for her legal
recommendations;
Whereas, starting in the summer of 2012, the University General Counsel contributed to two
separate delays (totaling six months), which prevented the timely presentation of the completed
document to the University Council twice;
Whereas, on 15 November 2012, the University Council [UC] passed the revised PPDHR and
SVP by a vote of 15-2-0 and also rejected a motion by a vote of 2-14-0 to forward both policies to the
Office of Human Resources for additional review;
Whereas, upon advice from the University General Counsel and the Office of Human
Resources, the President, exercising his powers according to the university’s governance procedures,
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rejected the new drafts for both policies, returned the PPDHR and SVP to the University Council in
March 2013, and provided his recommendations for further amendments;
Whereas, on 12 March 2013, the UC Executive Committee returned these documents to the RC
for further revision (a decision ratified by the full UC on 21 March 2013);
Whereas, despite its concerns regarding how proper governance procedures had apparently been
circumvented, the RC nevertheless considered and incorporated most of the President’s
recommendations, and provided reasons for those not incorporated (giving Council opportunity to
amend so as to include them if it wished);
Whereas RC then resubmitted on 11 April 2013 new drafts for both policies to UC, which
approved them on 18 April 2013;
Whereas, the President then again rejected the PPDHR document approved by the University
Council because of additional, last-minute revisions provided by the University General Counsel,
which she had not properly vetted through shared governance;
Whereas, in the May 2013 meeting of the Board of Trustees, the President presented for
provisional approval the PPDHR revised document without proper vetting through the university
governance system, which manifestly violates the spirit of the recommendations made in the 28
February 2013 “Review of Shared Governance Report”;
Whereas, it appears to the UC that at several instances during this three-year process, the
University General Counsel exercised de facto power to veto policies and language for both PPDHR
and SVP, doing so without paying proper and diligent attention to accepted governance procedures at
this institution;
Be it resolved, that the University Council of Saint Joseph’s University asks the President
for a face-to-face meeting followed by a written clarification regarding the proper role of the
University General Counsel in all policy-making decisions;
Be it also resolved, that the University Council of Saint Joseph’s University protests the
repeated violations of standard governance procedures throughout this process, which, Council
believes, undermines the recent, university-wide efforts to reinvigorate the primacy of sharedgovernance principles.
Concerns were voiced and supported by members of the University Council and guests questioning
the role of the General Counsel. Some concerns were the Counsel’s overriding actions by Council,
the proper role of the General Counsel of the University, and lack of respect for the concept of
shared governance. There was discussion of the process by which the Council could return the
document to the President, but no action on this was taken. The vote on the Linehan Resolution
was:10-Yes, 4-Abstentions, 0-No.
3. The final item in the Chair’s report was the proposed mandate on Adjunct and Visiting Faculty
Council Representation on University Council. The Chair stated that there was no action by the
University Council Executive Committee, just a discussion. Caroline Meline, Chair of the Adjuncts
and Visiting Faculty Council, stated that she was pleased to be starting this process, but asked for
guidance and support from the University Council. She stated that the AVFC does not have
representation on the University Council, even though it makes up 2/3 of the faculty at Saint
Joseph’s University. The recommendation was to recommend support for Visiting Professors and
3
Adjunct Faculty for University Council and other bodies, but it was stated that it would require
changing the Faculty Handbook. It also would require a document that would define the scope and
purpose of the AVFC. Professor Daniel offered his support to the AVFC; the chair also offered his
ongoing support.
4. There was a motion to receive and accept the recommendation regarding the mandate on Faculty
Evaluation Forms. Professor Daniel approved the motion, which was seconded by Professor
Norberg. It was noted that SUMMA was not adequate for faculty teaching online courses, and it
hampers the ability to support junior faculty who may be teaching online. IDEA was suggested as a
replacement for SUMMA. It was suggested that online courses could serve as a test case for IDEA,
with the knowledge that SUMMA will be the instrument for all other courses.
Professor Daniel, seconded by Professor Miori, offered the following amendment:
"With the understanding that the IDEA Center online student evaluation instrument may not
correlate well to the SUMMA student evaluation instrument on paper, and that the IDEA Center
instrument ought not systematically be considered comparable to the SUMMA instrument and, in
view of the inadequacy of the SUMMA paper forms for student evaluation of online courses, the
University Council recommends adopting and implementing the IDEA Center online student
evaluation form for all online courses in spring 2014 (discontinuing use of the SUMMA form for
those same classes)." The amendment was adopted by a vote of 14-0-0. The policy, as amended,
passed by a vote of 14-0-0. The Chair agreed that the Registrar would be approached to see if
IDEA could be implemented for online courses by spring 2014.
5. Professor Moore, seconded by Professor Norberg, moved to accept the policy on the
Discontinuance of Academic Programs. It was noted that the proposed policy had been
thoroughly and carefully vetted by both the Faculty Policy and Procedures Committee and the
Committee on Academic Policies and Procedures. Professor Moore, as President of the Senate,
endorsed the policy, noting that the national AAUP has been active in monitoring the issue. There
was discussion as to the order of dismissal of faculty, whether it should be based on rank or solely
on seniority.
The question was called on the policy and it was adopted by a vote of 12-2-0.
6. Professor Daniel, seconded by Professor Chapman, moved to accept the report from the CAS
College Council on a B.S. in Autism Behavioral Studies. The Chair opened the floor to
comments. It was passed with a vote of 13-Yes, 0-No, 1-Abstention.
7. Professor Chapman moved, seconded by Dean DiAngelo, to accept the report on a Food
Marketing Minor for Non-business Students. The chair opened the floor to questions and
comments. It was noted that no pre-requisites were required and courses are open to CA&S
students. It was passed unanimously with a vote of 14-Yes, 0-No, 0-Abstentions.
8. Professor King Smith, seconded by Judi Chapman, moved to accept the mandate on Advising
Notes. It was noted that the change would be to Degree Works. Dr. Allen-Stuck emphasized that
the notes will be restricted to the users. The Chair stated that there would be training offered in the
fall. The vote to approve the mandate on Advising Notes passed with a unanimous vote of 14-Yes,
0-No, 0-Abstentions.
9. Professor Chapman, seconded by Professor McCall, moved to send the proposed mandate on a
Major in Information Technology to APP. Professor Grevera stated that many area schools offer
this inter-disciplinary degree. Dean DiAngelo recommended that the mandate be approved and
stated that any accreditation issues arising from the number of Haub School courses could be easily
4
resolved. It was noted that we should proceed carefully because of overlaps of students. The
information should be available to both colleges. It was also recommended that the concerns should
be put in writing for APP. Professor Miori stated that she has started compiling information and
putting it in writing. It was suggested that she work with the Computer Science Department. The
vote to forward the proposed mandate on a Major in Information Technology to APP was
unanimously in favor, at 14-Yes, 0-No, 0-Abstentions with a return date of May 2014.
10. It was stated that the next item on the agenda was the Digital Teacher Proposal. It was explained
that this proposal is a series of online courses for professional development for teachers, not a
minor. It includes five courses with ITS and EDL prefixes. The teachers will have the advantage
of additional courses which will advance them on the pay schedules and make this an attractive
option for teachers and school districts. There was a question as to why this was presented to the
University Council. The Chair explained that it was submitted to him as Chair of University
Council to make sure that Council was aware of this development and, if it so decided, to have it
studied by committee. There was no desire, however, on the part of council to conduct such a study.
A motion to adjourn was adopted on a rising vote at 1:40 PM.
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2013/2014-01
PROPOSED MANDATE FOR UNIVERSITY COUNCIL
TITLE:
Major in Linguistics
OBJECTIVE:
To provide students with a Linguistics Major as well as a Linguistics Major-Teaching English to Speakers
of Other Languages (TESOL) Track. This major complements other related majors/minors in Autism
Studies, Communication Studies, Education, English, Interdisciplinary Health Services, Modern and
Classical Languages, Sociology, Psychology, etc.
REASONS FOR PROPOSED MANDATE:
1) To offer a Linguistics Major as well as a Linguistics Major-TESOL Track to add to the two
program minors currently available (in Linguistics and TESOL).
2) To create an attractive program to recruit students who want to pursue a job or a career in English
language teaching or in other fields supported by a linguistics background (language and
advertising, language and education, law, speech therapy, etc.).
3) To provide students with academic preparation that prepares them for fellowship (Fulbright, etc.),
job, and service opportunities after graduation.
4) To provide students with academic preparation that better prepares them for graduate school
programs in Linguistics and/or TESOL.
RECOMMENDED FOR STUDY BY WHICH BODY?
_____ Faculty Senate:
Academic Policies and Procedures Committee
_____ Faculty Senate:
Faculty Policies and Procedures Committee
__X__ College Council:
College of Arts and Sciences
_____ College Council:
Haub School of Business
_____ Standing Committee on Student Affairs, Full-time Undergraduate
_____ Standing Committee on Student Affairs, Part-time Undergraduate/Graduate
_____ Administrative/Staff Council
Dr. Jennifer Ewald, Associate Professor of Linguistics & Spanish, Program Director of
Linguistics, Modern and Classical Languages
Dr. Elaine Shenk, Associate Professor of Linguistics & Spanish, Modern and Classical Languages
Dr. Robert Daniel, Chair, Department of Modern and Classical Languages
Signatures:
Date:__9/12/2013__
Please forward to the Provost who serves as Chair of the University Council, along with complete
documentation to substantiate the need for the proposed mandate.
6
Proposed Major in Linguistics
1. Rationale
a. The current situation
Currently, SJU offers a Minor in Linguistics and a Minor in TESOL (Teaching English to Speakers of
Other Languages) but offers no related majors. Both of these minors are offered by the Linguistics
Program, which is housed in the Department of Modern and Classical Languages. The Linguistics
Minor began in 1996 and the TESOL Minor was officially approved in April, 2013. There are
approximately 19 Linguistics minors and 6 TESOL minors currently registered at SJU.
The Linguistics Minor encourages students to consider physiological, cognitive and social aspects of
language and to explore various features of discourse in multiple settings. The TESOL Minor prepares
students to teach the English language in a variety of contexts, the most common of which includes
adult programs in the United States or in other countries. Both of these minors offer students academic
training that can lead to further study of related areas at the graduate level.
b. The proposal: goals and objectives
This proposal has 2 goals: (1) to establish a Linguistics Major (and a Linguistics Major -TESOL
Track) and (2) to establish the Linguistics Program as an interdisciplinary program that operates with
an advisory board and a budget.
i. Curricular proposals: Major in Linguistics
The proposed Major in Linguistics provides students with the option of completing a general major in
Linguistics or a major in Linguistics with a particular curricular focus on TESOL. A Linguistics Major
provides students the opportunity to complete a set of 10 courses that offers them a wide-ranging
preparation in linguistics and a broad understanding of the field. The TESOL Track provides students
the opportunity to complete a more specialized set of 10 courses particularly designed to prepare
English language teachers; to deepen what students obtain from the existing TESOL Minor (6 courses),
this track (10 courses) offers the same TESOL training strongly supported by an in-depth preparation in
Linguistics that better grounds TESOL students in the broader field of Linguistics.
So far, six current SJU Linguistics minors (Crista Dockray, Samantha DiGiuseppe, Julia Maltz, Dana
Mingione, Denise Sciasci, and Monique Uy) have expressed specific interest in pursuing a double
minor in both Linguistics and TESOL. Since students can double-count up to 3 approved courses for 2
minors, double minors typically take a total of 9 total courses. The Linguistics Major-TESOL Track
provides students like these with the option of pursuing a major rather than two closely related minors
by completing 10 total courses. This major track is designed to prepare students to teach ESL in a
variety of contexts, the most common of which would be in adult programs in the United States as well
as in other countries. “Certification” in TESOL (i.e., the state-approved ability to teach ESL in K-12) is
generally offered at the graduate level only. The most respected professional organization related to the
TESOL field is named “TESOL” (www.tesol.org). Its statement regarding certification is as follows:
“To teach English in public or higher education positions, the minimum requirement is usually a
master’s degree in TESOL or a related field.” Locally, Temple University offers an MA in TESOL but
even that MA does not lead to certification unless the student also completes the required teacher
certification courses (their website offers additional specific information:
http://www.temple.edu/education/tesol/programs/masters.html). Thus, an SJU Major in LinguisticsTESOL Track would provide students with some measure of preparation to teach ESL in various
7
contexts but would not “certify” them to do so at the K-12 level. Those who might want to pursue
TESOL as a full-time career would be advised to seek the necessary credentials in graduate-level
programs (MAs/PhDs in TESOL/EDU). This major would be helpful groundwork for that later
graduate study.
ii. Structural program proposal for the Linguistics Program
The Linguistics Program, currently a curricular program within the Department of Modern and
Classical Languages, asks to be officially recognized by SJU as an interdisciplinary program and seeks
to establish an advisory board and a Program Director (appointed by the Dean of CAS on a renewable,
three-year term basis). A proposed job description for the Program Director is attached to this
document in Appendix A (please see p. 12).
Though interdisciplinary in nature, the Linguistics Program does not currently have an Advisory Board.
Several courses that count toward the existing minors in Linguistics and TESOL are cross-listed with
other departments (e.g., PHL and SOC) and some are taught by faculty from EDU (e.g., 246), ENG
(e.g., 381), PHL (e.g., 220, 240, 474, 475) and SPA (e.g., 375, 380, 460, 461, 466, 467, 468, 480). See
below for a complete list of all LIN course offerings.
Complete list of all LIN course offerings (for reference):
LIN 101: Introduction to Linguistics
LIN 150: Language, Communication and Culture
LIN 150: Language, Linguistics and the Real World
LIN 220: Logic (cross-listed with PHL 220)
LIN 240: Symbolic Logic (cross-listed with PHL 240)
LIN 201: English Grammar for TESOL
LIN 260: Language and the Law (cross-listed with SOC 260)
LIN 280: Language Acquisition and Learning
LIN 301: Teaching Language at Home and Abroad
LIN 317: Sociolinguistics (cross-listed with SOC 317)
LIN 3xx: Psycholinguistics (to be developed)
LIN 320: Phonetics
LIN 330: Discourse, Style and Presupposition
LIN 340: Communication in Social Contexts: “Can You Hear Me Now?”
LIN 381: History of the English Language (cross-listed with ENG 381)
LIN 401: Bilingualism and Language Diversity
LIN 470: Topics in Linguistics
LIN 474: Language and Thought (cross-listed with PHL 474)
LIN 475: Language and Meaning (cross-listed with PHL 475)
LIN 490: Linguistics Internship I
LIN 491: Linguistics Internship II
LIN 493: Independent Research in Linguistics
LIN 496: Course Taken Abroad/Transfer Course
c. The growth of the Linguistics Program: evidence of need and demand for this proposal
The Linguistics Program currently offers two minors. The requirements for the Linguistics Minor and
the TESOL Minor (both already approved) are listed below for reference:
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Linguistics Minor (6 courses)
LIN 101 Introduction to Linguistics (required)
Any 5 additional courses selected from the following options:
any LIN course(s)
ENG 381
PHL 220, 240, 474, 475
SOC 260, 317
SPA 342, 375, 380, 460, 461, 466, 467, 468, 480
TESOL Minor (6 courses)
LIN 201 English Grammar for TESOL
LIN 301 Teaching Language At Home and Abroad
LIN 490 English Language Teaching Internship
Any 3 additional courses selected from the following options:
LIN 101 or 150
LIN 280
LIN 320
LIN 340
LIN 317 or 401
EDU 246
The number of minors in the Linguistics Program has grown considerably in the past few years from a
very small handful to approximately 19 current students in Linguistics and 6 in TESOL. Dr. Jennifer
Ewald, hired in 2001, regularly taught only one linguistics course per year. As a result, the Linguistics
Minor had been relatively dormant until Dr. Elaine Shenk was hired in 2007. Her added participation
allowed the Linguistics Program to offer more linguistics courses with increasing regularity resulting in
its overall growth. The following chart presents the number of Linguistic Minors graduating in 20042016 (2014-2016 projected figures are based on the current numbers of matriculated minors):
Year of
graduation
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
# of LIN
minors
1
0
0
0
1
1
1
2
4
6
6
9
4
Despite completing only a minor
(rather than a major), many of these
excellent students have gone on
to pursue graduate work in related
areas. For example, a 2004
graduate (Christine Poteau)
completed a PhD in Spanish Linguistics at Temple University; currently, a 2010 graduate (Ashlee
Dauphinais Civitello, who graduated one course short of a Linguistics Minor) is completing an MA in
Hispanic Linguistics at the University of Puerto Rico, and 2013 LIN minor graduate (Nicole DeMarco)
is starting an MS in Linguistics at Georgetown University in fall of 2013 (note: the Georgetown
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University Linguistics Program has an extremely high reputation in the field and is, in fact, one of only
two Jesuit universities, along with Boston College, that offers a Linguistics Major at the undergraduate
level). Other Linguistics students have gone on to pursue graduate work in various related fields
(Education, Psychology, Speech Therapy, etc.). Additionally, SJU linguistics students have
demonstrated scholarship potential by presenting their collaborative research at academic conferences
with Dr. Shenk (Ashlee Dauphinais Civitello) and Dr. Ewald (Kerry Burns and Kate Brenner) as well
as submitting their written work to academic journals for publication review.
Growth in the Linguistics Program is also reflected in the launching of a new undergraduate journal.
Fall 2013 marks the expected publication of the first edition of Explorations in Linguistics. This online
journal, overseen by an SJU Linguistics student editor and reviewers as well as student reviewers from
other U.S. and Canadian universities, not only highlights the growth of the SJU Linguistics Program
but also the commitment of SJU students to the discipline. Please see the journal’s website for more
information.
(http://www.sju.edu/int/academics/cas/linguistics/journal.html).
Though the fall 2013 semester marks the first academic year in which courses central to the TESOL
Minor will be offered, there is already clear interest in the minor and all signs (including 6 students who
have already declared the minor) point to its ongoing development and growth.
In addition to the six students already identified who are interested in pursuing a double minor in both
Linguistics and TESOL, some prospective, former, and current students have expressed interest in
completing a Linguistics Major rather than one or two related minors (e.g., Andrea Boyde, Julia Burke,
Kerry Burns, Carlo Cinaglia, Nicole DeMarco, John Jenkins, Laura Ostrowski, Amy Phillips, Kane
Puga, etc.; please see student statements attached as Appendix C to this proposal, p. 17) and indeed
some have taken or are currently completing a sufficient number of courses to satisfy a Linguistics
Major if one were in place. A number of high school students (e.g., Peter Nelson) have recently
contacted faculty to ask if a Linguistics Major is offered at SJU and, upon discovering that there is only
a minor, have attended other universities. Thus, the option of a Linguistics Major, including one
specialized track in TESOL, would formalize a specialization that SJU can already offer by drawing on
current curricular offerings, and it would attract both current and prospective SJU students.
d. A look to the future in light of the current proposal
At this point, current Linguistics faculty (with support from other departments) are prepared to offer a
general Linguistics Major as well as a Linguistics Major-TESOL Track. Both can be fully supported
by current LIN faculty along with faculty in related fields including Education, English, and Philosophy
(please see attached statements of support from those faculty, Appendix D, p. 23). It is our plan in the
coming years to work with faculty in several other departments to develop a second specialized track
for the Linguistics Major in Speech Therapy. But, given current curricular offerings and faculty
specializations we are not prepared to propose this second track at the present time.
e. This proposal and Plan 2020
The proposal for a Major in Linguistics falls within the goals of Plan 2020 in the following ways:
Academic Distinction: Linguistics is a new major that will encourage students to be
initiators, collaborators and leaders as they pursue graduate work in linguistics, TESOL, or
related fields and/or opportunities to teach English at home and abroad. It will require, or
encourage, students to complete a course that involves experiential learning as they carry out an
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internship teaching English. The training in the TESOL Track will also equip students to be
globally engaged as well-trained teachers of English who are academically prepared to
“teach…outside of the United States”, a goal under “Multicultural and Global Perspectives”. In
contrast with those individuals who feel that their native speaker status qualifies them to teach
English, our students will have academic preparation and pedagogical training necessary to do
so more effectively. The broader Linguistics Major will provide prospective students an
academic option that is not offered by most Jesuit institutions or other universities on SJU’s
comparison list (please see Appendix B, p. 13).
Transformative Student Experience: This major supports SJU’s commitment to providing
educational opportunities for students that “instill an ethos of appreciation of diversity and
preparation for a global society”. It also offers them an academic path that trains them for
future opportunities through which they may pursue their personal, educational and professional
goals. Through their internship experiences, students will necessarily interact with people
different from themselves and will experience firsthand the opportunities and challenges of
working in a diverse society.
Mission & Diversity: Students will be equipped to engage in their own communities as
ESL teachers and tutors as well as to carry out service in other parts of the world. They will
better appreciate and understand important linguistic and cultural differences both at home and
abroad.
Global & Community Engagement: The training provided by this major will better
prepare students to teach English, research languages and cultures, and have a direct, positive
impact on their communities and their world. These fields prepare students to meet community
needs and facilitate more effective communication among community members.
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2. Description of the Proposed Curriculum
Linguistics Major (10 courses)
LIN 101
Introduction to Linguistics
LIN 280
Language Acquisition and Learning
LIN 317
Sociolinguistics or LIN 3xx Psycholinguistics
LIN 320
Phonetics
LIN 340
Communication in Social Contexts: Can You Hear Me Now?
any 5 additional courses from the following: LIN (any course number), ENG
(381), PHL (220, 240, 474, 475), SOC (260) or SPA* (375, 380, 460, 461,
466, 467, 468, 480)
ILCs (any 3 of the following chosen in consultation with the LIN Major Advisor):
MCL 101-102 language courses in a language other than that
used to satisfy the GEP language requirement (e.g., American Sign
Language, Chinese, French, German, Greek, Italian, Latin, Russian, Spanish)
EDU 151 Development, Cognition and Learning
EDU 246 Literacy, Language and Culture
ENG 206 Public Speaking and Presentation
IHS 331 Statistics and Research Methodology
IHS 465 Introduction to Autism Spectrum Disorders
LAT 411 Advanced Latin Grammar
PSY 120 Lifespan Development
PSY 222**
Neuropsychology
SPA 342 Advanced Spanish Grammar
* Please note that students who are double majoring/minoring in both LIN and SPA may
count a maximum of 3 courses toward requirements in each area.
** Please note that this course has a prerequisite (PSY 100 Introductory Psychology) and also
requires the instructor’s permission for registration for non-PSY students. Students who are
interested in taking PSY 222 should take PSY 100 to satisfy their GEP Social Science
requirement.
Linguistics Major-TESOL Track (10 courses)
LIN 101
Introduction to Linguistics
LIN 201
English Grammar for TESOL
LIN 280
Language Acquisition and Learning
LIN 301
Teaching Languages at Home and Abroad
LIN 320
Phonetics
LIN 490
TESOL Internship
any 4 additional courses from the following: LIN (any course number), EDU
(246), ENG (381), PHL (220, 240, 474, 475), SOC (260, 317) or
SPA* (375, 380, 460, 461, 466, 467, 468, 480)
ILCs (any 3 of the following):
1. MCL 101-102 language courses in a language other than that
used to satisfy the GEP language requirement (e.g., American Sign
Language, Chinese, French, German, Greek, Italian, Latin, Russian, or Spanish)
2. EDU 151 (Development, Cognition and Learning); ENG 206 (Public
Speaking and Presentation); HIS 203, 206, 207, 210 (all Historical Introductions
to geographical areas of the world); IRT 201 (Geography); LAT 411 (Adv.
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Latin Grammar), POL 113 (Introduction to Comparative Politics), POL 115
(Introduction to International Politics), SPA 342 (Adv. Spanish Grammar)
3. other MCL linguistics courses as approved by advisor
* Please note that students who are double majoring/minoring in LIN and SPA may count a
maximum of 3 courses toward requirements in each area.
d. Typical Rotation of Course Offerings/ Model Program for Student Registration
Most closely-related course offering rotations:
LIN 101: Introduction to Linguistics (every semester)
LIN 150: Language, Communication and Culture (every 3-4 semesters)
LIN 150: Language, Linguistics and the Real World (every 3-4 semesters)
LIN 201: English Grammar for TESOL (every 2 years)
LIN 260: Language and the Law (every 2 years)
LIN 280: Language Acquisition and Learning (every 2 years)
LIN 3xx: Psycholinguistics (frequency unknown) (to be developed)
LIN 320: Phonetics (every 3 years)
LIN 301: Teaching Language at Home and Abroad (every 2 years)
LIN 317: Sociolinguistics (every 3 years)
LIN 340: Communication in Social Contexts (every 2 years)
LIN 401: Bilingualism and Language Diversity (every 3 years)
LIN 490: Linguistics Internship (a supervised English language teaching
internship offered whenever needed; students would complete this requirement last;
i.e., after having completed the other minor requirements. LIN 490 is the only LIN
course with prerequisites.)
EDU 246: Literacy, Language and Culture (every semester)
ENG 381: History of the English Language (offered very infrequently)
PHL 220: Logic (every year)
PHL 240: Symbolic Logic (every year)
PHL 474: Language and Thought (every 2 years)
PHL 475: Language and Meaning (every 2 years)
SOC 260: Language and the Law (every 2 years)
SOC 317: Sociolinguistics (every 3 years)
“Model program” for a student in the general Linguistics Major:
Freshmen
LIN 101
LIN xxx
PSY 100 (recomm)
FYS
NonNat.Lang 1
NonNat.Lang 2
ENG 101
ENG 102
HIS 154
elective
Sophomore
LIN 280
LIN 340
LIN xxx
ILC
W-I overlay
Math Beauty
PHL 154
THE 154
elective
elective
Junior
LIN 317
LIN 320
LIN xxx
ILC
PHL Anthro.
DGNW overlay
E-I overlay
Nat.Sc.Lab
elective
elective
Senior
LIN xxx
LIN xxx
ILC
Faith/Reason
Art/Lit
Rel.Diff.
elective
elective
elective
elective
13
(Note that there is significant flexibility in the order of the required courses. The LIN courses listed
above do not have prerequisites.)
“Model program” for a student in the Linguistics Major-TESOL Track:
Freshmen
Sophomore
Junior
Senior
LIN 101
LIN 280
LIN 320
LIN 490
LIN 201
LIN 301
LIN xxx
LIN xxx
FYS
LIN xxx
LIN xxx/EDU 246 ILC
NonNat.Lang 1
ILC
ILC
Faith/Reason
NonNat.Lang 2
Math Beauty
PHL Anthro.
Art/Lit
ENG 101
PHL 154
E-I overlay
Rel. Diff.
ENG 102
THE 154
DGNW overlay
elective
HIS 154
W-I overlay
Nat.Sc.Lab
elective
Soc/Behav.Sci.
elective
elective
elective
elective
elective
elective
elective
(Note that there is significant flexibility in the order of the required courses since most do not have
prerequisites. However, LIN 490 (Internship) should typically be completed in the senior year after
most of the other required courses have been taken.)
e. Course Availability
i. Existing courses
It is expected that the required courses will be able to accommodate the increase in enrollments and
they are offered on a sufficiently regular basis for students to complete a Linguistics Major (or a
Linguistics Major-TESOL Track) in 3-4 years.
Enrollment Expectations:
As with any new major or minor, it is unlikely that these degree specializations will immediately
attract overwhelming enrollments, but student interest in these areas does seem highly supportive.
It is expected that there will be sufficient enrollment to justify running courses on a regular enough
basis for students to complete these specializations in four years. The TESOL Track will likely
attract some current TESOL minors as well as appeal to high school students considering SJU who
might recognize that this major relates to English language teaching as well as provides training in a
broader academic area (i.e., Linguistics) that offers them additional professional and academic
options. Finally, these major degree options are expected to generate additional interest in the
Linguistics Program as a whole.
Advising
The students’ advisor in both of these tracks will be the Linguistics Program Director.
ii. New courses to be developed in support of this proposal:
LIN 3xx Psycholinguistics (to be developed during Summer 2015 and taught by Dr.
Shenk)
Associated faculty:
14
All LIN courses are/will be taught by Dr. Jennifer Ewald and Dr. Elaine Shenk. Other major
courses in EDU, ENG, PHL, SPA and ILCs will be staffed by faculty in those respective
departments/programs (please see attached statements of support, Appendix D, p. 23).
f. Relationship between Linguistics Program and others at SJU
The Linguistics Program currently operates as a curricular program within the Department of Modern
and Classical Languages which is in support of this initiative (unanimously approving this proposal in
the September 2013 departmental meeting). Drs. Shenk and Ewald have established a course rotation
with Dr. Daniel, Chair of MCL, that will serve the needs of required TESOL, LIN and SPA course
offerings. As mentioned previously, as part of this proposal, the Linguistics Program asks to be
officially recognized by SJU as an interdisciplinary program with an advisory board structure and a
program director (appointed by the Dean of CAS on a renewable, three-year term basis). Faculty
members who are likely to contribute to this program, either by teaching in it or serving on its advisory
board, include Drs. Audre Brokes, Jennifer Ewald, Sally Kuykendall, Althier Lazar, Kim Logio, Todd
Moody, Rob Moore, Peter Norberg, Elaine Shenk, and Philip Schatz. A specific job description for the
Linguistics Program Director is attached as Appendix A to this proposal, p. 12. Also, statements of
support are attached to this proposal from relevant department chairs/faculty (Appendix D, p. 23).
3. Sample curricula
Only two Jesuit schools and one university on the comparison list offer a Linguistics Major.
Information from relevant local universities is provided for reference as well. (Please see Appendix B
on pp. 13-16 of this document for more information on their curricula.)
4. Integration with the GEP
This proposal coexists well with the GEP. In fact, several LIN courses also serve as GEP offerings
(e.g., first-year seminar, art/lit, social science, ethics-intensive, non-western, diversity overlay) for
students who choose to complete a double major. Students in the general Linguistics Major or in the
Linguistics Major-TESOL Track will be able to complete the GEP. The related ILC component is
reasonable and viable relative to other programs.
15
5. Budget
a. Hiring
This proposal draws almost entirely on existing courses and will lead to no immediate tenure-track
hiring in order to put the major in place. If enrollments are significantly higher than anticipated, it
is possible that a new tenure-track hire will be requested in the years to come. But, this new major
(Linguistics and Linguistics-TESOL Track) is currently sustainable.
b. Course Release/Stipend
There is a genuine recognition and understanding that university funds are extremely limited at this
time. No course release or stipend for the Linguistics Program Director is currently requested.
c. Program Expenses
A program budget of $1500 is requested to cover expenses directly related to students such as the
following:
Meals and banquets (e.g., fall “Linguistics Lunch” for current and prospective
LIN and TESOL students, spring graduation celebration dinner, etc.)
Supplies for student-related activities (e.g., special events, awards, senior
recognition)
Honoraria for guest speakers for classes and other student-attended events
Minor expenses associated with the undergraduate student journal, Explorations
in Linguistics
Recruitment expenses, brochure printing, etc.
16
Appendix A: Job Description for the Director of the Linguistics Program
Director of the Linguistics Program
Three-year appointment—renewable
Appointment decision by Dean of CAS
The Linguistics Program seeks a director whose teaching and research interests reflect the aims of
the program, which currently offers two minors: Linguistics and TESOL (Teaching English to
Speakers of Other Languages). Ideal candidates for this position would teach a course (or courses)
within the program and demonstrate a strong interest in enhancing the quality and visibility of the
program.
Director duties include:
(1) Service as a member of the Linguistics Advisory Board (made up of faculty from Linguistics,
Sociology, Philosophy, Psychology, and Education – disciplines that offer cross-listed or related
courses for the linguistics and/or TESOL minors)
(2) Consultation with the Advisory Board on review and enhancement of the program curriculum
(3) Review and approval of new Linguistics course proposals from faculty
(4) Advising Linguistics and TESOL majors/minors
(5) Consultation with Linguistics faculty in the preparation of the schedule of Linguistics and
TESOL courses each semester
(6) Preparation of annual report each academic year
(7) Preparation and administration of program budget
(8) Recruitment of new majors/minors (e.g., tending to web page materials, brochures, Admissions
Open Houses, etc.)
(9) Hiring of adjuncts as needed
(10) Supervision of TESOL internships
(11) Coordination of student events (fall linguistics lunch, spring graduation celebration dinner,
guest speaker visits, etc.)
(12) Oversight of the undergraduate student journal Explorations in Linguistics
(13) Development of new concentrations as needed (e.g., Linguistics Major-Speech Therapy Track)
(14) Continuation of connections with Linguistics and TESOL alumni
(15) Review and enhancement of Linguistics collections in Drexel library
(16) Report to the Dean of the College of Arts and Sciences
(17) Maintain the highest levels of professional integrity in Linguistics program teaching, research,
and service
17
Appendix B: Sample Curricula
School
Offers a Linguistics
Major (Yes or No)
Courses required for the Linguistics Major
Jesuit Schools
A major in Linguistics prepares students for a
wide array of careers including education,
law, publishing, speech pathology,
government service, and computer science.
1. General Linguistics
2. Syntax and Semantics
3. Language and Language Types
Boston College
Yes
nature: Structure of Russian, Latin, Sanskrit,
Armenian, Old Irish, NT Greek, etc.
departmental offerings: Psycholinguistics,
Historical Linguistics, Language in Society,
Language of Liturgy, Linguistics and
Communication, Structure of English, Studies
in Words, Second Language Acquisition,
Language and Ethnicity, etc.
Canisius
Holy Cross
Creighton
Fordham
No
No
No
No
1.
2.
3.
4.
5.
Georgetown
Yes
Introduction to Language
Sounds of Language
Grammatical Analysis
How Languages are Learned
Language and Society
chosen from the same or different groups (a,
b, c, and d), in consultation with the faculty
advisor.)
 a. Phonetics and Phonology II;
Historical Linguistics; Sociophonetics
 b. Syntax I; Morphology; Semantics
and Pragmatics; Introduction to
Natural Language Processing
 c. How to Teach a 2nd/Foreign
Language; Intro to Psycholinguistics;
L2 Discourse Analysis; L2 Text
Analysis
 d. Discourse Analysis: Narrative;
Discourse Analysis: Conversation;
Sociolinguistic Variation
18
Linguistics Electives and a Senior Thesis
Seminar
Gonzaga
John Carroll
LeMoyne
Loyola LA
Loyola Chicago
LoyolaNewOrleans
Marquette
Regis
Rockhurst
St. Louis
St. Peters
Seattle
Spring Hill
U San Fran
U Scranton
Wheeling
Xavier
Schools on
Comparison Lists
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
Offers a Linguistics
Major (Yes or No)
Bucknell
Yes
TCNJ
Drake
Fairfield
Loyola Maryland
Providence
No
No
No
No
No
Courses required for the Linguistics Major
 These 2 required courses:
1. Linguistic Analysis (Sounds and Words)
2. Linguistic Analysis (Sentences and
Dialects)
 Choose 1 course from each pair:
a. Phonetics & Phonology or Morphology
b. Language and the Brain or
Psycholinguistics
 At least one of the following
seminars: Advanced Syntax,
Advanced Topics in
Psycholinguistics, Typology and
Universals
 Choice of 2 LING electives or
particular courses in Psychology
(Applied Research Methods Seminar
in Language or Language
Development) or Spanish in the
United States
19
Quinnipiac
Rutgers - Camden
Santa Clara
U Richmond
U Tulsa
Villanova
No
No
No
No
No
No
20
Local Schools
Offers a Linguistics
Major (Yes or No)
Courses required for the Linguistics Major

Temple
University
Yes
University of
Pennsylvania
Yes
These 6 required courses:
1. Language and the Brain
2. Introduction to Communication
Research
3. Phonetics & Phonology
4. Syntax
5. Basic Speech Science
6. Speech and Language Development
 Choice of 4 of these Electives:
Language and Race, Communication
Deviations and Disorders,
Psycholinguistics, Human
Neuroscience, Language and Deafness,
Semantics, History of the English
Language, Logic, etc.
 9 courses including at least one from
each area (A-C) below
A. Formal Structures: Introduction to Formal
Linguistics, Syntax, Sound Structure of
Language, Morphological Theory
B. Language Diversity and Change:
Sociolinguistics, Language Change, African
American and Latino English, History of
English, Languages in Contact, etc.
C. Broader Connections: Language Structure
and Verbal Art, Cognitive Science, Writing
Systems, Psychology of Language, Logical
Analysis of Languages, Formal Semantics and
Cognitive Science
D. Related courses in other departments: Latin
Historical Documents, Language and Culture,
Sociology of Language, Approaches to
Teaching English and other Modern
Languages, Language and Gender, History of
English, French Phonetics, Logic, Philosophy
of Mind, Mind and Language, Modal Logic,
Cognitive Psychology, Cognitive
Development, Spanish Phonetics and
Morphology, etc.
E. Two credits may be satisfied by “language
courses” including American Sign Language
and Irish Gaelic offered in the LING program
(courses fulfilling the language requirement
cannot be double-counted toward the LING
major)
21
Penn State
University
Swarthmore
College
Yes - somewhat
Yes
Offers a Linguistics Minor but also provides
this statement in catalog: “you can create a
Linguistics major”: no particular required
courses are identified for the Linguistics Major
but students seem able to choose from the
following courses:
Study of Language or
Foundations of Linguistics
Syntax
Phonology
Linguistic Theory
First Language Acquisition
Bilingualism
Sociolinguistics
Semantics
linguistics courses offered by
language
departments
 These 5 required courses
1. Phonology
2. Syntax
3. Semantics or Language & Meaning
4. Structure of Navajo, American Sign
Language
Tuvan, Twi or Chinese
5. Research Seminar
Choice of other LING electives
22
Appendix C: Student Statements
Kerry Burns
Saint Joseph's University
Class of 2012
Major: Spanish
Minors: Linguistics, Philosophy, and Latin American Studies
At Saint Joseph's University I majored in Spanish but always found myself scanning the Linguistics course
offerings first when registering for classes. I thoroughly enjoyed every Linguistics class I took during my
time at SJU as they contributed to my passion for languages and enhanced my understanding of how
language was used in every other discipline. I finished my career at Saint Joseph’s having taken just about
every Linguistics course I was able to and hungry for more. I am confident that had a Linguistics major
been offered while I was there I would have pursued it. Adding a Linguistics major to the majors that are
available would greatly benefit students interested in exploring this diverse area of study, which is
incredibly relevant to almost every professional career!
After graduating, I taught English as a Foreign Language at a private university in Colombia, South
America. The experience I had gained tutoring recent immigrants of the United States in EFL prior served
me well, but more formal training such as being on a TESOL track would have also made me a stronger
teacher and opened more doors for me professionally. Being able to show one’s transcript with the TESOL
based courses would make working abroad (or even domestically with non-native English speakers) a more
viable option for recent graduates interested in doing so.
Adding a Linguistics major with a TESOL track would make Saint Joseph's University a more attractive
option for prospective students looking for a more options while working on their undergraduate degrees
which would give them more of a competitive edge in future employment opportunities.
Carlo Cinaglia
Saint Joseph's University
Class of 2014
Major: Spanish
Minors: Linguistics, TESOL, Sociology, Latin American Studies, and Faith-Justice Studies
I write you today in strong support of the proposal to establish a Linguistics Major here at Saint Joseph’s
University.
As a current student entering my fourth year at Saint Joseph’s, my experience with our Linguistics Program
has proven to be beneficial and rewarding thus far. Since working with our Linguistics faculty I have
discovered a passion for the field and for language in general as well as a yearning to pursue a career
involving language study and teaching. Now in my final year of study, I anticipate applying to graduate
school and beginning a graduate program in Linguistics. Though graduating from Saint Joseph’s with a
minor in Linguistics will surely benefit me in this endeavor, I would have liked to graduate with a major in
the field, as this has become my primary area of interest and what I plan to continue studying in the future.
I truly believe that the establishment of a Linguistics Major here at Saint Joseph’s University will help
current and future students in realizing their full potential and creating their own paths to success, and I
have the utmost confidence in our current Linguistics Faculty to guide and lead the Program through this
development. It is with great pleasure that I support the proposal to establish a Linguistics Major.
23
Respectfully,
Carlo Cinaglia ’14
Nicole DeMarco
Saint Joseph's University
Class of 2013
Major: Classical Studies
Minors: Linguistics and Philosophy
In writing the following, it is my intention to scribe a statement in which I offer my full and
unwavering support for the introduction of the proposed Linguistics Major and Linguistics Major-TESOL
Track to the curricular offerings at Saint Joseph’s.
So that it is more readily apparent why I am so personally invested in the introduction of these
majors to the SJU curriculum, I feel it necessary to introduce myself. I recently graduated from SJU with a
major in Classical Studies and minors in Linguistics and Philosophy. In the fall of 2013, I will begin
coursework toward a Master’s in Linguistics at Georgetown University. Both of my awareness of and
passion for the field of linguistics developed during my years at Saint Joe’s, due in large part to the untiring
support and breadth of knowledge of the current program’s faculty members.
While a student at Saint Joseph’s, it was abundantly clear to me how deeply intrigued my linguistics
courses peers were by the subject. Some of the most rewarding and thought-provoking discussions of my
undergraduate career occurred in the context of a linguistics classroom. I fervently assert that this is
directly related to the interdisciplinary nature of linguistics. Given its many subfields, a linguistics
classroom provides a platform for students of all disciplines to think critically to solve problems creatively
using language in ways that are meaningfully related to their own interests. I would also venture to guess
that this is because an awareness of linguistic concepts helps to enhance and abet effective communication,
as students are better able to extract meaning from utterances that may otherwise seem ambiguous or
controversial.
Student interest in linguistics is further evidenced by an increase in the number of minors each year,
as well as the newly launched online linguistics journal, of which I am very enthusiastically a part. I know
firsthand from conversations with friends and peers that if SJU were to offer a major in linguistics, they
would undoubtedly work toward completing those requirements. For my part, because my desire for
linguistic knowledge was far from satiated after just six courses, took more than the number of courses
required for a minor. I know several students that, after just having taken an introductory class in linguistics
(i.e, LIN 101) to satisfy a GER or GEP, later declared or pursued minors.
Knowledge of linguistics equips students with far more than grammatical pedantry and
multilingualism. Many linguistic concepts and areas of study concentrate on the paralinguistic and nonverbal tendencies and practices of other cultures. Given this, linguistics helps to expand cultural
understanding and tolerance for behaviors different than our own. By introducing students to the ways in
which cultures may vary according to region, age, socioeconomic status, gender, race, level of education,
etc., students are better able to be men and women with and for others. Faux pas and misconceptions that
may potentially offend members of other communities can be avoided and prevented with linguistic
insight.
That there are Weekly Service and Service Learning sites located at centers focused on language
teaching and literacy is especially indicative of both the need for and interest in language teachers. Hence,
providing SJU students with the proposed majors would give students the experience and knowledge to get
ahead in these and other related fields. Furthermore, students would be likely to have an increased
confidence in their capacity to teach well in these contexts, should they have the opportunity to pursue
majors in these areas. From the research I did while applying to graduate programs, I know that Boston
College and Georgetown University are the only two Jesuit institutions to provide a major in linguistics at
24
the undergraduate level, giving students at these schools an advantage that those who attend SJU
unfortunately do not have.
I have every confidence that if the proposed Linguistics Major and Linguistics Major-TESOL Track
were to be introduced at Saint Joseph’s, they would be very favorably received by both incoming and
current students. Because of the ways in which the field of linguistics can help students to better embody
Jesuit ideals, these majors would prove beneficial to the university on multiple levels. I can think of no
program more egregiously lacking at Saint Joseph’s.
I appreciate the time taken to read this statement, and invite further contact should there be anything
unclear about what I have written.
Sincerely,
Nicole DeMarco ’13
Julia Maltz
Saint Joseph's University
Class of 2016
Major: Communication Studies
Minors: Linguistics and Spanish
Less than a year ago, if asked what a derivational morpheme or deep structure was, I would not
have the slightest notion. Now, after completing my freshman year and two courses in linguistics, I am an
avid student of the subject. I have found passion for a study I never awarded much though, much less any
interest. I now find linguistics fascinating and all it took was introductory knowledge. Evidently, education
is the key to finding our passions. A university like Saint Joseph’s has embraced this conviction and allows
its students to intellectually blossom through a miscellany of academic majors in which students can pursue
professional degrees. As one may assume, I have already secured a Linguistics Minor to complement my
Communications Studies Major and Spanish Minor. If Saint Joseph's University made available a
Linguistics Major, I would be unimaginably grateful.
A fact emphasized in linguistics is that language is everywhere. Communication of all types
connects different peoples of the globe. Language is both abstract—in helping us to form our identities and
cultures—and technical—in generating syntactical and grammatical patterns. The field of linguistics
encompasses so many categories of study. Such a vast academic subject deserves to be offered as a major
to students of Saint Joseph's University. Though the already established Linguistics Minor is an extremely
enriching program, there is so much left for students to investigate. Having a Linguistics Major would
allow students to extend their intellectual capacities. Because linguistics is such an extensive subject, it can
correspond perfectly to a myriad of other programs that Saint Joseph’s offers. Linguistics appeals to
humanities-based, science-based and business-based subjects. With a Linguistics Major program at Saint
Joseph's University, students would be able to concentrate their areas of study. While the current
Linguistics Minor enables students to acclimate to an often neglected subject and unexpectedly find it
fascinating—I know I did—a Linguistics Major would permit students to reach their full academic abilities
while simultaneously satiating their academic interests.
Linguistics is certainly an underestimated field of study. People often dismiss it, claiming that
language is something everyone knows, and therefore is not entitled to academic merit. I initially
questioned why such a subject was worthy of academic investigation. Quite the contrary, I soon learned,
language connects us in so many unique and unanticipated ways. Linguistics segues into so many
subcategories, each teeming with enriching information and vocational potential; namely, applied
linguistics, forensic linguistics, sociolinguistics, neurolinguistics, psyociolinguistics—the list goes on and
on. Yet had I not taken a linguistics seminar during the fall semester and then enthusiastically enrolled in
Introduction to Linguistics for the spring, I would know none of this. Being able to immerse myself into the
field of linguistics was an academic breakthrough. Now, as a rising sophomore pursuing a Linguistics
25
Minor and as Student Editor of Explorations in Linguistics: A Online Journal of Undergraduate Research,
Saint Joseph's University linguistics journal established this past spring, I am completely surrounded by an
academic subject that I truly love. Yet my hunger for knowledge still cadges for more academic
opportunities. That I was able to become so infatuated with a study in just a year is remarkable. I know I
am not alone in my love of linguistics. I have met fellow students who are equally infatuated. Learning has
never been so enjoyable since the incorporation of linguistics into my education. If Saint Joseph's
University created a Linguistics Major, the student body would be so grateful. On behalf of the students
and faculty of our university, I express my support for the creation of a Linguistics Major program.
Dana Mingione
Saint Joseph's University
Class of 2014
Majors: Italian and English
Minor: TESOL
When I began looking at colleges and considering what I would study, linguistics wasn’t on my radar.
Looking back, however, I truly wish it had been. I knew I was interested in language and literature, which
is how I ended up at Saint Joseph’s University with a double major in Italian and English. Luckily, I took a
chance and enrolled in Dr. Ewald’s Introduction to Linguistics course as well as Dr. Shenk’s
Sociolinguistics course. As a result, I became exposed to a field that is truly interdisciplinary and endlessly
fascinating to me. It became apparent to me that linguistics, which I at first believed to be essentially an indepth study of grammar and syntax, was in reality a complex interaction of science, statistics, research, and
education that reveals more than I ever imagined about human behavior and relationships. Thanks to the
SJU Linguistics program, I have become aware of a myriad of potential career opportunities to investigate,
including researcher, court interpreter, and ESL educator. Sadly, I will be unable to complete a major in
Linguistics if it is approved as I am already working towards two majors. However, I am thrilled to be
pursuing a minor in TESOL and I look forward to locating service opportunities as well as internships in
the ESL/TESOL field. I consider myself extremely lucky to have professors like Dr. Ewald and Dr. Shenk
to go to for advice, support, and guidance as I explore the fantastic opportunities provided by the SJU
Linguistics Program.
26
Laura Ostrowski
Saint Joseph's University
Class of 2015
Major: Communication Studies
Minors: Linguistics and Marketing
As a current Linguistics Minor, I fully support the proposal for the addition of a Linguistics Major
at St. Joseph’s. Although I understand that I might not have the opportunity to be a part of the major, I feel
it is an important program to have for future students, especially for those interested in the TESOL track.
Through my limited studies of Linguistic issues in the three classes I have taken so far, I recognize the need
to have people educated about the ways in which language is used and learned in our diverse world.
Because Linguistics is so relevant and is such an integral part of our daily lives, having a solid Linguistic
background can be useful in so many careers. As a Communications major, I see the importance of
successful communication in society and I recognize the advantage that having a Linguistic background
can give in fostering that success. In our ever-diversifying country, the ability to teach the English language
to non-native speakers is becoming increasingly important. Having the TESOL track option within the
Linguistics major will provide students with the opportunity to better understand the ways in which
language is learned and used, allowing them to become more successful teachers in the future.
The addition of a Linguistics Major at St. Joseph’s would be extremely beneficial to future students
interested in various careers because language is such a fundamental part of all that we do. Offering a
Linguistics Major will provide many students with the opportunity to learn and experience so many
wonderful and relevant classes. I only wish the major was available now so I could take even more
Linguistics classes than I am already taking to fulfill the minor. Linguistics has by far been my favorite
subject to study so far at St. Joseph’s, and I hope many students in the future have the opportunity to enjoy
it as their major.
Sincerely,
Laura Ostrowski, ‘15
Kane Puga
Saint Joseph's University
Class of 2013
Major: Spanish
Minors: Linguistics, Secondary Education, and Latin American Studies
To whom it may concern,
What an interesting salutation: “To whom it may concern.” Have you ever wondered why people use
“whom” instead of just plain old “who?” It’s pretty obvious, is it not? Whom serves as the object of
preposition, whereas who is used as a subject. Pretty simple actually, but why do we, as letter-writers to an
unknown audience, go through all that grammatical pomp when all we really mean is: “To the reader,
whomever you are.” These types of discussions and more, can be found to have a strong commonality
rooted in the study of communicative language as described by its many forms and structures, in addition
to its social, and regional functionalities.
But what does any of that have to do with converting the Saint Joseph’s University Linguistics minor
program into a full-fledged major program? Saint Joseph’s University, not only as an educational and
academic institution, but also as one of the leading promoters of Catholic social justice has made it its
mission to encourage both is faculty and students to adopt a global outlook on the world today. No longer
is it acceptable for the academic world to stay fixed in the Ivory Tower detached and ignorant of the needs
of others content with conducting pale research and publishing redundant journal articles.
27
Placing a greater amount of emphasis on a field of study, like Linguistics, is only natural for a
conscientious University like Saint Joseph’s. As an SJU Linguistics minor, I can strongly attest that
Linguistics is an exciting field of study. We are living in a golden age of communication. Never before
have people been able to communicate with such ease. Never before have we been able to analyze and
record the incredible communicative diversity and uniqueness of our societies.
As a recent graduate (of only three months) from Saint Joseph’s University, I focused my studies on
Spanish, Secondary Education, Linguistics, and Latin American Historical and Literary Studies. Could I
have been a more global student? Possibly--but what is done, is done. I believe that as a recent graduate,
and as a student that has taken numerous Linguistics classes, and as a scrupulous and conscientious Roman
Catholic, distressed by the extreme socioeconomic and political inequality experienced by our brothers and
sisters everyday all around the world, I can say Saint Joseph’s University is in dire need of a program that
can “tie it all together”; that is to say, a program that can run, like a thread, through the quilt of life sewing
together our collective consciousness, illuminating the four corners of not just our own mind, but of the
entire world. It is my resolute opinion that under the unwavering stewardship of Doctors Jennifer Ewald
and Elaine Shenk the Linguistics Program will have the capability to fully actualize the potentiality of
every Hawk that has the opportunity and good fortune to pass through it.
Yours truly, and forever a Hawk,
Kane Fulmer Puga
28
Appendix D: Faculty Statements
Education
Date: Sun, 30 Jun 2013 06:05:09 -0400 (EDT)
From: Althier Lazar <alazar@sju.edu>
To: Jennifer Ewald <jewald@sju.edu>
Subject: Re: New proposal: Linguistics-TESOL major
Thanks Jennifer.
Teacher Education approves your including EDU 151 as an ILC for both the LIN Major
and the LIN Major-TESOL Track as well as EDU 246 as a curricular option for the LIN Major-TESOL
Track.
Althier
Althier M. Lazar, Ph.D.
Professor, Department of Teacher Education
Saint Joseph's University
History
July 23, 2013
Dear Dr. Ewald,
Thank you for your communication regarding the proposal to establish a major in Linguistics/TESOL, and
your request for feedback regarding the potential role of the HIS department in providing ILC courses to
students in the proposed major.
A review of departmental courses over the last six semesters reveals that we offered at least one of the
proposed courses in all but one semester, and that in two of the six semesters we offered multiple sections
of courses that would are on the ILC menu for the proposed major. Therefore, while the HIS department
could not guarantee that a certain number of seats in any course would be set aside for LIN/TESOL majors,
I can say with confidence that courses on the proposed ILC menu will be offered on a regular basis.
I would be happy to discuss this in further detail at your request.
Good luck.
Sincerely,
Richard Warren
Professor and Chair
Interdisciplinary Health Services
29
To: "Jennifer Ewald" <jewald@sju.edu>
From: skuykend@sju.edu
Date: Fri, 5 Jul 2013 16:25:01 +0000
Dr. Ewald
Faculty in the health services department support the linguistics program proposal and are willing to
accommodate the linguistics majors in courses per ilc and overlay guidelines.
Sally Kuykendall
Philosophy
Date: Fri, 28 Jun 2013 14:52:27 -0400 (EDT)
From: "Paul St. Amour" <pstamour@sju.edu>
To: Jennifer Ewald <jewald@sju.edu>
Dear Jennifer,
Congratulations on this proposal; personally, I think it would be great to have a linguistics major at SJU.
(My daughter Louise just majored in linguistics at Haverford/Swarthmore, enjoyed it greatly, and wants to
go on for grad work in endangered languages. She's now completing a year in Korea teaching English.)
Although I can't speak for the department as a whole over the Summer, I see no reason why we would not
support the LING major. Also our past offering of cross-listed courses is already an implicit indication of
support. Having a linguistics major would only strengthen our ability to offer the cross-listed courses
mentioned in the proposal. (If you need a stronger statement of support, please let me know and I can
consult with the whole department at a department meeting this Fall.) I can say now that we would
accommodate LING majors who wish or need to take cross-listed PHL/LING courses. What we can not
promise at this point however, is any regular rotation for the cross-listed courses, with the exception of
Logic or Symbolic Logic, one of which we hope to offer every semester.
Regards,
Paul St. Amour
Chair, Philosophy
Date: Sat, 29 Jun 2013 13:58:06 -0400 (EDT)
From: Todd Moody <tmoody@sju.edu>
To: Jennifer Ewald <jewald@sju.edu>
Hi Jennifer,
I think the proposed major is a terrific idea, and I'm happy to support it by continuing to teach the crosslisted philosophy courses. This is helpful to the philosophy department as well, since these courses are
"major electives", often with fairly low enrollments. Drawing students from two majors will help with this.
In addition, having taught both ("Language and Meaning" and "Language and Thought") a few times for
philosophy majors/minors and linguistics minors, there is excellent interaction between the two sets of
students in the classroom. I'm very pleased to be part of this.
Todd
Date: Mon, 1 Jul 2013 00:19:26 -0400
From: Audre Brokes <holophrast@gmail.com>
30
To: Todd Moody <tmoody@sju.edu>
Cc: Jennifer Ewald <jewald@sju.edu>, "brokes@sju.edu" <brokes@sju.edu>,
"pstamour@sju.edu" <pstamour@sju.edu>
Dear Jennifer,
I have nothing to add except my enthusiastic support for the major and my willingness and happiness to
teach courses for (and develop them as might be useful to) the new major.
Excellent program!
All the best,
A
Political Science / International Relations
From Dr. Lisa Baglione:
July 1, 2013
Dear Dr. Ewald:
I am writing to express my support and encouragement for your efforts to create a Linguistics Major, as
well as a Linguistics Major-Teaching English to Speakers of Other Languages (TESOL) Track.
In your list of ILCs, you have listed three classes that the Political Science Department staffs, POL 113,
POL 115 and IRT 201. We would certainly have the ability to accommodate Linguistics students in these
courses. The Department offers multiple large sections of these courses each year, and we would love to
have students from your majors in our classes.
I am also enthusiastic about the creation of these new majors (and what I see as an expansion of the
program from its current state) because it will make more students aware of the possibility of a career in
TESOL. Many of our students in POL and International Relations become interested in a possible TESOL
experience (say right after college or even beyond) as they near the end of the their time at SJU. I see
having the majors here at SJU as a benefit to these students because we will have an easier time making
them aware of the possibility of such a career. In addition, it will help our most talented who are
considering a teaching Fulbright to think about the possibility of TESOL.
In sum, I look forward to the success of your mandate. Political Science will welcome the addition of your
students to the courses that we staff, and we look forward to working with you and your colleagues over
the years to better serve our students.
Sincerely,
Lisa A. Baglione
Professor and Chair
Psychology
Date: Fri, 28 Jun 2013 10:13:26 -0400 (EDT)
From: Donald Leitner <dleitner@sju.edu>
Reply-To: Donald Leitner <dleitner@sju.edu>
To: Jennifer Ewald <jewald@sju.edu>, jshih@sju.edu
31
Hi, Jennifer.
PSY 120, Lifespan Development, is offered by Psychology as a service course to support planning careers
in the health services professions. It is not open to Psychology majors, and has no prerequisites. There is
an equivalent course for PSY 120 among the advanced electives offered to Psychology majors, that being
PSY 231, Developmental Psychology. You have my permission to use PSY 120 to support your new
major.
PSY 222, Neuropsychology: You have my permission to use PSY 222 to support your new major, as long
as students take the necessary prerequisite, PSY 100, and abide by the permission-of-the-instructor
restriction. The last time that we offered PSY 222, the enrollment was not as strong as I would have liked.
There were a few empty seats. In the future, they might as well be filled by students attempting your new
major.
Sociology
Date: Mon, 1 Jul 2013 11:06:49 -0400 (EDT)
From: Kim Logio <logio@sju.edu>
To: Jennifer Ewald <jewald@sju.edu>
Cc: rmoore@sju.edu
Jennifer,
Thank you for reaching out. We will definitely support the major.
SOC/LIN 260 and SOC/LIN 317 will accommodate all students interested in the Linguistics major and
spots can be held in these courses for those majors specifically.
Kim
Kim A. Logio, Ph.D.
Associate Professor and Chair
Department of Sociology
32
2013-2014-02
PROPOSED MANDATE FOR UNIVERSITY COUNCIL
TITLE: International Travel Policy for Faculty Research and Scholarship
OBJECTIVE: Develop an International Travel Policy for Faculty research and
scholarship, distinct from the boarder University travel policy.
REASONS FOR PROPOSED MANDATE:
The University has implemented an International Travel Policy applying to students,
staff, and faculty who travel abroad on SJU-sponsored courses and tours. However, in
that international travel may be a requisite portion of faculty research and scholarship, a
separate policy, as it applies to individual faculty travel for research and scholarship,
should be developed and approved through the university academic governance process.
The interim policy, developed by a committee of faculty and administrators and approved
by the President’s Cabinet in August 2013 is attached. Also attached is a copy of the
University Travel Policy.
RECOMMENDED FOR STUDY BY WHICH BODY?
_____
_____
_____
_____
_____
_____
_____
Faculty Senate:
Academic Policies and Procedures Committee
Faculty Senate:
XX Faculty Policies and Procedures Committee
College Council:
College of Arts and Sciences
College Council:
Haub School of Business
Standing Committee on Student Affairs, Full-time Undergraduate
Standing Committee on Student Affairs, Part-time Undergraduate/Graduate
Administrative/Staff Council
Signature:
Cary Anderson_________________ Date:__9-20-13_________________
Please forward to the Provost who serves as Chair of the University Council, along with
complete documentation to substantiate the need for the proposed mandate.
33
Saint Joseph's University
International Travel Policy
Effective August 15, 2013, the International Travel Policy (“Policy”) will apply to all Saint
Joseph’s University (“University”) administration, staff and undergraduate and graduate students
who wish to participate in University-sponsored or facilitated international travel (“University
Travel”) for any reason, as well as any members of faculty who wish to travel overseas with
students.
The University, based on its mission, has concluded that international travel can provide
invaluable learning experiences and service opportunities for its student, administration and staff
travelers and faculty traveling overseas with students (“Travelers”). The University therefore
makes such opportunities for travel available to these Travelers. The University, however,
recognizes that international University Travel may present unique risks for Travelers. For this
reason approval for University Travel must be granted by the Center for International Programs
(CIP) for all Travelers. The decision to grant approval will be based on a variety of factors,
including, but not limited to, whether the proposed international travel is consistent and complies
with the University’s mission, goals, risk-management policies, travel warnings and the
University academic and strategic priorities.
The following policies govern and inform University approval of international travel:
Destination Security and Safety: The University will not approve or may rescind prior approval of
travel involving Student Travelers to countries or regions where:
 The U.S. Department of State Bureau of Consular Affairs has issued a Travel Warning:
or
 The World Health Organization or U.S. Centers for Disease Control have issued a Travel
Notice; or,

The Department of Treasury Office of Foreign Assets Control has imposed Travel
Restrictions.
Appeal Process: Request for Exception(s) to University Policy Prohibiting Travel
Request for Exception:
If a Travel Warning, Notice or Restriction (“Warning”) is in place at the time of the initial request
for travel, a request for exception to the policy (and all supporting documents) must be submitted
with the Travel Request Form and in advance of any planning for the trip. Please refer to page 4
of the policy for more information about the Travel Request Form.
Requests for exceptions in those circumstances when a Warning has been issued AFTER a trip has already
been planned and approved or while a trip is in progress must be submitted in advance of any further
planning for the trip and requires the prior written approval by either the Provost or the Senior Vice
President (depending upon whom the appealing department reports) BEFORE proceeding, pursuant to the
following appeal procedure:
Specifically, all requests for exceptions must be in writing and must be received by the Center for
International Programs as soon as a Warning has been issued for any planned destination and
before any departure. As soon as a Warning has been issued, no further fund-raising, recruiting,
34
or marketing of any kind regarding the proposed travel for any planned destination can occur
until the request for exception has been approved.
When filing a request for exception, a full description of the scope of the trip must be included
(e.g., a trip to France must include any information about all destinations that may be visited
during the trip, including, but not limited to, destinations outside the primary country for any
period of time.)
Requests for Exception shall include all of the following:

a properly completed Request for Exception Form;

a detailed itinerary, with dates and times of travel, as well as means of transportation to, from
and among locations to be visited;

documentation of in-country conditions or program design elements that address or supplant
those described in the Warning;

letters of invitation verifying that the program partners understand University concerns and
are prepared to address them, including specifically how they will be addressed; and,

any other materials as needed to demonstrate reasonable care/safety will be in place during
the travel proposed.
Review of Request for Exception:
Upon receipt of the Request for Exception and all supporting documents, the following will take
place:
1. CIP convenes the International Travel Oversight Committee (“Committee”), which shall be
appointed by the President and include, but is not limited to, the Vice President for Financial
Affairs, Vice President for Mission or their designees; the Vice President for Student
Life/Associate Provost; the Director of Campus Ministry, and, when applicable, the Campus
Minister, Immersion Programs; Director of the Center for International Programs; Assistant
Director for Semester Abroad and Health & Safety; the Travel Manager for the University; the
Associate Director for Athletic Business Affairs; the Dean of the School or the Associate Dean of
the School in which the travel is originating or is being sponsored; if applicable, and the
Department chair coordinating the travel.
The University’s Office of The General Counsel and the University’s independent Risk Manager
shall not serve on the Committee, but shall be available to consult with and advise the
Committee, as needed and requested.
The Committee shall be chaired by the Vice President for Student Life/Associate Provost, who
shall convene the Committee as needed.
2. The Committee will review the appeal, request any further information, including but not
limited to documentation needed to inform its deliberations and decision regarding the appeal.
Such information shall include, but is not limited to,
35
a) Letter of invitation from the hosts addressing conditions in applicable Warnings and
verifying commitment to safety and plan to address safety issues presented in the
Warnings for the individual or group engaging in the international travel experience.
b) Documentation that specifically addresses the points in the Warnings and explain how
these points do not pertain to the intent of the project or impact it or how the project or
trip design mitigates same.
c) Descriptions of the exact locations to be visited/worked and housing to be provided,
including geographic setting and safety overview.
d)
Factors that may impact the scope of the travel, e.g., what part of the country is the
unrest leading to the Warning occurring (is trip localized and will it be so for entire
duration); age of participants (undergraduates or adult students); purpose of the trip
(touring, academic study, mission focus); travel experience level of trip leaders and
participants).
e) Description of Trip Leader and Adult Facilitator Responsibilities and who will serve as
Trip Leader/Adult Facilitator and who will be the back-up Trip Leader/Adult Facilitator,
as well as the type of training provided to both.
3. CIP verifies that there is no exclusion under applicable insurance coverage and the scope of
liability insurance with insurance broker’s Account Executive assigned to University (not
medical, but liability).
4. CIP notifies the Provost or Senior Vice President, depending to whom the matter was presented
for decision, of the Committee’s recommendation (including insurance situation). CIP’s and the
Committee’s recommendation are advisory to the Provost or Senior Vice President.
Decision of Provost or Senior Vice President:
If the Provost or Senior Vice President approves the Request for Exception, CIP notifies
petitioner in writing, reflecting in such communication, as needed, any “conditions” or additional
steps that are required such as notifying parents, purchasing an Emergency Assistance Program,
etc. Upon approval of the Provost or Senior Vice President, CIP thereafter proceeds with the
standard pre-departure process, plus assures that a Warnings Addendum is included as part of the
standard University Travel Consent & Waiver of Claims.
In addition to the steps listed above, the Provost or Senior Vice President will confer, as needed,
with the President of the University and others regarding the decision. The decision of the Provost
or Senior Vice President is final.
Post-Approval Requirements: In cases where exceptions have been granted, any changes in the
circumstances on which the exception was granted, must be immediately brought to the attention
of the Provost or Senior Vice President (depending on which of these approved the exception) by
the director of the office sponsoring the trip, with concurrent documented notice to the Travel
Office, CIP and area Dean and/or Vice President.
36
Canceled Trips:
Canceled trips are to be handled in accordance with Emergency Procedures for International
Study Programs and Evacuation of Saint Joseph’s Students & Personnel, available in the CIP
office.
Procedures for Non-Academic, University-Sponsored Student Travel (Group, Individual
and Faculty Traveling With Students):
1. Six months prior to University Travel: Submit Approval Application - At least six
months prior to the date of departure (or earlier, if deposits become non-refundable), the
Trip Leader or Individual Student Traveler will fill out the appropriate Travel Request
Form, which can be obtained at the SJU Travel Office or the CIP office. As part of the
Travel Request Form, the Trip Planner or Individual Student Traveler will need to seek
approval from their respective college or department head and CIP. Completed Travel
Request Forms must be sent to the SJU Travel Office for review. CIP must be informed
of all travel plans and approval must be granted before any transactions are made or the
trip is advertised to students. Please note that, in special circumstances, applications may
be considered after the six-month period.
2. Trip Leader and Adult Facilitator Orientation - All Trip Leaders and Adult
Facilitators must attend a pre-departure orientation before taking students abroad. The
orientation will address travel planning, health and safety, accommodating persons with
disabilities, developing a crisis response plan, dealing with difficult students or issues,
and finances. The respective colleges will assist CIP in ensuring attendance at the predeparture orientations and CIP will report attendance to the respective colleges and/or
departments.
3. 90 days prior to University Travel: Submit Travel Registration – Each Traveler must
complete and submit a signed International Travel Registration Form to the CIP office at
least 90 days prior to departure. (Trip Leaders may collect these forms and bring them to
the CIP on behalf of their students.) Forms can be obtained at the CIP office or on the
website at www.sju.edu/cip.
4. 30 days prior to University Travel: Submit Forms and Waivers - Trip Leaders and
Adult Facilitators must ensure that each student participating in a group trip completes
appropriate pre-departure forms, including an Informed Consent and Waiver of Claims
Form, Community Standards Agreement and an Insurance Verification Form. Blank
forms are available at the CIP office or on the website at www.sju.edu/cip. For group
travel, the Trip Leader will collect completed forms and send copies to CIP. Individual
Student Travelers will bring their completed forms to CIP. Any student who has not
completed all forms at least 30 days in advance of the trip shall not be permitted to take
the trip regardless of any payments, deposits or purchased tickets.
5. Embassy Registration - Trip Leader must register trip with the U.S. Department of State
to receive Warnings and other country-specific notices. Individual Student Travelers
must register themselves. To register, go to https://step.state.gov/step/.
6. Post Travel Report - All Trip Leaders and Adult Facilitators are required to submit a
post-travel report to the Departments overseeing the trip. A copy should go to CIP.
37
Individual Student Travelers will submit their report to CIP and, if appropriate, to their
Adult Facilitator.
Procedures for Administration and Staff Travel:
1. Six months prior to University Travel: Submit Approval Application - At least six
months prior to the date of departure (or earlier, if deposits become non-refundable), the
Administration or Staff Traveler will fill out the appropriate Travel Request Form, which
can be obtained at the SJU Travel Office or the CIP office. As part of the Travel Request
Form, the Traveler will need to seek approval from their respective college or department
head and CIP. Completed Travel Request Forms must be sent to the SJU Travel Office
for review. CIP must be informed of all travel plans and approval must be granted before
any transactions are made. Please note that, in special circumstances, applications may
be considered after the six-month period.
2. 90 days prior to University Travel: Submit Travel Registration – Each
Administration or Staff Traveler must complete and submit a signed International Travel
Registration Form to the CIP office at least 90 days prior to departure. Forms can be
obtained at the CIP office or on the website at www.sju.edu/cip.
3. 30 days prior to University Travel: Submit Forms and Waivers - Each
Administration or Staff Traveler must complete and submit to the CIP an Informed
Consent and Waiver of Claims Form and an Insurance Verification Form. Blank forms
are available at the CIP office or on the website at www.sju.edu/cip. Any Traveler who
has not completed all forms at least 30 days in advance of the trip shall not be permitted
to take the trip regardless of any payments, deposits or purchased tickets.
4. Embassy Registration – Administration or Staff Traveler must register trip with the U.S.
Department of State to receive Warnings and other country-specific notices. To register,
go to https://step.state.gov/step/.
Required Orientation
All Travelers participating in University Travel must attend a health and safety pre-departure
orientation, developed and presented by CIP to ensure a consistency of knowledge regarding the
requirements of the Policy and related considerations and requirements. CIP or its qualified
designee will deliver the orientation, and attendance will be recorded and maintained by CIP.
As necessary, CIP consults with the campus community to continually update the orientation and
its presentation format, based on new known and applicable developments.
Required Insurance
All Travelers must purchase or be covered by a University-designated insurance plan. Individual
Student Travelers and Administration and Staff Travelers will provide proof of coverage to CIP
30 days prior to departure on University Travel. All other Travelers will submit proof of
adequate insurance coverage to their Trip Leader, who will send a copy to CIP.
38
In addition to required travel accident insurance, trips to regions that are politically unstable
should consider purchasing an Emergency Assistance Program from a vendor such as
International SOS. Information on Emergency Assistance is available at University Travel Office.
Information Tracking

All Traveler activity abroad will be recorded in a central database managed by CIP. CIP is
responsible for maintaining this central database system, developing protocols for data entry,
and for making sure all Travelers and Trip Leaders receive training as requested.

Each University department is responsible for documenting Traveler activity abroad within
their respective areas of responsibility. CIP, working with each University department, the
Office of the Provost, the Senior Vice President and the Vice President for Student Life or the
Vice President for Mission (for registered Student Organizations and other organizations
reporting to either of them) will monitor compliance with Travelers’ activity abroad,
documenting compliance with applicable requirements of University Travel, including, but
not limited to, enrollment in required insurance.
39
Recommended Interim Faculty Travel Policy
August, 2013
The Academic Affairs Leadership Team has reviewed the proposed SJU International
Travel Policy and endorses the approval of the policy as it applies to students, staff, and
faculty who travel abroad with students participating in SJU-sponsored courses.
However, in that international travel may be a requisite portion of faculty research and
scholarship, the policy, as it applies to individual faculty travel, should be reviewed by
the university governance process. A mandate for this review will be submitted and fasttracked at the first University Council meeting in the fall. While the governance process
is reviewing the mandate, the Academic Affairs Leadership Team endorses the following
interim policy.
Unless the proposed research destination is in an area that has been issued a U.S.
Department State Travel Warning, Saint Joseph’s University does not require prior
approval for travelling abroad on University-sponsored travel involving faculty research
and scholarship but for health and safety faculty must register with the Center for
International Programs (CIP). The following is a summary of the required registration
procedures for sponsored travel:
1) The faculty member obtains a Travel Registration Form from the CIP office or the
website (www.sju.edu/cip)
2) The faculty member submits a completed Travel Registration Form to the SJU
Travel Office.
3) The CIP will contact the faculty member prior to departure to provide them with
the following support services:
a) Country-specific information from the U.S. Department of State, including any
Travel Warning Alerts.
b) Country specific information from the Centers for Disease Control.
c) Additional, country-specific information as needed
d) General safety advice
e) Insurance information
In the event that travel in support of faculty research and scholarship is to a country or
region with a U.S. Department of State Travel Warning, the college Dean, Provost, and
International Travel Oversight Committee must be informed. At that time the CIP will
distribute the required sponsored travel waivers related to the destination and inform the
faculty member of the risks associated with that destination and the support offered by
the University. The signed waivers must be returned prior to travel and final approval to
travel to this country or region must be given by the Provost.
40
Effective August 15, 2013, the International Travel Policy (“Policy”) will apply to all
Saint Joseph’s University (“University”) administration, staff and undergraduate and
graduate students who wish to participate in University-sponsored or facilitated
international travel (“University Travel”) for any reason, as well as any members of
faculty who wish to travel overseas with students.
The University, based on its mission, has concluded that international travel can provide
invaluable learning experiences and service opportunities for its student, administration
and staff travelers and faculty traveling overseas with students (“Travelers”). The
University therefore makes such opportunities for travel available to these Travelers. The
University, however, recognizes that international University Travel may present unique
risks for Travelers. For this reason approval for University Travel must be granted by the
Center for International Programs (CIP) for all Travelers. The decision to grant approval
will be based on a variety of factors, including, but not limited to, whether the proposed
international travel is consistent and complies with the University’s mission, goals, riskmanagement policies, travel warnings and the University academic and strategic
priorities.
The following policies govern and inform University approval of international travel:
Destination Security and Safety: The University will not approve or may rescind prior
approval of travel involving Student Travelers to countries or regions where:

The U.S. Department of State Bureau of Consular Affairs has issued a Travel
Warning:
or

The World Health Organization or U.S. Centers for Disease Control have issued a
Travel
Notice; or,

The Department of Treasury Office of Foreign Assets Control has imposed Travel
Restrictions.
Appeal Process: Request for Exception(s) to University Policy Prohibiting Travel
Request for Exception:
If a Travel Warning, Notice or Restriction (“Warning”) is in place at the time of the
initial request for travel, a request for exception to the policy (and all supporting
documents) must be submitted with the Travel Request Form and in advance of any
planning for the trip. Please refer to page 4 of the policy for more information about the
Travel Request Form.
Requests for exceptions in those circumstances when a Warning has been issued AFTER
a trip has already been planned and approved or while a trip is in progress must be
41
submitted in advance of any further planning for the trip and requires the prior written
approval by either the Provost or the Senior Vice President (depending upon whom the
appealing department reports) BEFORE proceeding, pursuant to the following appeal
procedure:
Specifically, all requests for exceptions must be in writing and must be received by the
Center for International Programs as soon as a Warning has been issued for any planned
destination and before any departure. As soon as a Warning has been issued, no further
fund-raising, recruiting, or marketing of any kind regarding the proposed travel for any
planned destination can occur until the request for exception has been approved.
When filing a request for exception, a full description of the scope of the trip must be
included (e.g., a trip to France must include any information about all destinations that
may be visited during the trip, including, but not limited to, destinations outside the
primary country for any period of time.)
Requests for Exception shall include all of the following:

a properly completed Request for Exception Form;

a detailed itinerary, with dates and times of travel, as well as means of transportation
to, from and among locations to be visited;

documentation of in-country conditions or program design elements that address or
supplant those described in the Warning;

letters of invitation verifying that the program partners understand University
concerns and are prepared to address them, including specifically how they will be
addressed; and,

any other materials as needed to demonstrate reasonable care/safety will be in place
during the travel proposed.
Review of Request for Exception:
Upon receipt of the Request for Exception and all supporting documents, the following
will take place:
1. CIP convenes the International Travel Oversight Committee (“Committee”), which
shall be appointed by the President and include, but is not limited to, the Vice President
for Financial Affairs, Vice President for Mission or their designees; the Vice President
for Student Life/Associate Provost; the Director of Campus Ministry, and, when
applicable, the Campus Minister, Immersion Programs; Director of the Center for
International Programs; Assistant Director for Semester Abroad and Health & Safety; the
Travel Manager for the University; the Associate Director for Athletic Business Affairs;
the Dean of the School or the Associate Dean of the School in which the travel is
42
originating or is being sponsored; if applicable, and the Department chair coordinating
the travel.
The University’s Office of The General Counsel and the University’s independent Risk
Manager shall not serve on the Committee, but shall be available to consult with and
advise the Committee, as needed and requested.
The Committee shall be chaired by the Vice President for Student Life/Associate Provost,
who shall convene the Committee as needed.
2. The Committee will review the appeal, request any further information, including but
not limited to documentation needed to inform its deliberations and decision regarding
the appeal. Such information shall include, but is not limited to,
f) Letter of invitation from the hosts addressing conditions in applicable Warnings
and verifying commitment to safety and plan to address safety issues presented in
the Warnings for the individual or group engaging in the international travel
experience.
g) Documentation that specifically addresses the points in the Warnings and explain
how these points do not pertain to the intent of the project or impact it or how the
project or trip design mitigates same.
h) Descriptions of the exact locations to be visited/worked and housing to be
provided, including geographic setting and safety overview.
i)
Factors that may impact the scope of the travel, e.g., what part of the country is
the unrest leading to the Warning occurring (is trip localized and will it be so for
entire duration); age of participants (undergraduates or adult students); purpose of
the trip (touring, academic study, mission focus); travel experience level of trip
leaders and participants).
j) Description of Trip Leader and Adult Facilitator Responsibilities and who will
serve as Trip Leader/Adult Facilitator and who will be the back-up Trip
Leader/Adult Facilitator, as well as the type of training provided to both.
3. CIP verifies that there is no exclusion under applicable insurance coverage and the
scope of liability insurance with insurance broker’s Account Executive assigned to
University (not medical, but liability).
4. CIP notifies the Provost or Senior Vice President, depending to whom the matter was
presented for decision, of the Committee’s recommendation (including insurance
situation). CIP’s and the Committee’s recommendation are advisory to the Provost or
Senior Vice President.
43
Decision of Provost or Senior Vice President:
If the Provost or Senior Vice President approves the Request for Exception, CIP notifies
petitioner in writing, reflecting in such communication, as needed, any “conditions” or
additional steps that are required such as notifying parents, purchasing an Emergency
Assistance Program, etc. Upon approval of the Provost or Senior Vice President, CIP
thereafter proceeds with the standard pre-departure process, plus assures that a Warnings
Addendum is included as part of the standard University Travel Consent & Waiver of
Claims.
In addition to the steps listed above, the Provost or Senior Vice President will confer, as
needed, with the President of the University and others regarding the decision. The
decision of the Provost or Senior Vice President is final.
Post-Approval Requirements: In cases where exceptions have been granted, any changes
in the circumstances on which the exception was granted, must be immediately brought
to the attention of the Provost or Senior Vice President (depending on which of these
approved the exception) by the director of the office sponsoring the trip, with concurrent
documented notice to the Travel Office, CIP and area Dean and/or Vice President.
Canceled Trips:
Canceled trips are to be handled in accordance with Emergency Procedures for
International Study Programs and Evacuation of Saint Joseph’s Students & Personnel,
available in the CIP office.
Procedures for Non-Academic, University-Sponsored Student Travel (Group,
Individual and Faculty Traveling With Students):
7. Six months prior to University Travel: Submit Approval Application - At
least six months prior to the date of departure (or earlier, if deposits become nonrefundable), the Trip Leader or Individual Student Traveler will fill out the
appropriate Travel Request Form, which can be obtained at the SJU Travel Office
or the CIP office. As part of the Travel Request Form, the Trip Planner or
Individual Student Traveler will need to seek approval from their respective
college or department head and CIP. Completed Travel Request Forms must be
sent to the SJU Travel Office for review. CIP must be informed of all travel plans
and approval must be granted before any transactions are made or the trip is
advertised to students. Please note that, in special circumstances, applications
may be considered after the six-month period.
8. Trip Leader and Adult Facilitator Orientation - All Trip Leaders and Adult
Facilitators must attend a pre-departure orientation before taking students abroad.
The orientation will address travel planning, health and safety, accommodating
persons with disabilities, developing a crisis response plan, dealing with difficult
44
students or issues, and finances. The respective colleges will assist CIP in
ensuring attendance at the pre-departure orientations and CIP will report
attendance to the respective colleges and/or departments.
9. 90 days prior to University Travel: Submit Travel Registration – Each
Traveler must complete and submit a signed International Travel Registration
Form to the CIP office at least 90 days prior to departure. (Trip Leaders may
collect these forms and bring them to the CIP on behalf of their students.) Forms
can be obtained at the CIP office or on the website at www.sju.edu/cip.
10. 30 days prior to University Travel: Submit Forms and Waivers - Trip Leaders
and Adult Facilitators must ensure that each student participating in a group trip
completes appropriate pre-departure forms, including an Informed Consent and
Waiver of Claims Form, Community Standards Agreement and an Insurance
Verification Form. Blank forms are available at the CIP office or on the website at
www.sju.edu/cip. For group travel, the Trip Leader will collect completed forms
and send copies to CIP. Individual Student Travelers will bring their completed
forms to CIP. Any student who has not completed all forms at least 30 days in
advance of the trip shall not be permitted to take the trip regardless of any
payments, deposits or purchased tickets.
11. Embassy Registration - Trip Leader must register trip with the U.S. Department
of State to receive Warnings and other country-specific notices. Individual
Student Travelers must register themselves. To register, go to
https://step.state.gov/step/.
12. Post Travel Report - All Trip Leaders and Adult Facilitators are required to
submit a post-travel report to the Departments overseeing the trip. A copy should
go to CIP. Individual Student Travelers will submit their report to CIP and, if
appropriate, to their Adult Facilitator.
Procedures for Administration and Staff Travel:
5. Six months prior to University Travel: Submit Approval Application - At
least six months prior to the date of departure (or earlier, if deposits become nonrefundable), the Administration or Staff Traveler will fill out the appropriate
Travel Request Form, which can be obtained at the SJU Travel Office or the CIP
office. As part of the Travel Request Form, the Traveler will need to seek
approval from their respective college or department head and CIP. Completed
Travel Request Forms must be sent to the SJU Travel Office for review. CIP
must be informed of all travel plans and approval must be granted before any
transactions are made. Please note that, in special circumstances, applications
may be considered after the six-month period.
45
6. 90 days prior to University Travel: Submit Travel Registration – Each
Administration or Staff Traveler must complete and submit a signed International
Travel Registration Form to the CIP office at least 90 days prior to departure.
Forms can be obtained at the CIP office or on the website at www.sju.edu/cip.
7. 30 days prior to University Travel: Submit Forms and Waivers - Each
Administration or Staff Traveler must complete and submit to the CIP an
Informed Consent and Waiver of Claims Form and an Insurance Verification
Form. Blank forms are available at the CIP office or on the website at
www.sju.edu/cip. Any Traveler who has not completed all forms at least 30 days
in advance of the trip shall not be permitted to take the trip regardless of any
payments, deposits or purchased tickets.
8. Embassy Registration – Administration or Staff Traveler must register trip with
the U.S. Department of State to receive Warnings and other country-specific
notices. To register, go to https://step.state.gov/step/.
Required Orientation
All Travelers participating in University Travel must attend a health and safety predeparture orientation, developed and presented by CIP to ensure a consistency of
knowledge regarding the requirements of the Policy and related considerations and
requirements. CIP or its qualified designee will deliver the orientation, and attendance
will be recorded and maintained by CIP.
As necessary, CIP consults with the campus community to continually update the
orientation and its presentation format, based on new known and applicable
developments.
Required Insurance
All Travelers must purchase or be covered by a University-designated insurance plan.
Individual Student Travelers and Administration and Staff Travelers will provide proof of
coverage to CIP 30 days prior to departure on University Travel. All other Travelers
will submit proof of adequate insurance coverage to their Trip Leader, who will send a
copy to CIP.
In addition to required travel accident insurance, trips to regions that are politically
unstable should consider purchasing an Emergency Assistance Program from a vendor
such as International SOS. Information on Emergency Assistance is available at
University Travel Office.
Information Tracking
46

All Traveler activity abroad will be recorded in a central database managed by CIP.
CIP is responsible for maintaining this central database system, developing protocols
for data entry, and for making sure all Travelers and Trip Leaders receive training as
requested.

Each University department is responsible for documenting Traveler activity abroad
within their respective areas of responsibility. CIP, working with each University
department, the Office of the Provost, the Senior Vice President and the Vice
President for Student Life or the Vice President for Mission (for registered Student
Organizations and other organizations reporting to either of them) will monitor
compliance with Travelers’ activity abroad, documenting compliance with applicable
requirements of University Travel, including, but not limited to, enrollment in
required insurance.
47
2013/2014 – 03
PROPOSED MANDATE FOR UNIVERSITY COUNCIL
TITLE: Saint Joseph’s University Women’s Center
OBJECTIVE: Establishment of a Women’s Center at Saint Joseph’s which will enable
the centralizing and coordinating of programs and services already in existence at the
University as well as enable expansion where needed. Ultimately the Center could be the
site of programs and research focused on gender and sexuality as well as curricular and
co-curricular programming and services addressing health, safety, career and family
issues related to gender and women. Through its offering of discussion groups, lectures,
and workshops, the Women’s Center will be a resource hub and appropriate setting for
women to be supported through their personal, social and academic development at Saint
Joseph’s.
REASONS FOR PROPOSED MANDATE:
Women now constitute the majority of students at the University. Although the
University currently offers student services as well as academic programs and courses
related to gender and women’s issues, the former could be better coordinated and the
latter could be expanded and better resourced. Moreover, without a place to house many
of these initiatives, groups associated with them have little chance to collaborate and
support each other. The Women’s center would rectify this allowing for the kind of
synergy that fuels innovation.
Despite almost 50 years of social change in America, gender equality in all
spheres of American lives, personal, social, and professional, remains unrealized. The
goal of the Women’s Center, through its educational and social programming and its
student support services, is to prepare both male and female students “to live greater” by
fostering better understanding and relationships between women and men and by
empowering women within and beyond the University. In so doing the Center will
contribute to the strengthening of American families and the productivity of the
American economy.
See Appendices for documentation.
48
Recommended for Study by Which Body
_____
____
_____
_____
X
X
_____
Faculty Senate:
Academic Policies and Procedures Committee
Faculty Senate:
Faculty Policies and Procedures Committee
College Council:
College of Arts and Sciences
College Council:
Haub School of Business
Standing Committee on Student Affairs, Full-time Undergraduate
Standing Committee on Student Affairs, Part-time Undergraduate/Graduate
Administrative/Staff Council
Signature:
Catherine Murray, Chair, Commission on the Status of Women
Vana Zervanos, Chair, Women Center Committee
Date: October 2, 2013
Please forward to the Provost who serves as Chair of the University Council, along with
complete documentation to substantiate the need for the proposed mandate
49
Appendix A
Commission on the Status of Women
Women Center Proposal
Women’s Center for Leadership and Development Proposal
Submitted June 2012
I
Mission Statement
The Women’s Center for Leadership and Development at Saint Joseph’s works to
foster a campus community in which women and men can live and work in a
climate of mutual respect, understanding, and equality. Through a variety of
services, as well as educational, cultural, and social programming, the Women’s
Center seeks to address the needs of women on campus, with special emphasis on
the needs of students. In the spirit of cura personalis, the Women's Center
advocates for social justice and equality and seeks to advance the magis by
promoting and empowering women throughout the university.
The Women’s Center invites all members of the Saint Joseph’s University
community, men and women“…to align themselves in solidarity with women.”
As the thirty-fourth General Congregation of the Society of Jesus further states,
“The practical ways of doing this [aligning with women] will vary from place to
place and from culture to culture, but many examples come readily to mind: [such
as] explicit teaching of the essential equality of women and men in Jesuit
ministries, especially in schools, colleges and universities.” The Women’s Center
is a place where such work can occur.
II Purpose/Activities
The Women’s Center fosters leadership, scholarship and empowerment through a variety
of supportive services and educational, cultural and social programming. It does so in a
spirit of collaboration and active advocacy. An Advisory Board that possesses a wide
variety of expertise in the areas of educational equity, violence against women, personal
and community safety, diversity and human relations and community building shall
oversee the work of the Women’s Center.
Services Offered: The Women’s Center’s programmatic efforts will include a
campus-wide sexual violence prevention program, as well as programs in the
areas of body-image, eating disorders, sexuality, social justice, women’s
leadership and empowerment. Depending on student interests and needs, the
Center will offer or sponsor self-defense courses, alcohol education programs that
focus on the effects of alcohol on women, programs dealing with issues women
face in the workforce and family-work balance challenges for women and men.
The Women’s Center will provide physical space to accommodate group
meetings and to serve as a study lounge/informal gathering space/safe space for
50
students. The Center will house a curated collection of multi-media resources,
including research materials and educational resources related to gender and
women’s issues. The Center will offer educational programming dealing with
gender and women’s issues, e.g., a speaker series. It will also maintain a vibrant
social media presence.
Collaboration: The Director of the Women’s Center will work closely with its
Advisory Board that will include members of COSW as well as other faculty,
staff and students to achieve the purposes of the Women’s Center. To do so, the
Women’s Center will initiate and foster collaborative opportunities within and
outside the campus. The Women’s Center will work with academic programs
including the Richard Johnson Center for Anti-Violence, The Faith-Justice
Institute, Gender Studies, Africana Studies, Latin American Studies, and Asian
Studies, as appropriate, to provide high-level academic programming around
gender and women’s issues. In partnering with faculty, the Women’s Center will
create co-curricular opportunities that support and enhance course content, as well
as provide leadership opportunities to support the educational, personal and
professional growth of faculty and students.
The Women’s Center will also develop and maintain strategic partnerships with
the Office of Institutional Diversity, Office of Multicultural Life, Center for
Counseling and Psychological Services, The Alliance, Campus Ministry, Student
Health Center, Adult Student Life Office, SJU Women’s Network, Career
Development Center, SJU Reads Program and the Office of Development and
Alumni Relations.
The Women’s Center will provide sponsorship and support of student groups
including REPP (Rape Education and Prevention Program), Hawk Women, SJU
Men Against Violence Group, Gay/Straight Alliance, STOP (Students United for
Tolerance and Peace), Active Minds, and PRIDE (students educating local high
school girls in women’s health issues). Indeed, one of the major goals of the
Women’s Center is to provide an environment in which student groups with
overlapping interests and concerns can come together and work together to
advance common causes.
In addition, the Women’s Center will engage the interest and support of Saint
Joseph’s University alumnae through the Women’s Leadership Council and the
SheUnited initiative. The Women’s Center will also work to foster community
partnerships through the support of events such as The Women of Color
Conference, Kristen’s Crusade, Eating Disorders Awareness Week, Women’s
Herstory Month and Girls First.
Advocacy: The Women’s Center will educate women students and scholars about
opportunities for awards, grants, scholarships, and fellowships. The Center will
also advocate actively for expanded educational opportunities through partnership
with such organizations as the HERS Institute and the American Council on
51
Education’s Office of Women in Higher Education. In addition, the Center will
interface with the university’s Office of Human Resources to serve as an advocate
for pay equity and family friendly policies on campus.
Opportunities for Growth: With appropriate resources and interest, the Women’s
Center will consider developing additional offerings, e.g., a mentoring program,
an internship program for both undergraduate and graduate students and/or an
organized volunteer/service program and programs to foster student involvement
in social justice issues, particularly as they relate to women. Consideration will
also be given to the possibility of integrating the Gender Studies Program into the
Women’s Center.
III Resourcing
Facility Needs
The Women’s Center requires a centrally located physical space which students
can safely walk to, freely and securely enter via swipe card, and be comfortable
in. The space should be large enough to accommodate a meeting/study room, a
lounge, a resource room with computer facilities, and office space for the Director
and her staff , namely, a student work-study/summer intern and student
volunteers. Rather than a stand-alone facility, it is recommended that the center
be located in a building housing other departments/ student organizations. This
will help identify the Women’s Center as an integral unit of the university
Budget
Director-Full-time Master’s level1- Salary: $55,000 plus $16,500 benefits
($71,500)
Work-study Student-During Academic Year 10 hours/wk
Summer Intern- 14 weeks (20 hours/week) $2500
In lieu of a full-time Master’s level Director, a Ph.D. in Gender/Woman Studies
could be hired as a joint appointment, half-time as Women’s Center Director and
half-time as teaching in the Gender Studies Program.
1
Operations
Resources - books, materials - $1500
Speakers - Two speakers annually - $7500
Meals - $1000
Supplies - $500
Communications/Publicity - $1000
Photocopying - $500
Travel (conference attendance) $1200
Computer + Printer (one-time expense) - $3000
Furniture (one-time expense) - $4000
Total: $ 94,200
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IV
Justification
Many women centers were established at colleges and universities in the 1970s, in
response to pressures by women students and faculty. At the time, many formerly
male colleges became co-educational, as did Saint Joseph’s. In addition to
encountering what Bernice Sandler, acknowledged godmother of Title IX,
described as a “chilly climate,” women on these campuses confronted a number
of gender-related issues including sexual harassment, gender discrimination,
sexual assault and relationship violence.
Although today’s climate among college campuses has improved and significant
strides have been made toward gender equality, women still face discrimination in
many areas of their lives. Continued education and social activism are needed to
address this on-going social justice problem. The Women’s Center can provide
this. While Student Life currently oversees programs and services directed to and
of benefit to both female and male students, few address experiences unique to
female students as women, namely, gender and sexual harassment, gender and
sexual discrimination and relationship violence and rape. Helping female
students to deal with such experiences and their aftermath are essential to their
Jesuit education.

Reasons for establishing a Women’s Center at Saint Joseph’s at this time
include: Women constitute a majority of students enrolled at Saint
Joseph’s
Women constitute the majority of students currently enrolled at Saint
Joseph’s. For Fall 2011, women comprised 56% of overall enrollment,
51% of full-time day enrollment, 58% of PLS enrollment and 61% of
graduate enrollments.

A Women’s Center can play a significant role in achieving several of the
goals of key strategic initiatives of Plan 2020
The Center, through the programs, services, opportunities and challenges
it will provide both male and female students as well as others in the SJU
community, will help the university achieve important goals in the areas of
Transformative Student Experience, Mission and Diversity, and Alumni
Involvement.

Surveys conducted recently and in the past indicate a large majority of
Saint Joseph’s students favor establishing a Women’s Center
In April 2012 a brief survey assessing student attitudes toward the
establishment of a SJU women’s center was conducted electronically. Of
the three hundred and thirteen students returning the survey, 75%

53
responded “very favorable” (47%) or “favorable” (28%), 14% were
neutral and only 10% responded “unfavorable” (4%) or “very
unfavorable” (6%). An earlier survey conducted by COSW in 2008 found
63% of students had either a very or somewhat favorable (approximately
31.5% each) reaction to the idea of a Women’s Center on campus; 19%
had no opinion and 18% reacted either somewhat or very unfavorably
(approximately 9% each). Notable among the differences in responses to
the two surveys is the increase in those with favorable attitudes coupled
with a reduction in those with negative attitudes. Ninety-three students
(29%) responded to a question soliciting comments; of these comments,
2/3 were positive, 1/3 negative. The majority of the negative comments
(21 responses) concerned the “inequity” of establishing a women’s center
without also establishing a men’s center. Additional negative comments
focused on the fact money could better be spent elsewhere (8 responses);
only 2 indicated there was no need for a women’s center (See Appendix A
for complete results of the recent survey).

A Women’s Center can help the university conform to new guidelines
provided by the Office of Civil Rights (issued April 04, 2011) with respect
to its Title IX obligations by providing programming for men and women
dealing with issues of gender and sexual harassment including sexual
violence and assault

Having just celebrated 40 years of co-education at Saint Joseph’s, the
university is reaching the point where the number of female alumnae will
equal and ultimately surpass that of male alumni. A Women’s Center can
provide a bridge connecting alumnae to the University with significant
implications in the areas of philanthropy and giving.
54
Appendix B
Commission on the Status of Women & Women’s Center Committee
Timeline of Events-2012-13
________________________________________________________________________
June 2012- The Commission on the Status of Women (COSW) present John Smithson
and Fr. C. Kevin Gillespie with a proposal to establish a Women’s Center.
November 2012- At a meeting with the COSW, Fr. Gillespie expresses his support of a
Women’s Center
March 2013- Fr. Gillespie Appoints members of a Task Force (The Women’s Center
Committee) and announces to the SJU Community that the committee will explore
establishing a women’s center on campus
Vana Zervanos ’07 (MBA): Associate Dean, Haub School of Business (COSW
& SheUnited), Chair
Gerianne Tringali DiPiano ’92 (MBA): Trustee (Chair, Strategic Planning
Committee)
Joan Chrestay: Vice President, External Affairs (Cabinet)
Joseph A. DiAngelo Jr. ’70 (Ed.D.): Dean, Haub School of Business
Valerie Dudley, Ph.D.: Director, Institutional Diversity (COSW)
Maureen Fay, O.P., Ph.D.: Trustee (Strategic Planning Committee)
Rosemarie Greco ’75 (external member, Strategic Planning Committee)
Raquel Kennedy-Bergen, Ph.D.: Chair, Sociology
Catherine Murray, Ph.D.: Associate Professor, Gender Studies (Chair, COSW)
Eric Patton, Ph.D.: Assistant Professor, Management (COSW)
Mary-Elaine Perry, Ed.D.: Assistant Vice President for Student Development
(COSW)
Mary Lou Quinlan’75 (external member, Strategic Planning Committee)
Christen Wilson: Executive Director of Major Gifts, Development
Kimberly Nichols '15
Katie Trussell Deeds '16
June 2013- An all-day retreat is held with full committee to discuss audit of
services/resources for women currently offered at SJU and identify where gaps exist
July 2013- Fr. Gillespie appoints the following new members to the Women’s Center
Committee:
Maureen Mathis, Executive Director, Admissions
Eileen Cardile, Chair of SJU Women’s Leadership Council, President and CEO,
Inspira Health Center Woodbury
July 2013- SJU members of the Committee meet to discuss goals assessments, 3-year
Business plan, and Development case statement
September 2013- SJU members of the Committee meet to discuss gaps assessment and
mandate
55
Appendix C
2013 Women Center Committee Gap Analysis
File sent separately
56
Appendix D
Women’s Center Case for Support
Prepared by Christen Wilson: Executive Director of Major Gifts, Development (as part
of SJU Campus Priorities Document)
Program Description: Despite almost 50 years of social change in America, gender
equality in all spheres of American lives – personal, social and professional – remains
unrealized. Since first opening our undergraduate day program to women 41 years ago,
women now make up the majority of students – over 56% –changing the face, dynamics
and needs of our student body in a significant way.
Building upon existing services, programs, research and courses related to gender and
women’s issues, Saint Joseph’s desires to establish a Women’s Center to offer expanded
educational and social programming and student support services in a centralized facility
on campus.
Funding Case: In order to assure continued growth in women’s enrollment, improved
retention and experience, optimized outcomes, lifelong loyalty and philanthropy, Saint
Joseph’s University must proactively advocate and support women’s needs on campus
and beyond. By establishing a Women’s Center, the University seeks to prepare both
male and female students to “live greater” by fostering better understanding and
relationships between women and men and by empowering women within and beyond
our campus.
The Women’s Center at Saint Joseph’s University aims to deliver personal support and
information critical information about women via several delivery methods: discussion
groups on safety/health/wellness/development, lectures and workshops. Ultimately, the
Women’s Center could house academic programs and research focused on gender and
sexuality as well as curricular and co-curricular programming and services addressing
health, safety, career and family issues related to gender and women.
Saint Joseph’s has committed capital resources to house a Women’s Center in St.
Albert’s Annex off of Lapsley Lane. The University seeks a philanthropic partner(s) to
help support the addition of a Director of the Women’s Center to our University
community who will be responsible for the oversight, collaboration and management of
women’s related services and programming for students on campus. In addition, Saint
Joseph’s desires to:
1. Fund student research and conference participation on gender and
sexuality issues,
2. Establish a special interest residence hall floor for women enabling
involvement in leadership-related programming and service opportunities,
and
57
3. Enhance REPP (Rape Education and Prevention Program) to provide
additional support and programming to reduce the incidence of rape and
sexual assault on and around campus and increase the support of victims.
Financial Need: To appropriately staff and resource the Women’s Center as described
above, the University seeks $3.5M endowment, or $140,000 in annual support to staff the
Center with a full time Director and provide financial resources to fulfill the above
mentioned needs.
58
2013/2014 – 05
PROPOSED MANDATE FOR UNIVERSITY COUNCIL
TITLE: Proposal for a Pharmaceutical & Healthcare Marketing Minor for Non-Business
Students
OBJECTIVE
The objective of this minor is to offer a wider audience of students the opportunity to
study about the business aspects of pharmaceutical and healthcare marketing. This
includes students with interest in pharmaceutical, medical device or diagnostic industry
corporations or organizations that support those industries, such as marketing research
firms, clinical research organizations or advertising agencies. The intent of the minor is to
provide interested students with an understanding of the roles of the stakeholders in
healthcare delivery, such as the providers (doctors, nurses, hospitals, pharmacists), payers
(healthcare insurers) and policy makers/regulators (Food and Drug Administration).
Furthermore, it is intended to enhance students’ appreciation of healthcare delivery
systems’ ability to support preventative measures for treatable medical conditions or to
foster development of innovative approaches to disease management, particularly to
those who have limited access to care. Importantly, it will give non-business students of
mathematics, humanities, natural and social science the flexibility to take advantage of a
study that will be complimentary to their backgrounds as well as provide employment
opportunities.
REASONS FOR PROPOSED MANDATE
This proposal seeks to take a known strength of a specialized program in Saint Joseph’s
University’s Haub School of Business (HSB), Pharmaceutical & Healthcare Marketing,
to give an opportunity for students outside of the Haub School of Business to benefit
from this distinct competence.
Saint Joseph’s University has been a leader in PMK education for over 20 years.
During that time, the PMK Department has developed a strong undergraduate program in
the HSB and a well-established Executive Masters Programs to include the in-class at the
ACE Center and Online Programs and several programs with industry.
Awareness about healthcare has been heightened by recent media coverage due to
concern about access to healthcare and the Affordable Care Act (a.k.a. Obamacare).
Virtually everyone residing in America is aware of this challenge because we will all be
or have been consumers of some facet of healthcare and recognize its importance,
particularly if the event required urgent care. Many SJU students have gained interest in
the business aspects of healthcare from one of PMK’s first-year seminars, Smart
Healthcare Consumer (PMK 150 FY1) or Global Healthcare (PMK 150 FY2).
Furthermore, numerous College of Arts & Sciences (CA&S) students have gained
exposure to a business-based healthcare course when they completed one of PMK’s two
service-learning courses, Patient Access to Healthcare (PMK 180) or Healthcare Delivery
59
Alternatives (PMK 190). Both courses are part of the Faith Justice minor and half of the
enrollment for these courses has consistently been CA&S Students.
Prior to this initiative for a minor, opportunities to study healthcare and the related
pharmaceutical industry have been limited to PMK majors. Currently, there are
individual courses within the College of Arts & Sciences (CS&A) that offer insights
about the importance of aspects of healthcare, such as Biology or the Interdisciplinary
Health Services (IHS) Department’s Epidemiology course. However, none of these
courses offer students an understanding about the business aspects of healthcare as a total
program.
Meanwhile, there is another equally important population, non-business majors to
include Biology and HS majors, who may find a rewarding career within the industry,
organizations supporting the industry [e.g., Food and Drug Administration (FDA)] and/or
not-for-profit organizations dedicated to ensuring access to healthcare for those in need
(e.g., American Red Cross,), who are not interested in pursuing graduate study
immediately following graduation with a Bachelor of Science.
Congruence between SJU’s Mission and the Proposed Minor
SJU’s Plan 2020 states:
“Building on the foundation of the liberal arts, Saint Joseph’s will enhance the
educational experience in the classroom through implementation of the new General
Education Program and through expansion of curricular offers characterized by
interdisciplinary inquiry. New programs that leverage Saint Joseph’s strengths, are
mission driven, and will increase demand for an SJU education are also planned.”
As previously stated, the PMK Program has established a unique education niche
over the last 20 years. Creating a way that students outside of the business school can
take advantage of this program not only leverages PMK’s strength but also provides for
interdisciplinary inquiry. Furthermore, HSB core values embrace development of
individual niche programs and the new GEP has given CA&S students the program
flexibility to take advantage of a study that will be complimentary to their science
backgrounds as well as provide employment opportunities.
Budget Implications
It is anticipated that the new minor would add about 50 students to the PMK Program.
These 50 students would be divided over three years or about 15-20 per year. The minor
requires six (6) classes that are likely to be distributed as one (1) during sophomore year,
two (2) or three (3) during junior year and two (2) or three (3) during senior year. Each
of the required courses will offer two (2) sections per year. For the required courses, the
PMK Department would absorb approximately five (5) additional students per section. If
the number of CA&S students exceeded the courses’ 30-student cap, then we would add
one (1) section of the four (4) required courses, which would be staffed by adjunct
faculty. The elective courses have sufficient room to accommodate additional students.
60
Program Description
The PMK minor will consist of six (6) PMK courses that already exist and are taught on a
regular basis. This will include four (4) required courses and two (2) courses selected by
the student to complete the required six (6) courses. The minor will give CA&S students
with an interest in PMK exposure to critical course content which will enhance their
ability to pursue employment opportunities within the industry or organizations related to
the industry.
Four Required Courses
PMK 211 Pharmaceutical Marketing Environment (3 credits) is the foundational
course for PMK majors. The course’s objective is to introduce students to stakeholders in
healthcare delivery [patients, payers, product sources (drugs, medical devices,
diagnostics), providers (doctors, hospitals, pharmacists), policy makers/regulators] as
well as provide an overview of the dynamics of the healthcare industry with an emphasis
on managed care, cost containment, disease management and Obamacare. The course
includes guest speakers for the different stakeholders. Prerequisite for all students in the
major and minor.
PMK 221 Pharmaceutical Marketing Research (3 credits) covers the process that
involves systematic gathering of quantitative and qualitative information that will help
identify and resolve issues concerning patients, physicians and payers. Areas covered
include problem recognition, research design, data collection, data analysis, results, and
recommendations. Prerequisite: PMK 211.
PMK 331 Pharmaceutical Sales Management (3 credits) introduces the basic concepts
of selling with particular focus on role playing. In addition, the course covers concepts
related to applying science (clinical reprints) to sales, territory management and
pharmaceutical ethics. Technology is incorporated to enable students to observe their
own role plays and the role plays of their class mates. Prerequisite: PMK 211.
PMK 461 Pharmaceutical Strategy I (3 credits) focuses on strategy and planning
development for a specific pharmaceutical product. This course focuses on teamwork and
expands students’ ability to synthesize critical functions in product management.
Prerequisites: PMK 211, PMK 221, PMK 331.
Select Two Courses from Those Listed Below:
PMK 180 Patient Access to Healthcare (3 credits; service-learning course) provides
an understanding of uninsured and/or undocumented patients, who are challenged to get
access to healthcare. The course investigates U.S. healthcare delivery and teaches
students how to analyze healthcare services from time of diagnosis to full medical release
as well as the requirements for coverage determinations by state and federal government
programs, insurance policies and company-sponsored programs. As a service learning
course, students will also have the opportunity to assist patients at Mercy Fitzgerald
Hospital or St. Ignatius Nursing Home. Prerequisites: None
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PMK 190 Healthcare Delivery Alternatives (3 credits; service-learning course) gives
students an appreciation of the differences among global healthcare delivery alternatives
that range from sophisticated procedures and elder care facilities comparable to those in
the U.S. to virtually no access for patients. Similar to PMK 180, this course also gives
students the opportunity to assist patients at Mercy Fitzgerald Hospital or St. Ignatius
Nursing Home. Prerequisites: None
PMK 341 Supply Chain Management & Pricing (3 credits) combines an
understanding of the value chain for pharmaceuticals and determining the various types
of pricing for the same product. The Supply Chain portion of the course describes the
distribution process of pharmaceuticals and other medical products with concepts specific
to creating and managing effective strategic relationships with other channel members.
The Pricing component examines how firms set prices and the legal and policy
ramifications of pricing. Prerequisite: PMK 211.
PMK 465 Advanced Marketing Research (3 credits) addresses the rapidly changing
pharmaceutical and biotech business, which requires marketing researchers and brand
managers to appreciate the decision-making contexts in which marketing research is
conducted. Principles will be presented utilizing data from one of the industry’s leading
data sources and enable students to expand their knowledge of the time-tested basics of
marketing research. Prerequisites: PMK 211, PMK 221
PMK 471 Pharmaceutical Strategy II (3 credits) encompasses the broad range of
content covered in the first four (4) courses and builds upon foundation knowledge
established in previous courses. This course addresses pharmaceutical corporate
strategies including health policy issues with practical application through a number of
formats: cases; exercises; simulations. Prerequisites: PMK 211, PMK 221, PMK331 and
PMK 46.
RECOMMENDED FOR STUDY BY WHICH BODY?
_____ Faculty Senate:
Academic Policies and Procedures Committee
_____ Faculty Senate:
Faculty Policies and Procedures Committee
_____ College Council:
College of Arts and Sciences
_____ College Council:
Haub School of Business
_____ Standing Committee on Student Affairs, Full-time Undergraduate
_____ Standing Committee on Student Affairs, Part-time Undergraduate/Graduate
_____ Administrative/Staff Council
Signature: _____
_ Date: ___10/04/13____________
Dr. Wachterhauser please accept this Proposed Mandate for a Pharmaceutical &
Healthcare Marketing Minor for Non-Business Students. If you have any questions about
the content of this proposed mandate, contact Dr. Sillup via phone at 610-660-3443 or via
e-mail at sillup@sju.edu.
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