AY 2014-2015
ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Spanish BA Q –Dr. Carmen F. Klohe
Date Submitted to Department/Division Chair: 9/30/15
Overview and Program Review Summary:
The Spanish Program is meant to provide students with a comprehensive knowledge of
Hispanic literature and culture (Peninsular and Spanish-American) from its beginnings to the
present. The Department of Languages and Literatures also offers an intensive, accelerated,
combined degree program leading to both the BA and MA degrees in Spanish in five years of fulltime study. Once they complete their degree, students are expected to acquire oral and written
skills that will allow them to communicate effectively in Spanish. All students are encouraged to
participate in study abroad opportunities in Argentina and Spain, and to take advantage of
internships available abroad and through local institutions.
Through the study of the major authors and cultural movements in their social and historical
context, students gain an understanding of the diverse traditions within the Spanish-speaking
world. This, in turn, provides cross-cultural awareness in a way that reflects and supports the
strategic vision and mission of the University. Very much in line with the goals of a liberal arts
education, this major develops critical thinking and cross-cultural awareness in ways that prepare
our graduates for today’s global society. While learning about Spanish culture, our students are
required to think critically about unfamiliar situations, reflect on moral issues, and express their
thoughts in a logical, coherent manner –habits that will prepare them to function in any
multicultural environment. The program promotes the metropolitan character of the University by
taking advantage of all the cultural institutions and activities the city has to offer. The Spanish
program takes pride in having a scholarly oriented faculty that understands the specific needs of its
students and fosters a dynamic professor-student relationship.
In the fall of 2013 our program started offering a semester abroad in Seville, Spain. It has
been highly successful in that our students have been able to do internships and perform service
learning activities in a total immersion environment. In recent years, our department has created
new combined degree programs in collaboration with other disciplines, including business,
communications and library science. We also intend to expand our offerings to include more career
specific courses (legal, medical, etc.). In addition, our program plans to expand the number of
literature and culture courses offered in English and on line.
Historically, universities have considered a program in foreign languages and literatures an
essential part of a liberal arts education, but today learning a foreign language is no longer an
indulgence of one’s intellectual curiosity; it is a practical skill. Spanish speakers exceed 500 million,
425 million of whom use Spanish as their primary means of communication. Two entire continents,
Central America and South America (except for Brazil) speak Spanish, as does Mexico. In Europe,
Spanish is quickly becoming the foreign language of choice after English and, according to the U.S.
Census Bureau, the United States is the fifth largest Spanish-speaking country in the world. Here,
in the New York metropolitan area, over five million people speak Spanish. These figures alone
indicate the increased importance of learning the Spanish language and culture in today’s world of
LAS_L&L_SPANISH_BA_Q
Self-Study Template 1
economic globalization. A wide variety of career fields –business, education, medicine,
communications—seek candidates with Spanish language skills. Beyond the need to stay
economically competitive, learning Spanish leads to a deeper understanding of the societies that
speak the language and engaging with people from those societies in the United States, thus
enhancing global awareness and fostering the capacity to respond to the social, ethical and religious
needs of an ever more connected world.
STANDARD 1. The purpose of the program reflects and supports the strategic vision and
mission of St. John’s University, and the program’s School/College.
The Spanish program embodies the vision and mission of the University by educating
immigrants and first generation Americans from low income families. Our program gives these
students all the attention possible while opening up new cultural horizons for them. We serve the
underserved as we strive to bring an education to minorities and to immigrant students. In the case
of heritage speakers of Spanish, we aim to give them the tools they will need to be successful in
American society while helping them preserve their language and culture. Non-Hispanic students
will gain a sound knowledge of the Spanish language and culture that will be useful in procuring
job opportunities.
The program embodies the Catholic identity of the University by virtue of the subject matter
we teach. Since Spanish history and culture are inextricably linked to the Catholic Church, our
courses provide students with an opportunity to reflect upon the Church as it engages with the
world and other traditions.
St. John’s location makes it a metropolitan university, and New York City itself, with its
abundance of cultural resources, becomes the perfect teaching tool. Some of the city’s multiple
Hispanic cultural institutions become part of our syllabi, to the benefit of our students. At the same
time, the city’s diversity provides them with firsthand experience of issues that demand their ethical
concern.
STANDARD 2.
2a.
The program attracts, retains, and graduates high quality students.
Undergraduate SAT and High School Average
SAT
2005
2006
2007
High School Average
2008
2009
2005
2006
2007
2008
2009
Program
1170
1073
1062
1130
1130
88
85
87
92
88
School/
College
1104
1099
1085
1093
1093
88
88
88
88
89
University
1068
1075
1075
1087
1092
86
87
87
87
88
LAS_L&L_SPANISH_BA_Q
Self-Study Template 2
Freshmen SAT Scores
Fall 2010
Fall 2011
Computed
Spanish
Fall 2012
Computed
1,187
Fall 2013
Computed
1,070
Computed
1,003
955
Freshmen High School Average
Fall 2010
Fall 2011
High School
Spanish
Fall 2012
High School
88
Fall 2013
High School
91
High School
90
83
SAT Scores
High School Average
2010
2011
2012
2013
2010
2011
2012
2013
School/
College - Q
1089
1077
1087
1098
88
88
88
88
Total
University
1097
1087
1096
1104
87
87
88
89
TestTakers
SAT
Intended College Major
Mean
Scores
Number
Percent
(%)
Critical
Reading
Mathema
tics
Tot
al
831
0.6%
549
534
108
3
Foreign Languages, Literatures, and
Linguistics
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
In fall 2010 the SAT scores of incoming majors were above those of the school and the
university. SAT scores for 2011 were statistically in line with the college and 17 points below the
University. There was a decline in 2012 that continued to 2013, but given the low number of
students who entered as majors, this low number is not statistically relevant. The high school
averages were at or above the College level.
High School Average was at or above for 2010, 2011 and 2012, but drops off for 2013. It may
be the case that these are heritage speakers who are recent immigrants for whom English is not the
first language, and this would affect their performance.
2b.
Undergraduate 1st Year Retention Rate
LAS_L&L_SPANISH_BA_Q
Self-Study Template 3
Fall
2003
2004*
2005
2006
2007
2008**
#
Fresh
# Ret
%
Program
50%
67%
67%
83%
80%
6
5
83%
School/
College
77%
79%
77%
77%
73%
1005
768
76%
University
78%
78%
78%
79%
76%
3268
2557
78%
Note* The % of students started in Fall 2004 and returned to the program in Fall 2005
** The % of students started in Fall 2008 and returned to the program in Fall 2009
2009
Total
SPA
4
2010
Returned
DNR
#
%
#
4
100%
Total
%
4
2011
Returned
DNR
#
%
#
4
100%
Total
%
3
2012
Returned
DNR
#
%
#
3
100%
Total
%
4
Returned
DNR
#
%
#
%
2
50%
2
50%
Fall
2009
2010
2011
2012*
# Fresh
# Ret
%
School/
College - Q
76%
74%
72%
905
683
76%
Total University
78%
78%
76%
2757
2195
80%
* The % of students started in Fall 2012 and returned to the program in Fall
2013
Our program had a retention rate of a 100% for the years 2009, 2010
and 2011, markedly higher than the College’s retention rates of 76%, 74%,
and 72% or the University’s 78%, 78% and 76%. However, there was a
decrease to 50% in the Spanish Program’s retention rate for the year 2012,
well below the College’s and the University’s. The students taken in had
lower SAT scores and High School Averages. It is logical to assume that
recent immigrants and heritage speakers would have language difficulties
that would affect their performance in core classes.
2c.
Undergraduate 6 Year Graduation Rate
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Self-Study Template 4
Fall
1999
2000
Program
2001
40%
50%
2002
2003
50%
School/
College
Average
Rate
61%
59%
58%
60%
57%
University
64%
59%
61%
61%
58%
SPA
Fall 2004 cohort
Fall 2005 cohort
Fall 2006 cohort
Fall 2007 cohort
Total
Total
Total
Total
Graduated
3
2
67%
Graduated
3
1
33%
6
Graduated
2
33%
5
Graduated
3
60%
Fall
2004
2005
2006
2007
School/College
Average Rate Q
57%
57%
57%
51%
Total University
58%
58%
59%
55%
Available data from 2000 until 2003 indicate a rise in our program’s graduating rate from 40% in
2000 to 60% in 200, above that for the college (51%) and the university (55%).
2d.
Graduate Standardized Test Scores
Not applicable.
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
Here in the New York Metropolitan area we compete with several powerful Spanish programs:
Fordham, Stony Brook and CUNY. It is worth noting, however, that these institutions require
students who wish to go into education to major in the subject they intend to teach, not in
pedagogy. For this reason a comparative analysis gives a distorted picture of the situation. Unlike
our local competitors, our program exists within the structural limitations imposed at the
University level. It must be noted that in the case of CUNY, the cost of a degree is significantly
lower.
2f.
If applicable, describe the program’s student performance over the past five years on
licensure or professional certification exams relative to regional and national standards. (Suggested
limit 1/4 page)
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Self-Study Template 5
Does not apply to the Spanish Program.
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of
Students
2005
2006
2007
2008
2009
Majors
23
30
28
26
33
Minors
31
36
28
37
39
Total
54
66
56
63
72
MAJORS
SPA
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
BA
21
23
22
3
2
2
24
25
24
BA/MA
Total
MINORS
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Minors
Minors
Minors
Minors
Spanish
38
37
43
Fall 2011
Fall 2012
Fall 2013
Total
Total
Total
Total
62
62
67
13
31
Fall 2010
Total
13
44
There has been a significant decline in majors from a high of 33 in 2009 to 13 in 2013. The
number of minors has remained consistent in the low to mid 30’s range. It must be pointed out that
the number of majors does not include students who receive their degree through the School of
Education in spite of the fact that they take 30 credits in Spanish, only 3 less than our majors.
2h.
Number of degrees granted during the past five years. See table below.
Degrees
Granted
Academic Year
04/05
05/06
LAS_L&L_SPANISH_BA_Q
06/07
07/08
08/09
Self-Study Template 6
BA
6
SJC -UG-Q SPA
2
5
Spanish
6
2
BA
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
4
5
9
Below is comparison degrees conferred data for local and national institutions based on data
retrieved from the IPEDS website. This is based on the Classification of Instructional Program (CIP)
Code of 16-Foreign Languages, Literatures, and Linguistics.
20092010
20102011
20112012
Bachelors
Local
406
421
403
National 21,516 21,706 21,764
1Local
institution include: Adelphi University, Columbia University, CUNY Queens College,
Fordham University, Hofstra University, Iona College, C.W. Post University, Manhattan
College, New York University, Pace University, Seton Hall University, Stony Brook University,
and Wagner College.
Comments : Based on the data in 2g and 2h, how do these trends compare to institutional,
regional and national patterns? (Suggested limit 1/2 page)
Local numbers have remained steady, but this aggregate reflects students intending to
pursue careers in secondary education. As indicated previously, the comparison is spurious. The
number of degrees conferred at St. John’s has more than doubled from 4 in 2011 to 9 in 20122013.
2i.
What mechanisms are in place to monitor students’ progress toward degree? And, to what
extent is there a collaborative effort to provide quality advising and support services to students?
(Suggested limit 1/4 page)
All students who seek it receive advisement every semester before they register for their
courses. However, a more collaborative effort between the Freshmen Center and our faculty would
provide better advising and support. It would allow us to reach students early on in their course of
studies and it would facilitate placement.
Adjuncts are informed of expected curriculum goals in the lower level classes, so that
students will have the skills and competencies necessary to go to the next level. More careful
monitoring of adjuncts would provide better results.
LAS_L&L_SPANISH_BA_Q
Self-Study Template 7
All language courses are aligned with the ACTFL Proficiency Guidelines created by the
American Council on the Teaching of Foreign Languages. At each level students are expected to
demonstrate the appropriate proficiency in the four skills: listening, speaking, reading and writing.
Faculty members are always willing to provide extra help and they make themselves available
to the students whenever it is necessary. As part of our support services, the Global Language and
Culture Center provides tutoring to all students who request it. In addition, all students enrolled in
the basic language courses must attend the GLCC for 10 sessions during the semester.
In keeping with the College’s assessment plan, our department has developed a set of goals
and outcomes that are aligned with the University’s priorities of global perspective and critical
thinking. We have also started an assessment process that allows us to evaluate how we are
meeting these goals and whether it is necessary to take action in order to correct deficiencies.
2j.
If available, provide information on the success of graduates in this program as it relates to
employment or attending graduate school. (Suggested limit 1/4 page)
No official data is available, but anecdotal information shows that most of our graduates have
obtained jobs in many different fields as well as in education; and many of our graduates have gone
on to MA and Ph.D. programs.
2k.
Please comment on the students’ competencies in the program. Support your response using
data provided below and any other data available. (Suggested limit 1/3 page)
Our students do slightly better than those in the College and University: In 2014
Spanish majors 3.4 to the 3.2 at the college and university level. This data further indicates
that those students who leave may not be primary English speakers. Those who are and stay
do well.
Standard 2. Additional comments if needed: (Suggested limit 1 page)
LAS_L&L_SPANISH_BA_Q
Self-Study Template 8
STANDARD 3. The program engages in ongoing systematic planning that is aligned with the
University and School/College planning, direction, and priorities.
3a.
How does your program’s strategic goal/objectives link to your School/College plan and the
University’s strategic plan? http://www.stjohns.edu/about/leadership/strategic-planning
The Spanish program is aligned with the University and College planning, direction and
priorities. We have kept pace with the increased emphasis on mission, student engagement and
global education. Recognizing the demands of a global economy, we have acted on the plan for new
programs of study by creating interdisciplinary programs (with Library Science, the School of
Education and the School of Professional Studies, among others) that are responsive to the world
outside the academy. We offer internships and opportunities for academic learning that address
issues of poverty and social justice.
The Spanish program’s role in the teaching of the University undergraduate core is an
important contribution that we make in helping the University achieve a global identity. In addition
to the majors and minors in our upper level courses, we teach over 500 hundred students per
semester who are fulfilling their core requirement. Unfortunately, they are not being taught by fulltime faculty, in small classes, as mentioned in the strategic direction, because of the economic
constraints imposed by the University. If approached early by full time faculty, these students have
the potential to double major or minor in Spanish coupled with another liberal arts or professional
major, something that would really demonstrate the University’s mission to prepare students to live
in a global world.
3b.
What is the evidence of monitoring the external and internal environments, specifically what
are the strengths, weaknesses, opportunities and threats facing the program? How were they
identified? What actions have been taken in response to these findings? What characteristics of
the program suggest a competitive edge against other programs regionally and nationally?
Ours is the standard, traditional program that has been an essential part of a liberal arts
education in the area and nationally. Our competitive edge may be that our faculty is made up of
mostly native speakers, most of whom have had training abroad as well as in the United States, and
also the individual attention that our majors and minors receive. We pride ourselves in
understanding the specific needs of our students, many of whom are heritage speakers. St. John’s
is the only institution in our region to offer a combined BA/MA degree in Spanish, as well as many
other interdisciplinary combined degree programs.
The Semester Abroad Program started in Seville in the fall of 2013 allows students to benefit
from the experience of language and cultural immersion. Our students can do internships there as
well as Academic Service Learning. Those students who have taken advantage of this program have
improved their language skills and have acquired a deeper understanding of Spanish culture by
interacting with Spaniards at work and in daily life. Were it not for the expense involved, one would
be inclined to make it a requirement for all majors. The department also offers a month long
summer program in Buenos Aires, Argentina and another one in Cadiz, Spain.
A significant internal threat to the program is the failure of the university to make its
language requirement correspond to ACTFL (American Council on the Teaching of Foreign
Languages) Intermediate proficiency levels rather than requiring students to take two semesters.
Most universities establish their language requirements based on proficiency, not a number of
credits, since the goal is to provide students with the skills necessary for communication. Also,
CLEP credits granted to incoming students do not satisfy the four skills taught in our department
Self-Study Template 9
LAS_L&L_SPANISH_BA_Q
as measured by ACTFL standards. In the context of today’s global society, it would be in the interest
of our students to go back to the policy of requiring a minimum of two courses at the Intermediate
Level of performance (or higher for native speakers). It is incongruous to emphasize the global
aspect of education while neglecting the study of foreign languages.
The current placement procedure does not work in our favor. The Freshmen Center,
Department Chairs and Deans should not be doing placement. It would be a great help if the
College could block students from placing themselves before speaking to a faculty member in our
department.
There has to be a careful monitoring of adjuncts, who teach lower level courses to guarantee
that students acquire the skills and competencies necessary for the next level of study. Dynamic
and pedagogically sound teaching inspires students to continue learning the language and,
perhaps, to major or minor in it.
Another significant internal threat is the failure of the University to limit the reach of the
School of Education. In most regional and national institutions, students who wish to become
language teachers become language majors and take a concentration in Education. This seems
logical since the methodology is meaningless without a good command of the subject matter.
However, students who are going to teach Spanish and take 30 credits in our department cannot be
counted as our majors. In fact, they are not allowed to double major. This is to the detriment of
those students who would like to take advantage of our BA/MA program if they could declare
themselves Spanish majors rather than Education majors.
The structure of the department could be viewed as yet another internal threat to the
Spanish program because the department functions as several mini departments. The
Undergraduate Education Policy Committee does not work as a clearinghouse to address the
concerns of the faculty and the issues that arise in the different programs. These issues and
concerns are expected to be addressed within each section (French, Italian, Spanish, ESL, etc.). The
result is a lack of collaboration. Furthermore, this structure impedes the transparency that faculty
governance allows and, perhaps more importantly, it stifles the synergy that results from discussing
curriculum from multiple points of view.
The greatest external threat to our program comes from Queens College since CUNY offers a
program comparable to ours in every way, but at a fraction of the cost. They also make education
students major in the liberal arts discipline they intend to teach.
3c.
What is the current and future market demand for the program? Support your response
using the data provided below or any other internal or external sources to justify your response.
Fastest Growing
Occupations
Interpreters & Translators
Grow
LAS_L&L_SPANISH_BA_Q
Change, 2010-20
Percent
42%
Numeric
24,600
Occupations having
the largest numerical
increase in
employment
Interpreters &
Translators
Change, 2010-20
Percent
Numeric
42%
24,600
Changes, 2010-20
Self-Study Template 10
Interpreters & Translators
Percent
Numeric
42%
24,600
*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm
Interpreting & translating are not the only occupations open to our graduates. There is a
market for Spanish language skills in many different fields: international relations, international
banks, immigration services, all kinds of businesses, social work, hospitals, non-profit
organizations, television and broadcasting, travel services, advertising, radio stations, newspapers,
magazines and the Internet.
Standard 3. Additional comments if needed: (Suggested limit 1 page)
Retention is a problem that cannot be blamed on the departments alone. Recruiting students
who lack the skills to be successful (see SAT scores) in their first year, when they take very few
majors courses, and not providing them with the necessary remedial work, will result in low
retention rates. In the case of recent immigrants, students may have an inadequate command of
English. This could also account for the low SAT scores.
In view of the number of St. John’s students who are heritage speakers of Spanish, an effort
has to be made to reach those students as freshmen and to make available to them a sequence of at
least three levels of courses tailored to their specific needs. Taking courses designed for learners of
Spanish as a foreign language is often discouraging for these students. In fact, a sequence for
heritage speakers is what our competition offers.
In order to attract more majors and minors, we must first get to talk to them. It is not clear
how we will be able to reach out to students in order to discuss course offerings, and provide them
with the information necessary to attract them. We must come up with a semester by semester
course of study that would make it easier to complete a double major or minor. Our offerings must
expand; perhaps we could establish a certificate in translation.
The program could implement a system that would pair each student with a faculty member
who would follow that student’s progress until graduation and beyond. Majors and minors should
be provided with a very clear account of the program’s policies and requirements as soon as they
declare, and the department should keep careful records of the students’ progress. Students should
be contacted every semester to make them aware of the specifics of each course offering since the
bulletin descriptions can be too succinct.
STANDARD 4. The program provides a high quality curriculum that emphasizes and assesses
student learning and engagement.
4a.
Please indicate how the program curriculum is in alignment with the following three items:
(Suggested limit 1/2 page for each of the three categories below)
1. Standards within the discipline
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching
vibrancy, and study abroad experiences.
3. The University Core competencies
LAS_L&L_SPANISH_BA_Q
Self-Study Template 11
The Spanish program is in alignment with the standards of the discipline. All our language
courses are aligned with the ACTFL Proficiency Guidelines created by the American Council on the
Teaching of Foreign Languages. At each level students are expected to demonstrate the appropriate
proficiency in the four skills: listening, speaking, reading and writing.
We offer an academically solid curriculum that, nevertheless, could benefit from revisions
that would bring it more in line with the interests of our students. Academic internships are
available to our students both here and in Seville, Spain. Our students also have the option of
choosing a summer study abroad program in Buenos Aires, Argentina or Cadiz, Spain. In
instructional vibrancy, the Spanish program shows numbers above those of the College and the
University. Our faculty is deeply committed to student-centered teaching and they believe in the
importance of faculty-student interaction.
Our curriculum is in alignment with the University Core competencies. The nature of the
discipline requires critical thinking in the course of analyzing literary texts. Our students are asked
to prepare assignments requiring them to locate and communicate information in different formats
and they are taught how to discriminate among sources. Since skillful writing is essential to the
study of literature, our curriculum encourages faculty to include writing in their syllabi.
4b.
The syllabi for the courses within this program incorporate the suggested elements of a
syllabus – an example of which can be found at the following St. John’s University Center for
Teaching and Learning link. (Suggested limit 1/3 page)
http://stjohns.campusguides.com/content.php?pid=71651&sid=984766
Our syllabi incorporate all the required elements of a syllabus: instructor information, course
description, goals, outcomes, units of instruction, grading criteria, general recommendations,
bibliography, rubric, and course expectations.
4c.
Describe the assessment model currently in place for the program and indicate the extent to
which disciplinary and core knowledge, competence, and values are met, as well as findings and
action plans for improvement. For reference, visit WeaveOnline –
https://app.weaveonline.com//login.aspx; Digication – https://stjohns.digication.com (Suggested
limit 1/2 page)
Our department employs WEAVE to conduct annual assessments in which data is gathered
using program-specific measures to ascertain the effectiveness of each program in relation to
student learning. This quantitatively collected data facilitates the College’s model of assessment, in
which programs analyze the data and use them to determine whether or not stated standards are
met. In the eventuality that our program falls short of its stated standards, we develop a plan of
action for meeting our departmental standards.
The department has articulated learning goals and outcomes for student learning. The
measures we use in WEAVE are there to assess how well our students reach our learning goals and
outcomes. We choose a specific written assignment that would be reviewed collectively, based on a
specific rubric, in order to assess the quality of the writing and to determine what plans have to be
implemented in order to reach the intended goal.
Program Goals
LAS_L&L_SPANISH_BA_Q
Outcomes
Self-Study Template 12
#1
Develop proficiency in the four language skills.
#2
Impart knowledge of major literary texts and
movements.
#3
Develop methodology skills for interpretation of
texts
#4
Demonstrate understanding of global
perspectives and appreciation of
multiculturalism
#5
Develop critical thinking through a range of
critical approaches
Graduating majors will demonstrate proficiency at the appropriate level
in the four skills according to the ACTFL guidelines
Graduating majors will recognize authors, movements and genres in
the literature of the target language.
Graduating majors will analyze texts from different time periods
Graduating majors will identify the various traditions within the target
culture and understand them in the wider framework of other
cultures
Graduating majors will interpret cultural movements and historical
events in the context of the target culture
4d.
What, if any, external validations, e.g. specialized accreditations, external awards, other
validations of quality has the program received? (Suggested limit 1/3 page)


All five tenured professors have gained recognition nationally and abroad. They have published
extensively and present at national and international conferences. Members of the faculty have
received external awards such as the Simon Bolivar Medal from the Government of Bolivia;
Special recognition from the Spanish Government, the US Congress, the Government of
Ecuador; membership in the North American Academy of the Spanish Language; the Flora
Tristan Award; and others.
St. John’s has granted many awards to the faculty: 15 Merit Awards; 2 Faculty Outstanding
Achievement Awards; St. Vincent de Paul Teacher/Scholar for 2001-2002, Skull and Circle
Honor Society.
Standard 4. Additional comments if needed. (Suggested limit 1 page)
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
5a.
Below you will find the number of students enrolled as majors and minors in the program.
Please complete the table by adding the number of full-time faculty assigned to the program. Then
calculate the student to full-time faculty ratio.
LAS_L&L_SPANISH_BA_Q
Self-Study Template 13
Fall 2005
#
Majors/
FT
Faculty
FT
PT
Majors
22
1
Minors
31
Majors
& Minors
Combine
d
53
1
# of FTE
Students
(Majors
&
Minors)
53.0
0
0.3
3
# of FTE
Faculty
assigned
to the
program
5
8
Fall 2006
Tota
l
FT
PT
Fall 2007
Tota
l
FT
23
27
3
30
26
31
35
1
36
28
54
62
4
66
54
53.3
3
62.0
0
1.3
3
63.3
3
5
9
13
14
PT
2
Fall 2008
Tota
l
FT
PT
Fall 2009
Tota
l
FT
PT
Tota
l
28
24
2
26
30
3
33
28
36
1
37
38
1
39
2
56
60
3
63
68
4
72
54.0
0
0.67
54.6
7
60.0
0
1.0
0
61.0
0
68.0
0
1.3
3
69.3
3
5
10.
6
15.6
5
8.3
13.3
5
5.6
10.6
FTE
Student/
FTE
Faculty
Ratio
LAS_L&L_SPANISH_BA_Q
Self-Study Template 14
Fall 2010
Fall 2011
P
Total
F
P
Total
F
P
Total
F
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
29
3
32
Fall 2010
F
MINORS
30
3
Fall 2011
Total
Minors
F
28
3
Total
F
P
31
P
Total
Majors Majors
17
2
19
Fall 2013
Total
F
P
Total
Minors Minors Minors Minors Minors Minors Minors Minors Minors
38
38
F
MAJORS/MINORS
37
37
41
P
2
43
30
Fall 2011
Total
F
P
1
Total
F
P
Total
Total
Total
Total
Total
Total
67
3
70
67
3
70
69
5
P
Fall 2011
Total
F
P
Fall 2013
Total
Total
F
31
Fall 2012
Total
Fall 2010
FTE MAJORS
33
Fall 2012
Fall 2010
Total
Fall 2013
F
MAJORS
Total
Fall 2012
F
F
FTE
FTE
FTE
FTE
FTE
FTE
FTE
67
1
68
67
1
68
69
P
FTE
Total
Total Total Total Total
74
47
Fall 2012
Total
P
3
50
Fall 2013
Total
F
FTE
FTE
1.667 70.667
47
P
Total
FTE FTE
1
48
15
Fall 2010
Fall 2011
Fall 2012
Fall 2013
# of FTE faculty
assigned to the
program
FTE Student/FTE
Faculty Ratio
Important Notes:
FTE Students = Number of FT Students + (number of PT Students/3)
FTE Faculty = Number of FT Faculty + (number of PT Faculty/3)
This methodology is used by STJ for all external reporting.
The figure for majors includes first and any second majors.
5b.
Below you will find the credit hours the department has delivered by full-time faculty and
part-time faculty (including administrators) and the total credit hours consumed by non-majors.
Credit
Hours
Fall 2005
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Taught
#
%
#
%
#
%
#
%
#
%
1827
28%
1746
27%
1965
28%
2121
31%
2973
44%
PT Faculty
4638
72%
4815
73%
5004
72%
4707
69%
3861
56%
Total
6465
100%
6561
100%
6969
100%
6828
100%
6834
100%
FT Faculty
%
consumed
by
NonMajors
94%
94%
93%
93%
92%
16
Credit Hrs
Taught
Fall 2010
Number
Percent
Fall 2011
Number
Percent
Fall 2012
Number
Percent
Fall 2013
Number
Percent
F-T Faculty
2,496
39.8%
2,109
32.1%
2,043
30.3%
1,938
31.1%
P-T Faculty
(inc Admin)
3,768
60.2%
4,464
67.9%
4,710
69.7%
4,299
68.9%
0.0%
0.0%
0.0%
0.0%
Total
6,264
100%
6,573
100%
6,753
100%
6,237
100%
%
Consumed
by NonMajors
5,820
92.9%
6,078
92.5%
6,297
93.2%
5,889
94.4%
This data attests to the centrality of Spanish in a Liberal Arts College in a University that has
a global identity. From 2010 to 2013 the number of students taking Spanish courses has ranged
from 5820 to a high of 6297. It never drops below 5800 students. We have gone from 92.9% of our
courses being consumed by our majors to 94.4%. The Spanish faculty make a significant
contribution to the College. But, more importantly, the data indicates the importance of Spanish to
the global identity of the University.
5c.
Below you will find the number of courses the department has delivered by full-time faculty
and part-time faculty (including administrators).
Courses
Fall 2005
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Taught
#
#
%
#
%
#
%
#
%
38
31%
41
29%
48
33%
57
44%
%
FT Faculty
39
34%
PT Faculty
77
66%
86
69%
99
71%
97
67%
74
56%
Total
116
100%
124
100%
140
100%
145
100%
131
100%
17
Courses
Taught
Fall 2010
Number
Percent
Fall 2011
Number
Percent
Fall 2012
Number
Percent
Fall 2013
Number
Percent
F-T Faculty
45
38.5%
51
38.6%
40
30.8%
42
33.1%
P-T Faculty
(inc Admin)
72
61.5%
81
61.4%
90
69.2%
85
66.9%
0.0%
Total
117
100%
0.0%
132
100%
0.0%
130
100%
0.0%
127
100%
5d.
What is the representative nature of faculty in terms of demographics, tenure and diversity?
(See departmental information on next page). How well does this support the program? (Suggested
limit 1/2 page)
Our full time faculty is made up of 3 women and 2 men, 4 of whom identify themselves as
Hispanic and one as White. This supports the program very well.
18
Departmental Plan
2005
FT
2006
PT
Total
#
%
#
%
Male
6
40%
13
34%
Female
9
60%
25
Total
15
100%
Black
0
Hispanic
FT
2007
PT
Total
#
%
#
%
19
5
36%
13
33%
66%
34
9
64%
27
38
100%
53
14
100%
0%
1
3%
1
0
4
27%
11
29%
15
Asian
0
0%
1
3%
White
11
73%
23
Unknown
0
0%
Total
15
100%
Tenured
11
Tenure-Track
FT
2008
PT
Total
#
%
#
%
18
6
38%
23
48%
68%
36
10
63%
25
40
100%
54
16
100%
0%
1
3%
1
0
4
29%
9
23%
13
1
0
0%
2
5%
61%
34
10
71%
24
2
5%
2
0
0%
38
100%
53
14
100%
73%
11
11
2
13%
2
Not Applicable
2
13%
Total
15
100%
FT
2009
PT
Total
#
%
#
%
29
6
38%
20
41%
52%
35
10
63%
29
48
100%
64
16
100%
0%
1
2%
1
0
4
25%
13
27%
17
2
0
0%
1
2%
60%
34
12
75%
27
4
10%
4
0
0%
40
100%
54
16
100%
79%
11
12
2
14%
2
2
1
7%
15
14
100%
FT
PT
#
%
#
26
6
38%
18
4
59%
39
10
63%
25
5
49
100%
65
16
100%
43
1
0%
2
4%
2
-
0%
1
4
25%
13
27%
17
4
25%
10
1
0
0%
1
2%
1
0
0%
1
56%
39
12
75%
29
59%
41
12
75%
29
6
13%
6
0
0%
4
8%
4
0
0%
2
48
100%
64
16
100%
49
100%
65
16
100%
43
75%
12
12
75%
12
13
81%
3
19%
3
3
19%
3
1
6%
1
1
6%
1
1
6%
1
2
13%
14
16
100%
16
16
100%
16
16
100%
Gender
Ethnicity
Tenure Status
19
2
6
1
2010
FT
2011
PT
Total
#
%
#
%
5
33%
15
39%
Female
10
67%
23
61%
Total
15
FT
2012
PT
Total
#
%
#
%
20
5
36%
18
43%
33
9
64%
24
57%
53
14
FT
2013
PT
Total
#
%
#
%
23
5
36%
20
43%
33
9
64%
26
57%
56
14
FT
PT
Total
#
%
#
%
25
5
33%
17
36%
22
35
10
67%
30
64%
40
60
15
Gender
Male
38
42
46
47
62
Ethnicity
Black
0%
0%
0
0%
1
2%
1
0%
1
2%
1
0%
1
2%
1
Hispanic
5
33%
12
32%
17
5
36%
12
29%
17
5
36%
12
26%
17
5
33%
13
28%
18
Asian
1
7%
1
3%
2
1
7%
1
2%
2
1
7%
1
2%
2
1
7%
1
2%
2
0%
0
0%
0
0%
0
0%
0
0%
0
23
61%
32
64%
35
67%
39
60%
31
66%
40
1
3%
0
0%
0
0
0%
0
1
2%
1
American
Indian/Alaskan
Native
White
0%
9
60%
2 or More Races
0%
8
57%
27
0%
8
57%
31
9
Native
Hawaiian/Pacific
Islander
Unknown
Total
0%
15
1
38
3%
1
0%
53
14
1
42
2%
1
0%
56
14
1
46
2%
1
0%
60
15
13
47
62
Tenure Status
Tenured
12
80%
12
12
86%
12
12
86%
12
Tenure-Track
1
7%
1
1
7%
1
1
7%
1
Not Applicable
2
13%
2
1
7%
1
1
7%
1
2
15
14
14
14
14
15
Total
15
87%
13
0%
0
13%
2
15
20
5e.
What evidence exists that the program’s faculty have engaged in research and scholarship on
teaching and/or learning in the program’s field of study? (Suggested limit 1/2 page)
Faculty members have participated in national and international seminars and workshops on
Spanish literature. They regularly publish refereed journal articles and individual monographs.
Some faculty members are involved in interdisciplinary research groups abroad. Faculty members
have attended professional development workshops at St. John’s and at other universities.





All five full-time faculty have gained recognition both in this country and abroad. They have
written books and numerous articles, are essential members of literary foundations and
academies, and serve on Boards of Trustees of many institutions: To name a few: the North
American Academy of the Spanish Language; the Fundación Cultural Hispánica; the Fundación
Nobel Prize, Gabriela Mistral; Latin American Women’s Council; Latin American Cultural Center of
Queens; and Sigma Delta Pi, the National Hispanic Honor Society.
The Spanish faculty has received awards both on campus and off campus: The Simón Bolívar
Medal from the Government of Bolivia; The Order of Don Quixote; Al Mérito Cultural from the
Spanish Government; Special Recognition from the US Congress;
 Special Recognition from the Government of Ecuador; Appointed Cultural Ambassador of
Ecuador by the Casa de la Cultura; Elected Member of the North American Academy of the
Spanish Language; Corresponding Member of the Spanish Royal Academy of the Spanish
Language; Recipients of the Flora Tristán Award; Honored among 50 Outstanding Latinas, El
Diario; Honored among 20 Prominent Women Making their Mark. Some of the awards granted
by St. John’s University to faculty members: over 15 Merit Awards; Skull and Circle Honor
Society; 2 Faculty Outstanding Achievement Award; The St Vincent de Paul Teacher/Scholar for
2001-2002.
A faculty member heads the Committee on Latin American and Caribbean Studies (CLACS) and
gives constant exposure to the University.
A faculty member is the Editor-in Chief of Anuario medieval, a literary journal co-sponsored by
the Department of Languages and Literatures and known all over the Hispanic world.
A faculty member serves as Editor-in-Chief of Entre rascacielos, a literary journal produced by
the students of the Department and as Vice President of the National Spanish Honor Society.
5f.
What initiatives have been taken in the past five years to promote faculty development in
support of the program? (Suggested limit 1/2 page)
The Department has offered pedagogical workshops and has provided financial support to
enable faculty to present papers at professional conferences.
5g.
The table below shows the amount of external funding received by the department. If
available, please provide the dollar amount of externally funded research for full-time faculty
supporting the program under review. (Program dollar amounts are available through departmental
records.)
External
Funding
Fiscal Year
04/05
05/06
06/07
07/08
08/09
21
$ Amount
Program
$ Amount
Department
15,000
External
Funding
25,000
10,000
Fiscal Year
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
69,544
69,544
69,544
158,996
5h.
Please comment on the table below that shows trends in overall course evaluation and
instructional vibrancy for your program (if available), your college and the university. (Suggested
limit ½ page)
Overall Evaluation (Spring)
Instructional Vibrancy
(Spring)
2011
2012
2013
2011
2012
2013
Spanish (Q)
4.29
4.07
4.08
4.59
4.40
4.40
Saint John’s
College
3.95
4.01
4.00
4.28
4.33
4.33
Total
Undergraduate
4.01
3.21
4.07
4.27
4.29
4.35
22
Note: Institutional Vibrancy is the average of the first 14 questions on the course evaluation, with
questions pertaining to course organization, communication, faculty-student interaction, and
assignments/grading. All course evaluation questions range from 1 (Strongly Disagree) to 5
(Strongly Agree).
In instructional vibrancy, the Spanish program shows numbers above those of the College
and the University. Our faculty is deeply committed to student-centered teaching and they believe
in the importance of faculty-student interaction.
5i.
What percentage of full time faculty assigned to this program have terminal degrees or
industry certifications renewed within the past 2 years? Comment. (Suggested limit 1/3 page)
All of our full time faculty have terminal degrees.
Standard 5. Comments: Indicate to what extent the program has the faculty resources required to
meet its mission and goals. Include references from 5a – 5i. (Suggested limit 1 page)
The program has the faculty resources required to meet its mission and goals. However, any future
hire should have a specialization in Applied Spanish Linguistics.
Standard 5. Additional comments if needed. (Suggested limit 1 page)
STANDARD 6. The program has adequate resources to meet its goals and objectives. And, it
is cost-effective.
6a.
Narrative/Supportive Technological Environment - Comment on classrooms and labs
meeting industry-standards for quality and availability of hardware, software, and peripherals;
library space, holdings and services; science laboratories, TV studios, art/computer graphic labs;
etc. (Suggested limit 1 page)
Most classrooms meet our teaching needs. However, white boards are in poor condition and
should be replaced. The library holdings in Spanish are minimal and students often have to resort
to other libraries.
6b.
Narrative/ Supportive Physical Environment - Comment on level of faculty and student
satisfaction with HVAC; faculty and student satisfaction with classroom lighting, crowdedness, and
acoustics; flexible teaching environments, and faculty offices, etc.. (Suggested limit 1 page)
In some classrooms, extreme temperatures are a problem. Some buildings, Marillac in
particular, are unsuitable for language teaching because of the acoustics, the noise of the
heating/cooling system and outside noise.
6c.
To what extent has the University funded major capital projects, e.g., renovations, which are
linked directly to the program during the past five years? (Bulleted list)
The University has funded the establishment of the Global Language and Culture Center.
23
6d.
If external data that describes the cost effectiveness of the program has been provided by
your School/College Dean, please comment on the program’s cost-effectiveness. (Suggested limit 1
page)
Contribution Margin Analysis –Spanish
Summary by Student Major
FY 2014
Enroll.
Credit
Tuition
Fees
Hours
Gross
Financial
Tuition
Net
Other
Total
Direct
Contribution
Tuition
Aid
Remission
Tuition
Direct
Revenue
Expenses
Margin #1
Revenue
Revenue
266,726
3,391
270,117
139,140
130,977
& Fees
14
409
477,185
32,530
509,715
239,344
3,645
The Spanish major is small, but financially efficient. Our contribution margin is $130,977
after deducting $139,140 in direct expenses. A limitation to our major is the School of Education’s
policy of not allowing students who are going to be Spanish teachers and who must take 30 credits
in the language to declare a double major, which would require just 3 more credits.
Standard 6. Additional comments if needed. (Suggested limit 1 page)
It does seem inexplicable that a liberal arts college located in Queens doesn't attract more
students interested in majoring in Spanish. The Spanish speaking population is the fastest growing
one in the US and Hispanics will soon be the largest ethnic group. We know that the majority of
students entering St. John's who have studied a language in high school have in fact studied
Spanish.
The department’s current placement policy is based on the years of high school Spanish that
appear on the student’s transcript. In many cases, it requires that these students begin their
language study on level 3/4. These students consistently report that they lack the skills required for
that level; yet we insist that they do. This leaves students with the option of beginning a new
language at level 1, which is what many students choose to do rather than enter the upper levels
our placement policy calls for. The placement policy makes assumptions about the quality of
language instruction in the high schools our students attend that may no longer be correct. This
year I saw some of the high school proposals for advanced placement courses and they were not
equivalent to our courses. Perhaps our placement policy should be brought in line with what
students actually learn in high school.
Heritage speakers are often steered to other languages before we ever get to meet them. They
are told that they already know Spanish when, in fact, they may never had any formal instruction
in the language.
24
It is reasonable to assume that the number of Spanish majors would increase if the
department implemented the following changes:



Allowing students who have studied Spanish in high school to begin in a newly designed course
that reviews the skills mastered in levels 1 & 2. Give those students who earn a B or better in
this newly designed course credit for level 3 and allow them to skip to level 4.
Encouraging heritage speakers to take Spanish courses designed specifically for their needs, as
most other colleges do.
Revising the course sequence in Spanish to include conversation for business majors,
Pharmacy, Criminal Justice and Legal Studies....
Recruitment cannot be left entirely to the faculty. The university should help by providing more
visibility for our programs.
The importance of fluency in a language cannot be overstated in the context of the university’s
global mission.
STANDARD 7. Effective actions have been taken based on the findings of the last program
review and plans have been initiated for the future.
No action plans were put in place as a result of the last program review.
In order to recruit majors from the current student body, the Spanish program should follow a
manifold plan aimed at different sets of students:

Students taking language courses could be attracted to the major by making them aware of the
possibility of completing a major or a minor in two years and by reaching out to them with open
houses in the department. This would necessitate running some small classes at times,
something that we are not being allowed to do.

We should offer a certificate in translation.

We should offer some courses specifically targeted to the professions, such as health, legal,
human services, criminal studies, and hospitality, which might bring students from those fields
of study.

An effort should be made to diversify our curriculum to incorporate a sequence of courses in
culture and civilization in English. Such courses would prepare non-majors for the experience of
study abroad and for participating in the global economy as well as for engagement in the life of
New York and other multicultural cities.

Increase our on line course offerings, both in English and in Spanish.

Heritage speakers could be reached with a sequence of courses that would help students whose
native language is Spanish but whose education has taken place in English. These students
need to develop their skills in oral and written expression while developing an understanding of
their culture and identity. Queens College offers three levels of 4 credit courses.
25

Majors would benefit from some revisions in the curriculum. Although we serve a large number
of students, our major is small. For this reason, we should keep to a firm, standardized rotation
of courses so that students can complete the major in 2 years. Rather than offering all required
courses every year, we should offer them every other year since this would allow us to offer the
electives that majors need to complete their course of study.

Requirements for majors should include “Introduction to Literary Analysis and Research”, a
course that would provide students with the theory and methodology to facilitate the
interpretation of texts; and “Introduction to Spanish Phonology and Phonetics”, an explanation
of the structure of the language as it relates to orthography and the history of the language. See
http://www.depaul.edu/university-catalog/degree-requirements/undergraduate/class/spanishba/Pages/major-requirements.aspx Skills and competencies acquired in these courses tie in
with other disciplines. Critical tools and vocabulary needed for textual analysis, methods of
research, and documentation of sources would be useful in any of the career paths that
students may elect: journalism, legal aid, translation, editing, teaching, etc. The curriculum
should also incorporate more new courses that reflect contemporary issues and current trends
in the discipline.

The program could implement a system that would pair each student with a faculty member
who would follow that student’s progress until graduation and beyond. Majors and minors
should be provided with a very clear account of the program’s policies and requirements as soon
as they declare, and the department should keep careful records of the students’ progress.
Students should be contacted every semester to make them aware of the specifics of each course
offering since the bulletin descriptions can be too succinct.
Comments: (Suggested limit 1page)
26