AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY
Reporting School/College: St. John’s College
Program Reviewed: Theology and Religious Studies BA Q
Date Submitted to Department/Division Chair: September 30, 2015
Overview and Program Review Summary: Please summarize this program’s mission and its
relationship to the vision and mission of St. John’s University, and the program’s School/College. Identify
similar programs regionally and nationally and distinguish this program from them. In addition,
summarize your findings as they relate to (1) program quality, (2) market growth potential, and (3)
student learning. Also, summarize any significant changes, achievements (by faculty and students and
the program itself), and plans for the future. Finally, based on the information gleaned from the data in
the self-study, give an overall rating of the program’s Enrollment/Market Potential by categorizing it as
one of the following: (1) Enhance; (2) Maintain; (3) Reduce support, Phase out, Consolidate, or
Discontinue.
(Suggested limit 1 page)
The Mission of our Bachelor of Arts in Theology program is to equip undergraduate students to analyze,
engage, and apply the Catholic theological tradition in all its historical richness and contemporary
breadth. It provides students with the tools to wrestle with enduring and contemporary issues in a way
deeply informed by scripture, the Catholic theological tradition, and dialogue with other world religions.
Our discipline and our program are essential to the Catholic and Vincentian mission of the university. We
support the church and the university community in its efforts to wrestle with the ethical dimensions of
some of the most challenging social questions of our time. Vincentian mission is about service and social
change, but in a university setting it is essential that those elements of the mission be supported by the
robust intellectual activity that theology provides. The Catholic intellectual tradition is preserved and
carried forward by people who go on to become theologians or who engage in the study of philosophy,
history, literature, etc. from a perspective deeply informed by Catholic theology. Only with a proper
Bachelor of Arts program can the breadth and depth of offerings be maintained to carry out that mission.
Our faculty members embody the university’s vision of innovative teaching that fosters spirited inquiry
and intelligent reflection. Our faculty maintains active research agendas that support the growth of a
learned practice of the Catholic faith, provide scholarly and pastoral insight into scripture and its
interpretation, and advance the university’s goal to be known worldwide for addressing issues of poverty
and social justice. We play a crucial role in the college’s efforts to develop a critical consciousness and
ethical perspective in our students. In addition to learning discipline-specific content and skills, the
Department of Theology and Religious Studies offers dynamic courses that contribute to the mission of
St. John’s College by fostering critical skills in writing and oral communication while nurturing students’
moral growth for personal and systemic change.
The benchmarking process for this self-study found that our program’s curriculum is similar to that of
peer institutions in that it is structured around five main sub-disciplines: Biblical Studies, Systematic
LAS_THE_THEO_BA_Q
Self-Study 1
Theology, Historical Theology, Moral Theology/Ethics, and World Religions. Our program is
distinguished by the fact that it insists upon broad learning by requiring a more substantial foundation in
each of these areas rather than narrow specialization. Our program curriculum almost perfectly mirror’s
Marquette University’s BA in Theology for Catholic School Ministry. One of our strategic goals going
forward is to develop a second major sequence specifically for double majors that strikes more of a
balance between flexibility and fundamentals.
This program review found that our curriculum is strong and the quality of our instruction is high.
Courses offered by our program are rated significantly better than the college and university averages in
terms of instructional vibrancy. The program has a very favorable student to faculty ratio that would
allow substantial growth in the program without requiring any additional resources. The program has
sufficient faculty resources to meet its goals and (with approval of replacement lines already in the FY16
budget) can move toward its strategic goal of bringing our curriculum further into the twenty-first
century by adding new courses and refocusing some existing ones so that they have more crossdisciplinary relevance and appeal. The program has developed and is in the process of implementing a
plan for comprehensive assessment that will provide assurance of student learning and give the
department the data it needs to continue to enhance instructional outcomes.
Data show that there is not significant potential for growth in this field, however the department plans to
increase enrollment by taking steps to make theology a more attractive double-major by allowing
students more freedom to link their courses in theology to their planned careers and to their academic
interests in allied disciplines. Given this limited, but real potential for growth, the mission-critical nature
of the discipline, and the fact that data show the program to be cost effective, we recommend an overall
rating of (2) MAINTAIN.
STANDARD 1. The purpose of the program reflects and supports the strategic vision and mission
of St. John’s University, and the program’s School/College.
1a.
What evidence can you provide that demonstrates that the program embodies the Catholic,
Vincentian, and metropolitan identity of St. John’s University?
http://www.stjohns.edu/about/our-mission (Suggested limit 1/3 page)
The Department of Theology and Religious Studies serves every St. John’s University student through our
service to the core curriculum. Our core offerings give students the opportunity to consider some of the
most important and enduring questions about meaning, values, and belief. While investigating these
questions, students develop important skills that are valuable to employers in every field: how to write
clearly and convincingly, how to interpret a text carefully, how to dialogue with people whose beliefs
differ from one’s own, etc. Our Bachelor of Arts program gives students the opportunity to engage the
Catholic theological tradition even more deeply or to enhance their study of another field with theological
analysis and insights with a double major. The Catholic intellectual tradition is preserved and carried
forward by people who go on to become theologians or who engage in the study of philosophy, history,
literature, etc. from a perspective deeply informed by Catholic theology. Only with a proper Bachelor of
Arts program can the breadth and depth of offerings be maintained to carry out that mission.
LAS_THE_THEO_BA_Q
Self-Study 2
The program is committed to further the metropolitan (and now global) mission of the university as well.
Our majors are required to take a course in Religions of the World, and we have developed new elective
offerings such as Global Catholicism that enhance the university’s commitment to providing a first rate
education appropriate for the twenty-first century. Key offerings from our major sequence (e.g. Intro to
Catholic Social Teaching, St. Vincent de Paul and the Neighbor, etc.) are also required courses in mission
critical minors and programs across the university (e.g., the Social Justice: Theory and Practice in the
Vincentian Tradition minor , the Ozanam Scholars program, the Catholic Scholars program, etc.).
For several decades now the Department has worked with Immaculate Conception Seminary in
Douglaston, allowing seminarians (and others) to meet the requirements of the Program of Priestly
Formation. In this way, work begun in local dioceses to train qualified parish future priests, religious
education instructors and parish coordinators is taken to the next level of academic competence to the
benefit of the Church.
1b.
What evidence can you provide that demonstrates that the program embodies the
University’s vision. http://www.stjohns.edu/about/our-mission/vision-statement (Suggested
limit 1/3 page)
Our faculty members embody the university’s vision of innovative teaching that fosters spirited inquiry
and intelligent reflection. In recent years, three faculty members in our department (Ruiz, Clark, and
Rivera) have been selected through a national, competitive process to participate in workshops on
pedagogy at the Wabash Center for Teaching and Learning in Theology & Religion. Other faculty
members have participated in the university’s Writing across the Curriculum program (Flanagan, Clark).
Still others have utilized technology to support classroom instruction and to deliver engaging courses
fully online, or promoted student research by encouraging students to develop research posters on
human rights issues.
Our faculty maintains active research agendas that support the growth of a learned practice of the
Catholic faith, provide scholarly and pastoral insight into scripture and its interpretation, and advance
the university’s goal to be known worldwide for addressing issues of poverty and social justice. Dr.
Meghan Clark recently was awarded a Fulbright Scholarship to travel to Kenya where she is doing
research on the human rights and the promotion of solidarity by church-related groups.
Our department is well represented among the university’s Vincentian Research Fellows, the mission
office’s VMC and VMI programs, and in the many activities of the Vincentian Center for Church and
Society. In this collaboration, our department’s faculty contributes to scholarship and teaching in the
university’s mission to serve social justice. Additionally, the department offers the only two required
courses in the interdisciplinary undergraduate minor, Social Justice: Theory and Practice in the
Vincentian Tradition. These required courses are Introduction to Catholic Social Teaching and the
minor’s capstone course, the Integrating Interdisciplinary Seminar in Social Justice.
Our professors serve as featured speakers both locally and internationally, adding visibility to St. John’s
academic and Catholic identity. They have served as scholarly representatives offering commentary and
interpretation of current religious issues to local and national media.
LAS_THE_THEO_BA_Q
Self-Study 3
1c.
What evidence can you provide that demonstrates that the program embodies the vision
and mission of the program’s School/College? http://www.stjohns.edu/academics/schools-andcolleges/st-johns-college-liberal-arts-and-sciences/about-st-johns-college-liberal-arts-andsciences (Suggested limit 1/3 page)
Our program is committed to furthering the college’s goals of providing a rich, challenging curriculum.
We offer a large number of elective options to our students that allow them explore their particular
theological interests: from theology & film or theology & the fine arts to the spirituality of the educator to
global Catholicism. We play a crucial role in the college’s efforts to develop a critical consciousness and
ethical perspective in our students, offering specialized courses on healthcare ethics, social ethics, the
theology of peace, and so on. A significant portion of our full-time and part-time faculty are certified to
teach online allowing us to offer a variety of program courses in a distance-learning format. Two faculty
members have taught in the Global Passport program, which combine learning in course work in Queens
during a regular academic semester with a learning at one of our global campuses in January or May.
Both of our courses offered in the Passport program have taken students to Rome.
In addition to learning discipline-specific content and skills, the Department of Theology and Religious
Studies offers dynamic courses that contribute to the mission of St. John’s College by fostering critical
skills in writing and oral communication that creates new insights, research, and scholarship while
developing moral value for personal and systemic change. This learning of value for self and social
responsibility assists students in preparation for their particular professions and graduate studies.
The department contributes to academic excellence in our college’s mission of excellence in the liberal
arts. First, our faculty has an active research agenda with several ground-breaking publications in book
and article form. We are deeply engaged in scholarly dialogue and development within our fields of study.
The department also encourages and recognizes excellence in student academic writing by sponsoring
the Rev. Patrick Primeaux, S.M. Writing Contest, which recognizes superior writing in the fields of
theology and religious studies at the undergraduate level.
STANDARD 2.
2a.
The program attracts, retains, and graduates high quality students.
Undergraduate SAT and High School Average
Data supplied by the Office of Institutional Research indicate that the SAT scores and high school average
of Theology & Religious Studies majors is close to the average in St. John’s College and the university as a
whole. There is considerable fluctuation in these program averages because of the exceptionally small
sample size. Our major tends to attract students in their sophomore and junior years.
SAT
2005
2006
2007
High School Average
2008
2009
2005
2006
2007
2008
2009
Program
1155
1266
1123
1065
1036
87
86
89
88
87
School/
College
1104
1099
1085
1093
1093
88
88
88
88
89
LAS_THE_THEO_BA_Q
Self-Study 4
University
1068
1075
1075
1087
1092
86
87
87
87
88
Freshmen SAT Scores
Fall 2010
Fall 2011
Computed
Theology
Fall 2013
Computed
1,027
Computed
1,310
975
Freshmen High School Average
Fall 2010
Fall 2011
High School
Theology
Fall 2013
High School
89
High School
96
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
SAT student-interest data show that there is relatively low demand for a Theology & Religious Studies
major. These data are consistent with our department’s experience that very few students come to SJU
with a declared major in Theology. It is much more typical for our students to develop an interest in a
major in Theology via their core experience or as a second major that complements their more careerdriven interests.
LAS_THE_THEO_BA_Q
Self-Study 5
Intended college major for 2012 college-bound seniors
TestTakers
SAT
Intended College Major
Mean Scores
Number
Percent
(%)
Critical
Reading
Mathematics
Total
72
0.1%
514
496
1010
Theology and Religious Vocations
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
2b.
Undergraduate 1st Year Retention Rate
The sample size of first-year student majors for our department is so low that retention statistics are not
particularly reliable. The number in the sample tends to be between 1 and 4. Data show that in most
years we retain 3 out of 4 or 2 out of 3 of each cohort. Combined totals for the years 2003 to 2012 show
a retention rate of approximately 67%.
Fall
2003
2004*
2005
2006
2007
2008**
# Fresh
# Ret
%
Program
75
50
75
67
67
4
3
75%
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
THE
5
2010
Returned
DNR
#
%
#
%
3
60%
2
40%
LAS_THE_THEO_BA_Q
Total
3
2011
Returned
DNR
#
%
#
%
1
33%
2
67%
Total
1
Returned
#
%
1
100%
2012
DNR
#
Total
%
1
Returned
#
%
1
100%
DNR
#
%
Self-Study 6
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
2c.
Undergraduate 6 Year Graduation Rate
Fall
1999
2000
Program
THE
1
2003
40%
50%
100%
75%
61%
59%
58%
60%
57%
University
64%
59%
61%
61%
58%
Graduated
2
2002
School/
College
Average Rate
Fall 2004 cohort
Total
2001
Fall 2005 cohort
Total
50%
4
Fall 2006 cohort
Graduated
2
Total
50%
6
Fall 2007 cohort
Graduated
3
Total
50%
Graduated
3
0
0%
Fall
2004
2d.
2005
2006
2007
School/College
Average Rate - Q
57%
57%
57%
51%
Total University
58%
58%
59%
55%
Graduate Standardized Test Scores
N/A
LAS_THE_THEO_BA_Q
Self-Study 7
2e.
Please describe how the program compares with peer and aspirational institutions. (Suggested
limit 1/2 page)
The BA in theology centers around five disciplinary areas: Biblical Studies, Systematic Theology,
Historical Theology, Moral Theology/Ethics, and World Religions. Benchmarking against peer local
Catholic schools (Fordham and Manhattan College), sister Vincentian Schools (Depaul and Niagara), and
Big East partners (Marquette, Creighton, Seton Hall and Providence) was conducted. Our major offers a
clear commitment to breadth of learning in the discipline similar to other institutions requiring courses
in all five areas. We also have a senior capstone focused on a selected theme and involving a research
paper - a uniform element to all theology programs examined. While the major offers a strong foundation
in the discipline, our major currently offers students less choice in framing their studies with only two
electives. A survey of peer and aspirational schools shows a range of 3-5 electives and greater student
direction in selecting courses in the five major areas.
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)
N/A
2g.
Number of majors and minors enrolled over the past five years. See table below.
Data maintained by the department based on lists of majors and minors provided by Assistant Dean Greg
Gades show a slight growth trend among majors and a steady number of minors in the years not captured
by the data below provided by the Office of Institutional Research. Our data show that students often
declare the major and the minor going into the spring (sometimes just before graduating) so a fall
capture date for data depresses the number of majors and minors in the program. See this chart:
B.A. – Queens Majors
Minors
Apr-13
12
39
Mar-14
16
43
Mar-15
18
41
Fall
Number of
Students
LAS_THE_THEO_BA_Q
2005
2006
2007
2008
2009
Majors
24
27
22
21
20
Minors
15
20
25
37
30
Total
39
47
47
58
50
Self-Study 8
MAJORS
THE
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
BA
15
9
10
9
3
2
1
1
18
11
11
10
BA/MA
Total
MINORS
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Minors
Minors
Minors
Minors
Theology
22
26
23
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Total
Total
Total
Total
Total
2h.
20
40
31
37
33
Number of degrees granted during the past five years. See table below.
Academic Year
SJC -UG-Q
THE
LAS_THE_THEO_BA_Q
Degrees
Granted
04/05
05/06
06/07
07/08
08/09
BA
6
6
4
5
5
Theology
BA
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
2
2
7
Self-Study 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 39-Theology and Religious Vocations.
20092010
20102011
20112012
Bachelors
Local
16
20
14
National
8,718
9,074
9,369
1
Local institution include: Adelphi University, Columbia University, CUNY Queens College, Fordham University, Hofstra
University, Iona College, C.W. Post University, Manhattan College, New York University, Pace University, Seton Hall
University, Stony Brook University, and Wagner College.
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)
In addition to college advising and early alert programs, student progress toward degree is monitored
through departmental advising. Currently, advising is coordinated by three full-time faculty members.
Drs. Meghan Clark and Robert Rivera divide the undergraduate majors and Dr. Joann Heaney-Hunter
advises the BA/MA program. All majors, including double majors, are scheduled for advising sessions
and majors are made aware of general office hours and encouraged to check in aside from the
registration period. Registration advising meetings focus both on progress in the major and progress on
the St John’s general degree requirements. The Department Chair also provides a constant point of
support for majors and minors.
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)
Among those responding to surveys conducted by the career center, our graduates had a 100%
placement rate.
BA in Theology
Ye
ar
20
13
20
12
20
11
Popul
ation
Reac
hable
Resp
onse
Respon
se Rate
Placeme
nt Rate
Empl
oyed
Employed/Furthe
ring Education
Furthering
Education
Seeking
Employmen
t
9
6
5
83.3%
100.0%
20.0%
20.0%
60.0%
0.0%
1
N/A
1
100.0%
100.0%
0.0%
100.0%
0.0%
0.0%
3
N/A
1
33.3%
100.0%
0.0%
0.0%
100.0%
0.0%
LAS_THE_THEO_BA_Q
Self-Study 10
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)
GPA data provided by the Office of Institutional Research show that the program is attracting and retaining
students with an overall GPA that is well above the average in St. John’s College.
The department revised and consolidated goals and outcomes for this program in 2013. Previously there were 23
learning objectives and six vague program goals. The department brought greater coherence and focus to the
program by articulating a smaller set of measurable objectives.
Undergraduate Major Learning Outcomes (Approved 9/17/13)
1.
2.
3.
4.
5.
6.
7.
8.
Demonstrate familiarity with the Bible and the ability to employ appropriate methods of biblical
interpretation.
Demonstrate the capacity to articulate a learned understanding of the history of Christianity.
Demonstrate the ability to think critically about theological ethics and to explain principles and key
concepts from the Catholic moral tradition.
Demonstrate the ability to articulate an understanding of key elements of Christian and especially
Roman Catholic doctrine in dialogue with contemporary culture
Articulate the fundamental beliefs, practices, and moral commitments of one or more world religions;
demonstrate an awareness of the contours of contemporary interreligious dialogue and of practices
that are crucial for engaging in interreligious dialogue
Demonstrate the ability to locate and utilize appropriate theological sources and research tools, and to
document those sources/tools appropriately.
Demonstrate the ability to write effectively and to use evidence and logic in presenting theological
concepts
Demonstrate the ability to articulate the values held by St. Vincent de Paul and to explain the meaning
and implications of Vincentian mission in today’s world
One of the only classes we offer that is taken exclusively by majors is the senior seminar. That course has
been the primary focus of program assessment since the last program review. As evidenced by the data
below, our majors consistently maintain over a 3.0 average overall and assessment of the senior seminar,
over 80% of our majors meet departmental expectations for competency in theological reasoning and use
of proper scholarly research methods (including Chicago style of writing).
2011-2012
Assessment of 4990 Senior Seminar
Goal5
Target
Finding
LAS_THE_THEO_BA_Q
Conduct Independent
scholarly research
80% or more of students will write effectively on
theological concepts.
Measure: Journal entries. Criteria: Do students
demonstrate written engagement with seminar
topics in journal entries?
86% of students achieved this goal.
Self-Study 11
2013-2014
Assessment of 4990 Senior Seminar
Goal 4: Demonstrate the ability to articulate an understanding of
key elements of Christian and especially Roman Catholic doctrine
in dialogue with contemporary culture
Target: 80% or more of students will Demonstrate the ability to
articulate an understanding of key elements of Christian and
especially Roman Catholic doctrine in dialogue with contemporary
culture will 'meet expectations' or 'exceed expectations' on the
final project.
Finding: Over 80% of students met or exceeded expectations on
the final project
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
In keeping with the University and College strategic plans that emphasize mission-related
competencies, specific content, and learning outcomes for the purposes of student engagement, retention,
and education in global awareness, the Department of Theology and Religious Studies has revised the
program goals and major learning outcomes for its undergraduate majors.
LAS_THE_THEO_BA_Q
Self-Study 12
In addition, some faculty members of the Department of Theology and Religious Studies
participate in the Catholic Relief Services online learning modules that allow students the opportunity to
engage in discussions with students at other universities and with experts on mission-related topics such
as food security, hunger, and human trafficking. Two of our professors have recently applied to CRS for a
Global Solidarity Grant for an interactive series of campus events which deal with technology and
solidarity and are modeled on the CRS motto of faith, action, results. Such attention to CRS represents an
important step in fulfilling the University’s commitment to more active student engagement, our
Vincentian mission, and global education, as well as the President’s priority to develop more community
and global partnerships.
In a further effort to coordinate course offerings with University mission-related goals, we have
developed a course on “The Catholic Imagination” and embarked on a collaboration with the University’s
Catholic Scholars Program. In addition, several of our faculty members continue to participate in
Academic Service learning in order to combine course content with our Vincentian mission to service. To
increase student engagement and retention, the Department has also engaged in a systematic effort to
update the syllabi of all of its courses, so that the content addresses the needs of current students,
increased its number of online course offerings, and implemented various classroom technologies,
including but not limited to PowerPoint, Prezi, and Haiku Deck. We have also implemented a major
sequence revision that has split the one course each on history and scripture into two courses to better
serve our majors by providing them with a stronger foundation in these important areas.
Finally, with regard to attention to the importance of providing a global education, the
Department has recently added an upper-level “Global Catholicism” course and developed a list of
essential topics for our introductory course (THE 1000c) to ensure a more global perspective. Among the
topics to be included in every section are “at least one selection written by a contemporary AfricanAmerican, Asian, Asian-American, African, Latin American, Latin-American (US), or Native American
theologian,” as well as essential texts in scripture and the history of Christian thought. At the Dean’s
direction, we have also developed the seminar course “The Challenge of Identity, Spirituality, and Living
in a Global World” (THE 3050), which includes international study, travel, and online learning
pedagogies. We believe all of the aforementioned changes to our course offerings represent a substantial
contribution to the University’s commitment to mission, engagement, retention, and globalization.
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?
Over the last several years, the Department has launched a range of initiatives to assess our
standing with respect to other comparable undergraduate programs, along with our strengths and
weaknesses. On the whole, our Program falls within the standard range of such configurations. In
particular, we offer a wide range of courses, possess a regional reputation for academic excellence,
maintain cordial relations with the local Church, demonstrate respect for Roman Catholic tradition, and
are dedicated to a balanced exposition of that tradition. Further strengths lie in our faculty, which is
nationally and internationally known in the areas of church history, interfaith studies, moral theology,
LAS_THE_THEO_BA_Q
Self-Study 13
contemporary systematic theology, liturgy, pastoral theology, catechetical ministry, and scripture and
draws its educational background from exceptional universities in the United States and abroad.
Members of the faculty are prominent in professional activities, having been published in a variety of
scholarly journals and served as presidents of professional societies, as advisors to the National
Conference of Catholic Bishops, as editors of professional journals, and as members of seminary and
university Boards of Trustees.
Weaknesses in our Program include the fact that our number of majors and minors remain
relatively low when compared to various other departments in the university. Moreover, until recently
our introductory-level course lacked clearly defined and streamlined standards for full-time and adjunct
faculty who teach it. Finally, budgetary constraints on public advertising and diminishing career
opportunities in Catholic education also create obstacles for students interested in studying with us.
In response, we have begun a process aimed at reconfiguring our program while retaining our
Catholic identity and the quality of our undergraduate instruction. For instance, our faculty have
reviewed the introductory course and produced a list of “essentials” that all who teach it will incorporate
into it. In dialogue with the University Core Curriculum Committee, we also have begun trying to
reformulate our core sequence that all students at the University must take and to make it more
attractive to potential majors and minors. In the course of this process, we have attended to the
philosophy and theology requirements in place at various peer institutions, namely Creighton University,
DePaul University, Fairfield University, Fordham University, Loyola University Chicago, Niagara
University, Providence College, St. Louis University, the University of St. Thomas, Villanova University,
and Xavier University.
We have adopted various strategies in order to draw more majors to our Department. For
example, we have updated and revised our department’s website, and have participated in the College
Advantage Program that allows local high school students the opportunity to take courses, with
permission from the Department, for credit at St. John’s. We have engaged in discussions with the
University’s Career Services Office in order to learn more about what career opportunities presently exist
for majors, and to expand opportunities for internship placements. Finally, since we recognize that there
are more career options available when theology is paired with another major, our UEPC is presently
considering streamlining the requirements for double majors in order to make it easier for our students
to pursue such an option. This effort is being done with close attention to the major sequence
requirements as peer institutions.
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.
According to a recent survey from the American Academy of Religion, the number of Religious
Studies majors has increased by 22% in the past decade (see Association of American Colleges and
Universities, “The Religious Studies Major and Liberal Education,” at www.aacu.org). Most of this growth
has witnessed an increase in undergraduate course offerings and sections on Islam and Hinduism, which
have doubled in the past ten years, while there has been a small decline in traditional courses on Old
Testament, New Testament, and Christian theology. In order to keep pace with current market trends
while maintaining its Vincentian mission and heritage, the Department of Theology and Religious Studies
should consider increasing its full-time faculty and course offerings in the areas of world religions,
LAS_THE_THEO_BA_Q
Self-Study 14
Hinduism, and Islam. For additional ways in which we have attempted to boost future market demand
for our program, see the response to Question 3b above.
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
Our major sequence is structured to ensure that students have a solid foundation in each of the subdisciplines of theology : history of Christian thought, Christology, ecclesiology, moral theology, and
biblical studies. Two years ago, the department determined that the biblical studies and historical
theology courses offered in the sequence were too superficial. We moved to a two-course sequence in
history and a two-course sequence (Reading the Old Testament and Reading the New Testament rather
than a single “Intro to the Bible”) course, which is better aligned to norms in the field. This program
review did determine that our program offers less student choice in terms of specific courses within the
sub-disciplines of theology and also fewer opportunities to build up a concentration of courses within a
single sub-discipline, but our faculty have made the determination that a more balanced background
across the full discipline is more appropriate in an undergraduate context. Our program includes a senior
seminar which is consistent with programs in our discipline as well as the broader pedagogical literature
on high-impact practices.
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy,
and study abroad experiences.
As noted in the paragraph on “standards within the discipline” our program sequence provides a very
clear, coherent structure that requires students to take a foundational course in each of the subdisciplines in our field. The Senior Seminar provides further coherence to the program by requiring that
student draw upon several of those sub-disciplines in the study of a broad question (e.g., a recent senior
seminar focused on aesthetics and the theology of beauty).
The department recently revived its “Internship in Theology” program that allows students to combine
concrete experience at a work site (most typically in a ministerial setting, or at a non-profit that engages
in issues of religion and/or social justice) with theological engagement of the issues that arise in that
context. The latter dimension of the experience is supervised by individual meetings with a member of
our faculty, which allows for an academic experience that is tailored to the students interests and
placement. Our relative small major allows us to provide that kind of student-centered learning.
Working with Lenora Kinchen of the career services office, we have been cultivating relationships with
internship placements sites (campus ministry at Holy Cross high school, the Tanenbaum Foundation
(works on peacebuilding and combating religious prejudice), the Jewish Museum, etc.) to provide more
options for our students. Our major is fully compatible with a study-abroad experience. We recently
shifted our department’s offering in Seville to an Intro to Islam course in order to make it relevant to the
history of that region. Students can take our offerings taught abroad or take advantage of our substantial
distance learning offerings in order to stay on track with program progress while studying overseas.
LAS_THE_THEO_BA_Q
Self-Study 15
3. The University Core competencies
Our program goals overlap substantially with the university’s core competencies. Like other majors in
the humanities, our program ensure that students develop the ability to engage texts and traditions
critically, develop the ability to write well, demonstrate the ability to analyze the ethical dimensions of
contemporary issues, and so on. Our curriculum map ensures that each of our program’s learning
outcomes are addressed and emphasize good writing in almost every course. Our curriculum also
addresses several competencies that have been identified by the university as critical to its mission. See
the “additional comments” at the end of this section (section #4) below.
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
In anticipation of the Middle States Accreditation visit, the UEPC reviewed and updated every master
syllabus in the department. The committee made sure that every syllabus met NYS guidelines for credit
hours, had appropriate units of study, and verified that every course syllabus was properly mapped to
program learning goals and outcomes. The bibliographies for all courses were also brought up to date
with the participation of all full-time faculty. During the review, the UEPC also noted which courses were
in need of more extensive revision. The committee plans to return to those courses over the next two
years (2015-2017) as part of a more thorough review of course offerings and the major sequence. The
committee plans to add new courses where appropriate, drop others, and revise those that need to be
updated.
In compliance with the CBA, the department collects a course outline for every course offered each
semester. In 2012, a system for regular evaluation of instruction by adjunct faculty was instituted in the
department. The Assistant Chair reviews 1/3 of the adjunct faculty each year (so each is evaluated every
3 years). The review includes a classroom visit as well as a review of course syllabi. Suggestions for
improving the quality of classroom instruction, course design, and syllabus design are part of the review
process.
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)
Admittedly, the department has lagged in the development of a program of assessment. Data was
collected primarily on the senior seminar but only sporadically for other courses. Improving assessment
practices that “close the loop” in order to ensure student learning and success is one of the department’s
strategic goals. Dr. Michael Dempsey (our department’s assistant chair) has been charged facilitating the
development and implementation of a comprehensive approach to assessment. Dr. Dempsey has
developed a plan that can be summarized as follows:
LAS_THE_THEO_BA_Q
Self-Study 16
-
-
-
Fall 2015: Pilot stage – Implement indirect measures for all learning outcomes in sampling of 1000C
sections. Implement direct measures for student work (artifacts) to measure our effectiveness in
teaching two learning outcomes: 1) a learned understanding of the history of Christian thought; and
2) the ability to think critically and write effectively with evidence and logic in presenting theological
concepts. Outcomes will be reported to UEPC and uploaded to WEAVE. UEPC will refine process for
broader implementation.
Spring 2016: we will increase our data collection for THE 1000C from full-time faculty and adjuncts.
We will expand our assessment plan to include student surveys for courses with greater enrollment,
e.g., THE 2200, 2215, 3300, and 3305. In addition, we will conduct a survey for our majors in THE
4990 Seminar to measure the degree to which our students are meeting the department’s program
goals. All results will be reported to the Assistant Chair and uploaded to WEAVE. The Assistant Chair
will then report these findings to the UEPC to make recommendations to the department for ways to
improve our teaching effectiveness.
Fall 2016: continued refinement of data collection process. we will begin to implement a rotation for
different 2000 and 3000 level course over a three-year period
4d.
What, if any, external validations, e.g. specialized accreditations, external awards, other
validations of quality has the program received? (Suggested limit 1/3 page)
N/A
Standard 4. Additional comments if needed. (Suggested limit 1 page)
The department has also been charged with measuring mission-specific competencies. We believe this
fact highlights the mission-critical nature of our discipline and programs. There is considerable overlap
between the mission-related competencies articulated by a UCCC subcommittee and our program goals.
We plan to measure mission specific outcomes via our program assessment process rather than
developing a free-standing system of assessment.
Mission-Specific Competencies
Drawing upon philosophical and theological
scholarship, students will be able to offer
sophisticated, learned answers to
fundamental questions about the meaning
and value of human life (#1)
Students will demonstrate the ability to
confront challenges to claims about the
dignity and value of human persons using
sophisticated arguments (#2)
Drawing upon theological and philosophical
sources, students will be able to explain how
faith & reason, and/or religion & science can
LAS_THE_THEO_BA_Q
Department of Theology and Religious
Studies
B.A. Program Learning Outcomes
Demonstrate the ability to articulate an
understanding of key elements of Christian
and especially Roman Catholic doctrine in
dialogue with contemporary culture (#4)
Demonstrate the ability to think critically
about theological ethics and to explain
principles and key concepts from the
Catholic moral tradition (#3)
Mapped specifically to two courses:
THE 3910 – Faith and Reason in Theology
THE 3920 – Religion and Science
Self-Study 17
be understood to be compatible (#3)
Students will demonstrate familiarity with
the Bible and the ability to employ
appropriate methods of biblical
interpretation (#4)
Demonstrate familiarity with the Bible and
the ability to employ appropriate methods
of biblical interpretation (#1)
Demonstrate the capacity to articulate a
learned understanding of the history of
Christianity (#2)
Students will acquire a sufficient
understanding of Catholicism to be able to
talk intelligently with others about the
Catholic tradition in its historical and
contemporary complexity (#5)
Demonstrate the ability to articulate an
understanding of key elements of Christian
and especially Roman Catholic doctrine in
dialogue with contemporary culture (#4)
Articulate the fundamental beliefs, practices,
Students will demonstrate the ability to
and moral commitments of one or more
identify a specific need or problem in the
world religions; demonstrate an awareness
community and address it via direct action
of the contours of contemporary
by participating in academic service
interreligious dialogue and of practices that
learning, internships, experiential learning,
are crucial for engaging in interreligious
etc (#6)
dialogue (#5)
Demonstrate the ability to think critically
about theological ethics and to explain
Students will demonstrate the ability to
principles and key concepts from the
draw upon philosophical traditions of ethics,
Catholic moral tradition (#3)
the Catholic moral tradition, and other
religious traditions to analyze social
Demonstrate the ability to articulate the
problems (#8)
values held by St. Vincent de Paul and to
explain the meaning and implications of
Vincentian mission in today’s world (#8)
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.
FTE faculty was calculated by taking the number of FT faculty members in the department then
subtracting the FTE teaching in the MA program and subtracting SI faculty.
Fall 2005
Fall 2006
# Majors/
FT Faculty
FT
PT
Total
Majors
19
5
24
LAS_THE_THEO_BA_Q
FT
24
PT
3
Fall 2007
Total
27
FT
20
PT
2
Fall 2008
Total
22
FT
19
PT
2
Fall 2009
Total
21
FT
18
PT
2
Total
20
Self-Study 18
Minors
14
1
15
20
Majors
& Minors
Combined
33
6
39
44
# of FTE
Students
(Majors &
Minors)
33.00
2.00
35.00
44.00
20
25
3
47
45
1.00
45.00
45.00
25
37
2
47
56
0.67
45.67
56.00
37
30
30
2
58
48
2
50
0.67
56.67
48.00
0.67
48.67
# of FTE
Faculty
assigned
to the
program
14.3
16
16
17.3
16.3
FTE
Student/
FTE
Faculty
Ratio
2.45
2.81
2.85
3.28
2.99
Fall 2010
Fall 2011
P
Total
F
P
Total
F
P
Total
F
P
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
19
1
20
14
Fall 2010
F
MINORS
1
Total
F
2
F
33
30
Total
4
F
14
11
1
12
Fall 2013
P
P
34
35
Total
4
Fall 2011
Total
F
F
P
Total
P
39
36
3
Fall 2012
Total
F
P
39
Fall 2013
Total
F
P
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
50
3
53
42
5
47
48
5
53
46
4
50
Fall 2010
F
LAS_THE_THEO_BA_Q
1
Fall 2012
P
Fall 2010
FTE MAJORS
13
Minors Minors Minors Minors Minors Minors Minors Minors Minors Minors Minors
31
MAJORS/MINORS
15
Fall 2011
P
Minors
Total
Fall 2013
F
MAJORS
Total
Fall 2012
P
Fall 2011
Total
F
FTE
FTE
FTE
FTE
50
1
51
42
P
FTE
Fall 2012
Total
F
FTE
FTE
1.667 43.667
48
P
FTE
Fall 2013
Total
F
FTE
FTE
1.667 49.667
46
P
Total
FTE
FTE
1.333 47.333
Self-Study 19
Fall 2010
Fall 2011
Fall 2012
Fall 2013
# of FTE faculty assigned
to the program
FTE Student/FTE Faculty
Ratio
Number of FTE Students was not supplied.
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 parttime faculty (including administrators) and the total credit hours consumed by non-majors.
These data show that our department’s main role at the university is to serve the core curriculum. Our
approach to the core curriculum provides students with a wide variety of options in the distributed core
(2000 and 3000 series courses). The considerable variety of options allows us to maintain a faculty that
is very diverse in its theological specializations while serving the core well. We are able to hire to
support the major and the core simultaneously. Our strong commitment to serve the core does not
undermine our ability to ensure we have sufficient faculty resources to serve the program.
Credit Hours
Taught
Fall 2005
#
Fall 2006
Fall 2007
Fall 2008
Fall 2009
%
#
%
#
%
#
%
#
%
5307
45%
4965
42%
4659
39%
5394
41%
5619
45%
PT Faculty
6504
55%
6798
58%
7329
61%
7722
59%
6828
55%
Total
11811
100%
11763
100%
11988
100%
13116
100%
12447
100%
FT Faculty
% consumed
by
NonMajors
LAS_THE_THEO_BA_Q
96%
97%
97%
98%
97%
Self-Study 20
Credit Hrs Taught
Fall 2010
Fall 2011
Number
Percent
F-T Faculty
5,046
42%
5,736
44%
P-T Faculty (inc
Admin)
6,852
58%
7,443
11,898
100%
13,179
Total
% Consumed by
Non-Majors
11,598
Number
Fall 2012
97.5%
12,894
Percent
Number
Fall 2013
Percent
Number
Percent
4,887
42%
4,752
39.0%
56%
6,870
58%
7,445
61.0%
100%
11,757
100%
12,197
100%
97.8%
11,400
97.0%
11,935
97.9%
5c.
Below you will find the number of courses the department has delivered by full-time faculty and
part-time faculty (including administrators).
The department has sufficient faculty resources to support our program, but there are insufficient fulltime faculty resources to support high-quality teaching in the core. In every year during the period 2005
to 2013 a majority of our classes were taught by part time faculty, with the percentage rising as high as
60% in two of those years (including the most recent year for which data was provided). The high
demand for full-time faculty to teach in the core does limit our ability to offer majors-only classes.
Courses
Taught
Fall 2005
#
Fall 2006
%
Fall 2007
Fall 2008
Fall 2009
#
%
#
%
#
%
#
%
63
48%
55
40%
63
43%
62
44%
FT Faculty
58
46%
PT Faculty
69
54%
68
52%
81
60%
85
57%
78
56%
Total
127
100%
131
100%
136
100%
148
100%
140
100%
Courses Taught
Fall 2010
Number
Fall 2011
Percent
Number
Fall 2012
Percent
Number
Fall 2013
Percent
Number
Percent
F-T Faculty
55
43.7%
63
43.8%
60
42.0%
55
39.9%
P-T Faculty (inc
Admin)
71
56.3%
81
56.3%
83
58.0%
83
60.1%
0.0%
Total
126
LAS_THE_THEO_BA_Q
100%
0.0%
144
100%
0.0%
143
100%
0.0%
138
100%
Self-Study 21
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?
The department faces challenges in terms of diversity. Women are underrepresented in the ranks of fulltime faculty (falling to 24% of FT faculty in 2013). The department lost a disproportionate number of
women to the university’s VSO’s and to retirement. The overall percentage of women teaching in the
department is a bit better when part-time faculty are taken into account (34% in 2013 according to data
from Institutional Research) but still cause for concern, especially considering that shared governance
resides primarily among the full-time faculty. The department has made some strides toward improving
the representation of women in our full-time faculty. Three of the last seven full-time hires have been
women (43%). The department has begun to make improvements in the area of ethnic diversity, but
needs to make further strides. In 2005 approximately 88% of faculty in the department were white. That
number declined slightly to 83% by 2013. In the time since the data below was collected, some
additional progress was made when the department succeeded in hiring a new tenure-track faculty
member in 2014 and a new adjunct faculty member in 2015 from an underrepresented ethnic group.
Progress needs to be made before the faculty in our department reflects the ethnic diversity of our
student body. However, recent hires have improved the department’s ability to provide theological
education that draws from sources and perspectives beyond Europe and North America. We recently
introduced a course in Global Catholicism that attends specifically to issues of inculturation, and plans are
underway to develop new offerings that address issues of religion and gender. The department has
requested a tenure-track line of hire to support the latter initiative.
LAS_THE_THEO_BA_Q
Self-Study 22
Departmental Data
2005
FT
2006
PT
Total
#
%
#
%
Male
15
68%
17
46%
Female
7
32%
20
Total
22
100%
Black
0
Hispanic
FT
2007
PT
Total
#
%
#
%
32
15
68%
20
56%
54%
27
7
32%
16
37
100%
59
22
100%
0%
1
3%
1
1
1
5%
0
0%
1
Asian
1
5%
2
5%
White
20
91%
32
Unknown
0
0%
Total
22
100%
Tenured
17
Tenure-Track
FT
2008
PT
Total
#
%
#
%
35
14
70%
25
58%
44%
23
6
30%
18
36
100%
58
20
100%
5%
1
3%
2
1
0
0%
1
3%
1
3
0
0%
1
3%
86%
52
20
91%
32
2
5%
2
1
5%
37
100%
59
22
100%
77%
17
17
4
18%
4
Not Applicable
1
5%
Total
22
100%
FT
2009
PT
Total
#
%
#
%
39
16
70%
25
60%
42%
24
7
30%
17
43
100%
63
23
100%
5%
3
7%
4
0
0
0%
0
0%
0
1
0
0%
2
5%
89%
52
18
90%
36
1
3%
2
1
5%
36
100%
58
20
100%
77%
17
17
3
14%
3
1
2
9%
22
22
100%
FT
PT
Total
#
%
#
%
41
15
68%
24
62%
39
40%
24
7
32%
15
38%
22
42
100%
65
22
100%
39
100%
61
0%
2
5%
2
0
0%
2
5%
2
1
4%
0
0%
1
1
5%
0
0%
1
2
0
0%
2
5%
2
0
0%
4
10%
4
84%
54
21
91%
36
86%
57
20
91%
31
79%
51
2
5%
3
1
4%
2
5%
3
1
5%
2
5%
3
43
100%
63
23
100%
42
100%
65
22
100%
39
100%
61
85%
17
17
74%
17
16
73%
16
1
5%
1
4
17%
4
4
18%
4
2
2
10%
2
2
9%
2
2
9%
2
22
20
100%
20
23
100%
23
22
100%
22
Gender
Ethnicity
Tenure Status
LAS_THE_THEO_BA_Q
Self-Study 23
2010
FT
2011
PT
Total
#
%
#
%
15
75%
24
67%
39
Female
5
25%
12
33%
Total
20
FT
2012
PT
Total
#
%
#
%
16
73%
22
63%
38
17
6
27%
13
37%
56
22
FT
2013
PT
Total
#
%
#
%
16
73%
23
58%
39
19
6
27%
17
43%
57
22
FT
PT
Total
#
%
#
%
16
76%
22
59%
38
23
5
24%
15
41%
20
62
21
Gender
Male
36
35
40
37
58
Ethnicity
Black
Hispanic
0%
1
Asian
American
Indian/Alaskan
Native
White
18
2
5%
6%
2
0%
1
0%
1
2
6%
2
0%
0%
1
3%
1
0%
90%
30
83%
48
1
3%
2 or More Races
6%
2
0%
1
1
5%
3%
1
1
5%
0%
0
31
89%
51
1
3%
5%
0%
20
2
91%
1
0%
2
5%
2
0%
1
5%
3
0%
0
35
88%
54
1
3%
2
0%
19
86%
0%
2
5%
2
2
10%
1
3%
3
1
5%
2
5%
3
0%
0
0%
0
81%
31
84%
48
1
3%
1
0
0%
0
0
0%
1
17
Native
Hawaiian/Pacific
Islander
Unknown
1
Total
20
5%
0%
36
1
1
56
22
5%
0%
35
1
1
57
22
5%
0%
40
1
1
62
21
5%
37
58
Tenure Status
Tenured
15
75%
15
16
73%
16
16
73%
16
14
67%
14
Tenure-Track
4
20%
4
4
18%
4
5
23%
5
5
24%
5
Not Applicable
1
5%
1
2
9%
2
1
5%
1
2
10%
2
Total
20
20
22
22
22
22
21
LAS_THE_THEO_BA_Q
21
Self-Study 24
5e.
What evidence exists that the program’s faculty have engaged in research and scholarship on
teaching and/or learning in the program’s field of study? (Suggested limit 1/2 page)
-
Dr. Meghan Clark published “Learning to be in Solidarity,” in The Journal of Peace and Justice Studies
in July 2015.
Dr. Meghan Clark published “Using Twitter to Practice Christian Ethics: Technology and
Accompaniment,” Teaching Theology and Religion, volume 17:3, July 2014.
Prof. Erin Kidd, a full-time contract faculty member, participates in the online teaching resource
TheoDepot that provides resources for teaching theology. She contributed three items to TheoDepot:
o Genesis 1-3 v. the Enuma Elish https://theodepot.wordpress.com/2015/09/14/genesis-1-3v-the-enuma-elish/
o Images of Christ, https://theodepot.wordpress.com/2014/10/26/210/
o Using writing prompts, https://theodepot.wordpress.com/2014/05/13/using-writingprompts-or-thoughts-on-the-democratic-classroom/
5f.
What initiatives have been taken in the past five years to promote faculty development in support
of the program? (Suggested limit 1/2 page)
Three full-time faculty members in our department have participated in the nationally competitive
workshops on teaching and learning in religion sponsored by the Wabash Center for Teaching and
Learning in Theology & Religion. Through their affiliation with the Wabash Center for Teaching and
Learning in Theology & Religion, those faculty have applied for a Wabash grant to develop the
interdisciplinary nature of courses that we hope to develop for the Connections series in the new core.
Dr. Christopher Vogt participated in a two-year faculty development program sponsored by Catholic
Relief Services designed to provide faculty with the skills and resources necessary to integrate CRS
program materials and international field experience expertise into their courses on ethics and
development. The program was a funded by a CRS grant; three universities in the US took part (SJU,
Dayton, and USF). Dr. Meghan Clark participated in a similar program but more condensed program in
Ghana in the summer of 2015. The department dedicates at least one meeting of all full-time faculty per
semester to discussion of an issue related to teaching. Over the past few years, our focus has been
largely on effective teaching in our intro course.
As part of the process of bringing consistency to THE 1000C across all sections, several full-time faculty
have provided “teaching guides” to specific elements of that course (e.g., a class session on appropriate
methods for interpreting the creation stories). The resource provides secondary source material,
suggested in-class exercises, and primary texts that would be appropriate to engage with students. Each
resource was developed by a different faculty member who has particular expertise on that topic/content
area. These resources have been shared with the full department on Digication.
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.)
LAS_THE_THEO_BA_Q
Self-Study 25
There are few grant opportunities in Theology & Religious Studies. Data below do not show another
grant received (by Dr. Meghan Clark): “Teaching Local and Global Solidarity through Using Global
Partnerships and Service Learning” Wabash Summer Fellowship, Wabash Center for Teaching Theology
and Religion, $5,000. Summer 2015, Funded
Fiscal Year
External
Funding
04/05
05/06
06/07
07/08
08/09
$ Amount
Program
$ Amount
Department
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
-
5,000
-
-
5h.
Please comment on the table below that shows trends in overall course evaluation and
instructional vibrancy for your program (if available), your college and the university. (Suggested limit ½
page)
Data indicate that courses offered by our Department are rated slightly above average overall by
students. Our department’s courses were rated significantly above the college and university averages
(especially in 2011 and 2012) in terms of instructional vibrancy. Our faculty make a deliberate effort to
develop pedagogical techniques that integrate active learning and high impact practices such as
collaborative learning. These student evaluation statistics are especially impressive when you consider
that students in the vast majority of our courses are fulfilling mandatory core requirements rather than
taking something in their chosen field of study.
Theology &
Religious
Studies (Q)
Saint John’s
College
Total
Undergraduate
Overall Evaluation (Spring)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
4.09
4.03
4.02
4.41
4.40
4.39
3.95
4.01
4.00
4.28
4.33
4.33
4.01
3.21
4.07
4.27
4.29
4.35
LAS_THE_THEO_BA_Q
Self-Study 26
Note: Institutional Vibrancy is the average of the first 14 questions on the course evaluation, with questions
pertaining to course organization, communication, faculty-student interaction, and assignments/grading. All
course evaluation questions range from 1 (Strongly Disagree) to 5 (Strongly Agree).
5i.
What percentage of full time faculty assigned to this program have terminal degrees or industry
certifications renewed within the past 2 years? Comment. (Suggested limit 1/3 page)
95% of FT faculty members assigned to this program hold a terminal degree (either a Ph.D., or an S.T.D. –
Doctor of Sacred Theology). 100% of tenured and tenure-track faculty hold a terminal degree. We have
one full-time instructor who is ABD . She is scheduled to defend her dissertation by the end of the
academic year 2015-16.
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.
The department is comprised of dedicated faculty members who excel at providing innovative and
engaging instruction for our majors as well as students the university core (see 5h, showing the courses
offered by our department are rated significantly better than the college and university averages in terms
of instructional vibrancy). Our full-time faculty members have published scholarship on teaching
theology and many others engage in professional development activities to maintain and even improve
the high level of vitality and engagement that characterize courses taught in our department.
Data presented in this section indicate that there is considerable room to grow the program while
maintaining high quality instruction and a very favorable FTE Student : FTE Faculty ratio. It will be
possible for us to make considerable strides toward growing the major without straining existing faculty
resources. Two hires are needed in order to maintain the breadth of theological specialties required to
support our major sequence, but these can be achieved in the coming FY if approval is granted to convert
a contract appointment to the tenure track and a search for a replacement hire in Old Testament Studies
is granted. Both of these positions are covered in the current FY16 operating budget.
The department faces some challenges in terms of diversity. There is a need to improve representation of
women and under-represented cultural and ethnic groups in the ranks of our full-time faculty. It will be
important to attend to active recruitment of under-represented groups in any lines of hire that are
approved.
Standard 5. Additional comments if needed. (Suggested limit 1 page)
The department’s role in supporting the core may require additional resources. The FT/PT teaching ratio
for the department is not favorable (rising to 40:60 in the most recent year for which data was available).
The department has included requests for contract-line faculty in its 3-year faculty plan, but since these
hires are designed primarily to improve instruction and retention in the core those plans have not been
detailed here.
LAS_THE_THEO_BA_Q
Self-Study 27
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)
Every classroom is adequately equipped with a desktop computer and projector. Further, there
are hook-ups readily available for laptops to be used by professors in class. These technological
tools facilitate the presentation of course material in innovative ways (e.g. power point, prezi,
videos) and allows for enhanced student collaboration (e.g. individual and/or group presentations
using power point and/or prezi).
The library offers adequate space holding a significant amount of print resources (books, journals,
government documents and teaching materials) for both professors and students to conduct
research. Further, there are a number of video collections, online electronic books, journals and
databases conducive for research. The library also offers a number of services such as: interlibrary
loan, reference, reserves, research instruction, online learning, an instructional materials center,
and a media center. Research guidance is offered by way of consolation with a research specialist
and workshops, as well as online materials and guides. Prof. Cynthia Chambers and Prof. Kathryn
Shaughnessy, are the subject specialists for the Theology and Religious Studies Department, and
maintain a campus guide and a research database specific to theology and religious studies. They
are readily available to offer assistance in research and in acquiring the necessary resources
specific to theology and religious studies. One area to continue to develop is the acquisition of
print and/or online resources addressing global and contextual theologies.
6b.
Narrative/ Supportive Physical Environment - Comment on level of faculty and student
satisfaction with HVAC; faculty and student satisfaction with classroom lighting, crowdedness, and
acoustics; flexible teaching environments, and faculty offices, etc.. (Suggested limit 1 page)
There is an overall sense of satisfaction with physical conditions of classroom environment. The
most satisfactory environments are the classroom locations in the D’Angelo Center, given their
size, the physical arrangement of some of the classrooms, and the overall conditions of the
building. There is least satisfaction in those class rooms with limited physical space (e.g. in
Marillac Hall), which can make it difficult to engage in group activities when a class has 35 or more
students. In St. John Hall there have been concerns with heating and cooling as the temperature in
some offices is very uncomfortable .
Faculty offices, while providing spaces for faculty to keep office hours, meet with students and
conduct research, can be significantly improved. Faculty offices consist of cubicles with walls that
do not reach the ceiling which do not provide any privacy for student consultations. Many faculty
members are reluctant to utilize their offices as a place to conduct reading, research, and writing
LAS_THE_THEO_BA_Q
Self-Study 28
because it is not quiet. The temperature is not well controlled (generally quite hot both in the
summer and the winter time). As a result, the ability of faculty to be present to colleagues and
students is hindered.
6c.
To what extent has the University funded major capital projects, e.g., renovations, which are linked
directly to the program during the past five years? (Bulleted list)
During the past five years the only major capital project that might be indirectly linked to this program is
the HVAC project in St. John Hall which brought air-conditioning to the classrooms. The bulk of our office
space continues to be served (inadequately) by individual A/C units rather than central air conditioning.
6d.
If external data that describes the cost effectiveness of the program has been provided by your
School/College Dean, please comment on the program’s cost-effectiveness. (Suggest limit 1 page)
Credit
Gross
Tuition
Financial
Tuition
Enrlmt
Hours
& Fees
Aid
Remission
11
315
408,664
197,639
18,225
Net
Tuition
Other
Direct
Total
Direct
Revenues Revenue Revenue Expenses
192,800
2,549
195,349
97,266
Contribution
Margin #1
98,083
Data provided by the office of institutional research indicate that our program is cost effective. The department
provides considerable support to the university’s core curriculum. Our courses in the core (many of
which overlap with our program’s major sequence) are a significant part of what makes a St. John’s
University education unique. As such our program’s offerings add value to many majors across the
university. We maintain that our program’s modest, but real contribution margin of nearly $100,000 is
sufficient to support our recommendation to “MAINTAIN” the program.
STANDARD 7. Effective actions have been taken based on the findings of the last program review
and plans have been initiated for the future.
Comments: (Suggested limit 1page)
Few strategic goals or actions were articulated in the last program review. The department is focusing on
strategic planning for the future. The department has developed an ambitious strategic plan to revitalize
course offerings and curriculum, grow the major, implement a comprehensive approach to assessment,
and continue to improve the already high-quality instruction provided to majors and students in the core
alike. The key elements of the department’s strategic plan as it pertains to the B.A. in Queens are as
follows:
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Self-Study 29
1. Ensure Student Success
a. OBJECTIVE: Increase enrollment in the major
i. Action: Refresh curriculum: In the next three years we will bring our curriculum
into the twenty-first century by adding new courses and refocusing some existing
ones so that they have more cross-disciplinary relevance and appeal. We will
develop and refine our curriculum so as to better enable our students to grapple
with enduring questions and to tackle new ones that are emerging in other fields.
ii. Action: The UEPC will study the feasibility and (if feasible) take steps to develop and
implement a new major sequence designed specifically for double majors. This new
track would make theology a more attractive double-major by reducing the number
of required courses and allowing students more freedom to link their work in
theology to their planned careers and to their academic interests in allied disciplines
(via the refreshed curriculum in action point 1.a.i).
iii. Action: Working in collaboration with student leaders in our honor society (Theta
Alpha Kappa) we will sponsor at least one academic event and one social event that
brings together majors, graduate students, and faculty. Minors also will be invited
with the hope that increased involvement in the intellectual life of the department
might build interest in the major.
b. OBJECTIVE: Improve retention, persistence and graduation rates
i. Action: Make improvements to department advising process for majors. Faculty
who serve as advisors to our majors will communicate with their advisees shortly
after midterm grades are released and follow-up on any areas of concern.
c. OBJECTIVE : Ensure and improve quality of student learning experience
i. ACTION: Implement program of assessment (see section 4c of the program review
for details of the assessment plan that we are implementing.
ii. ACTION: Refresh curricular offerings (this action is explained above in the section
on increasing enrollment – 1.a.i)
2. Recruit, recognize, and retain the best faculty
a. OBJECTIVE: Secure adequate FT faculty to support enhancing curricular offerings as
described in item 1.a.i above. This would require:
i. ACTION: Convert TF15-09 (Theology of sex and gender) to a tenure-track line.
Justification: Theology of Gender is an important area in their field today that offers
considerable cross-disciplinary appeal. Developing courses in this area and staffing
them with a highly qualified faculty member is a crucial step in bringing our
curriculum up to date and offering courses that address topics and issues of interest
to SJU students. This line is already in the department budget (as a contract line).
ii. ACTION: REPLACEMENT Tenure-Track Hire (Old Testament Studies). Justification:
Given the centrality of the study of scripture for our discipline and the prominent
place of methods of biblical interpretation in our common core course and major
LAS_THE_THEO_BA_Q
Self-Study 30
sequence, a tenure-track replacement is needed for this specialization. This line is
already in the department budget (faculty retirement).
iii. ACTION: FY 18 – New Tenure-track hire. There is considerable student interest in
the study of world religions. Currently we have only one faculty member with a
specialization outside of Christianity. Strengthening faculty resources in this area
of study is consistent with SJU’s plan to be a global university. The American
Academy of Religion survey cited in Standard 3c of the program review indicates
that the highest potential for student interest and growth in the field lies in world
religions – esp. Hinduism and Islam.
b. OBJECTIVE: Continue to enhance quality of teaching among adjunct faculty.
i. ACTION: Assistant chair will continue to do classroom observations and have an
individualized professional development with 1/3 of all adjunct faculty every year
(so that all adjunct faculty receive feedback and professional development advice at
least every 3 years).
ii. ACTION: Increase department efforts to recruit adjunct faculty who hold a doctorate
or are ABD. Presently a substantial majority of our adjunct faculty hold only an M.A.
3. Promote global and community partnerships
a. ACTION: Continue to work with career services to build up internship opportunities for our
majors and encourage majors to include an internship in their program of study.
b. ACTION: Cultivate existing faculty connections to global partner Catholic Relief Services
(Vogt, Clark). Work with Campus Ministry, the Mission Office, and the Center for Global
Development to establish SJU as a CRS “global campus”
LAS_THE_THEO_BA_Q
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