AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Liberal Studies MA Q
Date Submitted to Department/Division Chair: December 15, 2014
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)
Program Description & Mission
Inaugurated in 1996 and originally housed in what was then Metropolitan College, the Master of Arts in Liberal
Studies is an interdisciplinary program that is now housed in the Graduate Division of St. John’s College of
Liberal Arts & Sciences. It provides students with opportunities to take graduate courses in Economics, History,
English, Government & Politics, Languages and Literatures, Psychology, Sociology and Anthropology, Asian
Studies, and Theology and Religious Studies. There are several tracks within the program: Humanities, Social
Sciences, Cultural Studies, and Innovative Research. In this 33 credit program, all students are required to
complete an introductory seminar (MLS 100) and an integrating capstone seminar (MLS 200), the focus of which
is the capstone seminar. Except for the Concentration in Women’s and Gender Studies (in which students take 9
courses [27 credits] from the courses approved for that Concentration), students take 5 courses (15 credits) in a
particular discipline, and 12 credits in cognate disciplines.
Designed especially for adult learners who are working professionals from a variety of backgrounds, this
program underlines the intersections and convergences among a variety of academic disciplines as scholars in
these areas of study consider crucial dimensions of foundational and current issues. The program encourages
the development of critical and creative thinking, and emphasizes research and writing. It is not a “generalist”
degree, but a deliberately interdisciplinary degree program with significant student-centered flexibility and
careful advisement. This program focuses on persons who are employed full-time, most of whom are part-time
students.
According to the Association of Graduate Liberal Studies Programs (AGLSP),
Education for careers is indispensable in our society, but it often is not enough to satisfy the
passions of “great and generous minds.” For them, satisfaction comes only with explorations
through the wide realm of ideas. Because intellectual curiosity does not cease upon completion
of the baccalaureate degree or advanced specialized degrees, an increasing number of
universities and colleges are offering graduate degree programs in liberal studies, which
respond to the passion for learning of part-time, adult learners.
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 1
Graduate Liberal Studies Programs offer challenging interdisciplinary study to adults who work
toward a master’s degree while maintaining their careers. GLS students come from a wide range
of education backgrounds and professions. Whatever their occupation, they share an intense
love of learning, an active curiosity, and a desire for continued intellectual growth and
challenge.
(https://sacscompliance.unca.edu/sites/default/files/Document_Library/AGLSP_Web_Site.pdf)
Similar Programs at Other Colleges & Universities:
The Master of Arts in Liberal Studies (MALS) program at St. John’s University is one of more than 130 such
programs in colleges and universities across the United States. In addition to St. John’s University, colleges and
universities in the New York metropolitan area with M.A. programs in Liberal Studies include the following:

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CUNY College of Staten Island (http://www.csi.cuny.edu/catalog/graduate/liberal.php3)
CUNY Graduate Center (http://www.gc.cuny.edu/Page-Elements/Academics-Research-CentersInitiatives/Masters-Programs/Liberal-Studies)
Dowling College (http://www.dowling.edu/academics/graduate-studies/master-of-arts-in-liberal-studies/
New School for Social Research (http://www.newschool.edu/nssr/liberal-studies/)
New York University (John W. Draper Interdisciplinary Master’s Program in Humanities and Social Thought:
http://draper.fas.nyu.edu/page/home)
Ramapo College of New Jersey (http://www.ramapo.edu/mals/)
Rutgers University (http://www.camden.rutgers.edu/dept-pages/liberal/)
Stony Brook University (http://www.stonybrook.edu/spd/graduate/mals.html)
Thomas Edison State College (http://www.tesc.edu/1839.php)
At the national level, the most extensive program in Liberal Studies is offered by Georgetown University, housed
within Georgetown’s School of Continuing Studies (http://scs.georgetown.edu/departments/9/master-of-artsin-liberal-studies). In addition to the Bachelor’s Degree in Liberal Studies, and the Master of Arts in Liberal
Studies, Georgetown offers the Doctor of Liberal Studies degree, the only university in the United States to offer
such a program. The Georgetown M.A. in Liberal Studies offers 14 different programs (American Studies,
Catholic Studies, Classical Civilizations, Ethics and the Professions, Humanities, Individualized Study,
International Affairs, Islam and Muslim-Christian Relations, Literature and Society, Medieval and Early Modern
European Studies, Religious Studies, Social and Public Policy, The Theory and Practice of American Democracy,
and Visual Culture).
The John W. Draper Interdisciplinary Master’s Program in Humanities and Social Thought at New York University
is, as its own web site notes, “one of the largest and best-known interdisciplinary graduate programs in the
country” (http://draper.fas.nyu.edu/page/home). The New York University program includes six areas of inquiry
(Art Worlds, the City, Gender Politics, Global Histories, Literary Cultures, and Science Cultures), and the program
is extensively staffed (three administrators, one support staff member, several program faculty and master
teachers).
In comparison with the extensive Liberal Studies programs at Columbia and New York University, the Master of
Arts in Liberal Studies at Dowling College is significantly more modest in scale and size than the M.A. in Liberal
Studies at St. John’s.
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 2
St. John’s is one of two Vincentian Universities in the United States with a graduate Liberal Studies Program. De
Paul University also has a Master of Arts in Liberal Studies (http://las.depaul.edu/mals/). The M. A. in Liberal
Studies at De Paul University, a “sister program” of De Paul’s M.A. / M.S. in Interdisciplinary Studies (staffed by a
director, an associate director, a program assistant and an intern), resembles the M.A. in Liberal Studies at St.
John’s University inasmuch as it draws from courses offered in other De Paul University graduate programs.
However, the M.A. in Liberal Studies at De Paul also includes seven core courses (Visions of the Self, Perceptions
of Reality, the American Experience, the City, Representations of the Body, Exploring Other Cultures, and
Environment and Society). Like St. John’s, the M.A. in Liberal Studies at De Paul also includes a Concentration in
Women’s and Gender Studies. While a number of religious studies courses are applicable to the De Paul
program, that program does not integrate Vincentian values in the explicit way that the St. John’s program does.
Program Quality:
While the requirements for the M.A. in Liberal Studies are comparable with those at other institutions that offer
this degree (number of credits, capstone project, etc.), and while Liberal Studies share a common emphasis on
interdisciplinary studies, the program at St. John’s is distinctive in terms of its explicit orientation toward
Vincentian values (social justice in particular), and in terms of its low overall cost to the university.
Significant changes in the program since its inception have included:

The move of the program from Metropolitan College to the Graduate Division of St. John’s College of Liberal Arts
& Sciences.

The elimination of graduate course offerings in philosophy. When the M.A. in Liberal Studies program was
launched in 1996, it included a significant number of graduate courses in philosophy. This took place in view of
the plans at that time to reinstate the M.A. program in philosophy. Because that reinstatement did not take
place, graduate course offerings in philosophy were reduced to one (PHI 268: Feminist Philosophy), now
occasionally offered as part of the Concentration in Women’s and Gender Studies.

The Summer 2006 launch of the Concentration in Global Development and Social Justice, which operated under
the aegis of the M.A. in Liberal Studies until the end of the 2008-2009 academic year, with the graduation of the
second cohort of entering students and the approval of a new Master of Arts in Global Development and Social
Justice that is now housed in the university’s Center for Global Development. This launch represented an
innovative approach to distance learning, reaching out to students from countries around the world (including
Bosnia-Herzegovina, the Philippines, Haiti, Thailand, Nigeria, Russia, Colombia, Cameroon, Palestine, Italy, Ivory
Coast, Rwanda, and Brazil). In many respects, this concentration—with 27 of its 33 credits offered via distance
learning—was a pioneering effort in the implementation of distance learning at St. John’s University, providing
faculty and administrators with an opportunity to assess and adjust distance learning structures to insure
program integrity and student success.

The Fall 2007 launch of a Concentration in Women’s and Gender Studies, as part of the Cultural Studies track.
This concentration was inaugurated as a direct result of student interest. Student-driven interest is now a
leading motivator for the implementation of an urban studies concentration.

The Spring 2010 VSO retirement of a staff member in the Department of Theology & Religious Studies whose
responsibilities included providing staff support for the M.A. in Liberal Studies, and the restructuring of
responsibilities among a reduced number of department staff (the retired staff member was not replaced) has
resulted in a reduction of staff support available to the Program Director and to students in the program.
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 3
Plans for the future of the program include:

Rollout of a concentration urban studies. This will leverage existing graduate course offerings with an urban
studies focus, to serve the needs of an increasingly diverse student population in ways that have their basis in
the university’s metropolitan and global character. This development, like the Concentration in Women’s and
Gender Studies, will leverage existing graduate course offerings that focus on urban studies (analogous to the
interdisciplinary undergraduate minor in New York Studies).

Increase distance learning course offerings. The M.A. in Liberal Studies at Stony Brook University is offered both
in traditional in-person format and in a distance learning format. While St. John’s University is not yet in a
position to offer the M.A. in Liberal Studies in a completely distance learning format, increasing the number of
distance learning graduate course offerings has significant potential to enhance recruitment and enrollment for
this and othe graduate programs.

Develop a B.A./M.A. in Liberal Studies. Georgetown University also has a B.A. in Liberal Studies, housed in the
same administrative unit as the M.A. and the doctorate in Liberal Studies (Georgetown’s School of Continuing
Studies). The development of a B.A. / M.A in Liberal Studies would constitute a distinctive feature of the
program at St. John’s. The organizational / administrative challenge facing St. John’s in this respect is that the
B.A. in Liberal Studies is currently housed in the College of Professional Studies, while the M.A. in Liberal Studies
is housed in St. John’s College of Liberal Arts & Sciences

Application for full membership in the Association of Graduate Liberal Studies Programs (http://www.aglsp.org/,
an organization with more than 120 member institutions), with a view toward networking and cooperating on
standards and best practices. This will also heighten the visibility of the program, and the self-assessment and
site visit components of the process of application for active membership will be of benefit, providing external
validation of the program’s quality. The Program Director expects to attend the 2015 AGLSP conference
(October 15-17, 2015)
Evaluation of the Program’s Enrollment/Market Potential: (2) Maintain
The existence of similar programs at multiple public and private colleges and universities in the New York
metropolitan area is a strong indicator of the significant and continuing market demand for a graduate program
in Liberal Studies. Internally, a significant increase in inquiries about the program and requests for information
about the program also indicate significant potential for increased enrollment. Significant growth in recruitment
and enrollment would likely result from the implementation of a five year B.A. / M.A. program, and from the
implementation of a concentration in urban studies (because only NYU has a comparable concentration in its
Liberal Studies program.
STANDARD 1. The purpose of the program reflects and supports the strategic vision and mission of St. John’s
University, and the program’s School/College.
1a.
What evidence can you provide that demonstrates that the program embodies the Catholic, Vincentian, and
metropolitan identity of St. John’s University? www.stjohns.edu/about/out-mission. (Suggested limit 1/3 page)
The Master of Arts in Liberal Studies very clearly embraces the university’s metropolitan identity. As an
interdisciplinary program that draws on the expertise of faculty from several departments of St. John’s College
of Liberal Arts and Sciences, this program fosters in its students “foster those qualities required for anticipating
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 4
and responding to the educational, ethical, cultural, social, professional, and religious needs of a dynamic world”
by focusing on the ways in which different academic disciplines converge to analyze, assess, and provide
appropriate responses to the many challenges that society faces. Courses available to students in the program
draw on the considerable intellectual, cultural, and artistic resources available in the New York metropolitan
area, and the seminar project in the Introductory Seminar (MLS 100) focuses specifically on issues affecting
cities. The program embraces the Vincentian identity of the university inasmuch as it seeks to “foster a world
view and to further efforts toward global harmony and development, by creating an atmosphere in which all
may imbibe and embody the spirit of compassionate concern for others.” The program also embraces the
university’s Catholic identity inasmuch as it fosters an attitude of “respect for the rights and dignity of every
person and each individual’s responsibility for the world in which we live.” Courses in the program provide
students with the opportunity to understand and appreciate the importance of religious beliefs, values, and
practices in shaping society, and to value the importance of interreligious dialogue and cooperation.
1b.
What evidence can you provide that demonstrates that the program embodies the University’s vision.
www.stjohns.edu/about/out-mission/vision-statement. (Suggested limit 1/3 page)
The program actively seeks to “empower diverse learners with quality education for life.” With a significant
number of students who are “adult learners,” people with full-time employment in a variety of fields who are
returning to higher education for a graduate degree to seek professional advancement, career change, or
personal enrichment, the Master of Arts in Liberal Studies provides a very personalized, student-centered
approach. The program’s interdisciplinary character positions it very well to equip graduates to “excel in the
competencies and values required for leadership and service in a rapidly evolving global community,”
competencies and values that are considered from a significant range of perspectives in the departments and
areas of concentration from which students can select courses. The interdisciplinarity of the program is an
important feature, demonstrating very clearly that key issues affecting society overlap the borders of academic
departments and disciplines and call for analysis using a wide range of approaches. For this reason, the program
is especially attractive to adult learners, who appreciate the opportunity that the M.A. in Liberal Studies offers
for professional advancement and personal enrichment.
1c.
What evidence can you provide that demonstrates that the program embodies the vision and mission of the
program’s School/College? (Suggested limit 1/3 page)
As a program that draws on the significant research and teaching strengths of the faculty in a number of
different departments in St. John’s College of Liberal Arts & Sciences, the M.A. in Liberal Studies embraces the
vision statement of the College, seeking “to develop in our students a critical consciousness and ethical
perspective that will prepare them for service and leadership roles in the local, national, and international
spheres. In both our graduate and undergraduate programs, we seek the highest standards of scholarly inquiry
and creative expression.” Learning from excellent teacher-scholars on the faculty of several departments of the
College, students engage in interdisciplinary study and research that put them in touch with “the global
perspectives of our continuously changing world.” The interdisciplinary character of the program makes it
possible to underline the fact that “global perspectives” are best understood from the vantage points of a
variety of disciplines, with a variety of analytical tools and models. The student-centeredness of the program
allows student interest and experience to guide student learning and research, with the mentorship of th
Program Director and of faculty members who teach courses available to students in this program.
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 5
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
Not Applicable
2b.
Undergraduate 1st Year Retention Rate
Not Applicable
2c.
Undergraduate 6 Year Graduation Rate
Not Applicable
2d.
Graduate Standardized Test Scores
Fall
2005
2006
2007
2008
2009
Program
School/College
Average Rate
Regional
Comparison
National
Comparison
Graduate standardized
test scores are not
required for admission
to the M.A. in Liberal
Studies
New Graduate Students GRE Verbal
Mean Scores
Graduate School Arts &
Sci
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Ir Grev Score
Ir Grev Score
Ir Grev Score
Ir Grev Score
old
new
491
500
497
532
154
153
New Graduate Students GRE Quantitative
Mean Scores
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 6
Graduate School Arts &
Sci
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Ir Greq Score
Ir Greq Score
Ir Greq Score
Ir Greq Score
old
585
566
new
593
604
149
150
As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a scale of 200-800(old) and after 8/1/11 on a scale of 130-170(new)
General test percentage distribution of scores within intended graduate major field that is based on the performance of
seniors and non-enrolled college graduates who were tested on the verbal and quantitative examination.
GRE
Intended Graduate Major
Test-Takers
Arts and Humanities*
Mean Score (Verbal)
31,657
Mean Score (Quantitative)
157
150
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
Please note: Graduate standardized test scores are not required for admission to the M.A. in Liberal Studies
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
Like other universities in the New York metropolitan area that offer master’s degree programs in Liberal Studies
(including Stony Brook University and the New School for Social Research), the majority of students in the M.A.
in Liberal Studies are working adults who are seeking professional development and advancement and / or
personal enrichment. Stony Brook University offers the MALS both in on-campus and distance learning formats.
Distance learning offerings in the graduate division of St. John’s College of Liberal Arts & Sciences are not yet
sufficiently numerous to provide the option for an entirely distance learning format for the M.A. in Liberal
Studies.
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)
Not applicable.
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of Students
Majors
LAS_SJC_LIB.STUDIES_MA_Q
2005
2006
12
2007
29
2008
59
2009
55
21
Self-Study Template 7
Minors
0
0
0
0
0
Total
12
29
59
55
21
MAJORS
LST
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
MA
14
12
14
17
It should be noted that the significantly higher enrollment numbers for 2006 (29), 2007 (59) and 2008 (55)
reflect the fact that at that time, the current M.A. in Global Development and Social Justice was housed under
the auspices of the M.A. in Liberal Studies. The M.A. in Global Development and Social Justice is not a separate
program.
2h.
Number of degrees granted during the past five years. See table below.
Academic Year
Degrees
Granted
MA
SJC-GR
LST
04/05
05/06
06/07
07/08
08/09
3
1
2
5
15
Liberal Studies
MA
10/11
11/12
12/13
Degrees
Degrees
Degrees
Conferred
Conferred
Conferred
6
2
3
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 24-Liberal Arts and Sciences, General
Studies and Humanities.
20092010
20102011
20112012
Master’s
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 8
Local
518
442
National
46,953
46,727
46,925
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.
It should be noted that the “spike” in degrees conferred in 08/09 has to do with the fact that the current M.A. in
Global Development and Social Justice was originally housed in the M.A. in Liberal Studies.
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)
Each student in the program meets regularly with the Program Director for advisement. This involves course
selection as well as monitoring of student progress. The Program Director teaches MLS 100, the Introductory
Seminar, which provides students with an overview of the program and introduces students to skills, tools, and
resources for interdisciplinary research. The Program Director also works closely with students in MLS 200, the
Integrating Seminar & Capstone Project, in which the student also works with a faculty mentor who directs the
student’s capstone research project in the student’s area of concentration. The Program Director works closely
with the faculty member who is the student’s mentor to monitor the student’s progress and to provide
necessary support.
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)
Students in the program have used their degree for professional advancement. One recent graduate is currently
a doctoral candidate at USC Annenberg School for Communication and Journalism, where he was the recipient
of a prestigious fellowship. Two May 2014 graduates of the program are currently applying to doctoral programs
at St. John’s University.
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)
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 9
Students in the M.A. in Liberal Studies, the majority of whom are adult learners who are employed full-time, are
very highly motivated, and they appreciate the student-centered quality of the M.A. in Liberal Studies.
Applicants to the program are expected to have an overall GPA of 3.0 in their undergraduate studies. In
exceptional cases, applicants who do not meet this standard are accepted as probationary or nonmatriculated
students for a maximum of 12 credits. Upon completion of 12 credits, nonmatriculated students who have
earned a 3.0 or better GPA in their graduate courses may apply for matriculated stated and may request that the
courses completed with a grade of B or better be applied to their degree program. Students admitted on a
probationary basis must achieve a GPA of 3.0 in their first 12 credits in order to remain in the program.
Standard 2.
Additional comments if needed: (Suggested limit 1 page)
Student comments:
Student A:
Being a graduate student in the Liberal Studies program was a favorable experience for me. The
program attracted me initially due to its focus on a multidisciplinary approach to a graduate program
where usually the focus is to learn about one specific discipline. As an undergraduate student I always
enjoyed my Social Science courses but was intent on getting my Bachelor of Science in the Hospitality
Management program with my minor in Business. Therefore, when researching graduate programs, I
was pleased to find that the Liberal Studies program allowed me to choose courses from three Social
Science disciplines. My main focus was in Sociology but I also was allowed to take courses in Psychology
and History. What further interested me was that I was allowed to choose which courses in those
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 10
disciplines I wanted to take. There were no set courses and therefore I could choose what truly
interested me and what I really wanted to learn more about. This was one major benefit of the program.
With the ability to choose my own courses in the approved Social Sciences track, I was afforded the
opportunity to study abroad during a summer session. I traveled to Argentina where I was immersed in
their history and culture. I took two courses to count towards my Liberal Studies program and both were
focused on learning about the country in which I was studying abroad in. Without the flexibility of the
Liberal Studies program I would never have been able to expand my horizons and travel to Latin America
and gain a global perspective on the Social Sciences.
Within one of the two required courses for the Liberal Studies program (the introductory course) I was
able to closely bond with my classmates. My classmates eventually became very close friends with
whom I still keep in contact. This is an aspect of the program that I found intriguing. Throughout my time
as an undergraduate student I made friends in my different courses but they eventually all faded after
the semester was over. The same holds true for the other graduate courses that I took before and after
this introductory course, I did not make the close bonds with my classmates as I did in the introductory
course. This close bond between my classmates and I really affected my education because I was able to
feel comfortable in class and ask questions and really delve into subject matters with others. It was a
group participation course that was unlike any other course I ever took and allowed me to grow
academically.
Overall, I am extremely pleased with my decision to enter the Liberal Studies graduate program at St.
John’s University. It afforded me many great opportunities and allowed me to form close relationships
with other professionals. It has affected me life for the better.
Student B:
Completing my Master’s Degree was one of the biggest accomplishments of my life, likewise the
experience of pursuing my Master’s Degree in Liberal Studies was also one the greatest experiences of
my life. My academic advisor Rev. Jean-Pierre Ruiz really believed in my potential as a student and
guided me through successfully to the completion of the program. Rev. Ruiz explained the details of
each course I was planning to register for and also advised me as to how to prepare for the Capstone
Project at the end. I really enjoyed my classroom experience. The Professors who taught me were
excellent. My Professors made the lectures very interesting and engaging and they were always open to
each student’s comments and questions. Through my Master’s Program I was able to Study Abroad in
Rome Italy and reside at the Rome Campus for one summer course. I studied International Law at the
Rome Campus.
The Liberal Studies Master’s Program gave me a well-rounded knowledge of Government and Politics,
International Law, History and Sociology. I even took one Doctoral Level History course which was
History of Women and Gender. One of my fondest memories of this course was the final, I presented on
historical famous female singers and their political contribution to society at the end of all of the
students’ presentations I was voted as the best presenter…After completing my Master’s Degree I have
a new outlook on life and I have gained a tremendous confidence in myself for achieving this degree. I
am now interesting in Pursuing the Doctorate Program in Modern World History at St. John’s University.
Student C:
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 11
I have learned so much, more than I ever expected. I have learned to be a critical thinker and I believe a
much better writer. I entered this program to grow intellectually and spiritually. I did accomplish those
goals plus so much more…At times, I wish you would have given me the answer but you taught me how
to find it myself.
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
With respect to the four strategic priorities articulated by President Gempesaw during his investiture address,
namely,
Ensure student success
Recognize and retain the best faculty, staff and administrators
Enhance our teaching and learning environment
Expand community and global partnerships
the Master of Arts in Liberal Studies is focusing very deliberately on the first of these. Ensuring student success
in a program where the majority of students are adult learners returning to higher education after several years
in the workforce and away from formal studies at the undergraduate or graduate levels involves: (1) providing
them with the skills and confidence needed to succeed in a graduate program of study; (2) individualized
attention and advisement by the program director and by faculty members teaching courses applicable to the
program, to insure continuing progress toward degree completion; (3) building on students’ own interests and
experiences in shaping a program that is individualized, coherent, and relevant to real-world concerns.
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?
With regard to strengths that give this program a competitive edge, the following can be identified: (1) the high
quality of course offerings available to students in the program through the graduate course offerings by
departments in St. John’s College of Liberal Arts & Sciences; (2) the high level of personal attention given to each
student in the program through advisement by the Program Director and guided research with individual faculty
members; (3) the Introductory Seminar, which prepares students entering the program to engage in critical
thinking, in academic research, and writing in an interdisciplinary environment; (4) the concentration in
Women’s and Gender Studies is distinctive to the St. John’s University M.A. in Liberal Studies; (5) the clear and
concrete mission-related emphasis on social justice, with a focus on addressing issues of poverty and other
forms of disempowerment and marginalization, is a distinctive feature of this and other academic programs at
St. John’s.
With regard to weaknesses and threats, particularly by comparison with the external environment (for example,
the M.A. in Liberal Studies at Stony Brook University), the relative scarcity of graduate course offerings in a
distance learning format poses a challenge with regard to recruitment. A larger number of courses offered in
distance learning format would make the M.A. in Liberal Studies more attractive to a larger number of potential
students, and would increase the marketability of the program beyond the immediate New York metropolitan
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 12
area. With respect to internal weaknesses, it is curious that although the M.A. in Liberal Studies is housed in St.
John’s College of Liberal Arts & Sciences, the corresponding B.A. in Liberal Studies is housed in the College of
Professional Studies. This organizational anomaly will make it more challenging (but not impossible) to
implement a five year B.A. / M.A. in Liberal Studies, a new development which could significantly enhance
recruitment and enrollment. Another internal weakness (which could, under the appropriate circumstances,
become an opportunity) is the unavailability of graduate assistantships for students in the M.A. in Liberal
Studies. There has been one recent exception to this, with one M.A. in Liberal Studies student being funded by
an assistantship that gave him the opportunity to work as an assistant coach for the university’s very successful
debate team. The availability of assistantships would enhance the recruitment and enrollment potential of the
M.A.in Liberal Studies.
With respect to opportunities, we are currently developing a new concentration in urban studies, an initiative
that would very effectively augment the program’s contribution to the university mission statement’s
characterization of St. John’s as a metropolitan university. This new concentration would be distinctive by
comparison with graduate liberal studies programs at other universities in the metropolitan area, and would be
attractive for students who would be interested in graduate studies after completing the undergraduate minor
in New York Studies. Another set of opportunities to enhance recruitment and enrollment would be the
availability of additional study abroad opportunities. Students in the program have taken advantage of study
abroad graduate course offerings in Italy and in Argentina.
With respect to monitoring the external environment, membership by our program in the Association of
Graduate Liberal Studies Programs (AGLSP) will provide networking and program growth resources, as well as
current information on best practices and innovations in Liberal Studies. The eventual achievement of achieving
full membership (which will involve a self-study and a site visit) will provide the program with external validation
and nationwide recognition.
3c.
What is the current and future market demand for the program? Support your response using the data
provided below or any other internal or external sources to justify your response.
The existence of similar programs at multiple public and private colleges and universities in the New York
metropolitan area is a strong indicator of the market demand for a graduate program in Liberal Studies.
Significant growth in recruitment and enrollment would likely result from the implementation of a five year B.A.
/ M.A. program, and from the implementation of a concentration in urban studies (because only NYU has a
comparable concentration in its Liberal Studies program.
Standard 3.
Additional comments if needed: (Suggested limit 1 page)
STANDARD 4. The program provides a high quality curriculum that emphasizes and assesses student learning and
engagement.
4a.
Please indicate how the program curriculum is in alignment with the following three items:
(Suggested limit 1/2 page for each of the three categories below)
1. Standards within the discipline
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study
abroad experiences.
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 13
3. The University Core competencies
1. Standards within the discipline
The Master of Arts Liberal Studies is interdisciplinary by design and intention, in alignment with the description
of Graduate Liberal Studies programs provided by the Association of Graduate Liberal Studies Programs.
According to the AGLSP, “The programs represented by the members of the Association offer graduate degrees
that are interdisciplinary in nature and adhere to the values of liberal arts education. These programs provide an
alternative approach to continued learning for adult students who seek broad, interdisciplinary paths to
knowledge, usually in a flexible format that accommodates nontraditional students”
(http://www.aglsp.org/about-us).
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study
abroad experiences.
The Master of Arts in Liberal Studies emphasizes serious study across traditional disciplinary boundaries. The
intentionally interdisciplinary nature of the program makes it possible for students to address significant and
complex issues that are investigated by a broad range of humanities and social science disciplines.
With respect to the curriculum of the current M.A. in Liberal Studies tracks in Humanities, Social Sciences,
Cultural Studies (including Women’s and Gender Studies), and Innovative Research, the program is in alignment
with the disciplinary diversity and interdisciplinary emphases of other competitive graduate programs in Liberal
Studies. Graduate courses offered by departments in St. John’s College that are available to students in the M.A.
in Liberal Studies conform to the standards in their respective disciplines and are taught by faculty members
whose research and teaching expertise qualify them to teach graduate courses. Anchored at the beginning of
the program by the Introductory Seminar (MLS 100) and at the end by the Integrating Seminar & Capstone
Project (MLS 200), the program provides students with a variety of course options organized according to the
program’s several tracks in ways that offer breadth of subject areas and depth of academic quality, and
coherence across traditional disciplinary boundaries.
Students in the M.A. in Liberal Studies are actively encouraged to take advantage of opportunities St. John’s
University offers to study abroad, and several students have taken study abroad courses in Rome, Italy, and in
Argentina.
3. The University core competencies
Not applicable because this is a graduate program
4b.
The syllabi for the courses within this program incorporate the suggested elements of a syllabus – an example of
which can be found at the following St. John’s University Center for Teaching and Learning link. (Suggested limit 1/3
page) http://stjohns.campusguides.com/content.php?pid=71651&sid=984766
Courses available to students in this interdisciplinary program, with the exception of the Introductory Seminar
(MLS 100) and the Integrating Seminar / Capstone (MLS 200) are offered in the various departments of St. John’s
College of Liberal Arts and Sciences that offer graduate programs in their disciplines (e.g., history, psychology,
sociology, government and politics). The Liberal Studies course syllabi do incorporate the suggested elements of
a syllabus.
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 14
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)
Goals:
1. Identify and think critically about key foundational and current issues in their area of concentration
(Humanities, Social Science, or Culture Studies [including Women’s and Gender Studies]) with an
emphasis on interdisciplinary approaches
2. Employ the theory, tools, methods and scholarly literature of the discipline(s) in their area of
concentration, with an understanding of how these relate to other disciplines
3. Conduct original research, drawing on interdisciplinary perspectives and using a wide variety of
scholarly resources.
Student Learning Outcomes, with Associations and Related Measures:
Objective / Outcome 1:
Demonstrate an in-depth understanding of foundational questions, issues and concerns in the
discipline(s) of their concentration
Objective / Outcome 2:
Identify and analyze current questions and concerns in their disciplines
Objective / Outcome 3:
Think creatively and critically about the ways in which their discipline(s) are in dialogue with other
perspectives and approaches
Related Measures:
Measure: Capstone MLS 200 Seminar Project
3. Conduct original research, drawing on interdisciplinary perspectives and using a wide variety
of scholarly resources. 3.1. Gather, organize, and present information using appropriate
academic style (e.g., APA, MLA) 3.2. Formulate research hypotheses and design appropriate
strategies to test these hypotheses and investigate relevant evidence 3.3. Identify and critically
evaluate relevant resources in a variety of formats 3.4. Write essays, reviews, and research
papers that focus on key foundational and/or current issues from an interdisciplinary
perspective
Source of Evidence: Capstone project measuring mastery
Objective / Outcome 4:
Demonstrate understanding of the scholarly literature relevant to the discipline(s) in their area of
concentration (humanities, social science, or culture studies)
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 15
Objective / Outcome 5:
Engage in critical thinking informed by the relevant theory of their discipline(s)
Related Measures:
Measure: Capstone MLS 200 Seminar Project
3. Conduct original research, drawing on interdisciplinary perspectives and using a wide variety
of scholarly resources. 3.1. Gather, organize, and present information using appropriate
academic style (e.g., APA, MLA) 3.2. Formulate research hypotheses and design appropriate
strategies to test these hypotheses and investigate relevant evidence 3.3. Identify and critically
evaluate relevant resources in a variety of formats 3.4. Write essays, reviews, and research
papers that focus on key foundational and/or current issues from an interdisciplinary
perspective
Source of Evidence: Capstone project measuring mastery
Objective / Outcome 6:
Select and employ the appropriate and relevant tools and methods of their disciplines
Related Measures:
Measure: Capstone MLS 200 Integrating Seminar Project
3. Conduct original research, drawing on interdisciplinary perspectives and using a wide variety
of scholarly resources. 3.1. Gather, organize, and present information using appropriate
academic style (e.g., APA, MLA) 3.2. Formulate research hypotheses and design appropriate
strategies to test these hypotheses and investigate relevant evidence 3.3. Identify and critically
evaluate relevant resources in a variety of formats 3.4. Write essays, reviews, and research
papers that focus on key foundational and/or current issues from an interdisciplinary
perspective
Source of Evidence: Capstone project measuring mastery
Objective / Outcome 7:
Gather, organize, and present information using appropriate academic style (e.g., APA, MLA)
Objective / Outcome 8: Formulate and test research hypotheses
Formulate research hypotheses and design appropriate strategies to test these hypotheses and
investigate relevant evidence
Related Measures:
Measure: Capstone MLS 200 Seminar Project
3. Conduct original research, drawing on interdisciplinary perspectives and using a wide variety
of scholarly resources. 3.1. Gather, organize, and present information using appropriate
academic style (e.g., APA, MLA) 3.2. Formulate research hypotheses and design appropriate
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 16
strategies to test these hypotheses and investigate relevant evidence 3.3. Identify and critically
evaluate relevant resources in a variety of formats 3.4. Write essays, reviews, and research
papers that focus on key foundational and/or current issues from an interdisciplinary
perspective
Source of Evidence: Capstone project measuring mastery
Objective / Outcome 9: Identify & critically evaluate relevant resources
Objective / Outcome 10: Write essays, reviews, and research papers
Write essays, reviews, and research papers that focus on key foundational and/or current issues from an
interdisciplinary perspective
It is estimated that three academic years are needed to complete assessment of all goals & objectives. Although
the capstone project that is part of MLS 200 (Integrating Seminar) will continue to be the key measure,
assessment begins with MLS 100, the Introductory Seminar, which provides a baseline standard for student
learning at the beginning of the program.
Goals are being met very effectively. Plans for improvement include strengthening the research skills and
resources component of MLS 100, the Introductory Seminar, to further insure student success throughout the
program, particularly inasmuch as many students are adult learners who are returning to higher education after
years away from formal academic study (at the undergraduate or graduate levels). This means they need
appropriate orientation and ongoing support as the re-adjust to the rapidly changing environment of higher
education and acquaint themselves with new resources and technologies.
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)
Not applicable.
Standard 4.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
5a.
Below you will find the number of students enrolled as majors and minors in the program. Please complete the
table by adding the number of full-time faculty assigned to the program. Then calculate the student to full-time faculty
ratio.
Fall 2005
Fall 2006
# Majors/
FT Faculty
FT
PT
Majors
81
0
81
86
Minors
52
1
53
44
Total
LAS_SJC_LIB.STUDIES_MA_Q
FT
PT
1
Fall 2007
Total
FT
PT
Fall 2008
Total
FT
87
88
0
88
84
44
28
1
29
20
PT
2
Fall 2009
Total
FT
PT
Total
86
112
2
114
20
42
1
43
Self-Study Template 17
Majors
& Minors
Combined
133
1
# of FTE
Students
(Majors &
Minors)
133.00
0.33
134
130
1
131
116
1
117
104
2
106
154
3
157
133.33
130.00
0.33
130.33
116.00
0.33
116.33
104.00
0.67
104.67
154.00
1.00
155.00
# of FTE
Faculty
assigned
to the
program
0
0
0
0
0
FTE
Student/
FTE
Faculty
Ratio
0
0
0
0
0
Fall 2010
Fall 2011
Fall 2013
F
P
Total
F
P
Total
F
P
Total
F
P
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
MAJORS
3
11
14
Fall 2010
Total
Fall 2012
FTE MAJORS
2
10
Fall 2011
12
4
10
Fall 2012
14
P
Total
F
P
Total
F
P
Total
F
P
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
LAS_SJC_LIB.STUDIES_MA_Q
3.667 6.667
2
3.333 5.333
4
16
17
Fall 2013
F
3
1
3.333 7.333
1
5.333 6.333
Self-Study Template 18
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.
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.
Not applicable: the Master of Arts in Liberal Studies has no full-time or adjunct faculty of its own.
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time
faculty (including administrators).
Not applicable: the Master of Arts in Liberal Studies has no full-time or adjunct faculty of its own.
5d.
What is the representative nature of faculty in terms of demographics, tenure and diversity? (See departmental
information on next page). How well does this support the program? (Suggested limit 1/2 page)
The M.A. in Liberal Studies relies on full-time faculty teaching graduate courses from academic departments in
St. John’s College of Liberal Arts and Sciences. The program has no full or part-time faculty of its own. The
Program Director is a tenured faculty member in the Department of Theology & Religious Studies, who is a
Latino.
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 who teach courses taken by students in this program engage in research and scholarship in
their own disciplines.
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)
Faculty development initiatives are based in the home departments of faculty members whose courses are
available to students in the M.A. in Liberal Studies
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 19
5g.
The table below shows the amount of external funding received by the department. If available, please provide
the dollar amount of externally funded research for full-time faculty supporting the program under review. (Program
dollar amounts are available through departmental records.)
Fiscal Year
External
Funding
04/05
05/06
06/07
07/08
08/09
$ Amount
Program
$ Amount
Department
If available, please provide the dollar amount of externally funded research for full-time faculty supporting the program
under review. (Program dollar amounts are only available through departmental records.)
Please Note: Information regarding externally funded research by faculty members whose courses are available
to students in the M.A. in Liberal Studies is available through the home departments of these faculty members.
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)
2011
2012
2013
Liberal Studies
(Q)
Saint John’s
College
Total Graduate
Instructional Vibrancy (Spring)
2011
2012
2013
-
-
-
-
-
-
4.23
4.26
4.19
4.37
4.40
4.40
4.14
4.16
4.30
4.37
4.39
4.52
Note: Institutional Vibrancy is the average of the first 14 questions on the course evaluation, with questions pertaining
to course organization, communication, faculty-student interaction, and assignments/grading. All course evaluation
questions range from 1 (Strongly Disagree) to 5 (Strongly Agree).
Not available.
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)
Faculty who teach courses in this interdisciplinary program are based in their own home departments in St.
John’s College of Liberal Arts & Sciences. The program director, whose home department is Theology & Religious
Studies, has the highest terminal degree (doctorate) in his discipline.
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)
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 20
This interdisciplinary program has no faculty of its own. Because the program draws on course offerings by
faculty who are associated with departments that have graduate programs in the Graduate Division of St. John’s
College of Liberal Arts & Sciences, the program has sufficient faculty resources to meet its mission and goals.
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)
Classrooms campus-wide are adequate for program needs, and library holdings (digital and print) very
effectively satisfy the needs of students in this program.
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)
Faculty offices in St. John Hall are not conducive to faculty-student interaction, with inadequate and inefficient
HVAC.
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)
Not applicable, none necessary.
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)
Not available.
Standard 6.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 7. Effective actions have been taken based on the findings of the last program review and plans have
been initiated for the future.
Comments: (Suggested limit 1page)
Working closely with the Office of Graduate Admissions, the Program Director is continuing to work intensively
on recruitment efforts, focusing on outreach to those who make inquiries on the University Graduate
Admissions Microsite and other lists of potential applicants. Individual personalized e-mail messages are being
sent to each inquirer by the Program Director, with follow-up e-mails and telephone contact as necessary.
Progress is also being made with respect to the development and rollout of an urban studies concentration.
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 21
Moving forward, we intend to move from associate membership to full membership in the Association of
Graduate Liberal Studies Programs (AGLSP). This will involve the submission of a self-study and a site visit by an
external reviewer.
LAS_SJC_LIB.STUDIES_MA_Q
Self-Study Template 22