AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Environmental Studies BA Q
Date Submitted to Department/Division Chair: September, 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 Environmental Studies Program is the only interdisciplinary major in St. John’s College,
which provides a wonderful opportunity for students to build a personally tailored major. However, this
also means that this program does not have a home department and relies on many departments to
operate effectively. The program offers two degrees, B.S., which is more environmental science
based, and a B.A., which is more environmental policy based. The courses are run together for these
two degrees, however, and the program is completely intermixed. Therefore, the program review for
the two programs will be largely identical.
Both the BS and BA degree offerings in Environmental Studies within St. Johns College of Liberal
Arts and Sciences (herein referred to as BA ESP and BS ESP) must be understood in terms of their
basic structure. They are designed to be undergraduate in orientation, interdisciplinary in
curricular design and programmatic in approach. The program is interdisciplinary and independently
administered outside of the traditional departmental structure. The current Program Director is an
Associate Professor in the Department of Biological Sciences.
Since 1973 when the program was created these two degree programs have always enhanced the
overall Mission of the University and the College and they continue to do so almost 40 years after
their inception. The mission of the ESP program is completely in keeping with the overall mission and
vision of the University; furthermore the program is strongly student centered, engages students in
active learning including service within the field and includes special elements of the global
perspective inside and outside of the traditional classroom.
One of the most distinctive aspects of this program at St. John’s University is its true interdisciplinary
nature; there are now many other institutions, locally and national, that offer ES to undergraduates;
many other institutions claim similar form but often fall short of the mark; our particular versions of the
BA and BS programs in ES are truly interdisciplinary in design and approach;
There are some particular weaknesses in the program especially in the years ahead that will need to
be addressed.
LAS_SJC_ENVIR.STU_BA_Q
Self-Study Template 1
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 Environmental Studies Program at St. John’s University embodies the very identity of St. John’s
University. We teach, train, and inspire our students to become environmental leaders in their communities.
Increasing the quality of our environment is linked hand in hand with human quality of life and therefore to
improve the human experience, we must also be good stewards of the natural world we live in. The Vatican
has been a vocal supporter for the need to protect the environment on this world that we share together. Pope
Francis, in May 2014, stated that, “Creation is not a property, which we can rule over at will; or, even less, is
the property of only a few: Creation is a gift, it is a wonderful gift that God has given us, so that we care for it
and we use it for the benefit of all, always with great respect and gratitude.”
Catholic awareness is brought to our program through one of our current major faculty contributors in the
program, Dr. Frank Cantelmo, was selected as the environmental advisor to the Holy See at the UN and has
advised the Vatican representatives to the UN on issues of global forestry and climate change. These
activities are of course brought back to St. Johns where they added significantly to our courses.
The program -in both its BA and BS sides- has always required students to participate in courses that
emphasize the moral and ethical questions inherent within this field of study. One of the stated objectives of
the program (1D) is to “provide opportunities for students to discuss the moral and ethical dimensions
of this field and to include aspects of social justice and equity in their search for environmental
solutions.” Our faculty always includes aspects of social justice and the ethical basis of environmental
decisions within our courses. Including the philosophical and moral perspectives in our undergraduates initial
training has always been an important part of the curriculum.
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 vision of St. John’s University focuses on nurturing diverse learning, leadership skills, and human
compassion in our students. Students who select this major generally are driven by environmental issues and
want to do something really positive with their lives. Our students want to improve the human condition,
protect and improve the natural world and help the planet as a whole prosper in the years ahead. Along their
educational way one of the key messages students learn is that the poor of this country and of the rest of the
world always suffer when the environment fails us. Poor communities and poor countries are the most at-risk
when facing environmental degradation and natural disasters. The idea of environmental justice appears in
nearly all of our course offerings.
The program focuses on issues of sustainability, biodiversity, deforestation/reforestation, climate change,
composting, etc. in order to help students gain insight into how all that we do to maintain and protect the quality
of our environment is really about being good stewards of the gift of God’s creation. Environmentalism, care for
the earth, teaches us that the earth is our home. Loving the earth and showing respect for our mutual home
today means loving our neighbor of tomorrow. Our goal is to teach students that the environmental challenge
has fundamental moral and ethical dimensions that cannot be ignored. Injustice towards our environment has
a negative effect on the common good (which is about what benefits all in the community of life) both today
and for future generations.
LAS_SJC_ENVIR.STU_BA_Q
Self-Study Template 2
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)
We offer rigorous ESP courses in topics such as Ecology, Aquatic Ecology, Resource management,
Sustainability, Environmental Analysis, and a Senior seminar in environmental topics, among others.
Additionally the program draws from the curriculum of other strong departments such as Biology, History,
Government, Anthropology, Philosophy, and Sociology. This interdisciplinary program provides a strong
framework of courses, but allows the flexibility for each student to create the focus they are interested in,
melding the strengths of many different departments.
The phrases bolded are directly from the vision and mission of St. John’s College. Building a ‘critical
consciousness and ethical perspective’ is essential to our major courses in Environmental Ethics and also
Sustainable Development; indeed the modern idea of ‘environmental justice” and is an outgrowth of
environmental studies as an expanding field.
Global perspectives of our continuously changing word is developed through in courses like World
Regional Geography and Natural Resources and World development; and travel courses like ES 1060 and
other opportunities for travel related study (like DTW) make this an essential part of our academic delivery.
The words justice, human dignity, community, as well as service, academic excellence and leadership
are universal and timeless ‘ideals’ that are best developed in the liberal arts and sciences setting; as such the
ES program as part of the College of Arts and Sciences is in one of the best places to connect these ideas in
new and creative ways.
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
As described in the Class of 2000 Report by the Nathan Cummings Foundation there have been two major
waves of program initiation within Environmental Studies in this country. The first wave happened in 19711975 following the first Earth Day when schools and colleges throughout the country began to include
environmental subjects and majors into their curriculum structure in a big way. (Our program was created in
1973). The second wave occurred in the early 1990’s when, in response to a perceived public heightening of
environmental concern, many schools began or refit their programs to include global studies and sustainable
development. Our environmental program clearly belongs to the first wave but has been reorganized and
recast several times in the 1980’s and 1990’s to reflect the changing field.
Re-casting the curriculum and the course activities is nothing new to the ES program; we have made some
recent progress in getting a rudimentary capacity for teaching advanced technologies such as Geographic
Information Systems (GIS) and Geographic Positioning Systems (GPS) technologies in appropriate courses;
we have also refit courses so that they acquire more modern themes (ex. Sustainable development instead of
Pollution Control) that are current in the field; none of this happens by itself and the program director and the
contributing faculty meet frequently and as often as needed to develop these changes;
LAS_SJC_ENVIR.STU_BA_Q
Self-Study Template 3
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
The SATs scores and High School Averages of ESP BS students have been consistently higher or similar to
University wide averages.
SAT
2005
Program
1300
School/
College
1104
University
1068
2006
High School Average
2007
2008
2009
2005
2006
1160
1265
1091
99
1099
1085
1093
1093
88
1075
1075
1087
1092
86
2007
2008
2009
94
90
85
88
88
88
89
87
87
87
88
Freshmen SAT Scores
Fall 2010
Fall 2011
Computed
ESP5
Fall 2012
Computed
1,073
Fall 2013
Computed
1,090
Computed
1,050
1,147
Freshmen High School Average
Fall 2010
Fall 2011
High School
ESP5
Fall 2012
High School
92
Fall 2013
High School
92
High School
89
92
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
LAS_SJC_ENVIR.STU_BA_Q
Self-Study Template 4
Intended college major for 2012 college-bound seniors
SAT
Intended College Major
Natural Resources and Conservation
TestTakers
Mean Scores
Number
Percent
(%)
Critical
Reading
Mathematics
Total
718
0.5%
500
508
1008
*For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
2b.
Undergraduate 1st Year Retention Rate
ESP is a small program, especially in the freshman year. Many students find this major in later years at St.
John’s University. Therefore, our freshman retention numbers can fluctuate a lot. That said, we have generally
been from the 70s to 100 in the BA program retention percentages.
We have been expanding our Academic Service Learning offerings to all of our classes and feature a unique
continuing investigation of a nearby field site. Under faculty supervision students investigate natural systems
ecology and natural resource management in an urban setting. This continuing AS-L project receives very
positive reviews from students and from the community site. This provides a great opportunity for students to
get to know faculty personally which helps retention rates.
Every semester 4-5 faculty, who all teach in ES, team up to run a very well attended Learning Community. On
April 25th, 2012, our learning community won the St John’s University Division of Student Affairs
Spirit of the Learning Communities – Faculty Recognition Award. It was presented to our Environmental LC for
our “outstanding leadership and dedication to the learning communities at St John’s University.“ Our
Environmental Learning Communities team aims to help the students make the connection between ecology,
lifestyle and justice. Most events have between 60 and 100 students in attendance from our classes (they
included ESP students as well as many from other majors as well), most of them freshmen. The programs that
we offer allow varying ways for students to get to know our team of faculty from hands on outdoor learning to
active classroom discussions. Some examples of our events are:
We have teamed up at Alley Pond Environmental Center (Ecological Orientation), allowing students to
experience sustainability first hand by getting involved in such activities as clearing out invasive species, tree
planting, and simply seeing how the park is being brought back to life again.
Each spring a Sailboat trip (SoundWaters) allows students to focus on oceanic life where the Long Island
Sound becomes a living laboratory for an environmental education program.
Lectures at the organic garden on campus include demonstrations on composting and tree mapping giving
students ‘food for thought’ on the importance of recycling.
Films include Shellshocked, which tells of the efforts being made to prevent the extinction of wild oyster reefs.
Journey of the Universe tells the story of how life on our planet has evolved and where we are headed if we
don’t use our consciousness to find ways to stop overusing our resources.
LAS_SJC_ENVIR.STU_BA_Q
Self-Study Template 5
A series of films and discussion on the Importance of Global Forestry (stewardship in taking care of the forests)
Speaker Events on how GIS mapping is being used by the Millennium Earth Project in conjunction with its
sustainable development goals and how the Park Service used GIS to help with the devastation from hurricane
Sandy.
Fall
2003
2004*
2005
2006
2007
2008**
# Fresh
Program
100%
# Ret
%
100%
2
2
100%
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
ESP5
2c.
10
2010
Returned
DNR
#
%
#
%
7
70%
3
30%
Total
6
2011
Returned
DNR
#
%
#
%
4
67%
2
33%
Total
2
Returned
#
%
2
100%
2012
DNR
#
Total
Returned
%
2
DNR
#
%
#
%
1
50%
1
50%
Undergraduate 6 Year Graduation Rate
These numbers are from a low point in enrollment in the program and so the numbers fluctuate a lot. We have
had most of our students graduate on track in recent years. However, those numbers are not listed here.
Because our students usually find us after Freshmen year, these numbers are not very applicable for our
program.
Fall
1999
Program
LAS_SJC_ENVIR.STU_BA_Q
2000
2001
2002
2003
100%
Self-Study Template 6
School/
College
Average Rate
61%
59%
58%
60%
57%
University
64%
59%
61%
61%
58%
Fall 2004 cohort
Total
Graduated
ESP5
2d.
Fall 2005 cohort
Total
1
Graduated
1
100%
Fall 2006 cohort
Total
Graduated
Fall 2007 cohort
Total
1
Graduated
1
100%
Graduate Standardized Test Scores
N/A
2e.
Please describe how the program compares with peer and aspirational institutions. (Suggested limit 1/2 page)
In 2014, St. John’s University moved into the top 100 list of most environmentally friendly schools by the Sierra
Club. Currently ranked 86th in the nation, we took a large leap forward in 2014, owning in part to ESP students
who have added to the recycling program and campus and maintained and organized the organic garden on
campus. http://www.stjohns.edu/about/news/2014-08-29/st-johns-university-earns-top-environmental-rankingssierra-magazine
We do not have any particular data source to indicate grade distributions for GRE’s or other exams; however
we do send our best students into many excellent local, state and national graduate programs;
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.
Our numbers have been increasing over the past 10 years and we now have at least 20 BA majors (and at
least 30 BA majors). There is growing interest in Environmental Studies and in the close interaction with faculty
in our program.
LAS_SJC_ENVIR.STU_BA_Q
Self-Study Template 7
Fall
Number of Students
MAJORS
2006
2007
2008
2009
Majors
10
9
7
7
21
Minors
1
1
0
1
1
ESP5
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
BA
22
Total
2h.
2005
25
11
22
10
21
7
8
22
Number of degrees granted during the past five years. See table below.
Academic Year
Degrees
Granted
04/05
05/06
06/07
07/08
08/09
BA
3
2
4
2
3
Note: there are no students who have graduated from this program in the 10/11 – 12/13 academic years.
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 03-Natural Resources and
Conservation.
20092010
20102011
20112012
Bachelor’s
LAS_SJC_ENVIR.STU_BA_Q
Self-Study Template 8
Local
69
89
71
National
26,336
28,623
30,929
1
Local institution include: Adelphi University, Columbia University, CUNY Queens College, Fordham University,
Hofstra University, Iona College, C.W. Post University, Manhattan College, New York University, Pace University,
Seton Hall University, Stony Brook University, and Wagner College.
Comments : Based on the data in 2g and 2h, how do these trends compare to institutional, regional and national
patterns? (Suggested limit 1/2 page)
As generally graduate between 3 and 4 students every year in the BA program. At the moment we are
admitting at a slightly higher rate and the program has expanded to about 50 majors (BA plus BS). As a new
Director to the program I am unsure why no students graduated in 2011-2013, however, I watched several
graduate in 2014.
Enrollment at other private institutions (ex. Hofstra) is comparable and enrollment at some public institutions
(Queens CUNY) is somewhat larger probably based upon the current economy. We graduate a good
proportion of students in Environmental Studies when compared to the totals in the local area.
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)
Every semester the Director of Environmental Studies sends out directions for access to their student
advisement reports and for the degree requirements for the BS and BA degrees to all of our majors. We advise
students to visit the Director for advisement, with a printed copy of their advisement report. With each student
the Director goes through their advisement report together and ensures that they understand their progress,
what their degree requirements are, and which courses would be best for their goals for the following
semester. Because of the integrated nature of the ES program, there is often significant flexibility in course
options. Therefore, we spend a large amount of time advising each student in order to tailor their person
curriculum path.
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)
Formal and informal internships, service learning and our extensive network of outside contacts in the field
continue to be a major source of employment for our students. Although in the past we have relied mostly on
our own expertise and resources, we now have new resources within Career Services, specifically the new
appointment of Dr. Kristy Lamb as the new St. John’s STEM career advisor. Dr. Lamb visits Dr. Howarth’s Bio
1000 course every semester (which has many ESP students as well) to go over career opportunities and
benchmarks for Biology and Environmental Studies.
Students go into many fields. Working for a government agency is common. They also go into health related
fields, graduate school, etc.
We have had students go on to work for local (NYC Department of Environmental Protection) and state (NYS
Department of Environmental Conservation) agencies as well as NYC Park Service as Park Rangers.
LAS_SJC_ENVIR.STU_BA_Q
Self-Study Template 9
Notable recent students, Crystal Vasquez and Brittany Hauff attended the Columbia University Environmental
Studies Graduate Program. Additionally Katelyn Liesner was accepted and is attending the Environmental
Studies graduate program at Yale University. In 2012, Katelyn Liesner was also awarded a Fulbright to work
on environmental issue in Greece.
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)
The average GPA for ESP BA students has been very similar to the overall St. John’s University and St. John’s
college undergraduate programs.
Standard 2.
Additional comments if needed: (Suggested limit 1 page)
STANDARD 3. The program engages in ongoing systematic planning that is aligned with the University and
School/College planning, direction, and priorities.
3a.
How does your program’s strategic goal/objectives link to your School/College plan and the University’s strategic
plan? http://www.stjohns.edu/about/leadership/strategic-planning
LAS_SJC_ENVIR.STU_BA_Q
Self-Study Template 10
The vision of St. John’s University focuses on nurturing diverse learning, leadership skills, and human
compassion in our students. Students who select this major generally are driven by environmental issues and
want to do something really positive with their lives. Our students want to improve the human condition,
protect and improve the natural world and help the planet as a whole prosper in the years ahead. Along their
educational way one of the key messages students learn is that the poor of this country and of the rest of the
world always suffer when the environment fails us. Poor communities and poor countries are the most at-risk
when facing environmental degradation and natural disasters. The idea of environmental justice appears in
nearly all of our course offerings.
We offer rigorous ESP courses in topics such as Ecology, Aquatic Ecology, Resource management,
Sustainability, Environmental Analysis, and a Senior seminar in environmental topics, among others.
Additionally the program draws from the curriculum of other strong departments such as Biology, History,
Government, Anthropology, Philosophy, and Sociology. This interdisciplinary program provides a strong
framework of courses, but allows the flexibility for each student to create the focus they are interested in,
melding the strengths of many different departments.
The phrases bolded are directly from the vision and mission of St. John’s College. Building a ‘critical
consciousness and ethical perspective’ is essential to our major courses in Environmental Ethics and also
Sustainable Development; indeed the modern idea of ‘environmental justice” and is an outgrowth of
environmental studies as an expanding field.
Global perspectives of our continuously changing word is developed through in courses like World
Regional Geography and Natural Resources and World development; and travel courses like ES 1060 and
other opportunities for travel related study (like DTW) make this an essential part of our academic delivery.
The words justice, human dignity, community, as well as service, academic excellence and leadership
are universal and timeless ‘ideals’ that are best developed in the liberal arts and sciences setting; as such the
ES program as part of the College of Arts and Sciences is in of the best places to connect these ideas in new
and creative ways.
Student Engagement has become a big part of the strategic plan of St. John’s College. As part of the ES
program, a large proportion of our students enroll our internship course. We have connections with Alley Pond
Educational Center, where many of these students interact with our faculty one on one to do field projects.
Additionally, a team of 5 faculty who teach in ESP each semester run a Learning Community around
environmental issues. We have very high attendance, often as many as 60-100 students, and receive many
compliments from students. See more information in Standard 2.
Additionally, Dr. Lazrus, does an arboretum mapping project on campus with students:
http://www.arcgis.com/home/webmap/viewer.html?webmap=538edc6155e942a5afbde86fb819a648
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?
The Environmental Studies Program at St. Johns is a small, undergraduate program. We work with a small
number of students and a small number of contributing faculty and have done so successfully for almost 40
years (Program began in 1973 and graduated first students in 1975). The program enrollment has risen and
fallen over its history based in large part on the external, public perception of environmental needs and issues.
Externalities like the strength of the economy, political leadership, the media and public perception (and mis-
LAS_SJC_ENVIR.STU_BA_Q
Self-Study Template 11
perceptions as well) are known to influence the decisions of students and their families about selecting
programs like Environmental Studies. Employment perceptions are also a strong influence on whether
students select ES as a major field. We are now sitting in what could be termed a third wave of environmental
awareness based in large part on the rising issues of sustainability, energy development, and the imperative of
climate change.
As for the questions about ‘competitive edge against other programs regionally and nationally’ I would have to
answer honestly that we have no such edge. We simply cannot offer what larger schools/programs can offer in
terms of labs and faculty resources. What we can offer to all of our students is 1. a well-rounded liberal arts
education, with 2. a thoughtfully designed majors curriculum, with 3. a caring and seriously committed group of
faculty and administrators, in 4. a wonderful location to enter into this field. These are somewhat intangible but
have served our students well for the life of the program. All that said, as both human population size and
environmental issues continue to increase, jobs solving the problems that come with both of these increases
will be very important in the cities. Being in NYC, the ES program can focus on how to deal with environmental
concerns in congested human populations. For instance, St. John’s University and the Earth Club (a club
associated with ESP), with the help of Tom Goldsmith, have created a wonderful compost and organic garden
system that has been studied by other universities. For instance, we have a strength in figuring out sustainable
ways to grow our food in a city environment.
3c.
What is the current and future market demand for the program? Support your response using the data
provided below or any other internal or external sources to justify your response.
Fastest growing occupations and occupations having the largest numerical increase in employment by level of education
and training projected.
Career development is rightfully one of the important criteria that turn students towards or away from this field.
Our graduates continue to be successful with their employment after graduation or they get into graduate
programs of their choice after which they enter the work force; The US Bureau of Labor Statistics and other
more media-oriented, popular sources (like US News and World Report) list many fields of environmental
endeavors as growth fields including environmental engineering, energy analysts, energy conservation
specialists, landscape/ecological planners and consultants.
The ES program has stayed strong and been increasing in enrollment in recent years. We attribute this
increase in part to the public perception of ES as a necessary and growing field. From the tables below it is
clear that Environmental Science is a rapidly growing field. There has been an over 20% increase in recent
years. As environmental issues impact more and more of our daily lives, these career fields can only grow.
Change, 2010-20
Fastest Growing Occupations
Percent
Numeric
Environmental Scientists and
Geoscientists
21%
7,100
Environmental Engineering
Technicians
24%
4,600
LAS_SJC_ENVIR.STU_BA_Q
Occupations having the
largest numerical
increase in employment
Environmental Scientists
and Geoscientists
Change, 2010-20
Percent
21%
Numeric
7,100
Self-Study Template 12
Projected Changes in Related Occupations (2010 – 2020)
Changes, 2010-20
Grow much faster than average – Increase 21% or more
Percent
Numeric
Environmental Engineering Technicians
24%
4,600
Environmental Scientists and Geoscientists
21%
7,100
*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm
Standard 3.
Additional comments if needed: (Suggested limit 1 page)
STANDARD 4. The program provides a high quality curriculum that emphasizes and assesses student learning and
engagement.
4a.
Please indicate how the program curriculum is in alignment with the following three items:
(Suggested limit 1/2 page for each of the three categories below)
1. Standards within the discipline
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study
abroad experiences.
3. The University Core competencies
If there is a particular strength that has served the program well over its 37 year history it is the curriculum
structure which has continuously evolved over time. The basic structure of required starting courses,
intermediate level major elective courses and student selected finishing courses is the most successful format
for a truly interdisciplinary program.
The major has grown in numbers of credits to 45-46 in the BA and 50 in the BS; it is equivalent to the rigor of a
traditional BA or BS major but with more choice provided to the student.
The program has its own learning goals and objectives that add substantially to the Universities Core
competencies. Critical thinking, information literacy, use of technology, written and oral presentations skills
and quantitative reasoning are deeply embedded in all of our courses. The basic introductory courses to the
major feature more in the way of information literacy (seeking out sources of environmental research
information) and more writing and presentation of information whereas critical thinking and quantitative
analysis becomes more dominant in more advanced courses like senior seminar, internships, and
undergraduate research.
Mission, engagement and globalization themes all play a strong roll and are exemplified by the ESP 1060
course Discover Bermuda the full title of which is:
LAS_SJC_ENVIR.STU_BA_Q
Self-Study Template 13
Discover Bermuda: Adaptive Ecosystem Management, Sustainability and Socioeconomic Issues
Students in this course engage in actual planning issues in Bermuda and develop sustainability plans for
managing the resources of that country.
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
We have roughly 15 courses in the Environmental Studies Program. The syllabi have been updated in the fall
2014 and contain the suggested elements of a syllabus. These syllabi are all uploaded to the syllabus drive
and follow a similar format. They have the following sections: Title page with St. John’s letterhead,
Prerequisites, Corequisites, Course Goals and Learning Outcomes, Format and Procedures, Course
requirements, Units of Instruction, Bibliography, and New York State Education Department requirement.
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)
The WEAVEONLINE assessment program for the BA and the BS in ESP are identical. Assessments of majors’
outcomes are normally completed in courses like senior seminar where students from both sides of the
program sit together for the same final course(s).
Within the hierarchical structure of WEAVEONLINE the Mission/Purpose, Goals (5), Objectives/Outcomes (11)
and Measures/Findings (2) have been submitted and approved or have approval pending.
The following are the particular measures we are trying to assess in our students:
1: List major components & cycles of Earth Systems
2: Describe and compare energy sources
3: Define multiple aspects of global change
4: Collect data to analyze environmental problems
5: Present data in clear & understandable formats
6: Critically evaluate information and sources
7: Use information ethically and legally
8: Design appropriate research objectives :
9. Engage in research opportunities
10: Outline the causes of environmental issues
11: Formulate a worldview of environmental issues
In previous years, four of the 11 objectives were measured in the first round (within ESP course 2110) and the
rest are being measured within ESP 4990. In the last two fall semesters, we have assessed our freshmen
understanding of basic ecology through analyzing exam questions in Biology 1000, which all of the ESP BS
students take.
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)
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Self-Study Template 14
St John’s University Division of Student Affairs Spirit of the Learning Communities Award – Faculty
Recognition. It was presented to our Environmental LC for our “outstanding leadership and dedication to the
learning communities at St John’s University April 25, 1012
Standard 4.
Additional comments if needed. (Suggested limit 1 page)
In 2012, the previous Director of the ESP received the Chevrolet Green Educators Award as a nationally
recognized environmental educator for his continuing work with Academic Service-Learning in a fieldwork
setting. Also in 2012, ESP student Katelyn Liesner was one of the seven University Fulbright Scholars, awarded
for her proposal entitled, “Community-Based Resource Management on the Greek Aegean Islands.”
In 2013, in collaboration with the Office of Sustainability and Paula Lazrus (contributing professor from ICS), St.
John’s University was awarded the Tree Campus USA designation from the National Arbor Day Foundation.
In 2014, St. John’s University moved into the top 100 list of most environmentally friendly schools by the
Sierra Club. Currently ranked 86th in the nation, we took a large leap forward in 2014, owning in part to ESP
students who have added to the recycling program and campus and maintained and organized the organic
garden on campus.
In 2014, Dr. Frank Cantelmo was elected to the SoundWaters Hall of Fame and honored for his immense work
in educating the public about environmental issues in Long Island Sound.
Between 2010 and 2014, Dr. Howarth was awarded two prestigious science research grants from the National
Science Foundation. These two grants have included funds for undergraduate research in the lab as well as
undergraduate trips to meetings and field experiences:
1) Collaborative Research: Phylogenetics and floral symmetry evolution of the core Goodeniaceae.
$225,000 (3 years), National Science Foundation, Division of Environmental Biology (DEB), Start
date: May. 1, 2013. Collaboration with PI Jabaily, Rhodes College and Senior Personnel Shepherd
(Western Australia Herbarium).
2) The role of gene duplication in the floral symmetry pathway in Dipsacales. $550,000 (4 years), National
Science Foundation, Integrative Organismal Systems (IOS). Start date: Nov. 1, 2011.
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
Because we are an interdisciplinary program, the faculty who teach in ESP are housed in their own
departments and not full-time faculty in ESP. Our majors have been steadily increasing since 2005, expanding
from 7 to 26. Our program is growing, but we have not seen an increase in faculty teaching in that time.
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Self-Study Template 15
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
Fall 2007
# Majors/
FT Faculty
FT
PT
Total
Majors
10
0
10
8
Minors
1
1
1
Majors
& Minors
Combined
11
0
11
9
1
10
7
# of FTE
Students
(Majors &
Minors)
11.00
0.00
11.00
9.00
0.33
9.33
7.00
FT
PT
Total
1
9
FT
PT
7
Fall 2008
Total
0
FT
PT
7
7
0
1
0
7
8
0.00
7.00
8.00
1
Fall 2009
Total
0
FT
PT
0
Total
7
21
21
1
1
0
8
22
0
22
0.00
8.00
22.00
0.00
22.00
1
# of FTE
Faculty
assigned
to the
program
0
0
0
0
0
FTE
Student/
FTE
Faculty
Ratio
0
0
0
0
0
Fall 2010
Fall 2011
Fall 2012
Fall 2013
F
Total
F
Total
F
P
Total
F
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
LAS_SJC_ENVIR.STU_BA_Q
Self-Study Template 16
MAJORS
22
22
26
Fall 2010
26
Fall 2011
Total
F
Total
F
Total
Minors
Minors
Minors
Minors
Minors
Minors
1
1
MAJORS/MINORS
1
1
2
Fall 2012
F
Total
F
Total
F
Total
Total
Total
Total
Total
23
23
27
27
22
Fall 2011
23
Total
F
Total
F
FTE
FTE
FTE
FTE
FTE
23
23
27
27
22
Fall 2011
Fall 2012
P
Fall 2013
Total
F
Total
Total
Total
Total
Total
1
23
25
25
Fall 2012
F
Fall 2010
23
2
Fall 2011
Fall 2010
FTE MAJORS
23
Fall 2013
Fall 2010
Total
1
F
MINORS
Total
22
P
Fall 2013
Total
F
Total
FTE
FTE
FTE
FTE
0.333
22.333
25
25
Fall 2013
# of FTE faculty assigned
to the program
FTE Student/FTE Faculty
Ratio
Important Notes:
FTE Students = Number of FT Students + (number of PT Students/3)
FTE Faculty = Number of FT Faculty + (number of PT Faculty/3)
This methodology is used by STJ for all external reporting.
The figure for majors includes first and any second majors.
LAS_SJC_ENVIR.STU_BA_Q
Self-Study Template 17
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.
The program director teaches courses in the Biology Department. She often teaches one section of Bio 1000,
which is a requirement for ESP as well. Dr. Cantelmo who was our primary instructor in the Biology
department was teaching Bio courses as well as ESP courses.
We have no part time faculty within the ES program all faculty are full time but they reside in their home
departments and are not separately hired by the program. The most active members of the faculty are:
Dr. Dianella Howarth (Biology - Director)
Dr. Richard Stalter (Biology)
Dr. Paula Lazrus (Core Studies)
Dr. William Nieter (Adjunct – retired director)
Dr. Frank Cantelmo (Biology - now retired)
Dr. Carole Pacula (Religious Studies)
Dr. Barry Brenton (Anthropology)
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time
faculty (including administrators).
If you limit this to just ESP labeled courses the program generally offers about seven courses annually most of
which are internships, undergraduate research or senior seminars. Occasionally we offer an advanced
elective not available through a regular department. All courses were taught by full time faculty or by the
previous program director; we never hired adjuncts directly. However, with the retirements of Cantelmo and
Nieter, this will be very different.
(However, if you include all offerings that are part of the ES major including the many departmental offerings,
then we have roughly 17 or 18 courses every semester available to our students.)
This year several courses are being delivered by adjuncts because of the retirements of Prof. Nieter and Dr.
Cantelmo.
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)
Not applicable.
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)
Cannot be answered directly.
The faculty that contribute to the ES courses are full time faculty in the departments of Biology, Anthropology,
Government, Philosophy, and the Core and their record of accomplishment in research and scholarship can
only be understood in terms of their departmental roles.
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Self-Study Template 18
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)
Not applicable.
Fiscal Year
External
Funding
04/05
05/06
06/07
07/08
08/09
$ Amount
Program
$ Amount
Department
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.)
None. Program does not have external funding for research.
However, two years ago Dr. Cantelmo did receive substantial support (subsidies) for the
students in the travel based course ESP 1060 Discover Bermuda in the amount of $50,000.
Also, the Program Director, Dr. Howarth, received two grants from the National Science Foundation between,
2011 and 2014, totaling $775,000. These grants, although listed in the Biology Department, encompass
research in Environmental Studies and some money is used for maintaining the greenhouse, which is also
used by ESP students.
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)
No data.
Overall Evaluation (Spring)
2011
2012
2013
Environmental
Studies (Q)
Saint John’s
College
Total
Undergraduate
Instructional Vibrancy (Spring)
2011
2012
2013
-
-
-
-
-
-
3.95
4.01
4.00
4.28
4.33
4.33
4.01
3.21
4.07
4.27
4.29
4.35
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Self-Study Template 19
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)
This is not applicable since we have no full time faculty assigned to ESP. However, most of the faculty who
teach ESP courses have Ph.D.s in their field.
Standard 5.
Comments: Indicate to what extent the program has the faculty resources required to meet its mission
and goals. Include references from 5a – 5i. (Suggested limit 1 page)
The faculty structure for the BA and BS programs in Environmental Studies is not based upon the traditional
departmental structure. Hence many of the items like number of tenure tracks, graduate students mentoring,
full time/part time distinctions have no direct meaning.
Faculty contribute courses from their own disciplinary area in order to achieve the interdisciplinary nature of the
curriculum. The program also offers several of its own courses under the ESP label to cover areas where
departmental courses are unavailable (i.e., senior seminar ESP 4990). Faculty from Biology, Chemistry and
Physics and also from Sociology/Anthropology, Government, Geography, and Philosophy deliver courses on a
regular basis.
This is the area that we are in significant need of improvement. While, many great courses in the program are
taught in other departments, specific ESP courses have been taught for years predominately by two faculty,
Drs. Nieter and Cantelmo. Dr. Nieter retired last year, and Dr. Cantelmo retired at the end of spring 2015.
Therefore, it will be hard to keep the program going without replacing these faculty in the coming years.
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)
For the most part these classrooms and meeting spaces work well for our needs. Most of our courses
predominately utilize powerpoint and videos on projected on screens. We rely heavily on the science
laboratories in the science departments and their resources. Some of our courses are taught at field sites,
which work very well. We have also purchased equipment in recent years to do modern environmental studies.
These include GIS and GPS technologies which are commonplace in today’s field and lab situations.
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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)
We do get complaints in some rooms about them been too hot or too cold. Otherwise, students are satisfied
with the classroom environments.
6c.
To what extent has the University funded major capital projects, e.g., renovations, which are linked directly to
the program during the past five years? (Bulleted list)
The program has no dedicated spaces or faculties of its own and no capital investments are directly linked to
the program. However the program does receive some benefit from lab renovations that benefit all of the first
year science students.
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)
The program generates revenue for the university. The calculations below indicate over $850,000 in university
contribution. Because this is an interdisciplinary program, we have lower costs. However, we rely on other
departments to maintain courses in ES and include our students. With the retirement of Prof. Nieter and Dr.
Cantelmo, the cost to run the program will be likely even lower. However, that comes with a huge hit to the
strength and effectiveness of the program. In the coming years these two faculty will have to be replaced for
the program to continue bringing in this revenue.
Enrollment
Adj Credit
Hours
Credit
Hours
Tuition
1,238,136
66,230
1,304,366
827,524
36,878
864,402
SJC Environmental Stu (Ecology)
BS
Q
34
1,109
1,047
SJC Environmental Stud (Soc Sci)
BA
Q
21
706
716
Financial
Aid
Tuition
Remission
Fellowships
Net Tuition
Revenues
Other Direct
Revenue
Total
Revenue
Fees
Direct
Expenses
Gross Tuition
& Fees
Contribution
Margin #1
484,378
47,385
0
772,603
9,131
781,734
289,531
492,202
307,261
0
0
557,141
5,813
562,953
196,536
366,417
Standard 6.
Additional comments if needed. (Suggested limit 1 page)
LAS_SJC_ENVIR.STU_BA_Q
Self-Study Template 21
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)
The results from the December 2010 program review simply determined that the program should be
“maintained” without any elaboration or conditions. No actions were recommended and no findings were
returned.
The field of ES has continued to mature and become more of a mainstream of American life; at the same time
there are reactionary forces within society that wish to deny environmental claims, confuse the issues for their
own purposes and undo environmental laws and protections. The importance of environmental issues
particularly at the global level has never been greater and producing a generation of well-educated
environmental leaders and professionals is critical to the success of our society. Our recent graduates have
gone on to higher studies including doctoral degrees, have advanced their careers in environmental regulatory
agencies, have started their own companies and become leaders in not-for-profit advocacy and educational
groups.
Student demand for this program has also grown steadily since the last program review (2010). At this point
every ESP course is at or past full capacity (often determined by the absolute room size). Not all of the
students in our classes are majors or minors in the program but all of them come to our courses with some
idea that this is an important subject and that they should understand more about the quality of world that they
will inhabit. The ES program teaches for the 21st century and students can appreciate this view in terms of
their own lives and lifelong learning.
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Self-Study Template 22