Ay 2014-2015 Academic Program Review Self-Study

AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY

Reporting School/College: St. John’s College

Program Reviewed: Theology and Religious Studies BA Q

Date Submitted to Department/Division Chair: September 30, 2015

Overview and Program Review Summary: Please summarize this program’s mission and its relationship to the vision and mission of St. John’s University, and the program’s School/College. Identify similar programs regionally and nationally and distinguish this program from them. In addition, summarize your findings as they relate to (1) program quality, (2) market growth potential, and (3) student learning. Also, summarize any significant changes, achievements (by faculty and students and the program itself), and plans for the future. Finally, based on the information gleaned from the data in the self-study, give an overall rating of the program’s Enrollment/Market Potential by categorizing it as one of the following: (1) Enhance; (2) Maintain; (3) Reduce support, Phase out, Consolidate, or Discontinue. (Suggested limit 1 page)

The Mission of our Bachelor of Arts in Theology program is to equip undergraduate students to analyze, engage, and apply the Catholic theological tradition in all its historical richness and contemporary breadth. It provides students with the tools to wrestle with enduring and contemporary issues in a way deeply informed by scripture, the Catholic theological tradition, and dialogue with other world religions. Our discipline and our program are essential to the Catholic and Vincentian mission of the university. We support the church and the university community in its efforts to wrestle with the ethical dimensions of some of the most challenging social questions of our time. Vincentian mission is about service and social change, but in a university setting it is essential that those elements of the mission be supported by the robust intellectual activity that theology provides. The Catholic intellectual tradition is preserved and carried forward by people who go on to become theologians or who engage in the study of philosophy, history, literature, etc. from a perspective deeply informed by Catholic theology. Only with a proper Bachelor of Arts program can the breadth and depth of offerings be maintained to carry out that mission.

Our faculty members embody the university’s vision of innovative teaching that fosters spirited inquiry and intelligent reflection. Our faculty maintains active research agendas that support the growth of a learned practice of the Catholic faith, provide scholarly and pastoral insight into scripture and its interpretation, and advance the university’s goal to be known worldwide for addressing issues of poverty and social justice. We play a crucial role in the college’s efforts to develop a critical consciousness and ethical perspective in our students. In addition to learning discipline-specific content and skills, the Department of Theology and Religious Studies offers dynamic courses that contribute to the mission of St. John’s College by fostering critical skills in writing and oral communication while nurturing students’ moral growth for personal and systemic change.

The benchmarking process for this self-study found that our program’s curriculum is similar to that of peer institutions in that it is structured around five main sub-disciplines: Biblical Studies, Systematic

LAS_THE_THEO_BA_Q Self-Study 1 Theology, Historical Theology, Moral Theology/Ethics, and World Religions. Our program is distinguished by the fact that it insists upon broad learning by requiring a more substantial foundation in each of these areas rather than narrow specialization. Our program curriculum almost perfectly mirror’s Marquette University’s BA in Theology for Catholic School Ministry. One of our strategic goals going forward is to develop a second major sequence specifically for double majors that strikes more of a balance between flexibility and fundamentals.

This program review found that our curriculum is strong and the quality of our instruction is high. Courses offered by our program are rated significantly better than the college and university averages in terms of instructional vibrancy. The program has a very favorable student to faculty ratio that would allow substantial growth in the program without requiring any additional resources. The program has sufficient faculty resources to meet its goals and (with approval of replacement lines already in the FY16 budget) can move toward its strategic goal of bringing our curriculum further into the twenty-first century by adding new courses and refocusing some existing ones so that they have more cross- disciplinary relevance and appeal. The program has developed and is in the process of implementing a plan for comprehensive assessment that will provide assurance of student learning and give the department the data it needs to continue to enhance instructional outcomes.

Data show that there is not significant potential for growth in this field, however the department plans to increase enrollment by taking steps to make theology a more attractive double-major by allowing students more freedom to link their courses in theology to their planned careers and to their academic interests in allied disciplines. Given this limited, but real potential for growth, the mission-critical nature of the discipline, and the fact that data show the program to be cost effective, we recommend an overall rating of (2) MAINTAIN.

STANDARD 1. The purpose of the program reflects and supports the strategic vision and mission of St. John’s University, and the program’s School/College. 1a. What evidence can you provide that demonstrates that the program embodies the Catholic, Vincentian, and metropolitan identity of St. John’s University? http://www.stjohns.edu/about/our-mission (Suggested limit 1/3 page)

The Department of Theology and Religious Studies serves every St. John’s University student through our service to the core curriculum. Our core offerings give students the opportunity to consider some of the most important and enduring questions about meaning, values, and belief. While investigating these questions, students develop important skills that are valuable to employers in every field: how to write clearly and convincingly, how to interpret a text carefully, how to dialogue with people whose beliefs differ from one’s own, etc. Our Bachelor of Arts program gives students the opportunity to engage the Catholic theological tradition even more deeply or to enhance their study of another field with theological analysis and insights with a double major. The Catholic intellectual tradition is preserved and carried forward by people who go on to become theologians or who engage in the study of philosophy, history, literature, etc. from a perspective deeply informed by Catholic theology. Only with a proper Bachelor of Arts program can the breadth and depth of offerings be maintained to carry out that mission.

LAS_THE_THEO_BA_Q Self-Study 2 The program is committed to further the metropolitan (and now global) mission of the university as well. Our majors are required to take a course in Religions of the World, and we have developed new elective offerings such as Global Catholicism that enhance the university’s commitment to providing a first rate education appropriate for the twenty-first century. Key offerings from our major sequence (e.g. Intro to Catholic Social Teaching, St. Vincent de Paul and the Neighbor, etc.) are also required courses in mission critical minors and programs across the university (e.g., the Social Justice: Theory and Practice in the Vincentian Tradition minor , the Ozanam Scholars program, the Catholic Scholars program, etc.).

For several decades now the Department has worked with Immaculate Conception Seminary in Douglaston, allowing seminarians (and others) to meet the requirements of the Program of Priestly Formation. In this way, work begun in local dioceses to train qualified parish future priests, religious education instructors and parish coordinators is taken to the next level of academic competence to the benefit of the Church.

1b. What evidence can you provide that demonstrates that the program embodies the University’s vision. http://www.stjohns.edu/about/our-mission/vision-statement (Suggested limit 1/3 page) Our faculty members embody the university’s vision of innovative teaching that fosters spirited inquiry and intelligent reflection. In recent years, three faculty members in our department (Ruiz, Clark, and Rivera) have been selected through a national, competitive process to participate in workshops on pedagogy at the Wabash Center for Teaching and Learning in Theology & Religion. Other faculty members have participated in the university’s Writing across the Curriculum program (Flanagan, Clark). Still others have utilized technology to support classroom instruction and to deliver engaging courses fully online, or promoted student research by encouraging students to develop research posters on human rights issues. Our faculty maintains active research agendas that support the growth of a learned practice of the Catholic faith, provide scholarly and pastoral insight into scripture and its interpretation, and advance the university’s goal to be known worldwide for addressing issues of poverty and social justice. Dr. Meghan Clark recently was awarded a Fulbright Scholarship to travel to Kenya where she is doing research on the human rights and the promotion of solidarity by church-related groups.

Our department is well represented among the university’s Vincentian Research Fellows, the mission office’s VMC and VMI programs, and in the many activities of the Vincentian Center for Church and Society. In this collaboration, our department’s faculty contributes to scholarship and teaching in the university’s mission to serve social justice. Additionally, the department offers the only two required courses in the interdisciplinary undergraduate minor, Social Justice: Theory and Practice in the Vincentian Tradition. These required courses are Introduction to Catholic Social Teaching and the minor’s capstone course, the Integrating Interdisciplinary Seminar in Social Justice. Our professors serve as featured speakers both locally and internationally, adding visibility to St. John’s academic and Catholic identity. They have served as scholarly representatives offering commentary and interpretation of current religious issues to local and national media.

LAS_THE_THEO_BA_Q Self-Study 3 1c. What evidence can you provide that demonstrates that the program embodies the vision and mission of the program’s School/College? http://www.stjohns.edu/academics/schools-and- colleges/st-johns-college-liberal-arts-and-sciences/about-st-johns-college-liberal-arts-and- sciences (Suggested limit 1/3 page) Our program is committed to furthering the college’s goals of providing a rich, challenging curriculum. We offer a large number of elective options to our students that allow them explore their particular theological interests: from theology & film or theology & the fine arts to the spirituality of the educator to global Catholicism. We play a crucial role in the college’s efforts to develop a critical consciousness and ethical perspective in our students, offering specialized courses on healthcare ethics, social ethics, the theology of peace, and so on. A significant portion of our full-time and part-time faculty are certified to teach online allowing us to offer a variety of program courses in a distance-learning format. Two faculty members have taught in the Global Passport program, which combine learning in course work in Queens during a regular academic semester with a learning at one of our global campuses in January or May. Both of our courses offered in the Passport program have taken students to Rome. In addition to learning discipline-specific content and skills, the Department of Theology and Religious Studies offers dynamic courses that contribute to the mission of St. John’s College by fostering critical skills in writing and oral communication that creates new insights, research, and scholarship while developing moral value for personal and systemic change. This learning of value for self and social responsibility assists students in preparation for their particular professions and graduate studies.

The department contributes to academic excellence in our college’s mission of excellence in the liberal arts. First, our faculty has an active research agenda with several ground-breaking publications in book and article form. We are deeply engaged in scholarly dialogue and development within our fields of study. The department also encourages and recognizes excellence in student academic writing by sponsoring the Rev. Patrick Primeaux, S.M. Writing Contest, which recognizes superior writing in the fields of theology and religious studies at the undergraduate level.

STANDARD 2. The program attracts, retains, and graduates high quality students.

2a. Undergraduate SAT and High School Average

Data supplied by the Office of Institutional Research indicate that the SAT scores and high school average of Theology & Religious Studies majors is close to the average in St. John’s College and the university as a whole. There is considerable fluctuation in these program averages because of the exceptionally small sample size. Our major tends to attract students in their sophomore and junior years.

SAT High School Average

2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Program 1155 1266 1123 1065 1036 87 86 89 88 87

School/ College 1104 1099 1085 1093 1093 88 88 88 88 89

LAS_THE_THEO_BA_Q Self-Study 4 University 1068 1075 1075 1087 1092 86 87 87 87 88

Freshme n SAT Scores

Fall 2010 Fall 2011 Fall 2013

Compute Compute Computed d d

Theology 1,027 1,310 975

Freshme n High School Average

High High High School School School

Theology 89 96 83

SAT Scores High School Average

2010 2011 2012 2013 2010 2011 2012 2013

School/ College - Q 1089 1077 1087 1098 88 88 88 88

Total University 1097 1087 1096 1104 87 87 88 89

SAT student-interest data show that there is relatively low demand for a Theology & Religious Studies major. These data are consistent with our department’s experience that very few students come to SJU with a declared major in Theology. It is much more typical for our students to develop an interest in a major in Theology via their core experience or as a second major that complements their more career- driven interests.

LAS_THE_THEO_BA_Q Self-Study 5 Intended college major for 2012 college-bound seniors

Test- SAT Takers Mean Scores

Intended College Major Number Percent Critical Mathematics Total (%) Reading

Theology and Religious Vocations 72 0.1% 514 496 1010

* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.

2b. Undergraduate 1st Year Retention Rate

The sample size of first-year student majors for our department is so low that retention statistics are not particularly reliable. The number in the sample tends to be between 1 and 4. Data show that in most years we retain 3 out of 4 or 2 out of 3 of each cohort. Combined totals for the years 2003 to 2012 show a retention rate of approximately 67%.

2003 2004* 2005 2006 2007 2008**

# Fresh # Ret %

Program 75 50 75 67 67 4 3 75%

School/ College 77% 79% 77% 77% 73% 1005 768 76%

University 78% 78% 78% 79% 76% 3268 2557 78%

Note* The % of students started in Fall 2004 and returned to the program in Fall 2005 ** The % of students started in Fall 2008 and returned to the program in Fall 2009

2009 2010 2011 2012

Total Returned DNR Total Returned DNR Total Returned DNR Total Returned DNR

# % # % # % # % # % # % # % # %

100 THE 5 3 60% 2 40% 3 1 33% 2 67% 1 1 100% 1 1 %

LAS_THE_THEO_BA_Q Self-Study 6 Fall

2009 2010 2011 2012*

# Fresh # Ret %

School/ College - Q 76% 74% 72% 905 683 76%

Total University 78% 78% 76% 2757 2195 80%

* The % of students started in Fall 2012 and returned to the program in Fall 2013

2c. Undergraduate 6 Year Graduation Rate

1999 2000 2001 2002 2003

Program 40% 50% 100% 75%

School/ College Average Rate 61% 59% 58% 60% 57%

University 64% 59% 61% 61% 58%

Fall 2004 cohort Fall 2005 cohort Fall 2006 cohort Fall 2007 cohort

Total Graduated Total Graduated Total Graduated Total Graduated

THE 2 1 50% 4 2 50% 6 3 50% 3 0 0%

2004 2005 2006 2007

School/College Average Rate - Q 57% 57% 57% 51%

Total University 58% 58% 59% 55%

LAS_THE_THEO_BA_Q Self-Study 7 2d. Graduate Standardized Test Scores

2e. Please describe how the program compares with peer and aspirational institutions. (Suggested limit 1/2 page)

The BA in theology centers around five disciplinary areas: Biblical Studies, Systematic Theology, Historical Theology, Moral Theology/Ethics, and World Religions. Benchmarking against peer local Catholic schools (Fordham and Manhattan College), sister Vincentian Schools (Depaul and Niagara), and Big East partners (Marquette, Creighton, Seton Hall and Providence) was conducted. Our major offers a clear commitment to breadth of learning in the discipline similar to other institutions requiring courses in all five areas. We also have a senior capstone focused on a selected theme and involving a research paper - a uniform element to all theology programs examined. While the major offers a strong foundation in the discipline, our major currently offers students less choice in framing their studies with only two electives. A survey of peer and aspirational schools shows a range of 3-5 electives and greater student direction in selecting courses in the five major areas.

2f. If applicable, describe the program’s student performance over the past five years on licensure or professional certification exams relative to regional and national standards. (Suggested limit 1/4 page)

2g. Number of majors and minors enrolled over the past five years. See table below.

Data maintained by the department based on lists of majors and minors provided by Assistant Dean Greg Gades show a slight growth trend among majors and a steady number of minors in the years not captured by the data below provided by the Office of Institutional Research. Our data show that students often declare the major and the minor going into the spring (sometimes just before graduating) so a fall capture date for data depresses the number of majors and minors in the program. See this chart:

Apr-13 Mar-14 Mar-15 B.A. – Queens Majors 12 16 18 Minors 39 43 41

Number of Students 2005 2006 2007 2008 2009

LAS_THE_THEO_BA_Q Self-Study 8 Majors 24 27 22 21 20

Minors 15 20 25 37 30

Total 39 47 47 58 50

Fall 2010 Fall 2011 Fall 2012 Fall 2013

Majors Majors Majors Majors

MAJORS THE BA 15 9 10 9

BA/MA 3 2 1 1

Total 18 11 11 10

Minors Minors Minors Minors

MINORS Theology 22 20 26 23

Total Total Total Total

Total 40 31 37 33

2h. 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 6 6 4 5 5

10/11 11/12 12/13

LAS_THE_THEO_BA_Q Self-Study 9 Degrees Degrees Degrees Conferred Conferred Conferred

SJC -UG-Q THE Theology BA 2 2 7

Below is comparison degrees conferred data for local and national institutions based on data retrieved from the IPEDS website. This is based on the Classification of Instructional Program (CIP) Code of 39-Theology and Religious Vocations.

2009- 2010- 2011- 2010 2011 2012

Bachelors

Local 16 20 14

National 8,718 9,074 9,369

1Local institution include: Adelphi University, Columbia University, CUNY Queens College, Fordham University, Hofstra University, Iona College, C.W. Post University, Manhattan College, New York University, Pace University, Seton Hall University, Stony Brook University, and Wagner College.

2i. What mechanisms are in place to monitor students’ progress toward degree? And, to what extent is there a collaborative effort to provide quality advising and support services to students? (Suggested limit 1/4 page)

In addition to college advising and early alert programs, student progress toward degree is monitored through departmental advising. Currently, advising is coordinated by three full-time faculty members. Drs. Meghan Clark and Robert Rivera divide the undergraduate majors and Dr. Joann Heaney-Hunter advises the BA/MA program. All majors, including double majors, are scheduled for advising sessions and majors are made aware of general office hours and encouraged to check in aside from the registration period. Registration advising meetings focus both on progress in the major and progress on the St John’s general degree requirements. The Department Chair also provides a constant point of support for majors and minors.

2j. If available, provide information on the success of graduates in this program as it relates to employment or attending graduate school. (Suggested limit 1/4 page)

Among those responding to surveys conducted by the career center, our graduates had a 100% placement rate.

LAS_THE_THEO_BA_Q Self-Study 10 BA in Theology E m p l o y e d / F u r t h e r i n g E d u c a ti Ye Popula Reach Respo Response Placement o Furthering Seeking ar tion able nse Rate Rate Employed n Education Employment 2 0 . 20 0 13 9 6 5 83.3% 100.0% 20.0% % 60.0% 0.0% 1 0 0 . 20 0 12 1 N/A 1 100.0% 100.0% 0.0% % 0.0% 0.0% 0 . 20 0 11 3 N/A 1 33.3% 100.0% 0.0% % 100.0% 0.0%

2k. Please comment on the students’ competencies in the program. Support your response using data provided below and any other data available. (Suggested limit 1/3 page)

GPA data provided by the Office of Institutional Research show that the program is attracting and retaining students with an overall GPA that is well above the average in St. John’s College.

The department revised and consolidated goals and outcomes for this program in 2013. Previously there were 23 learning objectives and six vague program goals. The department brought greater coherence and focus to the program by articulating a smaller set of measurable objectives.

LAS_THE_THEO_BA_Q Self-Study 11 Undergraduate Major Learning Outcomes (Approved 9/17/13)

1. Demonstrate familiarity with the Bible and the ability to employ appropriate methods of biblical interpretation.

2. Demonstrate the capacity to articulate a learned understanding of the history of Christianity.

3. Demonstrate the ability to think critically about theological ethics and to explain principles and key concepts from the Catholic moral tradition.

4. Demonstrate the ability to articulate an understanding of key elements of Christian and especially Roman Catholic doctrine in dialogue with contemporary culture

5. Articulate the fundamental beliefs, practices, and moral commitments of one or more world religions; demonstrate an awareness of the contours of contemporary interreligious dialogue and of practices that are crucial for engaging in interreligious dialogue

6. Demonstrate the ability to locate and utilize appropriate theological sources and research tools, and to document those sources/tools appropriately.

7. Demonstrate the ability to write effectively and to use evidence and logic in presenting theological concepts

8. Demonstrate the ability to articulate the values held by St. Vincent de Paul and to explain the meaning and implications of Vincentian mission in today’s world

One of the only classes we offer that is taken exclusively by majors is the senior seminar. That course has been the primary focus of program assessment since the last program review. As evidenced by the data below, our majors consistently maintain over a 3.0 average overall and assessment of the senior seminar, over 80% of our majors meet departmental expectations for competency in theological reasoning and use of proper scholarly research methods (including Chicago style of writing).

2011-2012 Goal5 Conduct Independent scholarly research Assessment of 4990 Senior Seminar Target 80% or more of students will write effectively on theological concepts. Measure: Journal entries. Criteria: Do students demonstrate written engagement with seminar topics in journal entries? Finding 86% of students achieved this goal.

2013-2014 Goal 4: Demonstrate the ability to articulate an understanding of key elements of Christian and especially Roman Catholic doctrine

LAS_THE_THEO_BA_Q Self-Study 12 Assessment of 4990 Senior Seminar in dialogue with contemporary culture

Target: 80% or more of students will Demonstrate the ability to articulate an understanding of key elements of Christian and especially Roman Catholic doctrine in dialogue with contemporary culture will 'meet expectations' or 'exceed expectations' on the final project.

Finding: Over 80% of students met or exceeded expectations on the final project

STANDARD 3. The program engages in ongoing systematic planning that is aligned with the University and School/College planning, direction, and priorities.

3a. How does your program’s strategic goal/objectives link to your School/College plan and the University’s strategic plan? http://www.stjohns.edu/about/leadership/strategic-planning

In keeping with the University and College strategic plans that emphasize mission-related competencies, specific content, and learning outcomes for the purposes of student engagement, retention, and education in global awareness, the Department of Theology and Religious Studies has revised the program goals and major learning outcomes for its undergraduate majors.

LAS_THE_THEO_BA_Q Self-Study 13 In addition, some faculty members of the Department of Theology and Religious Studies participate in the Catholic Relief Services online learning modules that allow students the opportunity to engage in discussions with students at other universities and with experts on mission-related topics such as food security, hunger, and human trafficking. Two of our professors have recently applied to CRS for a Global Solidarity Grant for an interactive series of campus events which deal with technology and solidarity and are modeled on the CRS motto of faith, action, results. Such attention to CRS represents an important step in fulfilling the University’s commitment to more active student engagement, our Vincentian mission, and global education, as well as the President’s priority to develop more community and global partnerships.

In a further effort to coordinate course offerings with University mission-related goals, we have developed a course on “The Catholic Imagination” and embarked on a collaboration with the University’s Catholic Scholars Program. In addition, several of our faculty members continue to participate in Academic Service learning in order to combine course content with our Vincentian mission to service. To increase student engagement and retention, the Department has also engaged in a systematic effort to update the syllabi of all of its courses, so that the content addresses the needs of current students, increased its number of online course offerings, and implemented various classroom technologies, including but not limited to PowerPoint, Prezi, and Haiku Deck. We have also implemented a major sequence revision that has split the one course each on history and scripture into two courses to better serve our majors by providing them with a stronger foundation in these important areas.

Finally, with regard to attention to the importance of providing a global education, the Department has recently added an upper-level “Global Catholicism” course and developed a list of essential topics for our introductory course (THE 1000c) to ensure a more global perspective. Among the topics to be included in every section are “at least one selection written by a contemporary African- American, Asian, Asian-American, African, Latin American, Latin-American (US), or Native American theologian,” as well as essential texts in scripture and the history of Christian thought. At the Dean’s direction, we have also developed the seminar course “The Challenge of Identity, Spirituality, and Living in a Global World” (THE 3050), which includes international study, travel, and online learning pedagogies. We believe all of the aforementioned changes to our course offerings represent a substantial contribution to the University’s commitment to mission, engagement, retention, and globalization.

3b. What is the evidence of monitoring the external and internal environments, specifically what are the strengths, weaknesses, opportunities and threats facing the program? How were they identified? What actions have been taken in response to these findings? What characteristics of the program suggest a competitive edge against other programs regionally and nationally?

Over the last several years, the Department has launched a range of initiatives to assess our standing with respect to other comparable undergraduate programs, along with our strengths and weaknesses. On the whole, our Program falls within the standard range of such configurations. In particular, we offer a wide range of courses, possess a regional reputation for academic excellence, maintain cordial relations with the local Church, demonstrate respect for Roman Catholic tradition, and are dedicated to a balanced exposition of that tradition. Further strengths lie in our faculty, which is nationally and internationally known in the areas of church history, interfaith studies, moral theology,

LAS_THE_THEO_BA_Q Self-Study 14 contemporary systematic theology, liturgy, pastoral theology, catechetical ministry, and scripture and draws its educational background from exceptional universities in the United States and abroad. Members of the faculty are prominent in professional activities, having been published in a variety of scholarly journals and served as presidents of professional societies, as advisors to the National Conference of Catholic Bishops, as editors of professional journals, and as members of seminary and university Boards of Trustees.

Weaknesses in our Program include the fact that our number of majors and minors remain relatively low when compared to various other departments in the university. Moreover, until recently our introductory-level course lacked clearly defined and streamlined standards for full-time and adjunct faculty who teach it. Finally, budgetary constraints on public advertising and diminishing career opportunities in Catholic education also create obstacles for students interested in studying with us.

In response, we have begun a process aimed at reconfiguring our program while retaining our Catholic identity and the quality of our undergraduate instruction. For instance, our faculty have reviewed the introductory course and produced a list of “essentials” that all who teach it will incorporate into it. In dialogue with the University Core Curriculum Committee, we also have begun trying to reformulate our core sequence that all students at the University must take and to make it more attractive to potential majors and minors. In the course of this process, we have attended to the philosophy and theology requirements in place at various peer institutions, namely Creighton University, DePaul University, Fairfield University, Fordham University, Loyola University Chicago, Niagara University, Providence College, St. Louis University, the University of St. Thomas, Villanova University, and Xavier University.

We have adopted various strategies in order to draw more majors to our Department. For example, we have updated and revised our department’s website, and have participated in the College Advantage Program that allows local high school students the opportunity to take courses, with permission from the Department, for credit at St. John’s. We have engaged in discussions with the University’s Career Services Office in order to learn more about what career opportunities presently exist for majors, and to expand opportunities for internship placements. Finally, since we recognize that there are more career options available when theology is paired with another major, our UEPC is presently considering streamlining the requirements for double majors in order to make it easier for our students to pursue such an option. This effort is being done with close attention to the major sequence requirements as peer institutions.

3c. What is the current and future market demand for the program? Support your response using the data provided below or any other internal or external sources to justify your response.

According to a recent survey from the American Academy of Religion, the number of Religious Studies majors has increased by 22% in the past decade (see Association of American Colleges and Universities, “The Religious Studies Major and Liberal Education,” at www.aacu.org). Most of this growth has witnessed an increase in undergraduate course offerings and sections on Islam and Hinduism, which have doubled in the past ten years, while there has been a small decline in traditional courses on Old Testament, New Testament, and Christian theology. In order to keep pace with current market trends while maintaining its Vincentian mission and heritage, the Department of Theology and Religious Studies should consider increasing its full-time faculty and course offerings in the areas of world religions,

LAS_THE_THEO_BA_Q Self-Study 15 Hinduism, and Islam. For additional ways in which we have attempted to boost future market demand for our program, see the response to Question 3b above.

STANDARD 4. The program provides a high quality curriculum that emphasizes and assesses student learning and engagement.

4a. Please indicate how the program curriculum is in alignment with the following three items: (Suggested limit 1/2 page for each of the three categories below)

1. Standards within the discipline

Our major sequence is structured to ensure that students have a solid foundation in each of the sub- disciplines of theology : history of Christian thought, Christology, ecclesiology, moral theology, and biblical studies. Two years ago, the department determined that the biblical studies and historical theology courses offered in the sequence were too superficial. We moved to a two-course sequence in history and a two-course sequence (Reading the Old Testament and Reading the New Testament rather than a single “Intro to the Bible”) course, which is better aligned to norms in the field. This program review did determine that our program offers less student choice in terms of specific courses within the sub-disciplines of theology and also fewer opportunities to build up a concentration of courses within a single sub-discipline, but our faculty have made the determination that a more balanced background across the full discipline is more appropriate in an undergraduate context. Our program includes a senior seminar which is consistent with programs in our discipline as well as the broader pedagogical literature on high-impact practices.

2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study abroad experiences.

As noted in the paragraph on “standards within the discipline” our program sequence provides a very clear, coherent structure that requires students to take a foundational course in each of the sub- disciplines in our field. The Senior Seminar provides further coherence to the program by requiring that student draw upon several of those sub-disciplines in the study of a broad question (e.g., a recent senior seminar focused on aesthetics and the theology of beauty).

The department recently revived its “Internship in Theology” program that allows students to combine concrete experience at a work site (most typically in a ministerial setting, or at a non-profit that engages in issues of religion and/or social justice) with theological engagement of the issues that arise in that context. The latter dimension of the experience is supervised by individual meetings with a member of our faculty, which allows for an academic experience that is tailored to the students interests and placement. Our relative small major allows us to provide that kind of student-centered learning. Working with Lenora Kinchen of the career services office, we have been cultivating relationships with internship placements sites (campus ministry at Holy Cross high school, the Tanenbaum Foundation (works on peacebuilding and combating religious prejudice), the Jewish Museum, etc.) to provide more options for our students. Our major is fully compatible with a study-abroad experience. We recently shifted our department’s offering in Seville to an Intro to Islam course in order to make it relevant to the history of that region. Students can take our offerings taught abroad or take advantage of our substantial distance learning offerings in order to stay on track with program progress while studying overseas.

LAS_THE_THEO_BA_Q Self-Study 16

3. The University Core competencies

Our program goals overlap substantially with the university’s core competencies. Like other majors in the humanities, our program ensure that students develop the ability to engage texts and traditions critically, develop the ability to write well, demonstrate the ability to analyze the ethical dimensions of contemporary issues, and so on. Our curriculum map ensures that each of our program’s learning outcomes are addressed and emphasize good writing in almost every course. Our curriculum also addresses several competencies that have been identified by the university as critical to its mission. See the “additional comments” at the end of this section (section #4) below.

4b. The syllabi for the courses within this program incorporate the suggested elements of a syllabus – an example of which can be found at the following St. John’s University Center for Teaching and Learning link. (Suggested limit 1/3 page) http://stjohns.campusguides.com/content.php?pid=71651&sid=984766

In anticipation of the Middle States Accreditation visit, the UEPC reviewed and updated every master syllabus in the department. The committee made sure that every syllabus met NYS guidelines for credit hours, had appropriate units of study, and verified that every course syllabus was properly mapped to program learning goals and outcomes. The bibliographies for all courses were also brought up to date with the participation of all full-time faculty. During the review, the UEPC also noted which courses were in need of more extensive revision. The committee plans to return to those courses over the next two years (2015-2017) as part of a more thorough review of course offerings and the major sequence. The committee plans to add new courses where appropriate, drop others, and revise those that need to be updated.

In compliance with the CBA, the department collects a course outline for every course offered each semester. In 2012, a system for regular evaluation of instruction by adjunct faculty was instituted in the department. The Assistant Chair reviews 1/3 of the adjunct faculty each year (so each is evaluated every 3 years). The review includes a classroom visit as well as a review of course syllabi. Suggestions for improving the quality of classroom instruction, course design, and syllabus design are part of the review process.

4c. Describe the assessment model currently in place for the program and indicate the extent to which disciplinary and core knowledge, competence, and values are met, as well as findings and action plans for improvement. For reference, visit WeaveOnline – https://app.weaveonline.com//login.aspx; Digication – https://stjohns.digication.com (Suggested limit 1/2 page)

Admittedly, the department has lagged in the development of a program of assessment. Data was collected primarily on the senior seminar but only sporadically for other courses. Improving assessment practices that “close the loop” in order to ensure student learning and success is one of the department’s strategic goals. Dr. Michael Dempsey (our department’s assistant chair) has been charged facilitating the

LAS_THE_THEO_BA_Q Self-Study 17 development and implementation of a comprehensive approach to assessment. Dr. Dempsey has developed a plan that can be summarized as follows: - Fall 2015: Pilot stage – Implement indirect measures for all learning outcomes in sampling of 1000C sections. Implement direct measures for student work (artifacts) to measure our effectiveness in teaching two learning outcomes: 1) a learned understanding of the history of Christian thought; and 2) the ability to think critically and write effectively with evidence and logic in presenting theological concepts. Outcomes will be reported to UEPC and uploaded to WEAVE. UEPC will refine process for broader implementation. - Spring 2016: we will increase our data collection for THE 1000C from full-time faculty and adjuncts. We will expand our assessment plan to include student surveys for courses with greater enrollment, e.g., THE 2200, 2215, 3300, and 3305. In addition, we will conduct a survey for our majors in THE 4990 Seminar to measure the degree to which our students are meeting the department’s program goals. All results will be reported to the Assistant Chair and uploaded to WEAVE. The Assistant Chair will then report these findings to the UEPC to make recommendations to the department for ways to improve our teaching effectiveness. - Fall 2016: continued refinement of data collection process. we will begin to implement a rotation for different 2000 and 3000 level course over a three-year period

4d. What, if any, external validations, e.g. specialized accreditations, external awards, other validations of quality has the program received? (Suggested limit 1/3 page)

Standard 4. Additional comments if needed. (Suggested limit 1 page)

The department has also been charged with measuring mission-specific competencies. We believe this fact highlights the mission-critical nature of our discipline and programs. There is considerable overlap between the mission-related competencies articulated by a UCCC subcommittee and our program goals. We plan to measure mission specific outcomes via our program assessment process rather than developing a free-standing system of assessment.

Department of Theology and Religious Mission-Specific Competencies Studies B.A. Program Learning Outcomes Drawing upon philosophical and theological Demonstrate the ability to articulate an scholarship, students will be able to offer understanding of key elements of Christian sophisticated, learned answers to and especially Roman Catholic doctrine in fundamental questions about the meaning dialogue with contemporary culture (#4) and value of human life (#1) Students will demonstrate the ability to Demonstrate the ability to think critically confront challenges to claims about the about theological ethics and to explain dignity and value of human persons using principles and key concepts from the sophisticated arguments (#2) Catholic moral tradition (#3) Drawing upon theological and philosophical Mapped specifically to two courses:

LAS_THE_THEO_BA_Q Self-Study 18 sources, students will be able to explain how THE 3910 – Faith and Reason in Theology faith & reason, and/or religion & science can THE 3920 – Religion and Science be understood to be compatible (#3) Students will demonstrate familiarity with Demonstrate familiarity with the Bible and the Bible and the ability to employ the ability to employ appropriate methods appropriate methods of biblical of biblical interpretation (#1) interpretation (#4) Demonstrate the capacity to articulate a learned understanding of the history of Students will acquire a sufficient Christianity (#2) understanding of Catholicism to be able to talk intelligently with others about the Demonstrate the ability to articulate an Catholic tradition in its historical and understanding of key elements of Christian contemporary complexity (#5) and especially Roman Catholic doctrine in dialogue with contemporary culture (#4) Articulate the fundamental beliefs, practices, Students will demonstrate the ability to and moral commitments of one or more identify a specific need or problem in the world religions; demonstrate an awareness community and address it via direct action of the contours of contemporary by participating in academic service interreligious dialogue and of practices that learning, internships, experiential learning, are crucial for engaging in interreligious etc (#6) dialogue (#5) Demonstrate the ability to think critically about theological ethics and to explain Students will demonstrate the ability to principles and key concepts from the draw upon philosophical traditions of ethics, Catholic moral tradition (#3) the Catholic moral tradition, and other religious traditions to analyze social Demonstrate the ability to articulate the problems (#8) values held by St. Vincent de Paul and to explain the meaning and implications of Vincentian mission in today’s world (#8)

STANDARD 5. The program has the faculty resources required to meet its mission and goals.

5a. Below you will find the number of students enrolled as majors and minors in the program. Please complete the table by adding the number of full-time faculty assigned to the program. Then calculate the student to full-time faculty ratio.

FTE faculty was calculated by taking the number of FT faculty members in the department then subtracting the FTE teaching in the MA program and subtracting SI faculty.

# Majors/ Fall 2005 Fall 2006 Fall 2007 Fall 2009 FT Faculty FT PT Total F PT Total FT PT Total FT PT Total FT PT Total

LAS_THE_THEO_BA_Q Self-Study 19 T

2 Majors 19 5 24 4 3 27 20 2 22 19 2 21 18 2 20

2 Minors 14 1 15 0 20 25 25 37 37 30 30

Majors & Minors 4 Combined 33 6 39 4 3 47 45 2 47 56 2 58 48 2 50

4 # of FTE 4 Students . (Majors & 0 0.6 Minors) 33.00 2.00 35.00 0 1.00 45.00 45.00 0.67 45.67 56.00 7 56.67 48.00 0.67 48.67

# of FTE Faculty assigned to the program 14.3 16 16 17.3 16.3

FTE Student/ FTE Faculty Ratio 2.45 2.81 2.85 3.28 2.99

F P Total P Total F P To F P Total tal Majors Majors Majors Majors Majors Majors Majors Maj Majors Majors Majors ors

MAJORS 19 1 20 1 15 13 1 14 11 1 12

LAS_THE_THEO_BA_Q Self-Study 20 F P Total P Total F P To F P Total tal Minors Minors Minors Minors Minors Minors Minors Mi Minors Minors Minors no rs

MINORS 31 2 33 4 34 35 4 39 36 3 39

F P F P Total F P Total F P Total

Total Total Total Total Total Total To Total Total Total Total tal

Total MAJORS/MINORS 50 3 42 5 47 48 5 53 46 4 50

F P F P Total F P Total F P Total

FTE FTE FTE FTE FTE FTE FT FTE FTE FTE FTE E

Total FTE MAJORS 1.6 50 1 42 1.667 43.667 48 49.667 46 1.333 47.333 67

LAS_THE_THEO_BA_Q Self-Study 21 Fall 2010 Fall 2011 Fall 2012 Fall 2013

# of FTE faculty assigned to the program

FTE Student/FTE Faculty Ratio Number of FTE Students was not supplied.

Important Notes:

FTE Students = Number of FT Students + (number of PT Students/3) FTE Faculty = Number of FT Faculty + (number of PT Faculty/3)

This methodology is used by STJ for all external reporting. The figure for majors includes first and any second majors.

5b. Below you will find the credit hours the department has delivered by full-time faculty and part- time faculty (including administrators) and the total credit hours consumed by non-majors.

These data show that our department’s main role at the university is to serve the core curriculum. Our approach to the core curriculum provides students with a wide variety of options in the distributed core (2000 and 3000 series courses). The considerable variety of options allows us to maintain a faculty that is very diverse in its theological specializations while serving the core well. We are able to hire to support the major and the core simultaneously. Our strong commitment to serve the core does not undermine our ability to ensure we have sufficient faculty resources to serve the program.

Credit Hours Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009

Taught # % # % # % # % # %

5307 45% 4965 42% 4659 39% 5394 41% 5619 45% FT Faculty

PT Faculty 6504 55% 6798 58% 7329 61% 7722 59% 6828 55%

Total 11811 100% 11763 100% 11988 100% 13116 100% 12447 100%

LAS_THE_THEO_BA_Q Self-Study 22 % consumed 96% 97% 97% 98% 97% by Non- Majors

Credit Hrs Taught Fall 2010 Fall 2011 Fall 2012 Fall 2013

Percen Number Percent Number Percent Number t Number Percent

F-T Faculty 5,046 42% 5,736 44% 4,887 42% 4,752 39.0%

P-T Faculty (inc Admin) 6,852 58% 7,443 56% 6,870 58% 7,445 61.0%

Total 11,898 100% 13,179 100% 11,757 100% 12,197 100%

% Consumed by Non-Majors 11,598 97.5% 12,894 97.8% 11,400 97.0% 11,935 97.9%

5c. Below you will find the number of courses the department has delivered by full-time faculty and part-time faculty (including administrators).

The department has sufficient faculty resources to support our program, but there are insufficient full- time faculty resources to support high-quality teaching in the core. In every year during the period 2005 to 2013 a majority of our classes were taught by part time faculty, with the percentage rising as high as 60% in two of those years (including the most recent year for which data was provided). The high demand for full-time faculty to teach in the core does limit our ability to offer majors-only classes.

Courses Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009

Taught # % # % # % # % # %

63 48% 55 40% 63 43% 62 44% FT Faculty 58 46%

PT Faculty 69 54% 68 52% 81 60% 85 57% 78 56%

Total 127 100% 131 100% 136 100% 148 100% 140 100%

Courses Taught Fall 2010 Fall 2011 Fall 2012 Fall 2013

LAS_THE_THEO_BA_Q Self-Study 23 Percen Percen Perc Number t Number Percent Number t Number ent

39.9 F-T Faculty 55 43.7% 63 43.8% 60 42.0% 55 %

P-T Faculty (inc 60.1 Admin) 71 56.3% 81 56.3% 83 58.0% 83 %

0.0% 0.0% 0.0% 0.0%

100 Total 126 100% 144 100% 143 100% 138 %

5d. What is the representative nature of faculty in terms of demographics, tenure and diversity? (See departmental information on next page). How well does this support the program?

The department faces challenges in terms of diversity. Women are underrepresented in the ranks of full- time faculty (falling to 24% of FT faculty in 2013). The department lost a disproportionate number of women to the university’s VSO’s and to retirement. The overall percentage of women teaching in the department is a bit better when part-time faculty are taken into account (34% in 2013 according to data from Institutional Research) but still cause for concern, especially considering that shared governance resides primarily among the full-time faculty. The department has made some strides toward improving the representation of women in our full-time faculty. Three of the last seven full-time hires have been women (43%). The department has begun to make improvements in the area of ethnic diversity, but needs to make further strides. In 2005 approximately 88% of faculty in the department were white. That number declined slightly to 83% by 2013. In the time since the data below was collected, some additional progress was made when the department succeeded in hiring a new tenure-track faculty member in 2014 and a new adjunct faculty member in 2015 from an underrepresented ethnic group.

Progress needs to be made before the faculty in our department reflects the ethnic diversity of our student body. However, recent hires have improved the department’s ability to provide theological education that draws from sources and perspectives beyond Europe and North America. We recently introduced a course in Global Catholicism that attends specifically to issues of inculturation, and plans are underway to develop new offerings that address issues of religion and gender. The department has requested a tenure-track line of hire to support the latter initiative.

LAS_THE_THEO_BA_Q Self-Study 24 Departmental Data

2005 2006 2007 2008 2009

Tot Tot Tot Tot Tot FT PT al FT PT al PT al FT PT al FT PT al

# % # % # % # % # % # % # % # # % # %

Gender

6 1 68 1 46 1 8 56 1 70 2 58 1 2 Male 5 % 7 % 32 5 % 20 % 35 4 % 5 % 39 6 70% 25 41 15 68% 4 62% 39

3 32 2 54 2 44 30 1 42 1 Female 7 % 0 % 27 7 % 16 % 23 6 % 8 % 24 7 30% 17 24 7 32% 5 38% 22

1 0 2 100 3 100 2 0 100 2 100 4 100 2 3 Total 2 % 7 % 59 2 % 36 % 58 0 % 3 % 63 3 100% 42 65 22 100% 9 100% 61

Ethnicity

5 Black 0 0% 1 3% 1 1 % 1 3% 2 1 5% 3 7% 4 0 0% 2 2 0 0% 2 5% 2

0 Hispanic 1 5% 0 0% 1 0 % 1 3% 1 0 0% 0 0% 0 1 4% 0 1 1 5% 0 0% 1

0 Asian 1 5% 2 5% 3 0 % 1 3% 1 0 0% 2 5% 2 0 0% 2 2 0 0% 4 10% 4

9 2 91 3 86 2 1 89 1 90 3 84 2 3 White 0 % 2 % 52 0 % 32 % 52 8 % 6 % 54 1 91% 36 57 20 91% 1 79% 51

5 Unknown 0 0% 2 5% 2 1 % 1 3% 2 1 5% 2 5% 3 1 4% 2 3 1 5% 2 5% 3

Total 2 100 3 100 59 2 1 36 100 58 2 100 4 100 63 2 100% 42 65 22 100% 3 100% 61 LAS_THE_THEO_BA_Q Self-Study 25 0 0 2 % 7 % 2 % % 0 % 3 % 3 9

Tenure Status

7 1 77 1 7 1 85 1 Tenured 7 % 17 7 % 17 7 % 17 7 74% 17 16 73% 16

1 Tenure- 18 4 Track 4 % 4 3 % 3 1 5% 1 4 17% 4 4 18% 4

Not 9 10 Applicable 1 5% 1 2 % 2 2 % 2 2 9% 2 2 9% 2

1 0 2 100 2 0 2 100 2 Total 2 % 22 2 % 22 0 % 20 3 100% 23 22 100% 22

20 20 20 10 11 12 2013 Tot Tot Tot FT PT al FT PT al FT PT al FT PT Total # % # % # % # % # % # % # % # % Ge nd er Ma 75 67 73 63 73 58 76 59 le 15 % 24 % 39 16 % 22 % 38 16 % 23 % 39 16 % 22 % 38 Fe ma 25 33 27 37 27 43 24 41 le 5 % 12 % 17 6 % 13 % 19 6 % 17 % 23 5 % 15 % 20 Tot al 20 36 56 22 35 57 22 40 62 21 37 58

Eth nic ity Bla ck 0% 2 6% 2 0% 2 6% 2 0% 2 5% 2 0% 2 5% 2

LAS_THE_THEO_BA_Q Self-Study 26 His pa 10 nic 1 5% 0% 1 1 5% 0% 1 1 5% 0% 1 2 % 1 3% 3 Asi an 0% 2 6% 2 0% 1 3% 1 1 5% 2 5% 3 1 5% 2 5% 3 Am eri ca n Ind ian /Al ask an Na tiv e 0% 1 3% 1 0% 0% 0 0% 0% 0 0% 0 0% 0 Wh 90 83 91 89 86 88 81 84 ite 18 % 30 % 48 20 % 31 % 51 19 % 35 % 54 17 % 31 % 48 2 or Mo re Ra ces 1 3% 1 3% 1 3% 1 3% 1 Na tiv e Ha wa iia n/ Pa cifi c Isla nd er 0 0% 0 Un kn ow n 1 5% 0% 1 1 5% 0% 1 1 5% 0% 1 1 5% 0 0% 1 Tot al 20 36 56 22 35 57 22 40 62 21 37 58

Te nu LAS_THE_THEO_BA_Q Self-Study 27 re Sta tus Te nur 75 73 73 67 ed 15 % 15 16 % 16 16 % 16 14 % 14 Te nur e- Tra 20 18 23 24 ck 4 % 4 4 % 4 5 % 5 5 % 5 No t Ap plic abl 10 e 1 5% 1 2 9% 2 1 5% 1 2 % 2 Tot al 20 20 22 22 22 22 21 21

LAS_THE_THEO_BA_Q Self-Study 28 5e. What evidence exists that the program’s faculty have engaged in research and scholarship on teaching and/or learning in the program’s field of study? (Suggested limit 1/2 page)

- Dr. Meghan Clark published “Learning to be in Solidarity,” in The Journal of Peace and Justice Studies in July 2015. - Dr. Meghan Clark published “Using Twitter to Practice Christian Ethics: Technology and Accompaniment,” Teaching Theology and Religion, volume 17:3, July 2014. - Prof. Erin Kidd, a full-time contract faculty member, participates in the online teaching resource TheoDepot that provides resources for teaching theology. She contributed three items to TheoDepot: o Genesis 1-3 v. the Enuma Elish https://theodepot.wordpress.com/2015/09/14/genesis-1-3-v- the-enuma-elish/ o Images of Christ, https://theodepot.wordpress.com/2014/10/26/210/ o Using writing prompts, https://theodepot.wordpress.com/2014/05/13/using-writing- prompts-or-thoughts-on-the-democratic-classroom/

5f. What initiatives have been taken in the past five years to promote faculty development in support of the program? (Suggested limit 1/2 page)

Three full-time faculty members in our department have participated in the nationally competitive workshops on teaching and learning in religion sponsored by the Wabash Center for Teaching and Learning in Theology & Religion. Through their affiliation with the Wabash Center for Teaching and Learning in Theology & Religion, those faculty have applied for a Wabash grant to develop the interdisciplinary nature of courses that we hope to develop for the Connections series in the new core. Dr. Christopher Vogt participated in a two-year faculty development program sponsored by Catholic Relief Services designed to provide faculty with the skills and resources necessary to integrate CRS program materials and international field experience expertise into their courses on ethics and development. The program was a funded by a CRS grant; three universities in the US took part (SJU, Dayton, and USF). Dr. Meghan Clark participated in a similar program but more condensed program in Ghana in the summer of 2015. The department dedicates at least one meeting of all full-time faculty per semester to discussion of an issue related to teaching. Over the past few years, our focus has been largely on effective teaching in our intro course.

As part of the process of bringing consistency to THE 1000C across all sections, several full-time faculty have provided “teaching guides” to specific elements of that course (e.g., a class session on appropriate methods for interpreting the creation stories). The resource provides secondary source material, suggested in-class exercises, and primary texts that would be appropriate to engage with students. Each resource was developed by a different faculty member who has particular expertise on that topic/content area. These resources have been shared with the full department on Digication.

5g. The table below shows the amount of external funding received by the department. If available, please provide the dollar amount of externally funded research for full-time faculty supporting the program under review. (Program dollar amounts are available through departmental records.)

LAS_THE_THEO_BA_Q Self-Study 29 There are few grant opportunities in Theology & Religious Studies. Data below do not show another grant received (by Dr. Meghan Clark): “Teaching Local and Global Solidarity through Using Global Partnerships and Service Learning” Wabash Summer Fellowship, Wabash Center for Teaching Theology and Religion, $5,000. Summer 2015, Funded

Fiscal Year External Funding 04/05 05/06 06/07 07/08 08/09

$ Amount Program

$ Amount Department

Fiscal Year External Funding 09/10 10/11 11/12 12/13

$ Amount Program

$ Amount Departmen 5, t - 000 - -

5h. Please comment on the table below that shows trends in overall course evaluation and instructional vibrancy for your program (if available), your college and the university. (Suggested limit ½ page)

Data indicate that courses offered by our Department are rated slightly above average overall by students. Our department’s courses were rated significantly above the college and university averages (especially in 2011 and 2012) in terms of instructional vibrancy. Our faculty make a deliberate effort to develop pedagogical techniques that integrate active learning and high impact practices such as collaborative learning. These student evaluation statistics are especially impressive when you consider that students in the vast majority of our courses are fulfilling mandatory core requirements rather than taking something in their chosen field of study.

Overall Evaluation (Spring) Instructional Vibrancy (Spring) 2011 2012 2013 2011 2012 2013 Theology & Religious 4.09 4.03 4.02 4.41 4.40 4.39 Studies (Q) Saint John’s 3.95 4.01 4.00 4.28 4.33 4.33 College

LAS_THE_THEO_BA_Q Self-Study 30 Total Undergraduat 4.01 3.21 4.07 4.27 4.29 4.35 e

Note: Institutional Vibrancy is the average of the first 14 questions on the course evaluation, with questions pertaining to course organization, communication, faculty-student interaction, and assignments/grading. All course evaluation questions range from 1 (Strongly Disagree) to 5 (Strongly Agree).

5i. What percentage of full time faculty assigned to this program have terminal degrees or industry certifications renewed within the past 2 years? Comment. (Suggested limit 1/3 page) 95% of FT faculty members assigned to this program hold a terminal degree (either a Ph.D., or an S.T.D. – Doctor of Sacred Theology). 100% of tenured and tenure-track faculty hold a terminal degree. We have one full-time instructor who is ABD . She is scheduled to defend her dissertation by the end of the academic year 2015-16.

Standard 5. Comments: Indicate to what extent the program has the faculty resources required to meet its mission and goals. Include references from 5a – 5i.

The department is comprised of dedicated faculty members who excel at providing innovative and engaging instruction for our majors as well as students the university core (see 5h, showing the courses offered by our department are rated significantly better than the college and university averages in terms of instructional vibrancy). Our full-time faculty members have published scholarship on teaching theology and many others engage in professional development activities to maintain and even improve the high level of vitality and engagement that characterize courses taught in our department.

Data presented in this section indicate that there is considerable room to grow the program while maintaining high quality instruction and a very favorable FTE Student : FTE Faculty ratio. It will be possible for us to make considerable strides toward growing the major without straining existing faculty resources. Two hires are needed in order to maintain the breadth of theological specialties required to support our major sequence, but these can be achieved in the coming FY if approval is granted to convert a contract appointment to the tenure track and a search for a replacement hire in Old Testament Studies is granted. Both of these positions are covered in the current FY16 operating budget.

The department faces some challenges in terms of diversity. There is a need to improve representation of women and under-represented cultural and ethnic groups in the ranks of our full-time faculty. It will be important to attend to active recruitment of under-represented groups in any lines of hire that are approved.

Standard 5. Additional comments if needed. (Suggested limit 1 page)

The department’s role in supporting the core may require additional resources. The FT/PT teaching ratio for the department is not favorable (rising to 40:60 in the most recent year for which data was available). The department has included requests for contract-line faculty in its 3-year faculty plan, but since these

LAS_THE_THEO_BA_Q Self-Study 31 hires are designed primarily to improve instruction and retention in the core those plans have not been detailed here.

STANDARD 6. The program has adequate resources to meet its goals and objectives. And, it is cost-effective.

6a. Narrative/Supportive Technological Environment - Comment on classrooms and labs meeting industry-standards for quality and availability of hardware, software, and peripherals; library space, holdings and services; science laboratories, TV studios, art/computer graphic labs; etc. (Suggested limit 1 page)

Every classroom is adequately equipped with a desktop computer and projector. Further, there are hook-ups readily available for laptops to be used by professors in class. These technological tools facilitate the presentation of course material in innovative ways (e.g. power point, prezi, videos) and allows for enhanced student collaboration (e.g. individual and/or group presentations using power point and/or prezi).

The library offers adequate space holding a significant amount of print resources (books, journals, government documents and teaching materials) for both professors and students to conduct research. Further, there are a number of video collections, online electronic books, journals and databases conducive for research. The library also offers a number of services such as: interlibrary loan, reference, reserves, research instruction, online learning, an instructional materials center, and a media center. Research guidance is offered by way of consolation with a research specialist and workshops, as well as online materials and guides. Prof. Cynthia Chambers and Prof. Kathryn Shaughnessy, are the subject specialists for the Theology and Religious Studies Department, and maintain a campus guide and a research database specific to theology and religious studies. They are readily available to offer assistance in research and in acquiring the necessary resources specific to theology and religious studies. One area to continue to develop is the acquisition of print and/or online resources addressing global and contextual theologies.

6b. Narrative/ Supportive Physical Environment - Comment on level of faculty and student satisfaction with HVAC; faculty and student satisfaction with classroom lighting, crowdedness, and acoustics; flexible teaching environments, and faculty offices, etc.. (Suggested limit 1 page)

There is an overall sense of satisfaction with physical conditions of classroom environment. The most satisfactory environments are the classroom locations in the D’Angelo Center, given their size, the physical arrangement of some of the classrooms, and the overall conditions of the building. There is least satisfaction in those class rooms with limited physical space (e.g. in Marillac Hall), which can make it difficult to engage in group activities when a class has 35 or more students. In St. John Hall there have been concerns with heating and cooling as the temperature in some offices is very uncomfortable .

LAS_THE_THEO_BA_Q Self-Study 32 Faculty offices, while providing spaces for faculty to keep office hours, meet with students and conduct research, can be significantly improved. Faculty offices consist of cubicles with walls that do not reach the ceiling which do not provide any privacy for student consultations. Many faculty members are reluctant to utilize their offices as a place to conduct reading, research, and writing because it is not quiet. The temperature is not well controlled (generally quite hot both in the summer and the winter time). As a result, the ability of faculty to be present to colleagues and students is hindered.

6c. To what extent has the University funded major capital projects, e.g., renovations, which are linked directly to the program during the past five years? (Bulleted list)

During the past five years the only major capital project that might be indirectly linked to this program is the HVAC project in St. John Hall which brought air-conditioning to the classrooms. The bulk of our office space continues to be served (inadequately) by individual A/C units rather than central air conditioning.

6d. If external data that describes the cost effectiveness of the program has been provided by your School/College Dean, please comment on the program’s cost-effectiveness. (Suggest limit 1 page)

Gross Financia Net Other Contribution Credit Tuition l Tuition Tuition Direct Total Direct Remissio Revenu Margin #1 Enrlmt Hours & Fees Aid n Revenues e Revenue Expenses 408,66 11 315 197,639 18,225 192,800 2,549 195,349 97,266 98,083 4

Data provided by the office of institutional research indicate that our program is cost effective. The department provides considerable support to the university’s core curriculum. Our courses in the core (many of which overlap with our program’s major sequence) are a significant part of what makes a St. John’s University education unique. As such our program’s offerings add value to many majors across the university. We maintain that our program’s modest, but real contribution margin of nearly $100,000 is sufficient to support our recommendation to “MAINTAIN” the program.

STANDARD 7. Effective actions have been taken based on the findings of the last program review and plans have been initiated for the future.

Comments: (Suggested limit 1page)

Few strategic goals or actions were articulated in the last program review. The department is focusing on strategic planning for the future. The department has developed an ambitious strategic plan to revitalize course offerings and curriculum, grow the major, implement a comprehensive approach to assessment,

LAS_THE_THEO_BA_Q Self-Study 33 and continue to improve the already high-quality instruction provided to majors and students in the core alike. The key elements of the department’s strategic plan as it pertains to the B.A. in Queens are as follows:

1. Ensure Student Success

a. OBJECTIVE: Increase enrollment in the major

a.i. Action: Refresh curriculum: In the next three years we will bring our curriculum into the twenty-first century by adding new courses and refocusing some existing ones so that they have more cross-disciplinary relevance and appeal. We will develop and refine our curriculum so as to better enable our students to grapple with enduring questions and to tackle new ones that are emerging in other fields.

a.ii. Action: The UEPC will study the feasibility and (if feasible) take steps to develop and implement a new major sequence designed specifically for double majors. This new track would make theology a more attractive double-major by reducing the number of required courses and allowing students more freedom to link their work in theology to their planned careers and to their academic interests in allied disciplines (via the refreshed curriculum in action point 1.a.i).

a.iii. Action: Working in collaboration with student leaders in our honor society (Theta Alpha Kappa) we will sponsor at least one academic event and one social event that brings together majors, graduate students, and faculty. Minors also will be invited with the hope that increased involvement in the intellectual life of the department might build interest in the major.

b. OBJECTIVE: Improve retention, persistence and graduation rates

b.i. Action: Make improvements to department advising process for majors. Faculty who serve as advisors to our majors will communicate with their advisees shortly after midterm grades are released and follow-up on any areas of concern.

c. OBJECTIVE : Ensure and improve quality of student learning experience

c.i. ACTION: Implement program of assessment (see section 4c of the program review for details of the assessment plan that we are implementing.

c.ii. ACTION: Refresh curricular offerings (this action is explained above in the section on increasing enrollment – 1.a.i)

2. Recruit, recognize, and retain the best faculty

LAS_THE_THEO_BA_Q Self-Study 34 a. OBJECTIVE: Secure adequate FT faculty to support enhancing curricular offerings as described in item 1.a.i above. This would require:

a.i. ACTION: Convert TF15-09 (Theology of sex and gender) to a tenure-track line. Justification: Theology of Gender is an important area in their field today that offers considerable cross-disciplinary appeal. Developing courses in this area and staffing them with a highly qualified faculty member is a crucial step in bringing our curriculum up to date and offering courses that address topics and issues of interest to SJU students. This line is already in the department budget (as a contract line).

a.ii. ACTION: REPLACEMENT Tenure-Track Hire (Old Testament Studies). Justification: Given the centrality of the study of scripture for our discipline and the prominent place of methods of biblical interpretation in our common core course and major sequence, a tenure-track replacement is needed for this specialization. This line is already in the department budget (faculty retirement).

a.iii. ACTION: FY 18 – New Tenure-track hire. There is considerable student interest in the study of world religions. Currently we have only one faculty member with a specialization outside of Christianity. Strengthening faculty resources in this area of study is consistent with SJU’s plan to be a global university. The American Academy of Religion survey cited in Standard 3c of the program review indicates that the highest potential for student interest and growth in the field lies in world religions – esp. Hinduism and Islam.

b. OBJECTIVE: Continue to enhance quality of teaching among adjunct faculty.

b.i. ACTION: Assistant chair will continue to do classroom observations and have an individualized professional development with 1/3 of all adjunct faculty every year (so that all adjunct faculty receive feedback and professional development advice at least every 3 years).

b.ii. ACTION: Increase department efforts to recruit adjunct faculty who hold a doctorate or are ABD. Presently a substantial majority of our adjunct faculty hold only an M.A.

3. Promote global and community partnerships

a. ACTION: Continue to work with career services to build up internship opportunities for our majors and encourage majors to include an internship in their program of study.

b. ACTION: Cultivate existing faculty connections to global partner Catholic Relief Services (Vogt, Clark). Work with Campus Ministry, the Mission Office, and the Center for Global Development to establish SJU as a CRS “global campus”

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