AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Psychology PhD Q
Date Submitted to Department/Division Chair: 9/20/15
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)
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 Clinical Psychology program prepares students for careers as working psychologists and researchers who are
focused on relief of suffering from mental disorders. The program provides a range of structured training experiences in
both our own training clinic and hospitals and clinics throughout the New York metropolitan area that provide
psychological services to people of need, most of whom represent culturally diverse backgrounds and are economically
disadvantaged. In this respect, the program embodies the principle of service to the poor and needy as a core feature of
its training mission.
The Clinical Psychology program embodies the university and Vincentian mission of fostering respect for the dignity and
worth of each individual. The educational experiences of our students are infused with an understanding of the
importance of issues of cultural and individual diversity and this is articulated and practiced in our policies for student
recruitment, admissions and retention, faculty hiring and retention, course content, practica and internship/externship
placements, and research activities. Students with documented disabilities receive reasonable accommodations to
facilitate academic access
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)
Consistent with the university vision statement, Clinical Psychology Program is committed to educating a diverse body of
students with a commitment to research and lifelong learning through a student-centric model in which close mentoring
and supervisory relationships are forged early in training and continue through the course of training. Expressing our
commitment to providing quality services to the poor and disadvantaged, the major training site of the Clinical
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 1
Psychology program, the St. John’s University Center for Psychological Services offers a wide range of psychological
services to a generally low-income, multiethnic community in central Queens, New York on a modest sliding-fee scale.
The program also reflects the mission of student engagement by the high degree of individual attention provided to
doctoral students in the program. Also, doctoral students work as doctoral fellows, some of them in areas where they
have contact with undergrad students. The graduate students help the faculty to have more time to devote to our
undergraduate students. The program also reflects the global mission of the university by the diversity represented in
the student body, the cross cultural research done by the students, and the students’ practica, externships and
internships with immigrant populations.
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)
The Clinical Psychology program is the largest and most well established Ph.D. program in the College of Liberal Arts and
Sciences. The program embodies the College’s commitment to excellent in training and scholarship.
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
2b.
Undergraduate 1st Year Retention Rate
2c.
Undergraduate 6 Year Graduation Rate
2d.
Graduate Standardized Test Scores
Fall
2005
2006
2007
2008
2009
Program
633/677 616/688 636/677 572/647 630/707
School/College
Average Rate 481/561 494/569 465/551 501/588 472/577
Regional
N/A
N/A
N/A
N/A
N/A
Comparison
See below
National
Comparison
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 2
New Graduate Students GRE Verbal
Mean Scores
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Ir Grev Score Ir Grev Score Ir Grev Score Ir Grev Score
Psychology
PHD
old
653
639
new
New Graduate Students GRE Quantitative
Mean Scores
Fall 2010
Fall 2011
Fall 2012
650
620
163
166
Fall 2013
Ir Greq Score Ir Greq Score Ir Greq Score Ir Greq Score
Psychology
PHD
old
693
705
687
718
157
160
new
As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a
scale of 200-800(old) and after 8/1/11 on a scale of 130-170(new)
Based on students with valid scores in BANNER - therefore it maybe small in some cases.
New Graduate Students GRE Verbal
Mean Scores
Fall 2010 Fall 2011 Fall 2012 Fall 2013
Graduate School Arts & Sci
old
new
Ir Grev Ir Grev Ir Grev Ir Grev
Score
Score
Score
Score
491
500
497
532
154
153
New Graduate Students GRE Quantitative
Mean Scores
Fall 2010 Fall 2011 Fall 2012 Fall 2013
Graduate School Arts & Sci
old
Ir Greq Ir Greq Ir Greq Ir Greq
Score
Score
Score
Score
585
566
593
604
new
149
150
As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a
scale of 200-800(old) and after 8/1/11 on a scale of 130-170(new)
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 3
2%
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
We benchmark our program against Fordham University and Teachers College of Columbia University as aspirational
institutions and against all other NYC programs as local competition. According to the latest reported NY Licensure pass
rates on the NY Psychology Licensure examination, the St. John’s Clinical Psychology program (95.65% pass rate)
surpasses ALL other NYC programs, including Fordham (89.06%) and Columbia teachers College (87.76%).
The Clinical Psychology program registered an 85.11% match rates for the national internship match for the period 20112014, which is only marginally lower than Fordham (86.96%) and substantially higher than Teachers College, Columbia
University (65.63%). We exceed all other NYC programs excepting a virtual tie with the New School (85.48%)
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)
See directly above. Although there are no national statistics reported for licensure, the Clinical Psychology program
registers a high rate (87%) of licensure of graduates for the ten year period, 2002-2012.
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of
Students
Majors
Minors
Total
MAJORS
2005
2006
76
0
76
2008
64
0
64
2009
67
0
67
67
0
67
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
PSY2
PHD
38
36
34
30
PSY3
PHD
28
30
30
30
66
66
64
60
Total
2h.
2007
69
0
69
Number of degrees granted during the past five years. See table below.
Degrees
Granted
LAS_PSY_PSYCH_PHD_Q
2005
2006
Academic Year
2007
2008
2009
Self-Study Template 4
PHD
17
17
13
10/11
SJC-GR PSY2
PSY3
Clinical Psy-General Track
PHD
Clinical Psy-Clin Child Track
PHD
Total
8
11/12
10
12/13
Degrees
Degrees
Degrees
Conferred Conferred Conferred
4
8
8
4
5
6
8
13
14
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 42-Psychology.
20092010
20102011
20112012
Doctorate
Local
180
174
178
National
5,540
5,851
5,928
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)
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)
Student progress is regularly monitored through a variety of means, including review of grades, supervisor evaluations,
completion of milestones such as successful completion of a Master’s thesis, Doctoral Dissertation, Doctoral
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 5
Comprehensive Examination, and full year psychology internship. Advisement is multifaceted and involves several
faculty members, including the assigned academic advisor, the clinical director, and the Master’s and Doctoral
dissertation mentors.
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)
By and large, our graduates hold positions as working psychologists in a wide range of mental health care facilities,
including hospitals, community clinics and mental health centers, state psychiatric centers, and university settings.
According to our most recent alumni survey (Spring 2014), the most common employment sites for initial employment
are medical centers (16%) and state/county hospitals (13%), followed by community clinics and mental health centers
(12%). For current employment, the most sites are community clinics/mental health centers and independent practice
(12% each) and medical centers (12%). Overall, among the 45 alumni who graduated from 2007 to 2013 who responded
to our most recent (2014) alumni survey, 42 (93%) are working in the field and 3 (7%) report not currently employed.
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)
A minimal level of competency in meeting clinical training objectives requires practicum and externship
supervisor ratings of “moderately” or higher on Foundational Competencies and “meets or exceeds
expectations” on additional SJU Specific Criteria. A review of the most recent academic year, 2013-2014, shows
that 100% of students in residence (Years 1-4) met these requirements. In addition, all intern level students
since the last formal APA review (2008) have received satisfactory ratings from their internship supervisors and
successfully completed their internship year. We believe these proximal outcome data provide strong evidence
that our students acquire expected competencies in the field. Moreover, the pass rate for Doctoral
Comprehensive Examination for the period 2008-2014 was 94.8% (73 of 77 passing). As of the 2013-2014
academic year, all students who failed the exam on the first attempt passed on the second. In addition, all
students must receive a grade of B or better on all required courses in the doctoral program. Students who
received less than a B grade are required to retake the course.
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 6
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
Consistent with the stated goals and objectives in the College and Department strategic planning objectives, the Clinical
Psychology program focuses on the teaching of applied clinical skills. The quality of the training program is regularly
reviewed for accreditation by the American Psychological Association. The next anticipated formal site visit is expected
in Spring, 2015.
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 program continues to excel in bringing high caliber students who seek careers in clinical psychology. As the health
care environment changes, we need to meet these challenges and maintain our competitive edge by providing cutting
edge training opportunities, such as working with a world-class researcher scholar, Dr. Elissa Brown, in providing
empirically tested psychological treatment for children who have suffered abuse. Moreover, in meeting new demands
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 7
for clinical psychologists, we are developing initiatives, working with faculty member Dr. Elizabeth Brondolo, to train
clinical psychology to work as consultants in primary care facilities in hospital settings. We are also expanding external
research training affiliations, such as through Dr. Jeffrey Nevid’s collaborative work at Nassau University Medical Center
and Dr. William Chaplin’s work at Columbia Presbyterian Medical Center. We believe that these outreach efforts will
provide our students with a competitive advantage in competing for postdoctoral fellowships and employment
opportunities.
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.
Demand continues to be strong, as we regularly attract between 300 and 400 or so applications per year for 10 open
positions in the incoming class. We expect this market demand will continue, as the program is widely recognized for
providing quality training in skills relating to clinical practice and research needed to prepare clinical psychologists in
today’s changing health care environment.
Change, 2010-20
Fastest Growing Occupations
Psychologists
Percent
Numeric
22%
37,700
Occupations having the
largest numerical increase
in employment
Psychologists
Change, 2010-20
Percent
Numeric
22%
37,700
Changes, 2010-20
Grow faster than average - Increase 15 to 20.9%
Psychologists
Percent
Numeric
22%
37,700
*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
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 8
The clinical psychology program adheres to specified curriculum requirements set by both NSYED for registration of
doctoral programs in psychology and by the American Psychological Association for accreditation of clinical psychology
programs. The clinical program has successfully maintained state registration so that graduates are automatically eligible
for sitting for the NYS licensure examination (after submitting acceptable experience post-doctoral) and full
accreditation awarded by the American Psychological Association based on formal periodic reviews conducted since
1984.
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
All syllabi meet APA requirements for preparation of acceptable syllabi and are posted online in edigication.
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)
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)
The Clinical Psychology program has been continuously fully accredited by the American Psychological Association since
1984. This is the highest level of credentialing in professional psychology.
Standard 4.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
5a.
Below you will find the number of students enrolled as majors and minors in the program. Please complete the
table by adding the number of full-time faculty assigned to the program. Then calculate the student to full-time faculty
ratio.
#
Majors/
FT
Faculty
Majors
Fall 2005
FT
35
PT
41
Fall 2006
Total
76
Minors
Majors
& Minors
Combine
FT
44
PT
25
Total
69
0
41
LAS_PSY_PSYCH_PHD_Q
76
Fall 2007
FT
39
PT
25
Total
64
0
44
25
69
Fall 2008
FT
35
PT
32
Fall 2009
Total
67
0
39
25
64
FT
45
PT
22
Total
67
0
35
32
67
0
45
22
67
Self-Study Template 9
d
# of FTE
Students
(Majors
&
Minors)
35.0
0
13.6
7
48.6
7
44.0
0
8.3
3
52.3
3
39.0
0
8.3
3
47.3
3
35.0
0
10.6
7
45.6
7
45.0
0
7.3
3
52.3
3
# of FTE
Faculty
assigned
to the
program
7.17
2.67
9.84
6.67
4
10.6
7
7.5
3.6
7
11.1
7
7.5
3.67
11.1
6
7.67
2.3
3
10.0
FTE
Student/
FTE
Faculty
Ratio
4.9
4.9
Fall 2010
F
MAJORS
Fall 2011
P
Majors
4.24
Total
F
P
5.23
Fall 2012
Total
F
P
Fall 2013
Total
F
P
Total
Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors
35
31
66
45
21
Fall 2010
Total
4.09
FTE MAJORS
66
38
Fall 2011
26
64
35
Fall 2012
25
60
Fall 2013
F
P
Total
F
P
Total
F
P
Total
F
P
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
45
7
52
38
35
10.333 45.333
Fall 2010
Fall 2011
8.667 46.667
Fall 2012
35
8.333 43.333
Fall 2013
# of FTE faculty assigned to the
program
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 10
FTE Student/FTE Faculty Ratio
Important Notes:
FTE Students = Number of FT Students + (number of PT Students/3)
FTE Faculty = Number of FT Faculty + (number of PT Faculty/3)
This methodology is used by STJ for all external reporting.
5b.
Below you will find the credit hours the department has delivered by full-time faculty and part-time faculty
(including administrators) and the total credit hours consumed by non-majors.
Credit
Hours
Taught
FT Faculty
PT Faculty
Total
Fall 2005
#
%
4860 69%
Fall 2007
#
%
4598 67%
Fall 2008
#
%
4911 71%
2139 31% 2244 32% 2262 33% 2010 29%
6999 100% 6977 100% 6860 100% 6921 100%
%
consumed
by NonMajors/Min
ors
Credit Hrs
Taught
Fall 2006
#
%
4733 68%
25%
24%
Fall 2010
Number Percent
23%
Fall 2011
Number Percent
Fall 2009
#
%
5465 76%
1719
7184
22%
24%
100%
20%
Fall 2012
Fall 2013
Number Percent Number Percent
F-T Faculty
5,048
65.4% 4,736
58.4% 5,108
65.6% 4,687
63.3%
P-T Faculty
(inc Admin)
2,665
34.6% 3,370
41.6% 2,684
34.4% 2,721
36.7%
0.0%
0.0%
0.0%
Total
7,713
100% 8,106
100%
% Consumed
by NonMajors
1,716
22.2% 1,891
23.3% 1,819
LAS_PSY_PSYCH_PHD_Q
7,792
100%
0.0%
7,408
23.3% 1,436
100%
19.4%
Self-Study Template 11
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time
faculty (including administrators).
Courses
Taught
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Number Percent Number Percent Number Percent Number Percent
F-T Faculty
63
66.3% 100
62.1% 69
69.7% 65
61.3%
P-T Faculty
(inc Admin)
32
33.7% 61
37.9% 30
30.3% 41
38.7%
Total
95
0.0%
0.0%
0.0%
100% 161
100% 99
100%
0.0%
106
100%
5d.
What is the representative nature of faculty in terms of demographics, tenure and diversity? (See departmental
information on next page). How well does this support the program? (Suggested limit 1/2 page)
The clinical psychology program currently consists of 11 identified core faculty members (Ds. Bergman, Brondolo,
Brown, Chaplin, DelVecchio, DiGiuseppe, Greene, Javier, McDermut, Nevid, and Pope), five men and six women,
including three ethnic minority faculty members, , Drs. Rafael Javier, Tamara DelVecchio,and Beverly Greene. All 11 are
tenured and all are at the associate or full professor level. The program is also supported by 6 additional faculty
members in support roles and by 4 adjunct faculty members to meet particular training needs in the program. Overall
the program has adequate faculty support and resources to meet its training objectives.
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 12
Departmental Data
FT
#
Gender
Male
Female
Total
%
2010
PT
#
%
15 52% 12 46%
14 48% 14 54%
29
26
Ethnicity
Black
3 10%
0%
Hispanic
5 17% 1 4%
Asian
1 3%
0%
American
Indian/Alaskan
Native
0%
0%
White
20 69% 24 92%
2 or More Races
Native
Hawaiian/Pacific
Islander
Unknown
0% 1 4%
Total
29
26
Tenure Status
Tenured
Tenure-Track
Not Applicable
Total
23 79%
5 17%
1 3%
29
LAS_PSY_PSYCH_PHD_Q
Total
FT
#
%
2011
PT
#
%
Total
FT
#
%
2012
PT
#
%
Total
FT
#
%
2013
PT
#
%
Total
27
28
55
15 52% 12 48%
14 48% 13 52%
29
25
27
27
54
15 52% 13 43%
14 48% 17 57%
29
30
28
31
59
16 52% 16 53%
15 48% 14 47%
31
30
32
29
61
3
6
1
3
5
1
0%
0%
4%
3
5
2
3
5
2
0%
7%
7%
3
7
4
3
5
2
3%
10%
7%
4
8
4
0
44
0%
0%
20 69% 23 92%
0
43
0%
0%
19 66% 25 83%
0
44
0% 0 0%
21 68% 23 77%
0 0%
0
44
0
10%
17%
3%
1
55
0%
29
23
5
1
29
23 79%
5 17%
1 3%
29
1
1
25
4%
10%
17%
7%
1
54
0%
29
23
5
1
29
26 90%
2 7%
1 3%
29
2
2
1
30
3%
10%
16%
6%
1
59
0%
31
26
2
1
29
28 90%
2 6%
1 3%
31
1
3
2
0
1
30
0%
3%
0
1
61
28
2
1
31
Self-Study Template 13
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)
Each of the core faculty members is an active and productive scholar or researcher. With respect to research on the
scholarship of teaching, the clinical director, Dr. Nevid, is a Fellow of the APA division on the teaching of psychology and
has published extensively on effective pedagogical techniques in the leading professional journal in the field, Teaching of
Psychology.
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)
All of the core faculty members have received research reductions and assignments of doctoral fellows during the past
five years to help support them in pursuing their research and scholarly activities.
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.)
Please consult with the university Office of Grants and Funded Research for the dollar amounts.
5h.
Please comment on the table below that shows trends in overall course evaluation and instructional vibrancy for
your program (if available), your college and the university. (Suggested limit ½ page)
Overall Evaluation (Spring)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
Psychology (Q)
4.24
4.24
3.99
4.33
4.37
4.23
Saint John’s
College
4.23
4.26
4.19
4.37
4.40
4.40
Total Graduate
4.14
4.16
4.30
4.37
4.39
4.52
Note: Institutional Vibrancy is the average of the first 14 questions on the course evaluation, with questions pertaining
to course organization, communication, faculty-student interaction, and assignments/grading. All course evaluation
questions range from 1 (Strongly Disagree) to 5 (Strongly Agree).
5i.
What percentage of full time faculty assigned to this program have terminal degrees or industry certifications
renewed within the past 2 years? Comment. (Suggested limit 1/3 page)
All core faculty members have terminal degrees (Ph.D). Excepting Dr. Chaplin, a social psychologist who oversees
quantitative training in the program, all other core faculty members are active clinical psychologists (as practitioners or
supervisors) who maintain current licensure registration.
Standard 5.
Comments: Indicate to what extent the program has the faculty resources required to meet its mission
and goals. Include references from 5a – 5i. (Suggested limit 1 page)
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 14
Faculty resources are sufficient to meet both didactic and supervisory responsibilities in the program to meet the
training needs of the program. The program is staffed at the expectable level of 1:1 ratio between incoming students
and core faculty members. Each of the 10 core faculty members contribute at least 50% of their professional
responsibilities at St. John's University to the needs of the clinical psychology program.
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)
Facilities are adequate for meeting the clinical training and research needs of students in the clinical psychology
program. Computer support, library resources, and computer labs are adequate to meet the training needs of the
program and have been documented in the program's report to APA.
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 have not formally assessed satisfaction with facilities and teaching environments. However, classroom space for
basic courses in Marillac Hall is adequate, as is seminar style rooms (Psychology Lounge, Psychology Staff Room) for
smaller supervisory sections, proposal meetings and oral defenses, and meeting spaces for meetings with students and
faculty.
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)
 Small seminar room in D'Angelo Hall have been used for dissertation proposals and defenses.
 Larger classroom spaces in D'Angelo Hall have been used for department colloquia.
 The University has refurbished the laboratory space in Marillac SB-15 and computer workstations for student
use in Marillac subbasement.
 The University has refurbished the St. John's University Psychological Services Center, which is the major training
site of the clinical psychology program.
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 15
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 net contribution margin is -$527, 249. The Ph.D. program loses money, as do all university-based Ph.D. programs in
clinical psychology. However, money is not the only coin in the academic realm and the program contributes to the
department and the university in a variety of non-monetary ways. The program is widely known as a top clinical
psychology program in the NY area that supplies highly trained mental health professionals and clinical researchers to
the greater New York area and beyond. This increases the visibility of St. John’s University as a brand. As documented
in this report the students admitted to the program are highly selected and are talented, hard working, and motivated.
As doctoral fellows they contribute significantly to the research efforts of the department faculty. Faculty research
activity additionally provides opportunities for many undergraduates to become involved in research labs and the Ph.D
students are often in direct supervisory roles with these students. The ability of our department to provide high impact
experiences is directly tied to the contributions of our graduate students to these experiences. Our doctoral fellows
often engage in unofficial mentoring of our undergraduates both through contact with undergraduates in the research
labs and during advisement. All doctoral students in training provide psychological services to community residents of
modest means through their training experiences at the community-based St. John’s University Center for Psychological
Services. The availability of these services creates a safety net for low income residents of Queens in need of
psychological assistance who cannot afford private practitioners or have limited access to mental health services
provided by overburdened public health facilities. The psychological services offered by our doctoral students include
psychotherapy and clinical assessment and are supervised by clinical faculty members and adjunct faculty members, all
of whom are licensed psychologists. Through the services provided by doctoral students, the St. John’s University
Center for Psychological Services provides a meaningful service to the community consistent with the Vincentian
mission. The program is contribution effective relative to cost, but not when measured simply by dollars and cents.
Standard 6.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 7. Effective actions have been taken based on the findings of the last program review and plans have
been initiated for the future.
Comments: (Suggested limit 1page)
Plans Initiated for the Future

The major initiative going forward is to expand affiliations of the training program with major medical centers in
the area in order to provide increased opportunities for collaborative research on clinical populations and
training opportunities for students in consultation with primary and secondary health care providers.

Increased representation of full time faculty in primary supervisory roles in the program (i.e., clinic practicum
courses).

Hiring of a new, tenure-track faculty appointee with expertise in cognitive and affective bases of behavior.
Presently, this core content course is taught by an adjunct faculty member.
LAS_PSY_PSYCH_PHD_Q
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