AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE Reporting School/College: St. John’s College Program Reviewed: Physics BS Q Date Submitted to Department/Division Chair: 9/1/2015 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 physics department offers Physics and Physical Science programs with several overlapping tracks: Physical Science, Physics, Mathematical Physics, and Pre-Engineering. These share common courses in the department, the primary difference being coursework taken outside the department. These diverse tracks are served by the departments of mathematics, chemistry, and biology, and our articulation partners, Manhattan College of Engineering. We note that the various tracks share all but a few courses given by supporting departments so we speak here collectively of “physics majors.” Understanding the basic laws of physics has impacted the direction of every other science discipline from medicine to astronomy to environmental science. The Physics department at St John’s University strives to provide a basic understanding of these laws to their students in addition to encouraging the development and practiced application of advanced technology. The physics department has recently revised its curricula to bring it to the same standard as other major universities. These changes in the curriculum will offer students a unique and innovative learning experience. It contains several components including wide range of physics courses, upper level courses with practical elements, as well as undergraduate research experience course. Courses with lab component and the undergraduate research experience will give a boost to the value of our program and give our students the valuable experience and training necessary to be successful in graduate study or in a professional position. Therefore, our physics program prepares majors with the necessary technical knowledge and skills, intellectual curiosity, and ethical awareness to become lifelong learners who contribute to society. For instance, our students are in Medical and law schools, industries and graduate schools such as Yale, Princeton, Columbia, POLY-NYU etc.. The growth of the physics field in the national profile is attributed to the perceived social value of physics and its value as preparation for other disciplines like medicine, law, and engineering. Our vigorous efforts at recruitment, teaching, and student engagement enabled this program to be in line with the national percentage increases in physics majors. 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. LAS_PHY_PHYSICS_BS_Q Self-Study Template 1 The program prepares majors with the necessary technical knowledge and skills, intellectual curiosity, and ethical awareness to become lifelong learners who contribute to society. We note again that physics, mathematical physics, and physical science share all but a few courses given by supporting departments so we speak here collectively of “physics majors.” 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) Demonstrate the Catholic identity of St. John’s University: All members of the physics department embrace the following principles and exemplify them for students: Respect the essential equality, diversity, and mutual dignity of all persons. Reveal an overriding theme of natural law and its unity and perfection. Attend to the needs of others, most particularly the less advantaged. Recognize that we share the planet and are part of a human community. All physics instruction emphasizes the exercise of rational thought. In general, we strive to be a center of creativity and knowledge for the good of humanity, as directed in Ex corde ecclesiae, #1 Demonstrate the Vincentian tradition and values The physics department is committed to fostering learning and development in its students. We strive to help our students attain well-being and emotional stability through advisement and close personal relations with our majors. Almost half of students in the major are from underrepresented groups. The department distributes quarterly issues of Careers for Minorities to all interested students. The department is committed, especially in advising, to helping disadvantaged and underrepresented students to succeed in college and to take promising career paths. The department helps minority and disadvantaged students get accepted to summer programs at prestige institutions. Demonstrate the Metropolitan character of the University The Metropolitan character of the university is a feature we publicize at Open House and Accepted Student’s Day. Our students are encouraged to visit and use the rich facilities in the vicinity. In particular, we recommend the Planetarium and Brookhaven tours and applications to the local REU programs offered each summer. The physics faculty and students represent an international mélange. As the most fundamental science, physics addresses universal laws that have no national boundaries. Students of University Physics or College Physics will find the content is virtually the same worldwide. 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) Physics department work with students closely to provide them well round education through offering them small classes and innovative curricula , involving them in research, advising them for their career development and getting them organizing events such Sigma-Pi-Sigma and SPS meetings. LAS_PHY_PHYSICS_BS_Q Self-Study Template 2 Our students will gain the necessary knowledge to compete with peers solving problems including poverty and social justice and lead in the society. 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) In full accord with the mission and institutional goals, the program is dedicated to student-centered teaching, social diversity, and a modern educational environment. The program is central to providing support for the sciences. In particular, physics is required for the biology major and for medical college admissions. It is a primary component of the MCAT exam that is essential for admissions and for the prestige of the pre-health program. Our researchers publish in biophysics and collaborate with colleagues in biology and pharmacy. We emphasize that a quality physics program is essential to maintain and enhance Biological Sciences as a program of distinction Student engagement is a priority for physics programs including student research and advising. Student presentations in the Physics Club and our chapter of the national Physics Society, SPS, generate interest and excitement among science students. In addition we have Sigma-Pi-Sigma induction ceremony every spring to honor our students and invite our alumni back to share their career experiences with students. Standard 1. Additional comments if needed. (Suggested limit 1 page) STANDARD 2. The program attracts, retains, and graduates high quality students. Physics students are a diverse and intelligent group. Statistics for the students in a representative Mathematical Method for Physics course were 6 female and 21 male—noteworthy for a field that was once almost entirely populated by men. The same class consisted of 11 White, 7 African American, 7 Asian and 2 Hispanic. We estimate that roughly 10% of our majors are international students. Physics majors are a self-selected group of highly capable students as can be seen in their high SAT scores. First year retention rates and the graduation rates are reasonable and comparable to physics majors in other universities. We happily declare that these results are due to our excellent teaching, welcoming departmental atmosphere, and close personal advisement. The American Institute of Physics reports, “A physics bachelor's degree is an excellent background for a broad range of careers outside the field of physics. This shows that, as a group, physics bachelor's degree recipients achieve among the highest scores of any college major on the entrance exams for medical school and law school.” We expect enrollment to continue rising faster than most disciplines. Student Advising is done entirely by the departmental chair. This assures continuity and consistency in the process. Advisement includes encouraging students to participate in research, to apply for summer research opportunities at major research institutions, to join the physics honor society, to engage in independent study, or to study abroad for a semester. 2a. Undergraduate SAT and High School Average LAS_PHY_PHYSICS_BS_Q Self-Study Template 3 SAT Program School/ College University 2005 1124 2006 1245 2007 1222 2008 1253 2009 1240 2005 89 2006 89 2007 87 2008 91 2009 89 1104 1068 1099 1075 1085 1075 1093 1087 1093 1092 88 86 88 87 88 87 88 87 89 88 Freshmen SAT Scores Fall 2010 Physics High School Average Fall 2011 Fall 2012 Fall 2013 Computed Computed Computed Computed 1,156 1,165 1,239 1,116 Fall 2012 Fall 2013 Freshmen High School Average Fall 2010 Fall 2011 Physics High School High School High School High School 90 88 92 89 SAT Scores 2010 2011 2013 High School Average 2010 2011 2012 School/ College - Q 2012 2013 1089 1077 1087 1098 88 88 88 88 Total University 1097 1087 1096 1104 87 87 88 89 SAT Test-Takers Mean Scores Intended College Major Number Percent (%) Critical Reading Mathematics Physical Sciences 1,944 1.4% 545 576 * For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf. 2b. Total 1121 Undergraduate 1st Year Retention Rate The 1st year retention rate between 2009 and 2012 is around 57%. This below college average retention rate is due to the following facts: first, incoming physics majors do not take physics classes in their first year; second, most of our courses are taught by adjunct faculties. In order to improve the retention, we are taking the following initiatives: physics majors start to take the physics courses in their first year; second, we are offering them Mathematics for physics science (PHY 1950) as a preparatory course in their first semester. LAS_PHY_PHYSICS_BS_Q Self-Study Template 4 Fall 2003 2004* 2005 2006 2007 2008** # Fresh 10 # Ret Program 100% 88% 88% 80% 69% 10 School/ College 77% 79% 77% 77% 73% 1005 768 University 78% 78% 78% 79% 76% 3268 2557 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 Tota Returne l d # % PHY/MTH 3 11 7 64% 2010 Tota Returne l d # % DNR # % 36 4 % 9 5 DNR # % 44 4 % 56% 2011 Tota Returne l d # % 7 3 43% % 100% 76% 78% DNR # % 57 4 % 2012 Tota Returne l d # % 11 7 64% DNR # % 36 4 % 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 Program School/ College Average Rate University PHY Fall 1999 100% 2000 100% 2001 0% 2002 25% 2003 83% 61% 64% 59% 59% 58% 61% 60% 61% 57% 58% Fall 2004 cohort Fall 2005 cohort Fall 2006 cohort Fall 2007 cohort Total Graduated Total Graduated Total Graduated Total Graduated 8 7 88% 8 4 50% 10 4 40% 13 5 38% Fall School/College Average Rate - Q 2004 2005 2006 2007 57% 57% 57% 51% LAS_PHY_PHYSICS_BS_Q Self-Study Template 5 Total University 2d. 58% 58% 59% 55% Graduate Standardized Test Scores N/A 2e. Please describe how the program compares with peer and aspirational institutions. (Suggested limit 1/2 page) According to the American Institute of Physics (AIP Pub. Number R-151.43), our enrollment trend has a slightly higher slope than the average for undergraduate institutions offering a BS in physics. Our assessment strategy includes testing standard problems distributed throughout the curriculum. Each of these is likely to be tested in quality programs and our students far exceed our goal of 80% correct. Note: please see attachment file about the Roster of Physics Department with Enrollment and Degree Data 2014 provided by AIP. 2f. If applicable, describe the program’s student performance over the past five years on licensure or professional certification exams relative to regional and national standards. (Suggested limit 1/4 page) N/A 2g. Number of majors and minors enrolled over the past five years. See table below. The physics program has grown over the past six years from a handful of students to 40 at present (several more are undeclared). According to the Bureau of Labor Statistics, employment of physicists and astronomers is expected to grow 16 percent, faster than the average for all occupations during the 2008-18 decade. Fall Number Students Majors Minors Total MAJORS of 2005 23 1 24 2006 33 0 33 2007 30 1 31 2008 29 1 30 Fall 2010 Fall 2011 Fall 2012 Fall 2013 BS Majors 3 Majors 2 Majors 1 Majors MTH3 PHY BS 28 33 36 38 31 35 37 38 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Minors Minors Minors Minors 3 3 2 2 Total MINORS 2009 33 1 34 Physics LAS_PHY_PHYSICS_BS_Q Self-Study Template 6 Total 2h. Fall 2010 Fall 2011 Fall 2012 Fall 2013 Total Total Total Total 31 36 38 40 Number of degrees granted during the past five years. See table below. We graduate an average of 13 students per year in the last two years. This is a substantial increase from previous period of about 3 to 7 students per year. See the attachment file about the Roster of Physics Department with Enrollment and Degree Data 2014 provided by AIP. Academic Year 04/05 05/06 3 3 Degrees Granted BS 06/07 6 07/08 3 08/09 7 10/11 SJC -UG-Q PHY/Math3 Physics BS 11/12 Degrees Degrees Conferred Conferred 6 13 12/13 Degrees Conferred 13 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 40-Physical Sciences. 20092010 20102011 20112012 310 326 24,712 26,663 Bachelors Local 311 National 23,379 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) Last two years, we graduate around 12 students a year and this represents about 4 % and 0.05% of the degrees rewarded by the local institutions and national institutions, respectively. 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 advising is our main instrument for monitoring students’ progress toward a degree. The departmental chair is the advisor assuring continuity and consistency in the process. Advisement is a support service that LAS_PHY_PHYSICS_BS_Q Self-Study Template 7 includes encouraging students to participate in research, to apply for summer research opportunities at major research institutions, to join the physics honor society, to engage in independent study, or to study abroad for a semester. The department also works closely with freshman center to make sure that the freshman students were properly advised. 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) In the last 5 years, we graduate 76 students in physics and physical science. As far as we know, three students are in medical schools and one student in the Law School. Eight students are having their careers in industry, while Seventeen students are pursuing graduate degrees in different universities such as Yale, Princeton, Columbia, POLY-NYU etc.. 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) Physics majors are a self-selected group of highly capable students as can be seen in their high GPA scores which are higher than the university and college averages. We happily declare that these results are due to our excellent teaching, welcoming departmental atmosphere, and close personal advisement. Standard 2. Additional comments if needed: (Suggested limit 1 page) LAS_PHY_PHYSICS_BS_Q Self-Study Template 8 STANDARD 3. The program engages in ongoing systematic planning that is aligned with the University and School/College planning, direction, and priorities. The program’s strategic goals and objectives are consistent with the University’s institutional focus to transform the institutional culture to one in which the quality of how we serve our students both in and out of the classroom is exceptional. The department is engaged in continuing assessments (through WEAVE) to assure that we are fostering critical thinking, information literacy, quantitative reasoning, and writing skills in our students. We continue to use internet-based assessments for our large service sections, University Physics and College Physics with excellent results. The computer generates different data for each student and gives instantaneous feedback. Lecturers are given statistical measures of individual questions. The practice enables us to quiz frequently and to focus our teaching effectively. The department seeks improved assessment measures across our curriculum. National Web-based exams provide one way to compare our students’ performances to an objective benchmark. Consequently, we are looking at extending these to upper-level courses using a symbolic mathematics service. Department members have admirable rapport with each other and with our students. We promote our family atmosphere in recruitment functions like Open House, Accepted Students Day, and the High School Extension Program. We think this engagement is a significant factor in our increased recruitment Our advisement process provides feedback from students so that we are made aware of their needs. This awareness can be translated into actions that are consistent with exceptional service to our students. 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 Mission, Engagement & global The department has supported diversity in hiring and encouraged students to be accepting of people’s race, religion, gender, and ethnicity. Our full-time faculty members include three Asians, and two whites. Also we have a woman full time faculty member who has a joint appointment between physics and chemistry departments. The part-time faculty includes three women, three Asians, five Africans, and seven white males. Statistics for the students in a representative Mathematical Method for Physics course were 6 female and 21 male—noteworthy for a field that was once almost entirely populated by men. The same class consisted of 11 White, 7 African American, 7 Asian and 2 Hispanic. We estimate that roughly 10% of our majors are international students. LAS_PHY_PHYSICS_BS_Q Self-Study Template 9 The department takes special care in guiding our less privileged majors to receive summer grants in prestigious programs and to pursue studies that will be advantageous in the marketplace. We distribute a monthly magazine, Careers for Minorities, to our classes. Student engagement continues to be a priority for the physics department. The department chair advises each major in detailed interviews that consider student interests and goals, progress, research opportunities, and course requirements. Lecturers in the intermediate and upper-level courses know their students by name and they encourage communication with the students. Student research and meetings of the physics society and physics club also support engagement. The physics department encourages students to participate in study abroad programs. Also our faculties are collaborating on research with international researcher and present their results at international meetings. St John’s College plan The Physics Department strategy is to recruit and develop faculties that are excellent scholars and educators. The main goal is to utilize these faculties to provide students the highest quality education by offering the help needed in and outside classroom, involving them in research and innovative high impact teaching practices. To improve our retention and graduation rate, we are changing the major sequence by offering introductory physics courses to freshman students, working closely with freshman center to make sure they are properly advised, working one on one with students to give them help. We also offer our students opportunity for doing research, help them apply for Research Experience for Undergraduate students (REU), internships and eventually apply for graduate programs.. The Physics Departments’ members are actively seeking grants from different agencies such as NIH, NSF, DOD…to support their research and offer students research opportunity. In result of this Dr Huizhong Xu just adds up to existing prestigious NSF grant, an R15 NIH grant for an amount of $400,000. We also provide physics courses to more than 300 students from other majors every year, as well offering online courses and courses for non science majors. 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 strengths, challenges, and opportunities depend on those characteristics for the department as a whole. Strengths: The Department of Physics has a nucleus of talent for developing a distinguished center of nanomaterials research applied to energy and medicine. The three regular faculty members have overlapping research interests in the area and two contract full time faculties are working on Green Solar Energy Technology as well computation biophysics. They built state of arts research labs and produce high quality publications in peer review journals. Our Faculties are actively applying for grants and one of them just received an NIH grants for $400,000. In addition our department has already an NSF career grant in amount of $407,000. LAS_PHY_PHYSICS_BS_Q Self-Study Template 10 Challenges: Our single greatest challenge is to provide course coverage by committed full-time faculty members. The growth of the department continues to stretch our ability to cover important coursework and student research. Procuring a new tenure-track line is our highest priority. The general physics laboratories (SAH B50 and B51) are the only teaching laboratories in the building that have not been upgraded. These appear sadly primitive and prospective students often do not return after seeing these and existing students express concern that they are relegated to second-class status. The department seeks to introduce a graduate program in biomedical engineering and undergraduate engineering programs.. This will utilize the strengths of the sciences at St. John’s and enhance the prestige and revenue of the university. Here the challenge is to enlist the support of the administration. Opportunities: Physics is basic for all other sciences. Jobs in STEM field are growing and Physics graduates are in high demand. Therefore they are lots of room to increase our enrollment. Threats: Peer institutions are investing in STEM infrastructure through the building of new buildings and renovating existing facilities. For instance, Hofstra University has started a medical school and engineering school which increases their enrolment in STEM majors. The Department is in need of more tenure track faculties to grow our programs and provide our students with research opportunities. The increased reliance on adjunct faculty leads students to consider alternative colleges. The increased reliance on adjunct faculty decreases the faculty-student interactions and leads students to drop out, switch majors or even transfer to other schools ACTIONS: The Department has been requesting hiring of tenure-track faculty members every year and improving infrastructure of undergraduate teaching laboratories as well as providing more research lab space. Also, we are struggling to hire high quality adjuncts, to provide enough research opportunities for our students, and to offer upper level courses needed for students to graduate. Finally, the Department of Physics at St. John’s University is unique to its competition in the New York Area. We are working on highly cutting edge research projects which focus on nanomaterials applied to energy and medicine. Even though our research fields have overlaps, they are many different topics such as green solar cell energy, nanoparticles solar energy and nanmaterials for imaging and drug delivery. These frontier research areas should attract more investments and more students to our programs. This is a truly unique opportunity for the university to invest more resources into our program 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. In the United States, both the National Science Foundation (NSF) and the Department of Commerce track the number of STEM jobs, but using different metrics. According to Commerce, 7.6 million individuals worked in STEM jobs in 2010, or about 5.5 percent of the U.S. workforce. That number includes professional and technical support occupations in the fields of computer science and mathematics, engineering, and life and physical sciences as well as management. The NSF, by contrast, counts 12.4 million science and engineering LAS_PHY_PHYSICS_BS_Q Self-Study Template 11 jobs in the United States, including a number of areas that the Commerce Department excludes, such as healthcare workers (4.3 million) and psychologists and social scientists (518 000). According to Bureau of Labor Statistics, Physicist jobs are expected to increase by 14% by the year 2022. However, there are many jobs options for students who have graduated with physical science degree. They could continue their graduate program, or find jobs in the other high demand fields such as industry (engineering, computer science, finance and other STEM fields) or Medical fields and Law. Fastest Growing Occupations Change, 2010-20 Percent Numeric Physicians and Surgeons Physician Assistants 24% 168,300 30% 24,700 Physical Therapist 39% 77,400 Physicists 14% 2,800 Occupations having the largest numerical increase in employment Physicians and Surgeons Physical Therapist Change, 2010-20 Percent Numeric 24% 168,300 39% 77,400 Physical Therapist Changes, 2010-20 Percent 39% Numeric 77,400 Physician Assistants 30% 24,700 Physicians and Surgeons 24% 168,300 Grow faster than average - Increase 15 to 20.9% Changes, 2010-20 Percent 14% Physicists *For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm Grow about as fast as average - Increase 7 to 14.9% Standard 3. Numeric 2,800 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) Standards within the discipline Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study abroad experiences. The University Core competencies LAS_PHY_PHYSICS_BS_Q Self-Study Template 12 Undergraduate physics curricula are largely standardized throughout the country and ours conforms to this standard. The most prestigious programs afford upper level students highly advanced courses for those certain to continue in graduate programs. When we identify a student with such talent, we offer Independent Study or Special Topics as electives. The assessment plan in WEAVE shows core competences are addressed by the program goals. In particular, critical thinking, information literacy, and quantitative reasoning are most directly addressed by goals involving physical principles and problem solving. Skillful writing is a goal of laboratory reports and qualitative descriptions. Each course offered this year reported that the goal was met (80% success in each problem for 80% of the students). In the entry-level course, University Physics, we found that seven of the problems (out of 130 totals on midterms and finals) were met by only about 50% to 60% of students. The foundations for these problems will now receive greater emphasis in lectures and recitations. Overall, the program met the goals comfortably. We encourage our students to apply for summer internships and research experience for undergraduate (REU). Several students were accepted by local engineering companies as interns and by national research labs and universities. Most of faculty received overall student evaluation score of 4.0 and above. Our faculties are committed to teaching excellence and are using innovative techniques such as Peer Instruction in their classroom to engage students and make class vibrant. I addition that our entire faculty are five days in the department working closely with students that are in need of help. Not in just help them with classwork, but in advising them in their career path as well as doing research with them. Few of our students also went abroad for taking core courses; also we hosted students from abroad for example Brazilian students. A number of our students are engaging in collecting and analyzing data, taking notes and writing papers. Their work has been published in peer review journals as well as been presented in the local or national conferences. Therefore, physics department is committed to the university core competencies in which students can learn writing skills, oral presentation skills, critical thinking a quantitative reasoning. 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 The syllabi of the courses offered by the physics department are in compliance with the template syllabus found in the link at the Center for Teaching and Learning 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) Four goals and eleven objectives are presented in the 2014-2015 assessment plan. These are assessed by five measures. LAS_PHY_PHYSICS_BS_Q Self-Study Template 13 Goals 1: Understand fundamental laws and concepts in field 2: Communicate scientific work effectively 3: Perform accurate computations 4: Be prepared for transition to a career in field Objectives 1: Recognize and apply fundamental physical principles 2: Solve standard problems in fundamental subjects 3: Demonstrate proficiency in laboratory procedures 4: Write accurate and analytical laboratory reports 5: Respond effectively to qualitative questions 6: Present effective oral and written reports 7: Perform computer-assisted calculations 8: Be able to model physical systems 9: Explore and report career options 10: Explore & report opportunities for training 11: Determine possible future options in field Measures 1: Problem-solving tests and homework 2: Laboratory reports and instructor assessments 3: Notify and support applicants for summer research 4: Conduct meetings for Society for Physics Students 5: Develop and conduct sophomore seminar Based on the assessment results we have taken the following action plan. In the entry-level course, University Physics, we found that seven of the problems (out of 130 total on midterms and finals) were met by only about 50% to 60% of students. The foundations for these problems now receive greater emphasis in lectures and recitations. Overall, the program met the goals comfortably. 4d. What, if any, external validations, e.g. specialized accreditations, external awards, other validations of quality has the program received? (Suggested limit 1/3 page) N/A Standard 4. Additional comments if needed. (Suggested limit 1 page) STANDARD 5. The program has the faculty resources required to meet its mission and goals. We have three regular faculty members, two contract members, and sixteen part-time members. Half of the adjuncts have PhD’s. The Adjuncts with Masters Degrees conduct laboratories and recitations. PhD level physicists teach all the program lectures. The faculty is highly capable in the physics and engineering areas spanned by the program. LAS_PHY_PHYSICS_BS_Q Self-Study Template 14 A diverse faculty supports the program. Our full-time faculty members include three Asians, and two whites. Also we have a woman full time faculty member who has a joint appointment between physics and chemistry departments. The part-time faculty includes three women, three Asians, five Africans, and seven white males. The Physics Department enjoys excellent interpersonal relations within the department and with the university community in general. The chairman consults with the faculty and staff regularly and informally so that we are members of a community with shared goals and concerns. The chairperson discusses student assessments with each faculty member and considers various adjustments and strategies to enhance their effectiveness. The chairperson makes suggestions based on class visitations. Our faculty is capable, collegial, and diverse, but we are understaffed. We need additional full-time members to support our growing programs. Qualified physics adjuncts are scarce. Talented Ph.D. physicists have opportunities in commercial enterprises so the pool of effective adjuncts is limited. We are fortunate to have a few qualified adjuncts teaching as a sideline and we try to maximize their hours. The full time members we would like to hire must have research and teaching experience that cannot be wooed with adjunct status. The department struggles to cycle courses while awaiting a thaw in hiring. 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. The student to full time faculty ratio is summarized in the following table: 2005 FTE student/Full- 15.7 time faculty ratio FTE student/FTE 8.8 faculty ratio 2006 27.5 2007 31.5 2008 37.5 2009 18.5 2010 20.3 2011 16.2 2012 18.8 2013 17.4 12.86 10 17.55 13.95 13.5 9.7 12.8 9.5 All majors in the department take the same required physics courses and, with few exceptions, the same elective physics courses. The different tracks take appropriate course concentrations outside of the department (in Mathematics, Biology, and Chemistry). Therefore, in the calculation of the # of FTE faculty assigned to the program and the FTE student/FTE faculty ratio, we aggregated the majors in physics and physical science because it is not possible to separate the instructors according to individual programs. LAS_PHY_PHYSICS_BS_Q Self-Study Template 15 Fall 2005 PT Total 1 47 1 # Majors/ FT Faculty Majors Minors FT 46 1 Majors & Minors Combined 47 1 47.00 3 # of FTE Students (Majors & Minors) # of FTE Faculty assigned to the program FTE Student/ FTE Faculty Ratio Fall 2006 PT Total 2 57 0 FT 55 FT 62 1 Fall 2007 PT Total 1 63 1 Fall 2008 PT Total 3 77 1 FT 73 1 Fall 2009 PT Total 1 74 1 48 56 2 57 63 1 64 75 3 78 74 1 75 0.33 47.33 55.00 0.67 55.67 63.00 0.33 63.33 75.00 1.00 76.00 74.00 0.33 74.33 2.33 5.33 2 2.33 4.33 2 4.33 6.33 2 2.33 4.33 4 1.33 5.33 8.88 12.86 Fall 2010 10.00 17.55 Fall 2011 Fall 2012 13.95 Fall 2013 F Total F P Total F Total F P Total Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors MAJORS 44 44 40 3 Fall 2010 Total FT 74 1 FTE MAJORS # of FTE faculty assigned to the program (inc Admin.) LAS_PHY_PHYSICS_BS_Q 50 Fall 2011 F Total F FTE FTE FTE 44 44 40 Fall 2010 43 Fall 2011 4+ 5 + 6/3 = 10/3 = 6 8.33 P 50 28 2 Fall 2012 30 Fall 2013 Total F Total F FTE FTE FTE FTE FTE FTE FTE 1 41 50 50 28 0.667 28.667 Fall 2012 5 + 7/3 = 7.33 P Total Fall 2013 4 + 10/3 = 7.33 Self-Study Template 16 # FTE majors combined in Physics and Physical Science 37 39.667 +44 = + 41 = 81 80.667 41 + 28.667 = 69.667 44 + 50 = 94 FTE Student/FTE Faculty Ratio 13.5 9.7 12.8 Important Notes: FTE Students = Number of FT Students + (number of PT Students/3) FTE Faculty = Number of FT Faculty + (number of PT Faculty/3) 9.5 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 # % 1418 70% Fall 2006 # % 1326 72% Fall 2007 # % 1013 58% Fall 2008 # % 1130 94% Fall 2009 # 1256 % 97% 621 2039 507 1833 744 1757 78 1208 45 1301 3% 100% % consumed by NonMajors Credit Taught 30% 100% 92% 28% 100% 88% 42% 100% 6% 100% 86% 76% 79% Hrs Fall 2010 Fall 2011 Number Percent Number Fall 2012 Percent Number Fall 2013 Percent Number Percent F-T Faculty 1,302 P-T Faculty (inc Admin) 75 94.6% 1,300 88.8% 1,263 86.9% 1,258 86.8% 5.4% 0.0% 164 11.2% 0.0% 191 13.1% 0.0% 192 13.2% 0.0% Total 1,377 100% 1,464 100% 1,454 100% % Consumed by NonMajors 1,076 78.1% 1,081 73.8% 1,056 72.6% 1,450 1,145 100% 79.0% 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 2005 # % LAS_PHY_PHYSICS_BS_Q Fall 2006 # % Fall 2007 # % Fall 2008 # % Fall 2009 # % Self-Study Template 17 FT Faculty PT Faculty Total Courses Taught 14 26 40 35% 65% 100% 41% 10 26% 12 39% 11 34% 23 39 59% 100% 28 38 74% 100% 19 31 61% 100% 21 32 66% 100% Fall 2010 Fall 2011 Fall 2012 Number Percent Number Percent Number F-T Faculty 10 P-T Faculty (inc Admin) 25 Total 16 35 Fall 2013 Percent Number Percent 28.6% 13 30.4% 17 33.3% 11 28.2% 71.4% 0.0% 29 69.6% 0.0% 34 66.7% 0.0% 28 71.8% 0.0% 100% 42 100% 51 100% 39 100% 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 department encourages diversity in hiring; our full-time faculty members include three Asians, and two whites. Also we have a woman full time faculty member who has a joint appointment between physics and chemistry departments. The part-time faculty includes three women, three Asians, five Africans, and seven white males. LAS_PHY_PHYSICS_BS_Q Self-Study Template 18 Departmental Data 2005 2006 Tot al FT # % PT # % 7 88% 1 13% 100 8 % 11 2 Total 4 80% 1 20% 100 5 % Ethnicity Black Hispanic Asian White Unknown 1 0 1 3 0 2 1 0 5 0 Gender Male Female Total Tenure Status Tenured TenureTrack Not Applicable Total 20% 0% 20% 60% 0% 100 5 % 25% 13% 0% 63% 0% 100 8 % FT # % PT # % 6 86% 1 14% 100 7 % 10 3 13 4 67% 2 33% 100 6 % 3 1 1 8 0 0 0 2 4 0 1 1 0 4 1 13 0% 0% 33% 67% 0% 100 6 % 3 60% 3 2 40% 0 0% 100 5 % LAS_PHY_PHYSICS_BS_Q 2007 Tot al FT # % PT # % 8 89% 1 11% 100 9 % 11 3 13 3 60% 2 40% 100 5 % 1 1 2 8 1 0 0 1 3 1 2 1 0 5 1 13 0% 0% 20% 60% 20% 100 5 % 2 33% 2 2 4 67% 0 0 0% 100 6 % 5 14% 14% 0% 57% 14% 100 7 % 2008 Tot al FT # % PT # % 6 75% 2 25% 100 8 % 10 3 14 4 80% 1 20% 100 5 % 2 1 1 8 2 0 0 2 2 1 2 1 1 4 0 14 0% 0% 40% 40% 20% 100 5 % 2 40% 2 4 3 60% 0 0 0% 100 5 % 6 22% 11% 0% 56% 11% 100 9 % 2009 Tot al FT # % PT # % 4 80% 1 20% 100 5 % 8 2 13 4 80% 1 20% 100 5 % 2 1 3 6 1 0 0 2 2 1 1 1 1 2 0 1 1 3 4 1 13 2 40% 2 2 40% 2 3 1 20% 1 1 20% 1 0 2 40% 100 5 % 2 2 40% 100 5 % 2 5 20% 20% 20% 40% 0% 100 5 % 10 0% 0% 40% 40% 20% 100 5 % 5 25% 13% 13% 50% 0% 100 8 % Tot al 10 5 Self-Study Template 19 Gender Male Female Total 2010 FT # % PT # % 3 60% 2 40% 5 Ethnicity Black 0% Hispanic 0% Asian 2 40% American Indian/Alaskan Native 0% White 3 60% 2 or More Races Native Hawaiian/Pacific Islander Unknown 0% Total 5 Tenure Status Tenured Tenure-Track Not Applicable Total 1 20% 1 20% 3 60% 5 LAS_PHY_PHYSICS_BS_Q Total 2011 FT # % PT # % 6 100% 0% 6 9 2 11 4 80% 1 20% 5 2 33% 1 17% 1 17% 2 1 3 0% 0% 2 40% 0% 1 17% 0 4 0% 3 60% 1 17% 6 1 11 5 1 1 3 5 1 20% 2 40% 2 40% 5 Total 2012 FT # % PT # % 8 80% 2 20% 10 12 3 15 4 80% 1 20% 5 3 1 30% 0% 10% 3 0 3 6 0% 60% 0 9 0% 0% 10 Total 2013 FT # % PT # % Total 5 71% 2 29% 7 9 3 12 3 75% 1 25% 4 8 80% 2 20% 10 11 3 14 0% 0% 2 40% 2 29% 0% 1 14% 2 0 3 0% 0% 3 75% 3 0 1 30% 0% 10% 3 0 4 0% 3 60% 0 0% 4 57% 0 7 0% 1 25% 0 6 0 0% 60% 0% 0 7 0 0 15 0% 5 1 2 2 5 1 20% 2 40% 2 40% 5 0% 7 0 12 0% 4 1 2 2 5 2 50% 0% 2 50% 4 0 0% 0 0% 10 0 0 14 2 0 2 4 Self-Study Template 20 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) The three regular members of the department are active experimental researchers. In addition, we have two full –time contract faculties, one is a bench scientist and other one is a theorist. The experimental scientists built two laboratories at St. John’s: a photonics laboratory and a biophysics/nano-imaging lab. The department publishes quality papers averaging about three to four papers per year some of these papers are coauthored by undergraduate students. Department members mentor undergraduate students on various research projects. We submitted 18 grant proposals for external funding over the past several years, Dr Fatima was awarded a Clare Boothe Luce Grant for an amount of $208,600.00 and Dr. Xu is currently on a $407K grant from the National Science Foundation. In addition DR Xu just received an R15 NIH grant in the amount of $400 K. The faculty advises the St. John’s Society of Physics Students (SPS) chapter and organizes a series of SPS seminars. One is also an active participant and mentor of the Harlem Children Society and St. John’s Science & Technology Entry Program (STEP). SIR reports show that most of our full-time faculty members are performing above national averages in comparable courses. 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) Attendee of faculty development meetings: Dr Xu: PKAL Summer Leadership Institute II for STEM Faculty, Baca Campus of Colorado College, Crestone, Colorado. July 30-August 4, 2013. Dr Fatima : Greater Opportunities Advancing Leadership and Science (GOALS) , Intrepid Museum, College Fair, Feb. 2012. Dr Sadoqi: “CCAS seminar for department chairs”, Charlotte North Carolina, Feb 24-26, 2011. “PhysTEC 2011 Conference”, Austin, Texas, May 23-24, 2011 “Transforming STEM Education: Inquiry, Innovation, Inclusion, and Evidence”, San Diego, CA, October 31-November 2, 2013 Dr Gen Long: 5g. The table below shows the amount of external funding received by the department. If available, please provide the dollar amount of externally funded research for full-time faculty supporting the program under review. (Program dollar amounts are available through departmental records.) Fiscal Year External Funding 04/05 $ Amount Program LAS_PHY_PHYSICS_BS_Q 05/06 06/07 07/08 08/09 08/10 Self-Study Template 21 $ Amount Department 22,000 Fiscal Year External Funding 09/10 $ Amount Program $ Amount Department 86,690 10/11 76,581 401,000 11/12 84,965 12/13 79,144 Note: Dr Fatima Clare Boothe Luce Grant was not included in the above table for the time she was with us. 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) Instructional Vibrancy (Spring) 2011 2012 2013 2011 2012 2013 Physics (Q) 3.89 Saint John’s 3.95 College Total 4.01 Undergraduate 3.91 3.88 4.20 4.20 4.21 4.01 4.00 4.28 4.33 4.33 3.21 4.07 4.27 4.29 4.35 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). The overall evaluation and instructional vibrancy of Physics courses are consistency in line with the university average numbers. 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) 100% of our full time faculty have PhDs and 50 % of our adjuncts have PhDs the rest have masters and Industrial experiences. LAS_PHY_PHYSICS_BS_Q Self-Study Template 22 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) Our faculty is capable, collegial, and diverse, but we are understaffed. We need additional full-time members to support our growing programs. Qualified physics adjuncts are scarce. Talented Ph.D. physicists have opportunities in commercial enterprises so the pool of effective adjuncts is limited. We are fortunate to have a few qualified adjuncts teaching as a sideline and we try to maximize their hours. The full time members we would like to hire must have research and teaching experience that cannot be wooed with adjunct status. The department struggles to cycle courses while awaiting a thaw in hiring. Also we are in need of research funds and travel budget from the university to support faculty and students for doing research and attending conferences. 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) Our teaching laboratories, SAH B50 and B51, have been neglected; their shabby appearance is noted by all science majors and is a detriment to recruitment. All other teaching laboratories in the building have been renovated so the contrast is stark. Upgrading the general physics laboratories would be largely cosmetic and would have positive effects on recruitment and retention. Our majors are in need of advanced computers equipped with software for computer programming. Classrooms are poorly equipped with technology needed for teaching. Projection of the power points slides is taking all the space on the board. Also, it is very difficult to clean the whiteboard. The Physics Department is in need of professional software for students learning such as MatLab, Labview..etc.. There is a shortage of research lab space. B55 lab is used by more than 7 students and 3 faculties. 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) The classrooms are crowded and they are not suitable for large class sizes. Also the HVAC is not working especially in St Albert Hall Building. 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) LAS_PHY_PHYSICS_BS_Q Self-Study Template 23 Renovation of B55 Lab for faculty research Renovated student lounge B37 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) Enrollment SJC Physics 41 SJC Physical Science 30 Gross Tuition & Fees Financial Aid Tuition Remission Net Tuition Revenues Other Direct Revenue Total Revenue Direct Expenses Contribution Margin #1 1,619,042 697,606 57,820 863,616 11,222 874,838 378,954 495,884 1,049,045 494,828 0 554,217 7,772 561,989 219,020 342,969 The total revenue is $ 874,838 +$561,989 = $1,436,837 and the direct expenses are $378,954 + $219,020 = $ 597,974 which gives revenue to expense ratio of 2.4 to 1. The total revenue in the above table does not include the grant money earned by the department. FY 2009 $ FROM GRANTS EARNED INCOME FROM INSTRUCTION (By student credit hours taught) GENERAL FEES (includes Lab Fees) DIRECT INSTRUCTIONAL COST (Departmental budget) EARNED INCOME/DIRECT INSTRUCTIONAL EXPENSE RATIO FY 2010 - 86,690 FY 2011 76,581 FY 2012 84,965 2,190,279 2,542,483 2,882,830 3,191,683 55,143 64,771 67,996 70,895 928,000 930,000 913,000 962,000 2.42 2.90 3.32 3.48 The above table shows the income to expense ratio for previous years is 3.5 to 1, which include the grant and instructional cost. LAS_PHY_PHYSICS_BS_Q Self-Study Template 24 Standard 6. Additional comments if needed. (Suggested limit 1 page) Our most critical need is for another position to bring the department’s full-time total to six. Physics Department initiatives produced growing enrollments and quality research, but our successes are outstripping our capacity for course coverage and student engagement. A new tenure-track line will enable us to maintain the teaching quality we now enjoy, enhance our standing as a local center of biophysical research, and enable us to recruit more s The department seeks to introduce a graduate program in biomedical engineering. This will utilize the strengths of the sciences at St. John’s and enhance the prestige and revenue of the university. Here the challenge is to enlist the support of the administration. The physics department enjoys outstanding commitment from the staff and faculty. They are excited about our increased enrollments, faculty changes, research productivity, and new and revised programs. We are aware that our successes are not generated solely from within the department and we are grateful for the support and encouragement of our Dean and Provost. STANDARD 7. Effective actions have been taken based on the findings of the last program review and plans have been initiated for the future. The following items are the most significant changes and improvements in the department since the last review: A relatively inactive faculty member retired and was replaced by an exceptional young researcher and teacher. We increased our recruitment efforts by calling and writing to prospective students from Open House and Accepted Students Days. We also write letters to undecided students to advertise our programs and we actually recruited students from this pool of undecided students every year. We increased our efforts to reach out to local industries, so they can provides internships and eventually full time employment to our students. We host Sigma-pi-Sigma induction ceremony every year to bridge alumni with our students and build network. We revised our curriculum to be at the same standard as other universities as well as adding some unique components. For instance, we created several new courses with lab components so Students can have hands on experiences. Our faculties are actively pursuing research in their respective fields and their achievement will be summarized below: Dr Ali research interests are in Computational and Experimental Biophysics with applications in Bio-medicine and Drug delivery systems. In addition to that he has broad interest in other areas like Electronics, Magnetism, Astronomy and Physics Education. His computational research is platformed on High Performance Computing System and Resources, while for experimental research he uses Surface Plasmon Resonance, Differential Scanning Calorimetry and many other Spectroscopic and Biophysical Techniques. Dr. Fortmann’s research is targeting the fundamental process of photon absorption in plants. He is investigating how the plant producing energy and apply knowledge gained to the development of “bio-engineered” photovoltaic solar cells and other energy generation devices. LAS_PHY_PHYSICS_BS_Q Self-Study Template 25 Dr Long research is on the synthesis and characterization of magnetic and nonmagnetic semiconductor nanoparticles as well as other nanostrucutres. He is also interested in electrical, magnetic, thermal and optical properties studies of novel nanomaterials and device applications such as solar cell, LED, photo detector, etc Dr Sadoqi research is on the synthesis and characterization of magnetic and polymeric nanoparticles with Near Infrared dyes. He uses them for applications such as imaging and drug delivery. Dr Xu is working on a new approach for high resolution imaging and sensing using dielectric nanowaveguides. His research will advance our knowledge and understanding of light on the nanoscale,it will also enable innovative technologies that allow the visualization of nanoscale structures in the optical spectrum. LAS_PHY_PHYSICS_BS_Q Self-Study Template 26