AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: The School of Education
Program Reviewed: Adolescent Ed (Eng/Mth/SST) BSED SI
Date Submitted to Department/Division Chair:
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)
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)
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)
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
EDU-C&I_ADOL.ED_BSED_SI
Self-Study Template 1
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
SAT
2005
2006
2007
High School Average
2008
2009
2005
2006
2007
2008
2009
Program
1061
1013
978
1035
989
87
87
87
89
86
School/
College
1047
1059
1052
1037
1011
88
88
88
87
87
University
1068
1075
1075
1087
1092
86
87
87
87
88
Freshmen SAT Scores
Fall 2010
Fall 2011
Computed
adolescent ed
Fall 2012
Computed
1,123
Fall 2013
Computed
1,223
Computed
1,062
1,080
Freshmen High School Average
Fall 2010
Fall 2011
High School
adolescent ed
Fall 2012
High School
93
High School
93
SAT Scores
Fall 2013
High School
87
85
High School Average
2010
2011
2012
2013
2010
2011
2012
2013
School/
College SI
1079
1113
1097
1104
87
88
88
90
Total
University
1097
1087
1096
1104
87
87
88
89
Intended college major for 2012 college-bound seniors
EDU-C&I_ADOL.ED_BSED_SI
Self-Study Template 2
TestTakers
SAT
Intended College Major
Mean Scores
Number
Percent
(%)
Critical
Reading
Mathematics
Writing
8,064
6.0%
472
488
960
Education
*For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
Undergraduate 1st Year Retention Rate
2b.
Fall
2003
2004*
2005
2006
2007
2008**
# Fresh
# Ret
%
Program
100%
90%
93%
88%
89%
14
13
93%
School/
College
92%
89%
89%
83%
86%
28
26
93%
University
78%
78%
78%
79%
76%
3268
2557
78%
Note* The % of students started in Fall 2004 and returned to the program in Fall 2005
** The % of students started in Fall 2008 and returned to the program in Fall 2009
2009
Total
4
2010
Returned
DNR
#
%
#
%
3
75%
1
25%
EDU-C&I_ADOL.ED_BSED_SI
Total
4
2011
Returned
DNR
#
%
#
4
100%
Total
%
4
2012
Returned
DNR
#
%
#
4
100%
Total
%
5
Returned
#
%
5
100%
DNR
#
%
Self-Study Template 3
Fall
2009
2010
2011
2012**
# Fresh
# Ret
%
School/
College - SI
80%
79%
85%
12
11
92%
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
Fall
1999
2000
2001
2002
Program
2003
85%
83%
100%
School/ College
Average Rate
91%
86%
81%
80%
80%
University
64%
59%
61%
61%
58%
2004
Total
Graduated
#
ADOLESCENT
2005
5
4
Total
Graduated
%
#
80%
2006
8
Total
%
5
63%
Graduated
#
11
2007
7
Total
Graduated
%
64%
#
5
5
%
100%
Fall
2004
2005
2006
2007
School/College
Average Rate - SI
89%
71%
67%
79%
Total University
58%
58%
59%
55%
2d.
N/A
Graduate Standardized Test Scores
2e.
Please describe how the program compares with peer and aspirational institutions. (Suggested limit 1/2 page)
EDU-C&I_ADOL.ED_BSED_SI
Self-Study Template 4
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.
Fall
Number of
Students
2005
2006
2007
2008
Majors
31
34
31
33
35
Minors
1
3
1
1
0
Total
32
37
32
34
35
S
AEE
2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
BSED
11
8
BSED/M
AEM
BSED
10
9
7
5
2
1
5
5
BSED/M
AESS
1
BSED
5
4
4
3
1
1
19
16
BSED/M
Total
2h.
2009
26
21
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
BSED
9
8
8
5
5
EDU-C&I_ADOL.ED_BSED_SI
Self-Study Template 5
EDUUG-SI
Adolescence Edu - Non
Cert.
04/05
05/06
07/08
08/09
09/10
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
BS
3
Adolescence Edu/English BSED
4
1
1
3
3
2
1
1
Adolescence
Edu/Mathematics
3
2
3
1
2
2
3
1
Adolescence Edu/Social BSED
Stud
2
2
1
1
6
2
Total
9
8
5
5
11
6
BSED
1
4
3
Below is comparison degrees conferred data for local and national institutions based on data retrieved from the IPEDS
website. This is based on the Classification of Instructional Program (CIP) Code of 13-Education.
20092010
20102011
20112012
Bachelors
Local
821
National 101,265
905
955
103,992
105,785
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)
EDU-C&I_ADOL.ED_BSED_SI
Self-Study Template 6
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)
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)
2k.
Please comment on the students’ competencies in the program. Support your responses using data provided
below and any other data available. (Suggested limit 1/3 page)
EDU-C&I_ADOL.ED_BSED_SI
Self-Study Template 7
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 strategic goal/objectives link to your School/College plan and the University’s strategic
plan? http://www.stjohns.edu/about/leadership/strategic-planning
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?
3c.
What is the current and future market demand for the program? Support your response using the data
provided below or any other internal or external sources to justify your response.
Fastest growing occupations and occupations having the largest numerical increase in employment by level of education
and training projected.
EDU-C&I_ADOL.ED_BSED_SI
Self-Study Template 8
Projected Changes in Related Occupations (2010 – 2020)
Changes, 2010-20
Grow much faster than average – Increase 15 to 20.9%
Percent
Numeric
Middle School Teachers, except Special and Career/Technical
17%
Education
108,300
Change, 2010-20
Grow about as fast as average - Increase 7 to 14.9%
Percent
Career/Technical Education Teachers, Middle School
9%
Numeric
55,300
*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm
Fastest Growing
Occupations
Middle School Teachers,
except Special and
Career/Technical
Education
Career/Technical
Education Teachers, Middle
School
Standard 3.
Change, 2010-20
Percent
Numeric
17%
108,300
9%
55,300
Occupations having
the largest numerical
increase in
employment
Middle School Teachers,
except Special and
Career/Technical
Education
Change, 2010-20
Percent
Numeric
17%
108,300
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
EDU-C&I_ADOL.ED_BSED_SI
Self-Study Template 9
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
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)
Standard 4.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
5a.
Below you will find the number of students enrolled as majors and minors in the program. Please complete the
table by adding the number of full-time faculty assigned to the program. Then calculate the student to full-time faculty
ratio.
Fall 2005
Fall 2006
# Majors/
FT Faculty
FT
PT
Total
Majors
29
2
31
34
Minors
1
1
3
Majors
& Minors
Combined
30
2
32
37
# of FTE
Students
(Majors &
Minors)
30.00
0.67
30.67
37.00
# of FTE
Faculty
assigned
to the
program
EDU-C&I_ADOL.ED_BSED_SI
0
FT
PT
0
Fall 2007
Total
FT
PT
34
31
3
1
0
37
32
0.00
37.00
32.00
0
0
Fall 2008
Total
FT
PT
Total
33
FT
PT
35
Total
31
33
1
1
0
32
34
0
34
35
0
35
0.00
32.00
34.00
0.00
34.00
35.00
0.00
35
0
0
Fall 2009
35
1
0
0
0
Self-Study Template 10
FTE
Student/
FTE
Faculty
Ratio
0
0
0
Fall 2010
0
Fall 2011
Fall 2012
0
Fall 2013
F
Total
F
Total
F
P
Total
F
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
MAJORS
26
26
21
21
18
1
19
16
16
Total
26
26
21
21
18
1
19
16
16
Total
FTE MAJORS
Fall 2010
Fall 2010
Fall 2011
F
Total
F
Total
F
P
Total
F
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
26
26
22
22
18
0.333
18.333
16
16
Fall 2011
Fall 2012
Fall 2012
Fall 2013
Fall 2013
# of FTE faculty assigned
to the program
FTE Student/FTE Faculty
Ratio
Important Notes:
FTE Students = Number of FT Students + (number of PT Students/3)
FTE Faculty = Number of FT Faculty + (number of PT Faculty/3)
This methodology is used by SJU 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.
EDU-C&I_ADOL.ED_BSED_SI
Self-Study Template 11
Credit Hours
Taught
Fall 2005
#
Fall 2006
Fall 2007
Fall 2008
Fall 2009
%
#
%
#
%
#
%
#
%
1610
23%
1496
22%
2241
34%
2070
31%
2762
38%
PT Faculty
5345
77%
5177
78%
4332
66%
4665
69%
4587
62%
Total
6955
100%
6673
100%
6573
100%
6735
100%
7349
10%
FT Faculty
% consumed
by
Non-Majors
9%
Credit Hrs Taught
10%
Fall 2010
Number
Fall 2011
Percent
Number
13%
6%
Fall 2012
Percent
Number
Fall 2013
Percent
Number
Percent
F-T Faculty
2,004
31.2%
1,806
32.3%
1,686
32.0%
2,196
45.1%
P-T Faculty (inc
Admin)
4,426
68.8%
3,792
67.7%
3,581
68.0%
2,668
54.9%
0.0%
Total
6,430
100.0%
Fall 2010
% Consumed by
Non-Majors
501
EDU-C&I_ADOL.ED_BSED_SI
0.0%
5,598
100.0%
Fall 2011
8%
586
0.0%
5,267
100.0%
Fall 2012
10%
314
6%
0.0%
4,864
100.0%
Fall 2013
6%
541
11%
Self-Study Template 12
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
#
Fall 2006
%
Fall 2007
Fall 2008
Fall 2009
#
%
#
%
#
%
#
%
22
26%
35
39%
41
32%
40
44%
FT Faculty
26
31%
PT Faculty
58
69%
62
74%
55
61%
88
68%
51
56%
Total
84
100%
84
100%
90
100%
129
100%
91
100%
Courses Taught
2010
Number
2011
Percent
Number
2012
Percent
Number
Fall 2013
Percent
Number
Percent
F-T Faculty
33
40.7%
43
35.8%
25
33.8%
40
51.3%
P-T Faculty (inc
Admin)
48
59.3%
77
64.2%
49
66.2%
38
48.7%
0.0%
Total
81
100.0%
0.0%
120
100.0%
0.0%
74
100.0%
0.0%
78
100.0%
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)
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)
EDU-C&I_ADOL.ED_BSED_SI
Self-Study Template 13
Departmental Data
2005
FT
2006
PT
Total
#
%
#
%
Male
2
14%
23
64%
Female
12
86%
13
Total
14
100%
Black
2
Hispanic
FT
2007
PT
Total
#
%
#
%
25
2
13%
30
46%
36%
25
13
87%
35
36
100%
50
15
100%
14%
2
6%
4
2
1
7%
1
3%
2
Asian
1
7%
0
0%
White
9
64%
33
Unknown
1
7%
Total
14
100%
Tenured
8
Tenure-Track
FT
2008
PT
Total
#
%
#
%
32
2
13%
32
49%
54%
48
14
88%
33
65
100%
80
16
100%
13%
7
11%
9
2
1
7%
1
2%
2
1
1
7%
0
0%
92%
42
11
73%
55
0
0%
1
0
0%
36
100%
50
15
100%
57%
8
9
5
36%
5
Not Applicable
1
7%
Total
14
100%
FT
2009
PT
Total
#
%
#
%
34
1
7%
38
54%
51%
47
14
93%
32
65
100%
81
15
100%
13%
4
6%
6
2
2
13%
1
2%
3
1
1
6%
0
0%
85%
66
11
69%
59
2
3%
2
0
0%
65
100%
80
16
100%
60%
9
11
6
40%
6
1
0
0%
14
15
100%
FT
PT
Total
#
%
#
%
39
2
11%
32
53%
34
46%
46
16
89%
28
47%
0
70
100%
85
18
100%
60
100%
0
13%
5
7%
7
2
11%
3
5%
5
2
13%
1
1%
3
2
11%
1
2%
3
1
1
7%
0
0%
1
1
6%
0
0%
1
91%
70
10
67%
62
89%
72
13
72%
55
92%
68
1
2%
1
0
0%
2
3%
2
0
0%
1
2%
1
65
100%
81
15
100%
70
100%
85
18
100%
60
100%
78
69%
11
11
73%
11
11
11
4
25%
4
4
27%
4
7
7
0
1
6%
1
0
0%
0
0
0
15
16
100%
16
15
100%
15
18
18
Gender
Ethnicity
Tenure Status
EDU-C&I_ADOL.ED_BSED_SI
Self-Study Template 14
2010
FT
2011
PT
T
FT
#
%
#
%
#
Male
1
6%
37
52%
38
Female
15
94%
34
48%
49
14
Total
16
87
14
2012
PT
T
%
#
%
0%
44
53%
100%
39
47%
FT
2013
PT
T
#
%
#
%
44
1
7%
25
58%
53
14
93%
18
42%
97
15
FT
PT
T
#
%
#
%
26
2
12%
19
63%
21
32
15
88%
11
37%
26
58
17
Gender
71
83
43
30
47
Ethnicity
Black
2
13%
5
7%
7
2
14%
5
6%
7
3
20%
2
5%
5
3
18%
1
3%
4
Hispanic
2
13%
2
3%
4
2
14%
3
4%
5
1
7%
3
7%
4
1
6%
2
7%
3
Asian
1
6%
0%
1
1
7%
2
2%
3
2
13%
3
7%
5
3
18%
0
0%
3
0%
0%
0
0%
0
0%
0
0%
0
0%
0
62
87%
73
86%
80
81%
44
59%
27
90%
37
1
1%
0
0%
0
0
0%
0
0
0%
0
American Indian/Alaskan Native
White
11
69%
2 or More Races
0%
9
64%
71
0%
9
60%
35
10
1
Native Hawaiian/Pacific Islander
Unknown
Total
0%
16
1
71
1%
1
0%
87
14
1
83
1%
1
0%
97
15
0%
43
0
0%
58
17
30
47
Tenure Status
Tenured
11
69%
11
10
71%
10
10
67%
10
10
59%
10
Tenure-Track
5
31%
5
3
21%
3
5
33%
5
7
41%
7
0%
0
1
7%
1
0%
0
0%
0
16
14
Not Applicable
Total
EDU-C&I_ADOL.ED_BSED_SI
16
14
15
15
17
17
Self-Study Template 15
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)
5g.
The table below shows the amount of external funding received by the department. If available, please provide
the dollar amount of externally funded research for full-time faculty supporting the program under review. (Program
dollar amounts are available through departmental records.)
Fiscal Year
External
Funding
04/05
05/06
06/07
07/08
08/09
1,664,288
1,329,166
2,247,935
736,181
603,505
$ Amount
Program
$ Amount Department
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
270,000
296,251
272,859
413,000
$ Amount
Program
$ Amount
Department
If available, please provide the dollar amount of externally funded research for full-time faculty supporting the program
under review. (Program dollar amounts are only available through departmental records.)
Comments (Suggested limit ½ page)
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)
Adolescent Ed
(Eng/M/ SST)
(SI)
School of
Education
Total
Undergraduate
Overall Evaluation (Spring)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
4.41
4.43
4.04
4.50
4.53
4.23
4.32
4.24
4.3
4.45
4.36
4.5
4.01
3.21
4.07
4.27
4.29
4.35
EDU-C&I_ADOL.ED_BSED_SI
Self-Study Template 16
Note: Instructional 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)
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)
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)
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)
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)
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)
Standard 6.
Additional comments if needed. (Suggested limit 1 page)
EDU-C&I_ADOL.ED_BSED_SI
Self-Study Template 17
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)
EDU-C&I_ADOL.ED_BSED_SI
Self-Study Template 18