AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Chemistry BS Q
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)
SJC_CHE_CHEM_BS_Q
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
High School Average
2007
2008
2009
2005
2006
2007
2008
2009
Program
1105
1077
1126
1158
1131
88
88
91
92
89
School/
College
1104
1099
1085
1093
1093
88
88
88
88
89
University
1068
1075
1075
1087
1092
86
87
87
87
88
Freshmen SAT Scores
Fall 2010
Fall 2011
Computed
CHEM
Fall 2012
Computed
1,154
Fall 2013
Computed
1,127
Computed
1,172
1,148
Freshmen High School Average
Fall 2010
Fall 2011
High School
CHEM
Fall 2012
High School
88
Fall 2013
High School
88
High School
89
89
SAT Scores
High School Average
2010
2011
2012
2013
2010
2011
2012
2013
School/
College - Q
1089
1077
1087
1098
88
88
88
88
Total University
1097
1087
1096
1104
87
87
88
89
SJC_CHE_CHEM_BS_Q
Self-Study Template 2
Undergraduate 1st Year Retention Rate
2b.
Fall
2003
2004*
2005
2006
2007
2008**
# Fresh
# Ret
%
Program
67%
80%
75%
71%
68%
32
24
75%
School/
College
77%
79%
77%
77%
73%
1005
768
76%
University
78%
78%
78%
79%
76%
3268
2557
78%
Note* The % of students started in Fall 2004 and returned to the program in Fall 2005
** The % of students started in Fall 2008 and returned to the program in Fall 2009
2009
Total
29
2010
Returned
DNR
Total
#
%
#
%
21
72%
8
28%
2011
Returned
29
DNR
Total
#
%
#
%
23
79%
6
21%
31
2012
Returned
DNR
#
%
#
%
23
74%
8
26%
Total
34
Returned
DNR
#
%
#
%
30
88%
4
12%
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
SJC_CHE_CHEM_BS_Q
Self-Study Template 3
2c.
Undergraduate 6 Year Graduation Rate
Fall
1999
2000
2001
2002
2003
Program
100%
70%
18%
61%
22%
School/
College
Average Rate
61%
59%
58%
60%
57%
University
64%
59%
61%
61%
58%
CHE
Fall 2004 cohort
Total Graduated
20 14
70%
Fall 2005 cohort
Total Graduated
24 12
50%
Fall 2006 cohort
Total Graduated
28 15
54%
Fall 2007 cohort
Total Graduated
25 11
44%
Fall
2004
2005
2006
2007
School/College
Average Rate - Q
57%
57%
57%
51%
Total University
58%
58%
59%
55%
2d.
Graduate Standardized Test Scores
Comments: Refer to Charts 2a – 2d in your response. (Suggested limit 1/2 page)
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
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
SJC_CHE_CHEM_BS_Q
Self-Study Template 4
Number of
Students
2005
2006
2007
2008
Majors
81
87
88
86
114
Minors
53
44
29
20
43
Total
134
131
117
106
157
MAJORS
CHE
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
BS
110
107
95
104
2
5
6
8
112
112
101
112
BS/MS
Total
MINORS
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Minors
Minors
Minors
Minors
Chemistry
44
33
35
49
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Total
Total
Total
Total
Total
2h.
2009
156
145
136
161
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
BS
7
13
13
17
11
SJC_CHE_CHEM_BS_Q
Self-Study Template 5
SJC -UG-Q
CHE
Chemistry
BS
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
12
19
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
Bachelor's
Local
311
310
326
National
23,379
24,712
26,663
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)
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)
SJC_CHE_CHEM_BS_Q
Self-Study Template 6
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)
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
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.
SJC_CHE_CHEM_BS_Q
Self-Study Template 7
Fastest growing occupations and occupations having the largest numerical increase in employment by level of education
and training projected.
Fastest Growing Occupations
Biochemist and Biophysicists
Change, 2010-20
Percent
Numeric
31%
7,700
Occupations having the
largest numerical increase
in employment
Biochemist and
Biophysicists
Change, 2010-20
Percent
Numeric
31%
7,700
Projected Changes in Related Occupations (2010 – 2020)
Changes, 2010-20
Grow much faster than average – Increase 21% or more
Biochemist and Biophysicists
Percent
Numeric
31%
7,700
*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
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)
SJC_CHE_CHEM_BS_Q
Self-Study Template 8
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
5a.
Below you will find the number of students enrolled as majors and minors in the program. Please complete the
table by adding the number of full-time faculty assigned to the program. Then calculate the student to full-time faculty
ratio.
The student to full-time faculty ratio is
2005
2006
2007
2008
2009
Student to
Full-Time
Faculty Ratio
13.3
13
10.6
9.5
14
Student to FTE
Faculty Ratio
7.6
6.9
6.1
5.3
7.9
#
Majors/
FT
Faculty
FT
PT
Total
Majors
81
0
81
86
Minors
52
1
53
44
Majors
& Minors
Combine
d
133
1
134
130
# of FTE
Students
(Majors
&
Minors)
133.0
0
0.3
3
133.3
3
# of FTE
Faculty
assigned
to the
program
10
23
17.6
Fall 2005
FTE
Student/
FTE
Faculty
Ratio
SJC_CHE_CHEM_BS_Q
Fall 2006
7.6
FT
PT
1
Fall 2007
Total
FT
PT
Fall 2008
Total
FT
87
88
0
88
84
44
28
1
29
20
1
131
116
1
117
104
130.0
0
0.3
3
130.3
3
116.0
0
0.3
3
116.3
3
10
28
19
11
24
19
6.9
6.1
PT
2
Fall 2009
Total
FT
PT
Total
86
112
2
114
20
42
1
43
2
106
154
3
157
104.0
0
0.6
7
104.6
7
154.0
0
1.0
0
155.0
0
11
26
19.6
11
26
19.6
5.3
7.9
Self-Study Template 9
Fall 2010
Fall 2011
P
Total
F
P
Total
F
P
Total
F
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
112
2
114
Fall 2010
113
3
Fall 2011
116
104
1
Fall 2012
105
116
P
Total
F
Total
F
Total
F
P
Total
Minors
Minors
Minors
Minors
Minors
Minors
Minors
Minors
Minors
Minors
43
1
44
33
33
Fall 2010
MAJORS/MINORS
SJC_CHE_CHEM_BS_Q
35
47
Fall 2011
2
49
Fall 2012
Fall 2013
F
P
Total
F
P
Total
F
P
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total Total
Total
155
3
158
146
3
149
139
1
140
163
165
Fall 2010
FTE MAJORS
35
116
Fall 2013
F
MINORS
Total
Fall 2013
F
MAJORS
Total
Fall 2012
Fall 2011
F
Fall 2012
P
2
Total
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
155
1
156
146
1
147
139
0.333
139.333
163
0.667 163.667
Self-Study Template 10
Fall 2010
Fall 2011
Fall 2012
Fall 2013
# of FTE faculty assigned to the
program
FTE Student/FTE Faculty Ratio
Important Notes:
FTE Students = Number of FT Students + (number of PT Students/3)
FTE Faculty = Number of FT Faculty + (number of PT Faculty/3)
This methodology is used by STJ for all external reporting.
The figure for majors includes first and any second majors.
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
Fall 2005
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Taught
#
%
#
%
#
%
#
%
#
%
FT Faculty
3647
61%
3260
54%
4745
77%
3302
52%
3866
61%
PT Faculty
2364
39%
2827
46%
1382
23%
3044
48%
2455
39%
Total
6011
100%
6087
100%
6127
100%
6346
100%
6321
100%
% consumed by
Non-Majors
SJC_CHE_CHEM_BS_Q
90%
90%
91%
92%
88%
Self-Study Template 11
Credit Hrs Taught
Fall 2010
Number
F-T Faculty
Fall 2011
Percent
7,286
P-T Faculty (inc Admin)
95.8%
316
4.2%
Number
Fall 2012
Percent
6,178
84.7%
1,113
7,602
% Consumed by NonMajors
6,849
Percent
5,089
15.3%
0.0%
Total
Number
Fall 2013
1,615
0.0%
100%
7,291
100%
90.1%
6,582
90.3%
Number
Percent
75.9%
4,591
66.0%
24.1%
2,362
34.0%
0.0%
6,704
100%
6,061
90.4%
0.0%
6,953
100%
6,290
90.5%
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time
faculty (including administrators).
Courses
Fall 2005
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Taught
#
%
#
%
#
%
#
%
#
%
FT Faculty
21
23%
22
24%
26
26%
20
20%
27
26%
PT Faculty
69
77%
68
76%
75
74%
80
80%
78
74%
Total
90
100%
90
100%
101
100%
100
100%
105
100%
Courses Taught
Fall 2010
Fall 2011
Fall 2012
Number
Percent
Number
Percent
F-T Faculty
43
34.1%
46
32.1%
P-T Faculty (inc
Admin)
83
65.9%
97
67.9%
0.0%
Total
126
100%
Number
44
119
0.0%
142
100%
Fall 2013
Percent
Number
Percent
27.0%
39
31.2%
73.0%
86
68.8%
0.0%
163
100%
0.0%
125
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)
SJC_CHE_CHEM_BS_Q
Self-Study Template 12
Departmental Plan
2005
FT
2006
PT
Total
#
%
#
%
Male
6
60%
18
78%
Female
4
40%
5
Total
10
100%
Black
1
Hispanic
FT
2007
PT
Total
#
%
#
%
24
6
60%
21
75%
22%
9
4
40%
7
23
100%
33
10
100%
10%
2
9%
3
1
0
0%
2
9%
2
Asian
1
10%
4
17%
White
8
80%
14
Unknown
0
0%
Total
10
100%
Tenured
7
Tenure-Track
FT
2008
PT
Total
#
%
#
%
27
7
64%
19
79%
25%
11
4
36%
5
28
100%
38
11
100%
10%
2
7%
3
1
0
0%
2
7%
2
5
1
10%
7
25%
61%
22
8
80%
16
1
4%
1
0
0%
23
100%
33
10
100%
70%
7
8
3
30%
3
Not Applicable
0
0%
Total
10
100%
FT
2009
PT
Total
#
%
#
%
26
7
64%
18
69%
21%
9
4
36%
8
24
100%
35
11
100%
9%
1
4%
2
1
0
0%
1
4%
1
8
1
9%
3
13%
57%
24
9
82%
14
1
4%
1
0
0%
28
100%
38
11
100%
80%
8
8
0
0%
0
0
2
20%
10
10
100%
FT
PT
Total
#
%
#
%
25
7
64%
17
65%
24
31%
12
4
36%
9
35%
13
26
100%
37
11
100%
26
100%
37
9%
1
4%
2
1
9%
2
8%
3
0
0%
2
8%
2
0
0%
1
4%
1
4
2
18%
8
31%
10
2
18%
9
35%
11
58%
23
8
73%
15
58%
23
8
73%
14
54%
22
5
21%
5
0
0%
0
0%
0
0
0%
0
0%
0
24
100%
35
11
100%
26
100%
37
11
100%
26
100%
37
73%
8
8
73%
8
8
73%
8
2
18%
2
3
27%
3
3
27%
3
2
1
9%
1
0
0%
0
0
0%
0
10
11
100%
11
11
100%
11
11
100%
11
Gender
Ethnicity
Tenure Status
SJC_CHE_CHEM_BS_Q
Self-Study Template 13
2010
FT
2011
PT
Total
#
%
#
%
Male
9
60%
14
50%
Female
6
40%
14
50%
Total
15
FT
2012
PT
Total
#
%
#
%
23
9
60%
20
61%
20
6
40%
13
39%
43
15
FT
2013
PT
Total
#
%
#
%
29
8
57%
17
50%
19
6
43%
17
50%
48
14
1
FT
PT
Total
#
%
#
%
25
9
60%
21
62%
30
23
6
40%
13
38%
19
48
15
1
Gender
28
33
34
34
49
Ethnicity
Black
1
7%
2
7%
3
1
7%
2
6%
3
Hispanic
2
13%
3
11%
5
1
7%
3
9%
4
Asian
3
20%
13
46%
16
3
20%
16
48%
19
0%
0
0%
0
32%
18
9
27%
19
2
6%
American Indian/Alaskan Native
White
0%
9
60%
9
0%
10
67%
2 or More Races
3
7%
2
6%
3
0%
5
15%
5
21%
10
29%
13
0%
0
13
38%
23
2
6%
0%
10
71%
4
10
7%
4
12%
5
0%
5
15%
5
27%
9
26%
13
0%
0
0%
0
67%
15
44%
25
1
3%
1
0
0%
0
0
0%
0
Native Hawaiian/Pacific Islander
Unknown
Total
0%
15
1
28
4%
1
0%
43
15
1
33
3%
1
0%
48
14
2
34
6%
2
0%
48
15
34
49
Tenure Status
Tenured
10
67%
10
10
67%
10
10
71%
10
11
73%
11
Tenure-Track
1
7%
1
2
13%
2
2
14%
2
1
7%
1
Not Applicable
4
27%
4
3
20%
3
2
14%
2
3
20%
3
Total
15
15
15
15
14
14
15
SJC_CHE_CHEM_BS_Q
15
Self-Study Template 14
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)
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
80,000
12,500
30,256
10,526
$ Amount
Program
$ Amount
Department
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
-
20,000
195,000
90,000
5h.
Please comment on the table below that shows trends in overall course evaluation and instructional vibrancy for
your program (if available), your college and the university. (Suggested limit ½ page)
Overall Evaluation (Spring)
2011
2012
2013
Chemistry (Q)
Saint John’s
College
Total
Undergraduate
Instructional Vibrancy (Spring)
2011
2012
2013
-
-
-
-
-
-
3.95
4.01
4.00
4.28
4.33
4.33
4.01
3.21
4.07
4.27
4.29
4.35
SJC_CHE_CHEM_BS_Q
Self-Study Template 15
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)
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)
Standard 6.
Additional comments if needed. (Suggested limit 1 page)
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 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)
SJC_CHE_CHEM_BS_Q
Self-Study Template 16