AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Chemistry MS 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)
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
2b.
Undergraduate 1st Year Retention Rate
2c.
Undergraduate 6 Year Graduation Rate
SJC_CHE_CHEM_MS_Q
Self-Study Template 1
2d.
Graduate Standardized Test Scores
Fall
2005
2006
2007
2008
2009
Program
397/673
363/688
School/College Average Rate
481/561
494/569
465/551
501/588
472/577
Regional Comparison
N/A
N/A
N/A
N/A
N/A
National Comparison
420/697
See below
New Graduate Students GRE Verbal
Mean Scores
Fall 2010
Fall 2011
Ir Grev Score
CHE
MS
Fall 2012
Ir Grev Score
old
410
Fall 2013
Ir Grev Score
327
Ir Grev Score
410
new
149
152
New Graduate Students GRE Quantitative
Mean Scores
Fall 2010
Fall 2011
Ir Greq Score
CHE
MS
old
Fall 2012
Ir Greq Score
725
Fall 2013
Ir Greq Score
740
Ir Greq Score
625
new
155
154
As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a scale of 200-800(old) and after 8/1/11 on a scale of 130-170(new)
New Graduate Students GRE Verbal
Mean Scores
Fall 2010
Fall 2011
Ir Grev Score
Graduate School Arts & Sci old
new
SJC_CHE_CHEM_MS_Q
Fall 2012
Ir Grev Score
491
Fall 2013
Ir Grev Score
500
Ir Grev Score
497
532
154
153
Self-Study Template 2
New Graduate Students GRE Quantitative
Mean Scores
Fall 2010
Fall 2011
Ir Greq Score
Graduate School Arts & Sci old
Fall 2012
Ir Greq Score
585
Fall 2013
Ir Greq Score
566
new
Ir Greq Score
593
604
149
150
As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a scale of 200-800(old) and after 8/1/11 on a scale of 130-170(new)
General test percentage distribution of scores within intended graduate major field that is based on the performance of
seniors and non-enrolled college graduates who were tested on the verbal and quantitative examination.
GRE
Intended Graduate Major
Test-Takers
Mean Score (Verbal)
Mean Score (Quantitative)
Chemistry*
8,019
153
157
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
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
Number of Students
2005
2006
2007
2008
2009
Majors
33
35
27
21
24
Minors
0
0
0
0
0
Total
33
35
27
21
24
SJC_CHE_CHEM_MS_Q
Self-Study Template 3
MAJORS
2h.
CHE
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
MS
28
21
27
23
Number of degrees granted during the past five years. See table below.
Academic Year
Degrees
Granted
MS
04/05
05/06
06/07
07/08
08/09
6
6
8
9
7
5.1
5.3
National Average
SJC-GR
CHE
Chemistry
MS
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
5
11
2
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
Master's
Local
173
150
141
National
6,063
6,386
6,910
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.
SJC_CHE_CHEM_MS_Q
Self-Study Template 4
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)
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
SJC_CHE_CHEM_MS_Q
Self-Study Template 5
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.
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
SJC_CHE_CHEM_MS_Q
Self-Study Template 6
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
6
27
33
Minors
FT
6
PT
29
0
Fall 2007
Total
FT
35
2
PT
25
0
Fall 2008
Total
FT
27
2
PT
19
0
Fall 2009
Total
FT
21
13
PT
11
0
Total
24
0
Majors
& Minors
Combined
6
27
# of FTE
Students
(Majors &
Minors)
6.00
9.00
# of FTE Faculty
assigned to the
program
10
10
10
10
11
11
11
11
11
11
FTE Student/
FTE Faculty
Ratio
0.6
1.5
0.6
1.6
0.2
0.93
0.2
0.75
1.2
1.5
SJC_CHE_CHEM_MS_Q
33
6
29
35
2
25
27
2
19
21
13
11
24
15.00
6.00
9.67
15.67
2.00
8.33
10.33
2.00
6.33
8.33
13.00
3.67
16.67
Self-Study Template 7
Fall 2005
Fall 2006
# Majors/
FT Faculty
FT
PT
Total
Majors
8
27
35
Minors
FT
PT
9
Fall 2007
Total
29
FT
36
0
PT
10
Fall 2008
Total
25
FT
35
0
PT
10
Fall 2009
Total
8
FT
18
0
PT
13
Total
6
19
0
0
Majors
& Minors
Combined
8
27
# of FTE
Students
(Majors &
Minors)
8.00
9.00
# of FTE Faculty
assigned to the
program
10
10
10
10
11
11
11
11
11
11
FTE Student/
FTE Faculty
Ratio
0.8
1.7
0.9
1.9
0.9
1.7
0.9
1.2
1.2
1.5
35
9
29
36
10
25
35
10
8
18
15
6
21
17.00
9.00
9.67
18.67
10.00
8.33
18.33
10.00
2.67
12.67
15.00
2.00
17.00
Fall 2010
Fall 2011
Fall 2013
F
P
Total
F
P
Total
F
P
Total
F
P
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
MAJORS
18
10
28
Fall 2010
Total
Fall 2012
FTE MAJORS
SJC_CHE_CHEM_MS_Q
10
11
21
Fall 2011
11
16
Fall 2012
27
P
Total
F
P
Total
F
P
Total
F
P
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
11
4
15
3.333 21.333
10
3.667 13.667
11
12
23
Fall 2013
F
18
11
5.333 16.333
Self-Study Template 8
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.
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_MS_Q
90%
90%
91%
92%
88%
Self-Study Template 9
Credit Hrs Taught
F-T Faculty
Fall 2010
Fall 2011
Percent
Number
Percent
Number
Percent
Number
7,286
95.8%
6,178
84.7%
5,089
75.9%
4,591
66.0%
24.1%
2,362
34.0%
316
4.2%
1,113
15.3%
0.0%
% Consumed by
Non-Majors
Fall 2013
Number
P-T Faculty (inc
Admin)
Total
Fall 2012
7,602
6,849
1,615
0.0%
100%
7,291
100%
90.1%
6,582
90.3%
Percent
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
Number
Fall 2011
Percent
Fall 2012
Fall 2013
Number
Percent
Number
Percent
Number
Percent
F-T Faculty
43
34.1%
46
32.1%
44
27.0%
39
31.2%
P-T Faculty (inc
Admin)
83
65.9%
97
67.9%
119
73.0%
86
68.8%
0.0%
Total
126
100%
0.0%
142
100%
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_MS_Q
Self-Study Template 10
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_MS_Q
Self-Study Template 11
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_MS_Q
15
Self-Study Template 12
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
SJC_CHE_CHEM_MS_Q
-
20,000
195,000
90,000
Self-Study Template 13
5h.
Please comment on the table below that shows trends in overall course evaluation and instructional vibrancy for
your program (if available), your college and the university. (Suggested limit ½ page)
Overall Evaluation (Spring)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
Chemistry (Q)
4.24
4.8
4.15
4.53
4.81
4.10
Saint John’s
College
4.23
4.26
4.19
4.37
4.40
4.40
Total Graduate
4.14
4.16
4.30
4.37
4.39
4.52
Note: Institutional Vibrancy is the average of the first 14 questions on the course evaluation, with questions pertaining
to course organization, communication, faculty-student interaction, and assignments/grading. All course evaluation
questions range from 1 (Strongly Disagree) to 5 (Strongly Agree).
5i.
What percentage of full time faculty assigned to this program have terminal degrees or industry certifications
renewed within the past 2 years? Comment. (Suggested limit 1/3 page)
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)
SJC_CHE_CHEM_MS_Q
Self-Study Template 14
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)
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_MS_Q
Self-Study Template 15