AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Language Pathology/Audiology BA 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)
Self-Study Template1
LAS_CSD_SPEECHLANG.PATH_BA_SI
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
1030
1045
1114
1136
1130
81
86
89
91
96
School/
College
1014
1057
1074
1069
1097
85
87
88
88
88
University
1068
1075
1075
1087
1092
86
87
87
87
88
Freshmen SAT Scores
Fall 2010
Fall 2011
Computed
speech path
Fall 2012
Computed
1,210
Fall 2013
Computed
1,085
Computed
1,237
1,112
Freshmen High School Average
Fall 2010
Fall 2011
Fall 2012
Fall 2013
High School
High School
High School
High School
speech pat
91
89
90
SAT Scores
93
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
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LAS_CSD_SPEECHLANG.PATH_BA_SI
Intended college major for 2012 college-bound seniors
SAT
Test-Takers
Mean Scores
Intended College Major
Mathematics
Total
Number Percent (%) Critical Reading
English Language and Literature
2,072
1.5%
558
512
1070
380
0.3%
568
582
1150
Multi/Interdisciplinary Studies
*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
50
100
0
100
80
5
5
100%
School/
College
76%
70%
79%
83%
77%
102
86
84%
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
SPE
3
2010
Returned
DNR
#
%
#
3
100%
Total
%
4
2011
Returned
DNR
#
%
#
4
100%
Total
2012
Returned
%
3
DNR
#
%
#
2
67% 1
Total
%
33%
4
Returned
#
%
4
100%
DNR
#
%
Fall
2009
2010
2011
2012**
# Fresh
# Ret
%
School/
College - SI
85%
71%
85%
53
45
85%
Total University
78%
78%
76%
2757
2195
80%
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LAS_CSD_SPEECHLANG.PATH_BA_SI
2c.
Undergraduate 6 Year Graduation Rate
Fall
1999
2000
2001
2002
2003
Program
71%
75%
100%
100%
25%
School/
College
Average Rate
74%
65%
60%
69%
58%
University
64%
59%
61%
61%
58%
2004
Total
Graduated
#
SPE
2005
2 2
Total
Graduated
%
#
100%
2006
1
Total
%
0%
10
2007
Graduated
#
%
7
70%
Total
5
Graduated
#
%
3
60%
Fall
2004
2005
2006
2007
School/College
Average Rate - SI
56%
74%
65%
58%
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)
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LAS_CSD_SPEECHLANG.PATH_BA_SI
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
30
44
54
56
64
Minors
1
3
3
5
2
Total
31
47
57
61
66
Fall 2010 Fall 2011 Fall 2012 Fall 2013
Majors
MAJORS
SPE
BA
Majors
63
58
Majors
51
Majors
53
Fall 2010 Fall 2011 Fall 2012 Fall 2013
Minors
MINORS
Speech Pathology & Audiology
Minors
1
Minors
2
Minors
4
3
Fall 2010 Fall 2011 Fall 2012 Fall 2013
Total
Total
2h.
Total
64
Total
60
55
Total
56
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
BA
16
7
10
15
15
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LAS_CSD_SPEECHLANG.PATH_BA_SI
SJC-UG-SI SPE
Speech Pathology & Audiology BA
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
21
26
16
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 51-Health Professions and Related
Programs.
20092010
20102011
20112012
Master's
Local
1,985
2,237
2,406
National
69,084
75,579
83,893
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)
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LAS_CSD_SPEECHLANG.PATH_BA_SI
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.
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LAS_CSD_SPEECHLANG.PATH_BA_SI
Fastest growing occupations and occupations having the largest numerical increase in employment by level of education
and training projected.
Fastest Growing Occupations
Change, 2010-20
Percent
Numeric
37%
4,800
23%
28,800
Audiologist
Speech Language Pathologists
Occupations having the
largest numerical increase
in employment
Speech Language
Pathologists
Change, 2010-20
Percent
Numeric
23%
28,800
Projected Changes in Related Occupations (2010 – 2020)
Changes, 2010-20
Grow much faster than average – Increase 21% or more
Percent
Numeric
Audiologist
37%
4,800
Speech Language Pathologists
23%
28,800
*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)
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LAS_CSD_SPEECHLANG.PATH_BA_SI
4d.
What, if any, external validations, e.g. specialized accreditations, external awards, other validations of quality
has the program received? For reference, WeaveOnline – https://app.weaveonline.com//login.aspx; Digication –
https://stjohns.digication.com (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.
#
Majors/
FT
Faculty
FT
PT
Total
Majors
29
1
30
44
44
51
3
54
54
2
56
62
2
64
Minors
1
1
3
3
2
1
3
4
1
5
1
1
2
Majors
& Minors
Combine
d
30
1
31
47
0
47
53
4
57
58
3
61
63
3
66
# of FTE
Students
(Majors
&
Minors)
30.0
0
0.3
3
30.3
3
47.0
0
0.0
0
47.0
0
53.0
0
1.3
3
54.3
3
58.0
0
1.0
0
59.0
0
63.0
0
1.0
0
64.0
0
1
3
2
3
2
3
Fall 2005
Fall 2006
FT
PT
Fall 2007
Total
# of FTE
Faculty
assigned
to the
program
Not
Avail
Not
Avail
FTE
Student/
FTE
Faculty
Ratio
Not
Avail
Not
Avail
FT
PT
Fall 2008
Total
4
27.1
7
FT
PT
Fall 2009
Total
5
19.6
7
FT
PT
Total
5
21.3
3
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LAS_CSD_SPEECHLANG.PATH_BA_SI
Fall 2010
F
P
Majors
MAJORS
Fall 2011
Total
F
P
Fall 2012
Total
F
Total
61
F
2
63
MINORS
56
2
Fall 2011
Total
Minors
F
Total
58
51
Fall 2012
F
Total
1
1
2
2
4
F
F
P
4
F
P
2
64
58
3
Fall 2010
FTE MAJORS
Majors
51
2
53
3
Fall 2012
Total
2
Majors
Minors
Fall 2011
Total
Total
Total
Total Total Total Total Total Total
MAJORS/MINORS 62
51
P
Fall 2013
Minors Minors Minors Minors Minors Minors
Fall 2010
Total
F
Majors Majors Majors Majors Majors Majors Majors Majors
Fall 2010
Total
Fall 2013
60
F
Total
Total
Total
55
55
Fall 2011
Fall 2013
F
P
Total
Total Total
54
Fall 2012
Total
2
56
Fall 2013
F
P
Total
F
P
Total
F
Total
F
P
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
0.667 58.667 55
55
54
0.667
54.667
62
0.667 62.667
Fall 2010
58
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. Majors include first and second majors.
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LAS_CSD_SPEECHLANG.PATH_BA_SI
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
Fall 2005
#
Fall 2006
Fall 2007
Fall 2008
Fall 2009
%
#
%
#
%
#
%
#
2571
43%
2638
40%
2545
37%
1756
59%
Not
available
as of yet
PT Faculty
3467
57%
3936
60%
4295
63%
1231
41%
Total
6038
100%
6574
100%
6840
100%
2987
100%
FT Faculty
% consumed
by
Non-Majors
62%
Credit Hrs
Taught
Fall 2010
Number Percent
0%
63%
62%
22%
Fall 2011
Fall 2012
Fall 2013
Number
Percent
Number
0
0%
Percent Number Percent
F-T Faculty
1,555
56.4% 1,503
57.6% 1,643
61.2% 1,496
55.8%
P-T Faculty
(inc Admin)
1,201
43.6% 1,107
42.4% 1,040
38.8% 1,185
44.2%
Total
% Consumed
by NonMajors
2,756
413
0.0%
0.0%
100% 2,610
100%
0.0%
15.0% 417
16.0% 261
2,683
%
100%
0.0%
2,681
9.7% 348
100%
13.0%
Note: The Department of Speech split beginning in Fall 2008. Figures from Fall 2005 – Fall 2007 reflect the department at
that time and fall 2008 represents the Department of Communication Sciences and Disorders.
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LAS_CSD_SPEECHLANG.PATH_BA_SI
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
#
%
#
%
#
%
#
45
42%
15
37%
21
50%
Not
available
as of yet
FT Faculty
43
43%
PT Faculty
58
57%
63
58%
26
63%
21
50%
Total
101
100%
108
100%
41
100%
42
100%
%
0%
0
Note: The Department of Speech split beginning in Fall 2008. Figures from Fall 2005 – Fall 2007 reflect the department at
that time and fall 2008 represents the Department of Communication Sciences and Disorders
Courses
Taught
Fall 2010
Number Percent
Fall 2011
Number
Fall 2012
Percent
Number
Fall 2013
Percent Number Percent
F-T Faculty
25
59.5% 32
55.2% 27
62.8% 23
54.8%
P-T Faculty
(inc Admin)
17
40.5% 26
44.8% 16
37.2% 19
45.2%
Total
42
0.0%
0.0%
100% 58
100%
0.0%
43
100%
0.0%
42
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)
Self-Study Template12
LAS_CSD_SPEECHLANG.PATH_BA_SI
Developmental Plan
2005
FT
#
2006
PT
%
#
Total
%
FT
#
2007
PT
%
#
Total
%
FT
#
2008
PT
%
#
Total
%
FT
#
2009
PT
%
#
Total
%
FT
#
PT
%
#
Total
%
Not
available
as of yet
Gender
Male
7
41%
13
38%
20
9
50%
16
42%
25
8
40%
15
38%
23
7
64%
3
21%
10
0
Female
10
59%
21
62%
31
9
50%
22
58%
31
12
60%
25
63%
37
4
36%
11
79%
15
0
Total
17
100%
34
100%
51
18
100%
38
100%
56
20
100%
40
100%
60
11
100%
14
100%
25
0
Black
0
0%
1
3%
1
1
6%
1
3%
2
0
0%
2
5%
2
0
0%
0
0%
0
0
Hispanic
1
6%
0
0%
1
0
0%
2
5%
2
3
15%
0
0%
3
1
9%
0
0%
1
0
Asian
1
6%
0
0%
1
2
11%
0
0%
2
1
5%
0
0%
1
0
0%
0
0%
0
0
White
14
82%
32
94%
46
15
83%
34
89%
49
16
80%
36
90%
52
9
82%
12
86%
21
0
Unknown
1
6%
1
3%
2
0
0%
1
3%
1
0
0%
2
5%
2
1
9%
2
14%
3
0
Total
17
100%
34
100%
51
18
100%
38
100%
56
20
100%
40
100%
60
11
100%
14
100%
25
0
Tenured
10
59%
10
12
67%
12
12
60%
12
5
45%
5
0
Tenure-Track
6
35%
6
3
17%
3
6
30%
6
4
36%
4
0
Not Applicable
1
6%
1
3
17%
3
2
10%
2
2
18%
2
0
Total
17
100%
17
18
100%
18
20
100%
20
11
100%
11
0
Ethnicity
Tenure Status
Note: The Department of Speech split beginning in Fall 2008. Figures from Fall 2005 – Fall 2007 reflect the department at that time and fall 2008
represents the Department of Communication Sciences and Disorders
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LAS_CSD_SPEECHLANG.PATH_BA_SI
2010
FT
2011
PT
Total
#
%
#
%
Male
3
27%
1
6%
Female
8
73%
16
94%
Total
11
FT
2012
PT
Total
#
%
#
%
4
3
27%
1
6%
24
8
73%
15
94%
28
11
FT
2013
PT
Total
#
%
#
%
4
3
25%
3
20%
23
9
75%
12
80%
27
12
FT
PT
Total
#
%
#
%
6
2
18%
2
13%
4
21
9
82%
14
88%
23
27
11
Gender
17
16
15
16
27
Ethnicity
Black
Hispanic
0%
2
18%
1
0%
0
6%
3
0%
2
18%
1
0%
0
6%
3
0%
2
17%
1
0%
0
7%
3
2
0%
0
0%
0
18%
1
6%
3
Asian
0%
0%
0
0%
0%
0
0%
0%
0
0%
0
0%
0
American
Indian/Alaskan Native
0%
0%
0
0%
0%
0
0%
0%
0
0%
0
0%
0
88%
23
88%
22
11
73%
20
82%
14
88%
23
1
7%
0
0%
0
0
0%
0
1
6%
1
White
8
73%
15
8
73%
14
9
75%
2 or More Races
9
Native
Hawaiian/Pacific
Islander
Unknown
1
Total
11
9%
1
6%
17
2
1
28
11
9%
1
16
6%
2
1
27
12
8%
2
15
13%
3
0%
27
11
16
27
Tenure Status
Tenured
6
55%
6
6
55%
6
6
50%
6
8
73%
8
Tenure-Track
5
45%
5
5
45%
5
5
42%
5
3
27%
3
0%
0
0%
0
1
8%
1
0%
0
11
12
Not Applicable
Total
11
11
11
12
11
11
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LAS_CSD_SPEECHLANG.PATH_BA_SI
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.)
External
Funding
Fiscal Year
04/05
05/06
06/07
07/08
08/09
$ Amount
Program
$ Amount
Department
22,000
82,500
408,686 107,225
Note: The Department of Speech split beginning in Fall 2008. The figures above reflect the department at that time. FY
2008 includes figures from both departments.
External
Funding
Fiscal Year
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
4,000
14,345
17,500
-
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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
Speech
Language
Pathology/
Audiology (SI)
Saint John’s
3.95
4.01
4.00
4.28
4.33
4.33
College
Total
4.01
3.21
4.07
4.27
4.29
4.35
Undergraduate
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)
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. (Suggested limit 1 page)
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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)
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