AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Psychology PhD 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)
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 1
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
2d.
Graduate Standardized Test Scores
Fall
2005
2006
2007
2008
2009
Program
633/677 616/688 636/677 572/647 630/707
School/College
Average Rate 481/561 494/569 465/551 501/588 472/577
Regional
N/A
N/A
N/A
N/A
N/A
Comparison
See below
National
Comparison
New Graduate Students GRE Verbal
Mean Scores
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Ir Grev Score Ir Grev Score Ir Grev Score Ir Grev Score
Psychology
PHD
old
653
639
new
New Graduate Students GRE Quantitative
Mean Scores
Fall 2010
Fall 2011
Fall 2012
650
620
163
166
Fall 2013
Ir Greq Score Ir Greq Score Ir Greq Score Ir Greq Score
Psychology
PHD
old
693
705
687
718
157
160
new
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)
Based on students with valid scores in BANNER - therefore it maybe small in some cases.
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 2
New Graduate Students GRE Verbal
Mean Scores
Fall 2010 Fall 2011 Fall 2012 Fall 2013
Graduate School Arts & Sci
old
Ir Grev Ir Grev Ir Grev Ir Grev
Score
Score
Score
Score
491
500
497
532
new
154
153
New Graduate Students GRE Quantitative
Mean Scores
Fall 2010 Fall 2011 Fall 2012 Fall 2013
Graduate School Arts & Sci
old
Ir Greq Ir Greq Ir Greq Ir Greq
Score
Score
Score
Score
585
566
593
604
new
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)
2%
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
Majors
Minors
Total
LAS_PSY_PSYCH_PHD_Q
2005
2006
76
0
76
2007
69
0
69
2008
64
0
64
2009
67
0
67
67
0
67
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
Self-Study Template 3
MAJORS
PSY2
PHD
38
36
34
30
PSY3
PHD
28
30
30
30
66
66
64
60
Total
2h.
Number of degrees granted during the past five years. See table below.
Degrees
Granted
PHD
2005
2006
17
17
Academic Year
2007
13
10/11
SJC-GR PSY2
PSY3
Clinical Psy-General Track
PHD
Clinical Psy-Clin Child Track
PHD
Total
2008
2009
8
11/12
10
12/13
Degrees
Degrees
Degrees
Conferred Conferred Conferred
4
8
8
4
5
6
8
13
14
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 42-Psychology.
20092010
20102011
20112012
Doctorate
Local
180
174
178
National
5,540
5,851
5,928
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 4
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)
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)
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 5
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.
Fastest Growing Occupations
LAS_PSY_PSYCH_PHD_Q
Change, 2010-20
Occupations having the
Change, 2010-20
Self-Study Template 6
Psychologists
Percent
Numeric
22%
37,700
largest numerical increase
in employment
Percent
Psychologists
Numeric
22%
37,700
Changes, 2010-20
Grow faster than average - Increase 15 to 20.9%
Psychologists
Percent
Numeric
22%
37,700
*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)
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 7
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
Majors
Fall 2005
FT
35
PT
Fall 2006
Total
41
76
Minors
FT
44
PT
25
Fall 2007
Total
69
0
Majors
& Minors
Combine
d
FT
39
PT
25
Fall 2008
Total
64
0
FT
PT
35
32
Fall 2009
Total
FT
67
0
PT
45
22
Total
67
0
0
41
76
44
25
69
39
25
64
35
32
67
45
22
67
# of FTE
Students
(Majors
&
Minors)
35.0
0
13.6
7
48.6
7
44.0
0
8.3
3
52.3
3
39.0
0
8.3
3
47.3
3
35.0
0
10.6
7
45.6
7
45.0
0
7.3
3
52.3
3
# of FTE
Faculty
assigned
to the
program
7.17
2.67
9.84
6.67
4
10.6
7
7.5
3.6
7
11.1
7
7.5
3.67
11.1
6
7.67
2.3
3
10.0
FTE
Student/
FTE
Faculty
Ratio
4.9
4.9
Fall 2010
F
Majors
LAS_PSY_PSYCH_PHD_Q
4.24
Fall 2011
P
Total
F
P
4.09
5.23
Fall 2012
Total
F
P
Fall 2013
Total
F
P
Total
Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors
Self-Study Template 8
MAJORS
35
31
66
45
21
Fall 2010
Total
FTE MAJORS
66
38
Fall 2011
26
64
35
Fall 2012
25
60
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
45
7
52
38
35
10.333 45.333
Fall 2010
Fall 2011
8.667 46.667
35
Fall 2012
8.333 43.333
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
Taught
FT Faculty
PT Faculty
Total
Fall 2005
#
%
4860 69%
Fall 2007
#
%
4598 67%
Fall 2008
#
%
4911 71%
2139 31% 2244 32% 2262 33% 2010 29%
6999 100% 6977 100% 6860 100% 6921 100%
%
consumed
by NonMajors/Min
ors
Credit Hrs
Taught
Fall 2006
#
%
4733 68%
25%
Fall 2010
LAS_PSY_PSYCH_PHD_Q
24%
Fall 2011
23%
22%
Fall 2012
Fall 2009
#
%
5465 76%
1719
7184
24%
100%
20%
Fall 2013
Self-Study Template 9
Number Percent
Number
Percent
Number
Percent Number Percent
F-T Faculty
5,048
65.4% 4,736
58.4% 5,108
65.6% 4,687
63.3%
P-T Faculty
(inc Admin)
2,665
34.6% 3,370
41.6% 2,684
34.4% 2,721
36.7%
0.0%
0.0%
0.0%
Total
7,713
100% 8,106
100%
7,792
% Consumed
by NonMajors
1,716
22.2% 1,891
23.3% 1,819
100%
0.0%
7,408
23.3% 1,436
100%
19.4%
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 2010
Fall 2011
Fall 2012
Fall 2013
Number Percent Number Percent Number Percent Number Percent
F-T Faculty
63
66.3% 100
62.1% 69
69.7% 65
61.3%
P-T Faculty
(inc Admin)
32
33.7% 61
37.9% 30
30.3% 41
38.7%
Total
95
0.0%
0.0%
0.0%
100% 161
100% 99
100%
0.0%
106
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)
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 10
Departmental Data
FT
#
Gender
Male
Female
Total
%
2010
PT
#
%
15 52% 12 46%
14 48% 14 54%
29
26
Ethnicity
Black
3 10%
0%
Hispanic
5 17% 1 4%
Asian
1 3%
0%
American
Indian/Alaskan
Native
0%
0%
White
20 69% 24 92%
2 or More Races
Native
Hawaiian/Pacific
Islander
Unknown
0% 1 4%
Total
29
26
Tenure Status
Tenured
Tenure-Track
Not Applicable
Total
23 79%
5 17%
1 3%
29
LAS_PSY_PSYCH_PHD_Q
Total
FT
#
%
2011
PT
#
%
Total
FT
#
%
2012
PT
#
%
Total
FT
#
%
2013
PT
#
%
Total
27
28
55
15 52% 12 48%
14 48% 13 52%
29
25
27
27
54
15 52% 13 43%
14 48% 17 57%
29
30
28
31
59
16 52% 16 53%
15 48% 14 47%
31
30
32
29
61
3
6
1
3
5
1
0%
0%
4%
3
5
2
3
5
2
0%
7%
7%
3
7
4
3
5
2
3%
10%
7%
4
8
4
0
44
0%
0%
20 69% 23 92%
0
43
0%
0%
19 66% 25 83%
0
44
0% 0 0%
21 68% 23 77%
0 0%
0
44
0
10%
17%
3%
1
55
0%
29
23
5
1
29
23 79%
5 17%
1 3%
29
1
1
25
4%
10%
17%
7%
1
54
0%
29
23
5
1
29
26 90%
2 7%
1 3%
29
2
2
1
30
3%
10%
16%
6%
1
59
0%
31
26
2
1
29
28 90%
2 6%
1 3%
31
1
3
2
0
1
30
0%
3%
0
1
61
28
2
1
31
Self-Study Template 11
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.)
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
Psychology (Q)
4.24
4.24
3.99
4.33
4.37
4.23
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)
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 12
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)
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)
LAS_PSY_PSYCH_PHD_Q
Self-Study Template 13