AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: College of Professional Studies
Program Reviewed: International Communication 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)
CPS_ICM_MS_Q
Self-Study Template 1
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
Not Applicable
2b.
Undergraduate 1st Year Retention Rate
Not Applicable
2c.
Undergraduate 6 Year Graduation Rate
Not Applicable
2d.
Graduate Standardized Test Scores
Fall
2005
2006
2007
2008
2009
Program
School/College
Rate
470/490
Average
425/493
Regional Comparison
N/A
N/A
N/A
N/A
N/A
National Comparison
The National Overall Average for verbal is 150.6 and a quantitative of 151.9, based on those tested between August 1,
2011 and April 30, 2013..
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
International
Communications
MS
old
new
459
403
470
315
144
147
New Graduate Students GRE Quantitative
Mean Scores
CPS_ICM_MS_Q
Self-Study Template 2
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Ir Greq Score Ir Greq Score Ir Greq Score Ir Greq Score
International
Communications
MS
old
504
538
new
695
415
145
147
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 200800(old) and after 8/1/11 on a scale of 130-170(new)
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
Coll of Profession StudGrad
old
447
430
new
475
315
146
146
New Graduate Students GRE Quantitative
Mean Scores
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Ir Greq Score Ir Greq Score Ir Greq Score Ir Greq Score
Coll of Profession StudGrad
old
567
530
new
633
415
144
148
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 200800(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
Communications*
Test-Takers
8,571
Mean Score (Verbal)
Mean Score (Quantitative)
151
148
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
CPS_ICM_MS_Q
Self-Study Template 3
No Information.
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
2006
2007
2008
2009
Majors
0
0
0
0
26
Minors
0
0
0
0
0
Total
0
0
0
0
26
MAJORS
2h.
2005
ICM
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
MS
35
39
45
43
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
Undergraduate
10/11
11/12
12/13
Degrees
Degrees
Degrees
Conferred Conferred Conferred
CPS-GR-Q
ICM
CPS_ICM_MS_Q
International Communications
MS
17
10
18
Self-Study Template 4
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 09-Communication, Journalism, and
Related Programs.
20092010
20102011
20112012
Masters
Local
0
841
907
National
7,636
8,303
9,005
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)
CPS_ICM_MS_Q
Self-Study Template 5
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)
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?
CPS_ICM_MS_Q
Self-Study Template 6
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.
Change, 2010-20
Fastest Growing Occupations
Percent
Numeric
Writers and Authors
6%
9,500
Proofreaders and Copy Markers
6%
4,100
Editors
1%
800
Occupations having the
largest numerical increase
in employment
Writers and Authors
Change, 2010-20
Percent
Numeric
6%
9,500
Projected Changes in Related Occupations (2010 – 2020)
Changes, 2010-20
Grow much slower than average – Increase 1 to 6%
Percent
Numeric
Writers and Authors
6%
9,500
Proofreaders and Copy Markers
6%
4,100
Editors
1%
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)
CPS_ICM_MS_Q
Self-Study Template 7
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.
CPS_ICM_MS_Q
Self-Study Template 8
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
Fall 2005
FT
PT
Fall 2006
Total
FT
PT
Fall 2007
Total
FT
PT
Fall 2008
Total
FT
PT
Fall 2009
Total
Majors
0
0
0
0
Minors
0
0
0
0
Majors
& Minors
Combined
0
0
# of FTE
Students
(Majors &
Minors)
0.00
0.00
0
0
0
0.00
0.00
0.00
0
FT
PT
26
Total
26
0
0
0
0
0
0
0
26
0
26
0.00 0.00
0.00
0.00
0.00
0.00
0.00
26.00
0.00
26.00
# of FTE
Faculty
assigned
to the
program
0
0
0
0
0
FTE
Student/
FTE
Faculty
Ratio
0
0
0
0
0
Fall 2010
Fall 2011
F
P
Total
F
P
Total
F
P
Total
F
P
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
23
12
35
32
7
Fall 2010
FTE MAJORS
CPS_ICM_MS_Q
Fall 2013
Majors
MAJORS
Total
Fall 2012
39
33
12
Fall 2011
45
33
10
Fall 2012
43
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
23
4
27
32
33
4
37
33
2.333 34.333
3.333 36.333
Self-Study Template 9
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 SJU for all external reporting.
CPS_ICM_MS_Q
Self-Study Template 10
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
%
#
%
#
%
#
%
#
%
3230
49%
3542
53%
4055
56%
4097
59%
3493
46%
PT Faculty
3351
51%
3115
47%
3160
44%
2850
41%
4092
54%
Total
6581
100%
6657
100%
7215
100%
6947
100%
7585
100%
FT Faculty
% consumed by
Non-Majors
Credit Hrs
Taught
11%
Fall 2010
12.6
13%
13.2
Fall 2011
13%
11.2
Fall 2012
11%
12%
Fall 2013
Number
Percent
Number
Percent
Number
Percent
Number
Percent
F-T Faculty
3,344
41.5%
3,493
44.3%
3,090
39.4%
3,437
45.7%
P-T Faculty
(inc Admin)
4,716
58.5%
4,386
55.7%
4,752
60.6%
4,084
54.3%
0.0%
Total
% Consumed
by NonMajors
CPS_ICM_MS_Q
0.0%
0.0%
0.0%
8,060
100%
7,879
100%
7,842
100%
7,521
100%
966
12.0%
715
9.1%
762
9.7%
678
9.0%
Self-Study Template 11
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
#
%
#
%
#
%
#
%
56
48%
59
49%
62
53%
53
42%
FT Faculty
46
41%
PT Faculty
66
59%
60
52%
62
51%
56
47%
74
58%
Total
112
100%
116
100%
121
100%
118
100%
127
100%
Courses
Taught
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Number
Percent
Number
Percent
Number
Percent
Number
Percent
F-T Faculty
49
36.6%
66
43.4%
49
35.0%
57
41.0%
P-T Faculty
(inc Admin)
85
63.4%
86
56.6%
91
65.0%
82
59.0%
0.0%
Total
134
100%
0.0%
152
100%
0.0%
140
100%
0.0%
139
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)
CPS_ICM_MS_Q
Self-Study Template 12
Departmental Data
2005
FT
2006
PT
Total
#
%
#
%
Male
7
54%
24
59%
Female
6
46%
17
Total
13
100%
Black
1
Hispanic
FT
2007
PT
Total
#
%
#
%
31
8
57%
24
62%
41%
23
6
43%
15
41
100%
54
14
100%
8%
4
10%
5
1
0
0%
2
5%
2
Asian
1
8%
0
0%
White
11
85%
32
Unknown
0
0%
Total
13
100%
Tenured
8
Tenure-Track
FT
2008
PT
Total
#
%
#
%
32
10
63%
20
53%
38%
21
6
38%
18
39
100%
53
16
100%
7%
4
10%
5
1
0
0%
2
5%
2
1
1
7%
0
0%
78%
43
12
86%
30
3
7%
3
0
0%
41
100%
54
14
100%
62%
8
8
5
38%
5
Not Applicable
0
0%
Total
13
100%
FT
2009
PT
Total
#
%
#
%
30
10
59%
22
58%
47%
24
7
41%
16
38
100%
54
17
100%
6%
4
11%
5
1
0
0%
2
5%
2
1
1
6%
0
0%
77%
42
14
88%
28
3
8%
3
0
0%
39
100%
53
16
100%
57%
8
9
6
43%
6
0
0
0%
13
14
100%
FT
PT
Total
#
%
#
%
32
9
56%
28
64%
37
42%
23
7
44%
16
36%
23
38
100%
55
16
100%
44
100%
60
6%
4
11%
5
1
6%
5
11%
6
0
0%
1
3%
1
0
0%
1
2%
1
1
1
6%
0
0%
1
1
6%
0
0%
1
74%
42
15
88%
29
76%
44
14
88%
34
77%
48
4
11%
4
0
0%
4
11%
4
0
0%
4
9%
4
38
100%
54
17
100%
38
100%
55
16
100%
44
100%
60
56%
9
9
53%
9
10
63%
10
7
44%
7
8
47%
8
6
38%
6
0
0
0%
0
0
0%
0
0
0%
0
14
16
100%
16
17
100%
17
18
100%
18
Gender
Ethnicity
Tenure Status
CPS_ICM_MS_Q
Self-Study Template 13
2010
FT
2011
PT
T
#
%
#
%
Male
7
58%
27
57%
Female
5
42%
20
43%
Total
12
FT
2012
PT
T
#
%
#
%
34
8
57%
29
62%
25
6
43%
18
38%
59
14
FT
2013
PT
T
#
%
#
%
37
8
62%
27
60%
24
5
38%
18
40%
61
13
FT
PT
T
#
%
#
%
35
8
53%
27
61%
35
23
7
47%
17
39%
24
58
15
Gender
47
47
45
44
59
Ethnicity
Black
0%
4
9%
4
0%
1
2%
1
0%
2
4%
2
0%
2
5%
2
Hispanic
0%
2
4%
2
0%
5
11%
5
0%
6
13%
6
0%
5
11%
5
8%
1
2%
2
7%
1
2%
2
8%
0%
1
7%
0
0%
1
0%
0
0%
0%
0
0%
0
0%
0
81%
51
78%
47
93%
35
80%
49
2 or More Races
0
0%
0
Native Hawaiian/Pacific Islander
0
0%
0
2
5%
2
Asian
1
American Indian/Alaskan Native
White
0
11
Unknown
Total
1
92%
0%
12
38
2
47
81%
4%
49
0%
13
2
93%
0%
59
14
38
2
47
4%
1
12
2
92%
0%
61
13
35
2
45
4%
1
14
2
0%
58
15
44
59
Tenure Status
Tenured
7
58%
7
8
57%
8
9
69%
9
10
67%
10
Tenure-Track
5
42%
5
3
21%
3
3
23%
3
4
27%
4
0%
0
3
21%
3
1
8%
1
1
7%
1
12
14
14
13
13
15
Not Applicable
Total
CPS_ICM_MS_Q
12
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
$ Amount Program
$ Amount Department
External
Funding
Fiscal Year
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
CPS_ICM_MS_Q
-
-
-
-
Self-Study Template 15
5h.
Please comment on the table below that shows trends in overall course evaluations instructional vibrancy for
your program (if available), your college and the university. (Suggested limit ½ page)
Overall Evaluation (Spring)
2011
2012
2013
International
Communiations
MS (Q)
College of
Professional
Studies
Total Graduate
Instructional Vibrancy (Spring)
2011
2012
2013
-
-
-
-
-
-
3.97
4.12
4.32
4.29
4.40
4.47
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 /3page)
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)
CPS_ICM_MS_Q
Self-Study Template 16
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)
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)
CPS_ICM_MS_Q
Self-Study Template 17