AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY
Reporting School/College: St. John's College
Program Reviewed: Long Island Au.D. Consortium
Date Submitted to Department/Division Chair: September, 2015
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)
The LI Au.D. Consortium consists of three higher education institutes- Adelphi University, Hofstra
University and St. John’s University. This consortium fits the mission of St. John’s University, as it is a
program that educates and trains graduate audiology students to serve both children and adults with
hearing loss. Academic and clinical components provide the knowledge and skills that result in
competent clinicians capable of serving those with hearing loss across the age span and from culturally
diverse backgrounds. Similar to other national and regional programs, we have 65 full-time students in
our 4-year program.
Our market growth potential is excellent as we see a rise in the number of applicants applying to the
program yearly. In the Fall 2014, we had 118 applications, accepted 31 students, and enrolled 18
students. Our program enjoys a good reputation as we have a respected faculty that is actively involved
in the discipline, publishes, authors textbooks, and presents at national and local professional
organizations.
We have a high student success rate on the national Praxis exam (100 % pass rate for 2014), and 100%
employment upon graduation. With the addition of new audiology faculty, and the continued demand
for well-trained audiologist, program expansion is possible. As we grow we also hope expand our course
offerings as we continue to provide quality guidance and advisement to our dedicated and engaged
students.
Self-Study Template 1
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/our-mission.
The purpose of this program is to prepare and educate students to assist individuals with hearing loss.
Each university in the Consortium has a Speech and Hearing Center, which provides diagnosis and
treatment of communication impairments on a sliding scale, thus ensuring that all who come to the
center are served, regardless of their ability to pay. St. John’s Speech and Hearing Center also serves all
priests and members of the clergy at no cost.
Students are actively engaged and rotate through all three consortium Speech and Hearing Centers. The
St John’s Speech and Hearing Center has a presence in Queens. Both the Adelphi and Hofstra Speech
and Hearing Centers provide services to the Long Island community.
Our students observe and are placed at externship sites in the greater metropolitan area. The students
carry the mission of service and as such foster the University’s Catholic identity. Additionally, students
participate in Service Learning projects, such as providing free hearing screenings in the community
including child and adult day care programs, senior homes, and nursing facilities.
1b.
What evidence can you provide that demonstrates that the program embodies the
University’s vision. www.stjohns.edu/about/our-mission/vision-statement.
The faculty council of the Au.D program recently approved Global Audiology, AUD 566. St. John’s
University’s Graduate Council also approved the course. This will enable our students to travel abroad
and provide hearing health care in underprivileged areas of the world such as Vietnam, Haiti, Guatemala
and Trinidad.
Bringing hearing health care to impoverished global communities where health care is limited fulfills the
St. John’s mission and Vincentian ideals. Such efforts on the parts of students are voluntary, but provide
them with a worldwide view of hearing related difficulties in underserved countries.
1c.
What evidence can you provide that demonstrates that the program embodies the vision and
mission of the program’s School/College?
In alignment with the mission of the College, we are educating health care providers with an
appreciation for individuals with a variety of backgrounds and needs. We also offer service
opportunities. For example, we provide early childhood hearing screenings in area schools. This helps to
identify children with hearing loss during an important developmental period.
Self-Study Template 2
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
2010
*
2011
*
2012
*
Program
2013
2014
GRE V 383
GRE V 147
GRE Q 459
GRE Q 147
**
**
**
**
**
N/A
N/A
N/A
N/A
N/A
School / College Average Rate
Regional Comparison
*2010-2012 GRE requirements approximated 950
** Check with institutional service
2e.
Please describe how the program compares with peer and aspirational institutions.
There are two additional Au.D. programs in the metropolitan area, Montclair State University and the
City University of New York (CUNY Au.D.). The American Speech-Language-Hearing Association (ASHA)
accredits us, and our program provides similar curriculum to Au.D. programs around the county. Our
4th year students participate in the national match and are offered their first or second choices.
Additionally, our graduate students have all gained employment.
Though we compare well academically and clinically, we are at a disadvantage when compared to our
peer and aspirational institutions with regards to tuition. For example the tuition at the City University
of New York is $5,341 for year 1 and $3,345 for year 2. The approximately cost of the 4-year program at
CUNY is $15,376. Montclair State is $588 per credit (approximately $52,000 for the 4-year program).
Our program is $1,225 per credit. The total cost is approximately $109,000. It is therefore difficult to
attract the most desirable students.
Self-Study Template 3
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.
Praxis Licensure Examination Scores
2010
LI Au.D. Consortium
100%
Regional (CUNY Au.D)
National
91%
2g.
89%
2012
40%
100%
57%
2013
86%
88%
58%
2014
100%
100%
n/a
Number of majors and minors enrolled over the past five years.
2010
55
LI Au.D. Consortium
2h.
2011
91%
2011
56
2012
60
2013
63
2014
65
Number of degrees granted during the past five years.
LI Au.D. Consortium
May 2010
15
May 2011
14
May 2012
8
May 2013
14
May 2014
18
Comments: Based on the data in 2g and 2h, how do these trends compare to institutional, regional and
national patterns?
We have nearly 100% completion rate, which is comparable to our peer institutions
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?
Each student has an advisor that meets with them every semester to review course work, plan, and
register for the following semester. Performance in the program is also discussed. Comprehensive
evaluations occur at the end of the second and third years. Additionally, all students are met with as a
group at the start of each school year. The collaborative meeting is to review degree requirements,
support services, and answer questions.
Additionally, all students must meet with the clinical coordinator to review their hours, clinical
placements, and clinical performances. The hours are signed off on at the end of the 4-year program.
Dr. Murad, the LI Au.D Clinical Coordinator, then completes the Knowledge and Skills Area (KASA) form
for each student. Students that do not meet a KASA standard (ASHA requirement) in a particular course
must complete a remediation plan for that standard before continuing on to the next level. Consortium
faculty meets bi-monthly to review student performance in class. Finally, all students must take the
National Praxis in Audiology.
Self-Study Template 4
2j.
If available, provide information on the success of graduates in this program as it relates to
employment or attending graduate school.
All third year students are successfully placed in 4th year placements. Many students are offered
permanent employment by their 4th year placements. The overall employment rate is 100% for all
graduates. Employers are surveyed approximately every two years to determine the competency and
success of our graduates in their employment setting. Results have all been positive.
2k.
Please comment on the students’ competencies in the program. Support your response using
data provided below and any other data available.
Competencies are measured clinically via assessment scales each semester. A rating scale has been
established. No student can proceed clinically in the program if a grade below a B is obtained. Any
rating that is substandard is addressed via a remediation program. If performance does not improve, the
student is terminated from the program.
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
The Au.D. program trains students to be clinical practitioners sensitive to the needs of the economically
disadvantaged. Service learning activities at the Jewish Home Lifecare, St Michel’s Villa, Ozaman Hall,
campus speech and hearing centers as well as other practicum sites such as Harlem Hospital. These
sites allow students to integrate academic coursework (e.g. geriatrics, pediatrics, genetics, amplification,
early intervention) and clinical understanding. Coursework and clinical placements help to strengthen
student competency and ensure exposure to diverse populations across the lifespan.
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?
The Audiology program is currently grounded in strong foundations connected to the professional needs
required by present demographic and health care demands. A recent report in US News and Report
described Audiology as one of the fastest growing occupations in the United States. Changes in
demographics, including the increasing number of adults with hearing impairments, have placed skilled
hearing professional in demand. Also, the federal Early Intervention Program, which guarantee
therapeutic services for premature infants and other infants with special needs have similarly impacted
the number of therapists required to meet the growing demands in health care. By hiring faculty in
areas consistent with professional demands, our program has a solid basis to provide the training
required by audiologists reflecting current demographic and health care demands.
Self-Study Template 5
A recent threat was the 2012 student performance on the Praxis exam. This concern was addressed by
providing more preparation and counseling to students anticipating the exam, which resulted in better
scores in 2013 (86%) and 2014 (100%).
Our competitive edge is jeopardized by the cost of our tuition, and the debt that our students incur,
which is challenging to overcome based on salaries upon employment.
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.
Admission applications and enrollment patterns have steadily increased in the past five years. We have
been very competitive, accepting students with an average GPA of 3.6. We selected 36 students for
admission for which 18 responded in the Fall 2014. We anticipate that enrollments in Audiology
graduate programs will continue to grow in view of the demographic and health care trends. In 2013 US
News and World Reports ranked Audiology #2 for "10 Hidden Gem Careers for 2013 and Beyond". In
addition, the U.S. Bureau of Labor Statistics reported that employment of audiologists is projected to
grow 34 percent from 2012 to 2022, much faster than the average for all occupations. This is due in
large part to the rapid growth anticipated in older population segments. Since hearing loss is strongly
associated with aging, rapid growth in the 55 and older population group will cause the number of
people with hearing impairments to increase proportionately.
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:
1. Standards within the discipline
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching
vibrancy, and study abroad experiences.
3. The University Core competencies
In compliance with professional requirements from the Council of Academic Accreditation (CAA) of the
American Speech-Language-Hearing Association (ASHA) and licensure-qualifications from the New York
State Board of professional licensing of the State Education Department, our teaching framework
integrates theoretical, empirical, and clinical domains which meet the knowledge and skills pertinent to
the field of Audiology and New York State professional license.
Curricular planning and course offerings are grounded in both external professional standards as well as
internal institutional goals that fulfill the Program’s mission to train individuals to be competent and
respectful professionals that accurately evaluate and treat communication impairments in both children
and adults.
Students learn the bases of hearing and balance disorders and the tests used to make a differential
diagnosis. Students learn to apply research evidence and theoretical principles. Internal institutional
goals are infused throughout all aspects of student training to enhance awareness of service to the
Self-Study Template 6
disadvantaged in a respectful and sensitive manner that is consistent with the diverse community in
which we live.
We have high expectations for the students. Student progress is monitored through performance in
tests, assignments, and clinical experiences. Feedback and pertinent remedial measures (e.g., writing
improvement at the Writing Center) are implemented whenever necessary. A dismissal policy is applied
if results from multiple remedial approaches have not been positive.
Additionally, our clinical coordinators are in constant contact with preceptors at outside placement sites
to monitor the competency of our students, knowledge base, and skill sets to determine adequacy of
instruction and practice.
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. http://stjohns.campusguides.com/content.php?pid=71651&sid=984766
All syllabi follow the template determined by the Au.D. Faculty Council and meets the requirements of
all three schools. The syllabi include a course description, course objectives, performance outcomes,
performance assessments, required readings, the American Speech-Language-Hearing Association's
Council on Academic Accreditation for Audiology Knowledge and Skills Area (KASA) requirements.
Additionally, University and program policies are in the course outline. Each individual university, with
its own approval processes, often three levels, must approve all new courses. Thus, each course is
highly scrutinized and adapted to meet all three school’s criteria.
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.
Not applicable
4d.
What, if any, external validations, e.g. specialized accreditations, external awards, other
validations of quality has the program received?
The Council on Academic Accreditation certifies the program for the American Speech-LanguageHearing Association (ASHA). Students receive all coursework and clinical hours to be eligible for New
York State licensure and ASHA certification. All clinical supervisors are ASHA certified to approve clinical
clocked hours.
Self-Study Template 7
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.
Long Island Au.D. Consortium Faculty (FTE)
Fall 2010
Fall 2011
Full-time Faculty
10 (9.33)
10 (9.33)
Majors
55
56
Faculty / Student Ratio
1:5.8
1:6
Fall 2012
10 (9.33)
60
1:6.4
Fall 2013
10 (9.33)
63
1:6.7
Fall 2014
8
65
1:7.8
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.
Full-time faculty teach a 3-course load, 9 credits, provided they are not on research reduction. Part-time
faculty typically teaches a 1-course load, 3 credits. Non-majors do not participate in LI Au.D. Consortium
coursework.
5c.
Below you will find the number of courses the department has delivered by full-time faculty
and part-time faculty (including administrators).
Of the 2 full-time faculty members, both full-time faculty members are on research reduction for the
2015-2016 academic year. One faculty teaches 1 Au.D. course and 1 undergraduate CSD course per
semester. The other full-time faculty member will be teaching 2 Au.D. courses in the Fall 2015.
Additionally, one part-time faculty teaches 1 course (3 credits). An additional part-time faculty teaches
2 courses (3 credits each). Finally, two part-time faculty members each teach a 1-credit course.
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?
There are two full-time faculty members, both women, one tenured and one untenured. The AuD.
Clinical Coordinator, an employee of all three universities, is also a woman. The two part time clinical
supervisors include one male and one female. The nature of our faculty is representative of our current
enrollment, which is primarily female, and mirrors national trends.
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?
Academic and clinical faculty attends regional, state, and national conferences. Many present short
courses and posters at noteworthy conferences including the American Speech-Language-Hearing
Self-Study Template 8
Association (ASHA) and the American Academy of Audiology (AAA). Additionally, faculty members
mentor 3rd year students as they develop a research project in the advanced research class. Students
have the opportunity to complete their research project in the 4th year and often present their work
during student poster sessions at regional and national conferences.
5f.
What initiatives have been taken in the past five years to promote faculty development in
support of the program?
In 2014 there was an increase in funds of $1,200 in the area of intellectual engagement to support
faculty and clinical supervisors in their attendance of scholarly events and continuing education
events/programs.
In addition, funding was also provided in 2014 for a student lab assistant. The role of the lab assistant is
to support faculty that teach courses with lab assignments, which necessitate the use of lab equipment
for diagnostic audiological services.
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.)
2010
2011
2012
0
Funding
2013
0
2014
0
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.
Overall Evaluation (Spring)
Communication
Sciences and
Disorders (Q-GR)
Instructional Vibrancy (Spring)
2011
2012
2013
2011
2012
2013
4.07
4.13
4.14
4.27
4.22
4.31
Self-Study Template 9
5i.
What percentage of full time faculty assigned to this program have terminal degrees or
industry certifications renewed within the past 2 years? Comment.
All faculty hold New York State Licensure in Audiology, 100% of the faculty have received terminal
degrees, either the research Ph.D. or clinical doctorate in audiology, Au.D.
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.
Due to the voluntary separation offer, we are in need of one additional full-time audiology faculty. A
search has commenced for the position starting Fall 2016.
STANDARD 6. The program has adequate resources to meet its goals and objectives. And, it is costeffective.
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.
We do not have lab space to conduct research. Due to the lack of space, it is also difficult to properly
store audiologic equipment.
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.
The physical environment is adequate. Due to the large class size, classroom instruction occurs on the
main campus, separate from the Speech and Hearing Center.
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?
There has been no funded major capital projects linked directly to the program in the last 5 years.
Self-Study Template 10
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.
Based on Fall 2013 institutional data, there are 43 students enrolled in the Long Island Au.D.
Consortium. Total revenue for the program is $577,502 with direct expenses at $237,368 and a
contribution margin of $340,134. The program is therefore cost-effective and there is additional room
for growth as the quality and quantity of applications for admissions continues to rise.
Gross
Credit
Tuition Financial
Tuition
Enrollment Hours Tuition
Fees
& Fees
Aid
Remission Fellowships
43
715 583,520 20,528 604,048
0
0
28,320
Other Direct Revenue
1,774
Total Revenue
577,502
Direct Expenses
237,368
Net Tuition
Revenues
575,728
Contribution Margin #1
340,134
STANDARD 7. Effective actions have been taken based on the findings of the last program review and
plans have been initiated for the future.
Faculty continues to write grants and seek external funding for the program. We are looking forward to
the addition of a new faculty member so that we may strongly develop our research reputation and
better serve our students.
Self-Study Template 11