AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Physical Science BS Q
Date Submitted to Department/Division Chair: 9/1/2015
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 physics department offers Physics and Physical Science programs with several overlapping tracks: Physical
Science, Physics, Mathematical Physics, and Pre-Engineering. These share common courses in the department,
the primary difference being coursework taken outside the department. These diverse tracks are served by the
departments of mathematics, chemistry, and biology, and our articulation partners, Manhattan College of
Engineering. We note that the various tracks share all but a few courses given by supporting departments so we
speak here collectively of “physics majors.”
The physics department is in the process of revising the curricula specifically for physical science. The new
curricula will be at the same standard as other major universities. It will offer students a unique and innovative
learning experience. It contains several components including wide range of applied physics courses, upper
level courses with practical elements, as well as undergraduate research experience course. Courses with lab
component and the undergraduate research experience will give a boost to the value of our program and give
our students the valuable experience and training necessary to be successful in graduate study or in a
professional position.
The program prepares majors with the necessary technical knowledge and skills, intellectual curiosity, and
ethical awareness to become lifelong learners who contribute to society. Physical Science is an umbrella
program for tracks leading to careers in technology and engineering. In particular, the engineering sequence is a
five-year curriculum offered jointly by St. John's University and Manhattan College of Engineering. The first
three years of pre-engineering studies are taken at St. John's College. Students meeting requirements are then
admitted to Manhattan College for the last two years of engineering studies in any of the undergraduate
curricula. Both a BS degree from St. John’s and a BE degree from Manhattan College are awarded when the
student successfully completes the program.
The growth of the physics field in the national profile is attributed to the perceived social value of physics and
its value as preparation for other disciplines like medicine, law, and engineering. Our vigorous efforts at
recruitment, teaching, and student engagement enabled this program to be in line with the national percentage
increases in physical science majors.
LAS_PHY_PHYS.SCI_BS_Q
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.
The program prepares majors with the necessary technical knowledge and skills, intellectual curiosity, and
ethical awareness to become lifelong learners who contribute to society. Physical Science is an umbrella
program for tracks leading to careers in engineering or biomedical engineering. We note again that physics,
mathematical physics, and physical science share all but a few courses given by supporting departments so we
speak here collectively of “physics majors.”
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)
Demonstrate the Catholic identity of St. John’s University:
All members of the physics department embrace the following principles and exemplify them for students:
 Respect the essential equality, diversity, and mutual dignity of all persons.
 Reveal an overriding theme of natural law and its unity and perfection.
 Attend to the needs of others, most particularly the less advantaged.
 Recognize that we share the planet and are part of a human community.
 All physics instruction emphasizes the exercise of rational thought.
In general, we strive to be a center of creativity and knowledge for the good of humanity, as directed in Ex
corde ecclesiae, #1
Demonstrate the Vincentian tradition and values






The physics department is committed to fostering learning and development in its students.
We strive to help our students attain well-being and emotional stability through advisement and close
personal relations with our majors.
Almost half of students in the major are from underrepresented groups.
The department distributes quarterly issues of Careers for Minorities to all interested students.
The department is committed, especially in advising, to helping disadvantaged and underrepresented
students to succeed in college and to take promising career paths.
The department helps minority and disadvantaged students get accepted to summer programs at prestige
institutions.
Demonstrate the Metropolitan character of the University




The Metropolitan character of the university is a feature we publicize at Open House and Accepted
Student’s Day.
Our students are encouraged to visit and use the rich facilities in the vicinity. In particular, we
recommend the Planetarium and Brookhaven tours and applications to the local REU programs offered
each summer.
The physics faculty and students represent an international mélange.
As the most fundamental science, physics addresses universal laws that have no national boundaries.
Students of University Physics or College Physics will find the content is virtually the same worldwide.
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 2
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)
Physics department work with students closely to provide them well round education through offering them
small classes and innovative curricula , involving them in research, advising them for their career development
and getting them organizing events such Sigma-Pi-sigma and SPS meetings.
Our students will gain the necessary knowledge to compete with peers solving problems including poverty and
social justice and lead in the society.
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)
In full accord with the mission and institutional goals, the program is dedicated to student-centered teaching,
social diversity, and a modern educational environment. The program is central to providing support for the
sciences. In particular, physics is required for the biology major and for medical college admissions. It is a
primary component of the MCAT exam that is essential for admissions and for the prestige of the pre-health
program. Our researchers publish in biophysics and collaborate with colleagues in biology and pharmacy. We
emphasize that a quality physics program is essential to maintain and enhance Biological Sciences as a program
of distinction
Student engagement is a priority for physics programs including student research and advising. Student
presentations in the Physics Club and our chapter of the national Physics Society, SPS, generate interest and
excitement among science students. In addition we have Sigma-Pi-Sigma induction ceremony every spring to
honor our students and invite our alumni back to share their career experiences with students.
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 2. The program attracts, retains, and graduates high quality students.
Our students are a diverse and intelligent group. Statistics for the students in a representative Mathematical
Method for Physics course were 6 female and 21 male—noteworthy for a field that was once almost entirely
populated by men. The same class consisted of 11 White, 7 African American, 7 Asian and 2 Hispanic. We
estimate that roughly 10% of our majors are international students.
Physical Science majors are a self-selected group of highly capable students as is seen in their high SAT scores.
Retention rates are marginally better than the averages in SJC and SJU. The 6-year graduation rate is skewed
because prior to 2003 physical science was a repository for under-performing pre-medical students who could
obtain a degree with their assortment of science courses. Moreover, a majority of engineering students transfer
out after their third year to attend our articulation partners, Manhattan College of Engineering.
The physical science programs have been mushrooming over the past six years from a handful of students to
more than 40. Engineering career is the fastest growing occupation and Engineers are among the highest paid of
all college graduates; students and parents increasingly appreciate these facts. Enrollments will continue rising,
but more faculty members are needed to meet the demand.
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 3
Student Advising is done entirely by the departmental chair. This assures continuity and consistency in the
process. Advisement includes encouraging students to participate in research, to apply for summer research
opportunities at major research institutions, to join the physics honor society, to engage in independent study, or
to study abroad for a semester.
2a.
Undergraduate SAT and High School Average
SAT
2005
2006
High School Average
2007
2008
2009
2005
2006
2007
2008
2009
Program
1025
1127
1134
1219
1238
87
88
90
90
89
School/
College
1104
1099
1085
1093
1093
88
88
88
88
89
University
1068
1075
1075
1087
1092
86
87
87
87
88
Freshmen SAT Scores
Fall 2010
Fall 2011
Computed
Physical Science
Fall 2012
Computed
1,170
Fall 2013
Computed
1,180
Computed
1,120
1,079
Freshmen High School Average
Fall 2010
Fall 2011
High School
Physical Science
Fall 2012
High School
92
Fall 2013
High School
91
High School
87
88
SAT Scores
High School Average
2010
2011
2012
2013
2010
2011
2012
2013
School/
College - Q
1089
1077
1087
1098
88
88
88
88
Total
University
1097
1087
1096
1104
87
87
88
89
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 4
SAT
Test-Takers
Intended College Major
Mean Scores
Number Percent (%) Critical Reading
Physical Sciences
1,944
1.4%
Mathematics
Total
576
1121
545
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
Undergraduate 1st Year Retention Rate
2b.
The 1st year retention rate between 2009 and 2012 is around 65 %. This below college average retention rate is
due to the following facts: first, incoming physical science majors do not take physics classes in their first year;
second, most of our courses are taught by adjunct faculties.
In order to improve the retention, we are taking the following initiatives: physics majors start to take the physics
courses in their first year; second, we are offering them Mathematics for physics science (PHY 1950) as a
preparatory course in their first semester.
Fall
2003
2004*
2005
2006
2007
2008**
# Fresh
# Ret
%
Program
57%
43%
80%
78%
50%
19
15
79%
School/
College
77%
79%
77%
77%
73%
1005
768
76%
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
Tota
l
PHY1/3/
4
9
2010
Returne
d
DNR
#
%
#
%
5
56%
4
44
%
LAS_PHY_PHYS.SCI_BS_Q
Tota
l
15
2011
Returne
d
DNR
#
%
#
%
8
53%
7
47
%
Tota
l
6
2012
Returne
d
DNR
#
%
#
%
5
83%
1
17
%
Tota
l
21
Returned
DNR
#
%
#
%
14
67%
7
33
%
Self-Study Template 5
Fall
2009
2010
2011
2012*
# Fresh
# Ret
%
School/
College - Q
76%
74%
72%
905
683
76%
Total University
78%
78%
76%
2757
2195
80%
* The % of students started in Fall 2012 and returned to the program in Fall 2013
2c.
Undergraduate 6 Year Graduation Rate
The Physical Science student majors are part of the 3/2 agreement with Manhattan College, so our students
transfer to Manhattan College or Polytechnic University (NYU) after 3 years for the combined program with
those universities. The data shown in the tables below did not take into consideration those factors.
Fall
1999
2000
2001
2002
2003
Program
25%
27%
40%
38%
43%
School/
College
Average Rate
61%
59%
58%
60%
57%
University
64%
59%
61%
61%
58%
Fall 2004 cohort
Total
PHY1
Fall 2005 cohort
Graduated
7
1
14%
Total
Graduated
5
4
80%
Fall 2006 cohort
Total
Graduated
9
5
56%
Fall 2007 cohort
Total
10
Graduated
2
20%
Fall
2004
2005
2006
2007
School/College
Average Rate - Q
57%
57%
57%
51%
Total University
58%
58%
59%
55%
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 6
2d.
Graduate Standardized Test Scores
N/A
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
Enrollment in our physical science program is steady over the last several years, for instance the enrollment
increased from a total of 41 in 2009 to a total of 49 in 2012.Clearly, our new tracks, vigorous recruitment
efforts, and our demographics are working in our favor.
Note: Please see the attachment file about the Roster of Physics Department with Enrollment and Degree Data
2014 provided by AIP.
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)
N/A
2g.
Number of majors and minors enrolled over the past five years. See table below.
The enrollment in the physical Science program has fluctuated over the past six years in the range of 30 to 49
students According to the Bureau of Labor Statistics, employment of physical Science is expected to grow 14
percent, faster than the average for all occupations during the 2010-22 decade.
Fall
Number of
Students
2005
2006
2007
2008
2009
Majors
24
24
33
48
41
Minors
0
0
0
0
0
Total
24
24
33
48
41
MAJORS
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
PHY1
BS
17
10
16
11
PHY3
BS
17
27
18
7
PHY4
BS
9
6
15
12
43
43
49
30
Total
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 7
2h.
Number of degrees granted during the past five years. See table below.
We graduate an average of 6 students per year in the last two years. This is a substantial increase from previous
period of about 3 students per year. The students in physical Science program transfer after third year to
Manhattan College for engineering degree, this is part of 3/2 agreement with Manhattan College. See the
attachment file about the Roster of Physics Department with Enrollment and Degree Data 2014 provided by
AIP.
Academic Year
Degrees
Granted
04/05
05/06
06/07
07/08
08/09
BS
0
2
3
2
6
SJC -UG-Q
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
PHY1
Physical Science
BS
4
3
PHY3
Physical Sci (Bio Med Engine)
BS
1
2
PHY4
Physical Sci (Pre Engineering)
BS
1
Total
6
5
6
6
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
Bachelors
Local
311
310
326
National
23,379
24,712
26,663
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 8
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)
Technical courses in the 3-year engineering track closely match the first two years of coursework at Manhattan
College of Engineering, our articulation partner. This is a well-regarded program and we hold to their standards.
Consistently, we graduate about 6 students a year for the last three years and this represents about 2 % and 0.03
% of the degrees rewarded by the local institutions and national institutions, respectively. Both ratios are very
stable over previous years.
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)
Student advising is our main instrument for monitoring students’ progress toward a degree. The departmental
chair is the advisor assuring continuity and consistency in the process. Advisement is a support service that
includes encouraging students to participate in research, to apply for summer research opportunities at major
research institutions, to join the physics honor society, to engage in independent study, or to study abroad for a
semester.
The department also works closely with freshman center to make sure that the freshman students were properly
advised.
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)
In the last 5 years, we graduate 76 students in physics and physical science. As far as we know, three students
are in medical schools and one student in the Law School. Eight students are having their careers in industry,
while Seventeen students are pursuing graduate degrees in different universities such as Yale, Princeton,
Columbia, POLY-NYU etc..
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_PHY_PHYS.SCI_BS_Q
Self-Study Template 9
The GPA scores of the physical science majors are not as high as the physics majors and St John’s college
average. This is possible because the program is very intensive and students have to complete most of courses
in three years so they can be able to transfer to our partner universities.
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.
The program’s strategic goals and objectives are consistent with the University’s institutional focus to transform
the institutional culture to one in which the quality of how we serve our students both in and out of the
classroom is exceptional.
The department is engaged in continuing assessments (through WEAVE) to assure that we are fostering critical
thinking, information literacy, quantitative reasoning, and writing skills in our students.
We continue to use internet-based assessments for our large service sections, University Physics and College
Physics with excellent results. The computer generates different data for each student and gives instantaneous
feedback. Lecturers are given statistical measures of individual questions. The practice enables us to quiz
frequently and to focus our teaching effectively.
The department seeks improved assessment measures across our curriculum. National Web-based exams
provide one way to compare our students’ performances to an objective benchmark. Consequently, we are
looking at extending these to upper-level courses using a symbolic mathematics service.
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 10
Department members have admirable rapport with each other and with our students. We promote our family
atmosphere in recruitment functions like Open House, Accepted Students Day, and the High School Extension
Program. We think this engagement is a significant factor in our increased recruitment
Our advisement process provides feedback from students so that we are made aware of their needs. This
awareness can be translated into actions that are consistent with exceptional service to our students.
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
Mission & Engagement
The department has supported diversity in hiring and encouraged students to be accepting of people’s race, religion,
gender, and ethnicity. Our full-time faculty members include three Asians, and two whites. Also we have a
woman full time faculty member who has a joint appointment between physics and chemistry departments. The
part-time faculty includes three women, three Asians, five Africans, and seven white males.
Statistics for the students in a representative Mathematical Method for Physics course were 6 female and 21 male—
noteworthy for a field that was once almost entirely populated by men. The same class consisted of 11 White, 7 African
American, 7 Asian and 2 Hispanic. We estimate that roughly 10% of our majors are international students.
The department takes special care in guiding our less privileged majors to receive summer grants in prestigious
programs and to pursue studies that will be advantageous in the marketplace. We distribute a monthly
magazine, Careers for Minorities, to our classes.
Student engagement continues to be a priority for the physics department. The department chair advises each
major in detailed interviews that consider student interests and goals, progress, research opportunities, and
course requirements. Lecturers in the intermediate and upper-level courses know their students by name and
they encourage communication with the students. Student research and meetings of the physics society and
physics club also support engagement.
The physics department encourages students to participate in study abroad programs. Also our faculties are
collaborating on research with international researcher and present their results at international meetings.
St John’s College plan
The Physics Department strategy is to recruit and develop faculties that are excellent scholars and educators.
The main goal is to utilize these faculties to provide students the highest quality education by offering the help
needed in and outside classroom, involving them in research and innovative high impact teaching practices.
To improve our retention and graduation rate, we are changing the major sequence by offering introductory
physics courses to freshman students, working closely with freshman center to make sure they are properly
advised, working one on one with students to give them help.
We also offer our students opportunity for doing research, help them apply for Research Experience for
Undergraduate students (REU), internships and eventually apply for graduate programs..
The Physics Departments’ members are actively seeking grants from different agencies such as NIH, NSF,
DOD…to support their research and offer students research opportunity. In result of this Dr Huizhong Xu just
adds up to existing prestigious NSF grant, an R15 NIH grant for an amount of $400,000.
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 11
We also provide physics courses to more than 300 students from other majors every year, as well offering
online courses and courses for non science majors.
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 program strengths, challenges, and opportunities depend on those characteristics for the department as a
whole.
Strengths: The Department of Physics has a nucleus of talent for developing a distinguished center of
nanomaterials research applied to energy and medicine. The three regular faculty members have overlapping
research interests in the area and two contract full time faculties are working on Green Solar Energy
Technology as well computation biophysics. They built state of arts research labs and produce high quality
publications in peer review journals. Our Faculties are actively applying for grants and one of them just
received an NIH grants for $400,000. In addition our department has already an NSF career grant in amount of
$407,000.
Challenges: Our single greatest challenge is to provide course coverage by committed full-time faculty
members. The growth of the department continues to stretch our ability to cover important coursework and
student research. Procuring a new tenure-track line is our highest priority.
The general physics laboratories (SAH B50 and B51) are the only teaching laboratories in the building that have
not been upgraded. These appear sadly primitive and prospective students often do not return after seeing these
and existing students express concern that they are relegated to second-class status.
The department seeks to introduce a graduate program in biomedical engineering and undergraduate
engineering programs.. This will utilize the strengths of the sciences at St. John’s and enhance the prestige and
revenue of the university. Here the challenge is to enlist the support of the administration.
Opportunities: Physics is basic for all other sciences. Jobs in STEM field are growing and Physics graduates
are in high demand. Therefore they are lots of room to increase our enrollment.
Threats: Peer institutions are investing in STEM infrastructure through the building of new buildings and
renovating existing facilities. For instance, Hofstra University has started a medical school and engineering
school which increases their enrolment in STEM majors.
The Department is in need of more tenure track faculties to grow our programs and provide our students with
research opportunities. The increased reliance on adjunct faculty leads students to consider alternative colleges.
The increased reliance on adjunct faculty decreases the faculty-student interactions and leads students to drop
out, switch majors or even transfer to other schools
ACTIONS:
The Department has been requesting hiring of tenure-track faculty members every year and improving
infrastructure of undergraduate teaching laboratories as well as providing more research lab space. Also, we are
struggling to hire high quality adjuncts, to provide enough research opportunities for our students, and to offer
upper level courses needed for students to graduate.
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 12
Finally, the Department of Physics at St. John’s University is unique to its competition in the New York Area.
We are working on highly cutting edge research projects which focus on nanomaterials applied to energy and
medicine. Even though our research fields have overlaps, they are many different topics such as green solar cell
energy, nanoparticles solar energy and nanmaterials for imaging and drug delivery. These frontier research
areas should attract more investments and more students to our programs. This is a truly unique opportunity for
the university to invest more resources into our program
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.
In the United States, both the National Science Foundation (NSF) and the Department of Commerce track the
number of STEM jobs, but using different metrics. According to Commerce, 7.6 million individuals worked in
STEM jobs in 2010, or about 5.5 percent of the U.S. workforce. That number includes professional and
technical support occupations in the fields of computer science and mathematics, engineering, and life and
physical sciences as well as management. The NSF, by contrast, counts 12.4 million science and engineering
jobs in the United States, including a number of areas that the Commerce Department excludes, such as healthcare workers (4.3 million) and psychologists and social scientists (518 000).
According to Bureau of Labor Statistics, Physicist jobs are expected to increase by 14% by the year 2022.
However, there are many jobs options for students who have graduated with physical science degree. They
could continue their graduate program, or find jobs in the other high demand fields such as industry
(engineering, computer science, finance and other STEM fields) or Medical fields and Law.
Change, 2010-20
Fastest Growing Occupations
Percent
Numeric
Physicians and Surgeons
24%
168,300
Physician Assistants
30%
24,700
Physical Therapist
39%
77,400
Physicists
14%
2,800
Occupations having the
largest numerical
increase in employment
Change, 2010-20
Percent
Numeric
Physicians and Surgeons
24%
168,300
Physical Therapist
39%
77,400
Changes, 2010-20
Grow faster than average - Increase 15 to 20.9%
Percent
Numeric
Physical Therapist
39%
77,400
Physician Assistants
30%
24,700
Physicians and Surgeons
24%
168,300
Grow about as fast as average - Increase 7 to 14.9%
LAS_PHY_PHYS.SCI_BS_Q
Changes, 2010-20
Self-Study Template 13
Physicists
Percent
Numeric
14%
2,800
*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm
We like to note that there are many jobs options for students who have graduated with physical science degree.
They could continue their graduate program, or find jobs in industry (engineering, computer science, finance
and other STEM fields).
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
Undergraduate engineering and physics curricula are largely standardized throughout the country. This is
especially so in the first three years at which point many of our physical science majors transfer to other
institutions.
The assessment plan in WEAVE shows core competences are addressed by the program goals. In particular,
critical thinking, information literacy, and quantitative reasoning are most directly addressed by goals involving
physical principles and problem solving. Skillful writing is a goal of laboratory reports and qualitative
descriptions.
Each course offered this year reported that the goal was met (80% success in each problem for 80% of the
students). In the entry-level course, University Physics, we found that seven of the problems (out of 130 total on
midterms and finals) were met by only about 50% to 60% of students. The foundations for these problems will
now receive greater emphasis in lectures and recitations. Overall, the program met the goals comfortably.
We encourage our students to apply for summer internships and research experience for undergraduate (REU).
Several students were accepted by local engineering companies as interns and by national research labs and
universities.
Most of faculty received overall student evaluation score of 4.0 and above. Our faculties are committed to
teaching excellence and are using innovative techniques such as Peer Instruction in their classroom to engage
students and make class vibrant. I addition that our entire faculty are five days in the department working
closely with students that are in need of help. Not in just help them with classwork, but in advising them in their
career path as well as doing research with them.
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 14
Few of our students also went abroad for taking core courses; also we hosted students from abroad for example
Brazilian students.
A number of our students are engaging in collecting and analyzing data, taking notes and writing papers. Their
work has been published in peer review journals as well as been presented in the local or national conferences.
Therefore, physics department is committed to the university core competencies in which students can learn
writing skills, oral presentation skills, critical thinking a quantitative reasoning.
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
The syllabi of the courses offered by the physics department are in compliance with the template syllabus found
in the link at the Center for Teaching and Learning
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)
Four goals and eleven objectives are presented in the 2014-2015 assessment plan. These are assessed by five
measures.
Goals
1: Understand fundamental laws and concepts in field
2: Communicate scientific work effectively
3: Perform accurate computations
4: Be prepared for transition to a career in field
Objectives
1: Recognize and apply fundamental physical principles
2: Solve standard problems in fundamental subjects
3: Demonstrate proficiency in laboratory procedures
4: Write accurate and analytical laboratory reports
5: Respond effectively to qualitative questions
6: Present effective oral and written reports
7: Perform computer-assisted calculations
8: Be able to model physical systems
9: Explore and report career options
10: Explore & report opportunities for training
11: Determine possible future options in field
Measures
1: Problem-solving tests and homework
2: Laboratory reports and instructor assessments
3: Notify and support applicants for summer research
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 15
4: Conduct meetings for Society for Physics Students
5: Develop and conduct sophomore seminar
Based on the assessment results we have taken the following action plan. In the entry-level course, University
Physics, we found that seven of the problems (out of 130 total on midterms and finals) were met by only about
50% to 60% of students. The foundations for these problems now receive greater emphasis in lectures and
recitations. Overall, the program met the goals comfortably.
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)
N/A
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.
We have three regular faculty members, two contract members, and sixteen part-time members. Half of the
adjuncts have PhD’s. The Adjuncts with Masters Degrees conduct laboratories and recitations. PhD level
physicists teach all the program lectures. The faculty is highly capable in the physics and engineering areas
spanned by the program.
A diverse faculty supports the program. Our full-time faculty members include three Asians, and two whites.
Also we have a woman full time faculty member who has a joint appointment between physics and chemistry
departments. The part-time faculty includes three women, three Asians, five Africans, and seven white males.
The Physics Department enjoys excellent interpersonal relations within the department and with the university
community in general. The chairman consults with the faculty and staff regularly and informally so that we are
members of a community with shared goals and concerns. The chairperson discusses student assessments with
each faculty member and considers various adjustments and strategies to enhance their effectiveness. The
chairperson makes suggestions based on class visitations.
Our faculty is capable, collegial, and diverse, but we are understaffed. We need additional full-time members to
support our growing programs. Qualified physics adjuncts are scarce. Talented Ph.D. physicists have
opportunities in commercial enterprises so the pool of effective adjuncts is limited. We are fortunate to have a
few qualified adjuncts teaching as a sideline and we try to maximize their hours. The full time members we
would like to hire must have research and teaching experience that cannot be wooed with adjunct status. The
department struggles to cycle courses while awaiting a thaw in hiring.
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.
The student to full time faculty ratio is summarized in the following table:
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 16
FTE student/Fulltime faculty ratio
FTE student/FTE
faculty ratio
2005
15.7
2006
27.5
2007
31.5
2008
37.5
2009
18.5
2010
20.3
2011
16.2
2012
18.8
2013
17.4
8.8
12.86
10
17.55
13.95
13.5
9.7
12.8
9.5
All majors in the department take the same required physics courses and, with few exceptions, the same elective
physics courses. The different tracks take appropriate course concentrations outside of the department (in
Mathematics, Biology, and Chemistry). Therefore, in the calculation of the # of FTE faculty assigned to the
program and the FTE student/FTE faculty ratio, we aggregated the majors in physics and physical science
because it is not possible to separate the instructors according to individual programs.
Fall 2005
Fall 2006
# Majors/
FT Faculty
FT
PT
Total
Majors
46
1
47
Minors
1
Majors
& Minors
Combined
47
1
# of FTE
Students
(Majors &
Minors)
47.00
# of FTE
Faculty
assigned
to the
program
3
FT
55
PT
2
1
Fall 2007
Total
FT
PT
57
62
0
1
1
Fall 2008
Total
FT
PT
63
74
1
1
3
Fall 2009
Total
FT
PT
77
73
1
1
1
Total
74
1
48
56
2
57
63
1
64
75
3
78
74
1
75
0.33
47.33
55.00
0.67
55.67
63.00
0.33
63.33
75.00
1.00
76.00
74.00
0.33
74.33
2.33
5.33
2
2.33
4.33
2
4.33
6.33
2
2.33
4.33
4
1.33
5.33
FTE
Student/
FTE
Faculty
Ratio
LAS_PHY_PHYS.SCI_BS_Q
8.88
12.86
10.00
17.55
13.95
Self-Study Template 17
Fall 2010
Fall 2011
Fall 2013
F
Total
F
P
Total
F
Total
F
P
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
MAJORS
44
44
40
3
Fall 2010
Total
Fall 2012
FTE MAJORS
50
50
Fall 2011
F
Total
F
FTE
FTE
FTE
44
44
40
Fall 2010
43
Fall 2011
P
2
Fall 2012
30
Fall 2013
Total
F
Total
F
FTE
FTE
FTE
FTE
FTE
FTE
FTE
1
41
50
50
28
0.667
28.667
Fall 2012
P
Total
Fall 2013
# of FTE faculty assigned
to the program (inc
Admin.)
4+
6/3 =
6
5+
10/3 =
8.33
5+
7/3
=
7.33
# FTE majors combined in
Physics and Physical
Science
37
+44 =
81
39.667
+ 41 =
80.667
44 +
50 =
94
41 +
28.667
=
69.667
FTE Student/FTE Faculty
Ratio
13.5
12.8
9.5
9.7
28
4+
10/3 =
7.33
Important Notes:
FTE Students = Number of FT Students + (number of PT Students/3)
FTE Faculty = Number of FT Faculty + (number of PT Faculty/3)
Note: All majors in the department take the same required physics courses and, with few exceptions, the same
elective physics courses. The different tracks take appropriate course concentrations outside of the department
(in Mathematics, Biology, and Chemistry). Therefore, in the calculation of the # of FTE faculty assigned to the
program and the FTE student/FTE faculty ratio, we aggregated the majors in physics and physical science
because it is not possible to separate the instructors according to individual programs.
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 18
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
%
#
%
#
%
#
%
#
%
FT Faculty
1418
70%
1326
72%
1013
58%
1130
94%
1256
97%
PT Faculty
621
30%
507
28%
744
42%
78
6%
45
3%
Total
2039
100%
1833
100%
1757
100%
1208
100%
1301
100%
%
consumed
by
Non-Majors
92%
Credit Hrs Taught
Fall 2010
Number
F-T Faculty
88%
1,302
P-T Faculty (inc
Admin)
Fall 2011
Percent
Number
94.6%
75
5.4%
1,300
164
% Consumed by
Non-Majors
1,377
1,076
100%
78.1%
Percent
Number
88.8%
1,263
191
0.0%
1,464
1,081
76%
Fall 2012
11.2%
0.0%
Total
86%
100%
73.8%
Fall 2013
Percent
Number
Percent
86.9%
1,258
86.8%
13.1%
192
13.2%
0.0%
1,454
1,056
79%
100%
72.6%
0.0%
1,450
1,145
100%
79.0%
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time
faculty (including administrators).
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 19
Courses
Taught
Fall 2005
#
Fall 2006
%
Fall 2007
Fall 2008
Fall 2009
#
%
#
%
#
%
#
%
16
41%
10
26%
12
39%
11
34%
FT Faculty
14
35%
PT Faculty
26
65%
23
59%
28
74%
19
61%
21
66%
Total
40
100%
39
100%
38
100%
31
100%
32
100%
Courses
Taught
Fall 2010
Number Percent
Fall 2011
Number
Fall 2012
Percent
Number
Fall 2013
Percent Number Percent
F-T Faculty
10
28.6% 13
30.4% 17
33.3% 11
28.2%
P-T Faculty
(inc Admin)
25
71.4% 29
69.6% 34
66.7% 28
71.8%
Total
35
0.0%
0.0%
0.0%
100% 42
100% 51
100%
0.0%
39
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)
The department encourages diversity in hiring; our full-time faculty members include three Asians, and two
whites. Also we have a woman full time faculty member who has a joint appointment between physics and
chemistry departments. The part-time faculty includes three women, three Asians, five Africans, and seven
white males.
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 20
Departmental Data
2005
FT
2006
PT
#
%
#
%
Male
4
80%
7
88%
Female
1
20%
1
Total
5
100%
Black
1
Hispanic
Total
FT
2007
PT
#
%
#
%
11
4
67%
6
86%
13%
2
2
33%
1
8
100%
13
6
100%
20%
2
25%
3
0
0
0%
1
13%
1
Asian
1
20%
0
0%
White
3
60%
5
Unknown
0
0%
Total
5
100%
Tenured
3
Tenure-Track
Total
FT
2008
PT
#
%
#
%
10
3
60%
8
89%
14%
3
2
40%
1
7
100%
13
5
100%
0%
1
14%
1
0
0
0%
1
14%
1
1
2
33%
0
0%
63%
8
4
67%
4
0
0%
0
0
0%
8
100%
13
6
100%
60%
3
2
2
40%
2
Not Applicable
0
0%
Total
5
100%
Total
FT
2009
PT
#
%
#
%
11
4
80%
6
75%
11%
3
1
20%
2
9
100%
14
5
100%
0%
2
22%
2
0
0
0%
1
11%
1
2
1
20%
0
0%
57%
8
3
60%
5
1
14%
1
1
20%
7
100%
13
5
100%
33%
2
2
4
67%
4
0
0
0%
5
6
100%
Total
FT
PT
Total
#
%
#
%
10
4
80%
4
80%
8
25%
3
1
20%
1
20%
2
8
100%
13
5
100%
5
100%
10
0%
2
25%
2
0
0%
1
20%
1
0
0%
1
13%
1
0
0%
1
20%
1
1
2
40%
1
13%
3
2
40%
1
20%
3
56%
8
2
40%
4
50%
6
2
40%
2
40%
4
1
11%
2
1
20%
0
0%
1
1
20%
0
0%
1
9
100%
14
5
100%
8
100%
13
5
100%
5
100%
10
40%
2
2
40%
2
2
40%
2
3
60%
3
1
20%
1
1
20%
1
0
0
0%
0
2
40%
2
2
40%
2
6
5
100%
5
5
100%
5
5
100%
5
Gender
Ethnicity
Tenure Status
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 21
2010
FT
2011
PT
Total
#
%
#
%
Male
3
60%
6
100%
Female
2
40%
0%
Total
5
FT
2012
PT
Total
#
%
#
%
9
4
80%
8
80%
2
1
20%
2
20%
11
5
FT
2013
PT
Total
#
%
#
%
12
4
80%
5
71%
3
1
20%
2
29%
15
5
FT
PT
Total
#
%
#
%
9
3
75%
8
80%
11
3
1
25%
2
20%
3
12
4
Gender
6
10
7
10
14
Ethnicity
Black
0%
2
33%
2
0%
Hispanic
0%
1
17%
1
0%
29%
2
0%
3
30%
3
0%
0
0%
0
0%
0
40%
1
17%
3
75%
1
10%
4
0%
0
0%
0
0%
0
17%
4
25%
6
60%
7
2 or More Races
0
0%
0
Native
Hawaiian/Pacific
Islander
0
0%
0
0
0%
0
Asian
2
American
Indian/Alaskan
Native
White
0%
3
Unknown
Total
60%
0%
5
1
1
6
17%
2
40%
3
1
0%
3
1
60%
6
0%
11
5
30%
3
0%
0%
0
0%
10%
3
0%
0
60%
9
0%
10
2
3
0
2
40%
1
14%
3
0%
0
0%
0
60%
4
57%
7
0%
15
5
0%
7
3
1
0
0%
12
4
2
10
14
Tenure Status
Tenured
1
20%
1
1
20%
1
1
20%
1
Tenure-Track
1
20%
1
2
40%
2
2
40%
2
Not Applicable
3
60%
3
2
40%
2
2
40%
2
2
Total
5
5
5
5
5
5
4
LAS_PHY_PHYS.SCI_BS_Q
50%
2
0%
0
50%
2
4
Self-Study Template 22
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)
The three regular members of the department are active experimental researchers. In addition, we have two full
–time contract faculties, one is a bench scientist and other one is a theorist. The experimental scientists built two
laboratories at St. John’s: a photonics laboratory and a biophysics/nano-imaging lab. The department publishes
quality papers averaging about three to four papers per year some of these papers are coauthored by
undergraduate students. Department members mentor undergraduate students on various research projects. We
submitted 18 grant proposals for external funding over the past several years, Dr Fatima was awarded a Clare
Boothe Luce Grant for an amount of $208,600.00 and Dr. Xu is currently on a $407K grant from the National
Science Foundation. In addition DR Xu just received an R15 NIH grant in the amount of $400 K.
The faculty advises the St. John’s Society of Physics Students (SPS) chapter and organizes a series of SPS
seminars. One is also an active participant and mentor of the Harlem Children Society and St. John’s Science &
Technology Entry Program (STEP). SIR reports show that most of our full-time faculty members are
performing above national averages in comparable courses.
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)
Attendee of faculty development meetings:
Dr Xu:
 PKAL Summer Leadership Institute II for STEM Faculty, Baca Campus of Colorado College, Crestone,
Colorado. July 30-August 4, 2013.
Dr Fatima :
 Greater Opportunities Advancing Leadership and Science (GOALS) , Intrepid Museum, College Fair,
Feb. 2012.
Dr Sadoqi:
 “CCAS seminar for department chairs”, Charlotte North Carolina, Feb 24-26, 2011.
 “PhysTEC 2011 Conference”, Austin, Texas, May 23-24, 2011
“Transforming STEM Education: Inquiry, Innovation, Inclusion, and Evidence”, San Diego, CA, October 31November 2, 2013
Dr Gen Long:
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.)
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 23
Fiscal Year
External
Funding
04/05
05/06
06/07
07/08
08/09
08/10
$ Amount
Program
$ Amount
Department
22,000
401,000
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
86,690
76,581
84,965
79,144
Note: Dr Fatima Clare Boothe Luce Grant was not included in the above table for the time she was with us.
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
Physical
Science (Q)
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).
N/A
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)
100% of our full time faculty have PhDs and 50 % of our adjuncts have PhDs the rest have masters and
Industrial experiences.
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 24
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)
Our faculty is capable, collegial, and diverse, but we are understaffed. We need additional full-time members to
support our growing programs. Qualified physics adjuncts are scarce. Talented Ph.D. physicists have
opportunities in commercial enterprises so the pool of effective adjuncts is limited. We are fortunate to have a
few qualified adjuncts teaching as a sideline and we try to maximize their hours. The full time members we
would like to hire must have research and teaching experience that cannot be wooed with adjunct status. The
department struggles to cycle courses while awaiting a thaw in hiring.
Also we are in need of research funds and travel budget from the university to support faculty and students for
doing research and attending conferences.
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)
Our teaching laboratories, SAH B50 and B51, have been neglected; their shabby appearance is noted by all
science majors and is a detriment to recruitment. All other teaching laboratories in the building have been
renovated so the contrast is stark. Upgrading the general physics laboratories would be largely cosmetic and
would have positive effects on recruitment and retention.
Our majors are in need of advanced computers equipped with software for computer programming.
Classrooms are poorly equipped with technology needed for teaching. Projection of the power points slides is
taking all the space on the board. Also, it is very difficult to clean the whiteboard.
The Physics Department is in need of professional software for students learning such as MatLab,
Labview..etc..
There is a shortage of research lab space. B55 lab is used by more than 7 students and 3 faculties.
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)
The classrooms are crowded and they are not suitable for large class sizes. Also the HVAC is not working
especially in St Albert Hall Building.
LAS_PHY_PHYS.SCI_BS_Q
Self-Study Template 25
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)


Renovation of B55 Lab for faculty research
Renovated student lounge B37
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)
Enrollment
SJC
Physics 41
SJC
Physical
Science
30
Gross
Tuition
& Fees
Financial
Aid
Tuition
Remission
Net
Tuition
Revenues
Other
Direct
Revenue
Total
Revenue
Direct
Expenses
Contribution
Margin #1
1,619,042
697,606
57,820
863,616
11,222
874,838
378,954
495,884
1,049,045
494,828
0
554,217
7,772
561,989
219,020
342,969
The total revenue is $ 874,838 +$561,989 = $1,436,837 and the direct expenses are $378,954 + $219,020 = $
597,974 which gives revenue to expense ratio of 2.4 to 1. The total revenue in the above table does not include
the grant money earned by the department.
FY 2009
$ FROM GRANTS
EARNED INCOME FROM
INSTRUCTION (By student credit
hours taught)
GENERAL FEES (includes Lab
FY 2010
-
86,690
FY 2011
76,581
FY 2012
84,965
2,190,279 2,542,483 2,882,830 3,191,683
55,143
64,771
67,996
70,895
928,000
930,000
913,000
962,000
2.42
2.90
3.32
3.48
Fees)
DIRECT INSTRUCTIONAL COST
(Departmental budget)
EARNED INCOME/DIRECT
INSTRUCTIONAL EXPENSE
RATIO
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The above table shows the income to expense ratio for previous years is 3.5 to 1, which include the grant and
instructional cost.
Standard 6.
Additional comments if needed. (Suggested limit 1 page)
Our most critical need is for another position to bring the department’s full-time total to six. Physics
Department initiatives produced growing enrollments and quality research, but our successes are outstripping
our capacity for course coverage and student engagement. A new tenure-track line will enable us to maintain the
teaching quality we now enjoy, enhance our standing as a local center of biophysical research, and enable us to
recruit more s The department seeks to introduce a graduate program in biomedical engineering. This will
utilize the strengths of the sciences at St. John’s and enhance the prestige and revenue of the university. Here
the challenge is to enlist the support of the administration.
The physics department enjoys outstanding commitment from the staff and faculty. They are excited about our
increased enrollments, faculty changes, research productivity, and new and revised programs. We are aware that
our successes are not generated solely from within the department and we are grateful for the support and
encouragement of our Dean and Provost.
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)
The following items are the most significant changes and improvements in the department since the last review:
A relatively inactive faculty member retired and was replaced by an exceptional young researcher and
teacher.
We increased our recruitment efforts by calling and writing to prospective students from Open House
and Accepted Students Days. We also write letters to undecided students to advertise our programs and
we actually recruited students from this pool of undecided students every year.
We increased our efforts to reach out to local industries, so they can provides internships and
eventually full time employment to our students.
We host Sigma-pi-Sigma induction ceremony every year to bridge alumni with our students and build
network.
We revised our curriculum to be at the same standard as other universities as well as adding some
unique components. For instance, we created several new courses with lab components so Students can
have hands on experiences.
Our faculties are actively pursuing research in their respective fields and their achievement will be
summarized below:
 Dr Ali research interests are in Computational and Experimental Biophysics with applications in
Bio-medicine and Drug delivery systems. In addition to that he has broad interest in other areas
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



like Electronics, Magnetism, Astronomy and Physics Education. His computational research is
platformed on High Performance Computing System and Resources, while for experimental
research he uses Surface Plasmon Resonance, Differential Scanning Calorimetry and many other
Spectroscopic and Biophysical Techniques.
Dr. Fortmann’s research is targeting the fundamental process of photon absorption in plants. He is
investigating how the plant producing energy and apply knowledge gained to the development of
“bio-engineered” photovoltaic solar cells and other energy generation devices.
Dr Long research is on the synthesis and characterization of magnetic and nonmagnetic
semiconductor nanoparticles as well as other nanostrucutres. He is also interested in electrical,
magnetic, thermal and optical properties studies of novel nanomaterials and device applications
such as solar cell, LED, photo detector, etc
Dr Sadoqi research is on the synthesis and characterization of magnetic and polymeric nanoparticles
with Near Infrared dyes. He uses them for applications such as imaging and drug delivery.
Dr Xu is working on a new approach for high resolution imaging and sensing using dielectric
nanowaveguides. His research will advance our knowledge and understanding of light on the
nanoscale,it will also enable innovative technologies that allow the visualization of nanoscale
structures in the optical spectrum.
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