AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Psychology BA Q
Date Submitted to Department/Division Chair: September 28, 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)
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)
Our undergraduate major is one of the largest in the college and a vast majority of the students are first generation. All
faculty engage with our student population to support them as they learn to navigate the academic landscape. They often
require more one-on-one attention than those who have family ties in higher education. We continue to create new
courses or revise course content to meet the interests of our student such as developing courses that address cultural
diversity, and courses that have service learning components that really speaks to the university mission. Lastly, the focus
of some faculty research is devoted to examining and assisting those who are marginalized by society. This affords
students with exposure to various communities and encourages them to think critically about the needs a particular
population. Students can also work or be involved in research in our Clinic for Psychological Services which services a
generally low-income, multiethnic community in central Queens, New York
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)
Consistent with the university vision statement, the psychology major is committed to educating a diverse body of
students with a commitment to helping them develop critical thinking skills, and engage in active learning.
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)
Consistent with the College’s vision of producing graduates who are critical thinkers- we continue to increase
mechanisms for students to participate in empirical research, whether it is though research intensive courses (psy 3040) or
volunteering in various lab. Several students have presented their own research at scientific meetings around the country.
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
LAS_PSY_PSYCH_BA_Q
Self-Study Template 1
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
SAT
High School Average
Program
2005
1061
2006
1059
2007
1064
2008
1077
2009
1053
2005
87
2006
87
2007
87
2008
87
2009
88
School/
College
University
1104
1068
1099
1075
1085
1075
1093
1087
1093
1092
88
86
88
87
88
87
88
87
89
88
Freshmen SAT Scores
Fall 2010
Fall 2011
Computed
Psychology
Computed
1,091
Freshmen High School Average
Fall 2010
1,074
Computed
1,063
Fall 2012
High School
88
Fall 2013
Computed
Fall 2011
High School
Psychology
Fall 2012
Fall 2013
High School
87
1,067
High School
88
88
2010
SAT Scores
2011
2012
2013
2010
School/
College - Q
1089
1077
1087
1098
88
88
88
88
Total University
1097
1087
1096
1104
87
87
88
89
SAT
Intended College Major
Psychology
High School Average
2011
2012
Test-Takers
Mean Scores
Number Percent (%) Critical Reading
7,261
2013
5.4%
488
Mathematics
Total
478
966
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
LAS_PSY_PSYCH_BA_Q
Self-Study Template 2
Undergraduate 1st Year Retention Rate
2b.
Fall
2003
2004*
2005
2006
2007
Program
70%
79%
77%
81%
67%
# Fresh
128
2008**
# Ret
104
School/
College
University
77%
78%
79%
78%
77%
78%
77%
79%
73%
76%
1005
3268
768
2557
%
81%
76%
78%
Note* The % of students started in Fall 2004 and returned to the program in Fall 2005
** The % of students started in Fall 2008 and returned to the program in Fall 2009
2009
Total
PSY
153
Returned
#
%
116
76%
2010
DNR
#
%
37
24%
Total
134
2011
Returned
#
%
103
DNR
#
%
77%
31
Total
23%
109
2012
Returned
#
%
DNR
#
%
74
35
68%
32%
Total
139
Returned
#
%
103
74%
DNR
#
%
36
26%
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
Program
School/
College
Average Rate
University
PSY
Fall 2004 cohort
Total
Graduated
100 #
54%
LAS_PSY_PSYCH_BA_Q
1999
58%
2000
57%
Fall
2001
50%
2002
62%
2003
54%
61%
64%
59%
59%
58%
61%
60%
61%
57%
58%
Fall 2005 cohort
Total
Graduated
97 #
53%
Fall 2006 cohort
Total
Graduated
111 #
55%
Fall 2007 cohort
Total Graduated
123 #
45%
Self-Study Template 3
Fall
2004
2005
2006
2007
School/College
Average Rate - Q
57%
57%
57%
51%
Total University
58%
58%
59%
55%
2d.
Graduate Standardized Test Scores
n/a
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
n/a
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.
Fall
Number of Students
Majors
Minors
Total
MAJORS
2005
2006
513
48
561
PSY
2007
550
46
596
2008
519
38
557
2009
524
38
562
BA
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
592
602
558
534
11
8
15
18
BA/MA
PSY7
BA/MA
8
Total
MINORS
LAS_PSY_PSYCH_BA_Q
Psychology
581
37
618
603
610
573
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Minors
Minors
Minors
Minors
13
22
27
560
27
Self-Study Template 4
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Total
Total
Total
Total
Total
2h.
616
632
600
587
Number of degrees granted during the past five years. See table below.
Degrees Granted
BA
SJC -UG-Q
04/05
110
PSY
05/06
117
Psychology
Academic Year
06/07
127
BA
07/08
121
08/09
125
10/11
11/12
12/13
Degrees Conferred
Degrees Conferred
Degrees Conferred
113
145
161
Below is comparison degrees conferred data for local and national institutions based on data retrieved from the IPEDS
website. This is based on the Classification of Instructional Program (CIP) Code of 42-Psychology.
20092010
20102011
20112012
Bachelors
Local
1,938
1,813
1,995
National
97,213
100,893
108,986
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)
Each student is assigned an academic advisor whom they are encouraged to meet and discuss their academic profile on an
ongoing basis. Their advisement reports are reviewed in the context of what their objectives are beyond the B.A. degree.
We have also created a number of additional mechanisms for support such as group advising with several faculty
members present, professor on call, whereby someone would be available for answer questions via telephone, and walk-
LAS_PSY_PSYCH_BA_Q
Self-Study Template 5
in days where no appointments are necessary. Additionally, new faculty are provided training prior to advisement so they
have a handle on the various requirements beyond what is required for the major.
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)
GET THIS FROM BILL. He presented some data at the retreat
2k.
Please comment on the students’ competencies in the program. Support your response using data provided
below and any other data available. (Suggested limit 1/3 page)
Standard 2.
Additional comments if needed: (Suggested limit 1 page)
STANDARD 3. The program engages in ongoing systematic planning that is aligned with the University and
School/College planning, direction, and priorities.
3a.
How does your program’s strategic goal/objectives link to your School/College plan and the University’s strategic
plan? http://www.stjohns.edu/about/leadership/strategic-planning
Student engagement is a priority for the College and our department continues to create more opportunities toward that
end. We have increased the number of sections of our research intense course Psy 3040. The design of this enables
students to work directly with faculty on research projects fostering connections that last well beyond the semester. We
LAS_PSY_PSYCH_BA_Q
Self-Study Template 6
have also revised the independent study course such that students can take 2 semesters and complete their own research
projects.
Faculty have been taken a greater interest in student events, with a large number attending the 50th Anniversary of our
Psi Chi chapter. Additionally, we have made a concerted effort to invite undergraduates to the department colloquia.
Attendance has been increasing annually as students see this as an opportunity to learn more about the various subdisciplines within the broad field of psychology and network with faculty from other universities.
Student assessment of faculty advising indicates we need to improve in this area. There is a fair amount of variability in
the quality of advisement. In order to address this shortcoming we have implemented a group advisement system where 3
or 4 faculty can work in concert to serve the students and draw upon their collective knowledge to answer questions.
Recognizing that the group approach may not be suitable for all students, they can still make an appointment with their
individual advisor for a one on one experience.
Global Education is another priority of the College. Previously we developed “Discover the World: Psychology” in
Seville, Spain. This program resulted in two classes that would fulfill requirements in the major in order to keep students
on track for graduation within the framework of the traditional DTW 5 week schedule. We are currently planning to
launch an expanded program in the Fall of 2016. This program will be a full semester in duration and will have the
possibility to take our internship course (Psy 4903) as well as opportunities to collaborate with area universities (Loyola
and/or University of Sevilla) through joint class projects. We piloted this program during the Spring 2015 semester.
Students from SJU and Loyola were both taking a Theories of Personality course (at their home institution). They
collaborated on presentations such as “How does culture influence personality development”. SJU students reported this
experience to be one of the most beneficial of their entire study abroad experience. They viewed the opportunity to meet
and work with college students a key component to cultural exchange that extended beyond the class material.
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?
One of the changes that is certain to have a positive impact on the number of psychology majors is the most recent
revision to the MCAT (medical college admissions test) which now includes a section on psychology and statistical
procedures. While we have always had a representative amount of majors who were planning on a career path in
medicine, but we believe this change will be reflected in increased number who will see psychology as a via major
pursuant to applying to medical school.
Psychology continues to be a desirable major as many students are interested in mental health issues and will ultimately
seek graduate training as either: mental health counselors, social workers or psychologists. All of those professions are
trending with increasing growth in the ever changing healthcare climate. The challenge for us as a program/department
will be providing the resources they need to be successful, such as research opportunities, internships and other service
learning experiences.
3c.
What is the current and future market demand for the program? Support your response using the data
provided below or any other internal or external sources to justify your response.
Fastest Growing Occupations
LAS_PSY_PSYCH_BA_Q
Change, 2010-20
Percent
Numeric
Occupations having the
largest numerical
Change, 2010-20
Percent
Numeric
Self-Study Template 7
increase in employment
Psychologists
22%
37,700
Psychologists
22%
37,700
Changes, 2010-20
Grow faster than average - Increase 15 to 20.9%
Psychologists
Percent
Numeric
22%
37,700
*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm
Standard 3.
Additional comments if needed: (Suggested limit 1 page)
STANDARD 4. The program provides a high quality curriculum that emphasizes and assesses student learning and
engagement.
4a.
Please indicate how the program curriculum is in alignment with the following three items:
(Suggested limit 1/2 page for each of the three categories below)
1. Standards within the discipline
The American Psychological Association (APA) released guidelines for the undergraduate major in psychology in 2013
dictating five learning goals and related outcomes deemed to reflect the best practices from the scholarship of teaching
and learning in the major. The five learning goals are: knowledge base in psychology, scientific inquiry and critical
thinking, ethical and social responsibility in a diverse world, communication and professional development. Our
department has made significant efforts in revising various elements of our curricula to align with these guidelines.
Regarding knowledge base in the discipline, we have created several new courses to address the interest of our students
and the direction of the field. New courses in Health, Forensic, Child and Adolescent Psychopathology, Sport,
International psychology have been developed to meet these needs. Revisions of our research intensive courses are
aligned with developing critical thinking and increasing scientific inquiry. Our efforts in the area of ethical and social
responsibility can be viewed through our expansion of courses that contain a service learning component and our efforts
in developing more opportunities for unique study abroad opportunities. All courses seek to increase both oral and
written communication. The fact that many of our students have made presentations at regional and national professional
meetings speaks to their acumen in this area.
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study
abroad experiences.
The psychology curriculum integrates the methods and content of psychology science, provides internships to
allow students to apply their knowledge and study abroad experiences to provide a cross-cultural context for
understanding human behavior and thought. Based on teaching evaluations our faculty are generally viewed as
knowledgable and engaging.
LAS_PSY_PSYCH_BA_Q
Self-Study Template 8
3. The University Core competencies
The psychology undergraduate program has made a concerted effort to revise courses and provide other opportunities for
students to develop critical thinking skills, and increase their writing abilities. Faculty who have attended writing across
the curriculum events, have created new ways to incorporate writing in classes other than those traditionally viewed as
writing intensive courses. Independent study courses provide instruction that not only covers the literature of specific
body of research, but also how to determine an appropriate study design and interpret findings. By having students
actively involved in faculty research they are afforded opportunities to design their own projects, analyze results and
present their research at professional conferences. We have had several undergraduate students present at such
conferences as: Eastern Psychological Association, American Academy of Clinical Neuropsychology, and Association for
Psychological Science
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
All syllabi meet APA requirements for preparation of acceptable syllabi and are posted online in digication.
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)
We currently use Weaveonline system to compile data that can be used to evaluate our students’ knowledge. We collect
information from our research methods (Psy 2040) courses to determine the level of mastery of psychology methodology
and APA style of writing. The use of this course also enables the evaluation of certain APA objectives such as critical
thinking and decision making by examining how students synthesize information and integrate the literature with their
own research projects. It is also a measure of effective communication. NOTE: I have two PDF tables depicting data
from past 2 years not sure how to include or if it should be left out.
We could improve our assessment metrics. The action plan involves developing and adding additional measures to our
weave system to monitor student outcomes. We want to better track those in graduate programs (including medical and
law school). Previously we have emailed surveys but have not a great job of follow-up after the initial rounds of
responses.
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.
LAS_PSY_PSYCH_BA_Q
Self-Study Template 9
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
Fall 2006
FT
PT
Majors
495
18
513
Minors
44
4
48
Majors
& Minors
Combined
539
22
561
573
# of FTE
Students
(Majors &
Minors)
539.00
7.33
546.33
# of FTE
Faculty
assigned
to the
program
9.33
5
14.33
FTE
Student/
FTE
Faculty
Ratio
Total
FT
PT
528
Fall 2007
Total
PT
550
504
46
37
23
596
541
573.00
7.67
580.67
11.33
5.66
17
45
22
FT
1
38.12
Fall 2008
Total
15
FT
PT
519
505
38
38
16
557
543
541.00
5.33
546.33
9.5
7
1
16.5
34.12
Fall 2009
Total
19
FT
PT
524
564
38
36
19
562
600
18
618
543.00
6.33
549.33
600.00
6.00
606.00
9.5
7
10.83
6.33
17.16
16.5
32.93
17
Total
1
581
37
33.29
35.31
1:34
Fall 2010
Fall 2011
Fall 2012
Fall 2013
F
P
Total
F
P
Total
F
P
Total
F
P
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
MAJORS
595
16
611
601
Fall 2010
F
MINORS
LAS_PSY_PSYCH_BA_Q
616
561
Fall 2011
P
Minors
15
Total
F
P
17
578
554
Fall 2012
Total
F
P
12
566
Fall 2013
Total
F
P
Total
Minors Minors Minors Minors Minors Minors Minors Minors Minors Minors Minors
40
1
41
68
3
71
92
1
93
77
3
80
Self-Study Template 10
Fall 2010
F
Total
Fall 2011
P
Total
F
P
Total
F
P
Fall 2013
Total
F
P
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
635
17
652
669
18
687
653
18
671
631
15
646
MAJORS/MINORS
Fall 2010
F
Total
Fall 2012
FTE MAJORS
Fall 2011
P
Total
F
P
Fall 2012
Total
F
P
Fall 2013
Total
F
P
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
635
5.667
640.667
669
6
675
653
6
659
631
5
636
Fall 2010
Fall 2011
Fall 2012
Fall 2013
# of FTE faculty assigned
to the program
FTE Student/FTE Faculty
Ratio
Important Note:
FTE Students = Number of FT Students + (number of PT Students/3) FTE
Faculty = Number of FT Faculty + (number of PT Faculty/3)
This methodology is used by STJ for all external reporting.
5b.
Below you will find the credit hours the department has delivered by full-time faculty and part-time faculty
(including administrators) and the total credit hours consumed by non-majors.
Credit Hours
Taught
FT Faculty
PT Faculty
Total
Fall 2005
#
%
4860 69%
Fall 2006
#
%
4733 68%
Fall 2007
#
%
4598 67%
Fall 2008
#
%
4911 71%
Fall 2009
#
%
5465
76%
2139 31%
6999 100%
2244
6977
2262
6860
2010
6921
1719
7184
%
consumed
by NonMajors/Minor
s
Credit Hrs
25%
Fall 2010
LAS_PSY_PSYCH_BA_Q
32%
100%
24%
Fall 2011
33%
100%
23%
29%
100%
22%
Fall 2012
24%
100%
20%
Fall 2013
Self-Study Template 11
Taught
Number
Percent
Number
Percent
Number
Percent
Number
Percent
F-T Faculty
5,048
65.4% 4,736
58.4% 5,108
65.6% 4,687
63.3%
P-T Faculty
(inc Admin)
2,665
34.6% 3,370
41.6% 2,684
34.4% 2,721
36.7%
Total
7,713
% Consumed
by NonMajors
1,716
0.0%
0.0%
0.0%
100% 8,106
100%
22.2% 1,891
23.3% 1,819
7,792
0.0%
100%
7,408
100%
23.3% 1,436
19.4%
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time
faculty (including administrators).
Courses
Taught
Fall 2005
#
%
FT Faculty 55
63%
Fall 2006
#
%
Fall 2007
#
%
Fall 2008
#
%
Fall 2009
#
%
56
63%
60
67%
63
69%
68
71%
PT Faculty
32
37%
33
37%
30
33%
28
31%
28
29%
Total
87
100%
89
100%
90
100%
91
100%
96
100%
Courses Taught
Fall 2010
Number
Fall 2011
Percent
Number
Fall 2012
Percent
Number
Fall 2013
Percent
Number
Percent
F-T Faculty
63
66.3%
100
62.1%
69
69.7%
65
61.3%
P-T Faculty (inc
Admin)
32
33.7%
61
37.9%
30
30.3%
41
38.7%
0.0%
Total
95
100%
0.0%
161
100%
0.0%
99
100%
0.0%
106
100%
5d.
What is the representative nature of faculty in terms of demographics, tenure and diversity? (See departmental
information on next page). How well does this support the program? (Suggested limit 1/2 page)
LAS_PSY_PSYCH_BA_Q
Self-Study Template 12
We currently have 25 full-time faculty located on the Queens campus. Of those, 23 are tenured and at the Associate or
Full Professor level. The remaining 2 are Assistant Professors hired within the last 3 years. In terms of diversity, six
faculty are members of what are generally considered under-represented groups in academia. Given the diversity of our
students, we could do better in this area. We have sustained several losses of faculty to the last two VSOs. Given the size
of our major it is becoming crucial that we are able to replace these faculty to meet the needs of our students. Only full
time faculty are able to provide academic advising, and research experience in their labs and independent studies. Each of
these experiences are paramount to successful graduate school admission. We are currently down three faculty members
with an ever increasing number of majors (174 new freshmen this year), therefore we require new faculty to continue to
engage with and serve our students.
LAS_PSY_PSYCH_BA_Q
Self-Study Template 13
Departmental Data
2005
FT
2006
PT
Total
#
%
#
%
Male
20
65%
14
45%
Female
11
35%
17
Total
31
100%
Black
2
Hispanic
FT
2007
PT
Total
#
%
#
%
34
18
60%
14
41%
55%
28
12
40%
20
31
100%
62
30
100%
6%
1
3%
3
2
3
10%
1
3%
4
Asian
1
3%
1
3%
White
25
81%
28
Unknown
0
0%
Total
31
100%
Tenured
23
Tenure-Track
FT
2008
PT
Total
#
%
#
%
32
16
55%
15
50%
59%
32
13
45%
15
34
100%
64
29
100%
7%
1
3%
3
2
4
13%
3
9%
7
2
1
3%
1
3%
90%
53
23
77%
28
0
0%
0
0
0%
31
100%
62
30
100%
74%
23
24
5
16%
5
Not Applicable
3
10%
Total
31
100%
FT
2009
PT
Total
#
%
#
%
31
15
50%
14
54%
50%
28
15
50%
12
30
100%
59
30
100%
7%
1
3%
3
3
5
17%
1
3%
6
2
1
3%
1
3%
82%
51
21
72%
26
1
3%
1
0
0%
34
100%
64
29
100%
80%
24
23
5
17%
5
3
1
3%
31
30
100%
FT
PT
Total
#
%
#
%
29
15
50%
14
54%
29
46%
27
15
50%
12
46%
27
26
100%
56
30
100%
26
100%
56
10%
0
0%
3
3
10%
0
0%
3
5
17%
0
0%
5
5
17%
1
4%
6
2
1
3%
2
8%
3
1
3%
0
0%
1
87%
47
21
70%
23
88%
44
21
70%
24
92%
45
1
3%
1
0
0%
1
4%
1
0
0%
1
4%
1
30
100%
59
30
100%
26
100%
56
30
100%
26
100%
56
79%
23
24
80%
24
25
80%
25
4
14%
4
4
13%
4
5
17%
5
1
2
7%
2
2
7%
2
1
3%
1
30
29
100%
29
30
100%
30
30
100%
30
Gender
Ethnicity
Tenure Status
LAS_PSY_PSYCH_BA_Q
Self-Study Template 14
2010
FT
2011
PT
Total
#
%
#
%
Male
15
52%
12
46%
Female
14
48%
14
54%
Total
29
FT
2012
PT
Total
#
%
#
%
27
15
52%
12
48%
28
14
48%
13
52%
55
29
0%
3
3
10%
4%
6
5
17%
0%
1
1
3%
20
69%
FT
2013
PT
Total
#
%
#
%
27
15
52%
13
43%
27
14
48%
17
57%
54
29
0%
3
3
10%
FT
PT
Total
#
%
#
%
28
16
52%
16
53%
32
31
15
48%
14
47%
29
59
31
0%
3
3
10%
1
3%
4
Gender
26
25
30
30
61
Ethnicity
Black
3
10%
Hispanic
5
17%
Asian
American
Indian/Alaskan
Native
1
3%
White
20
69%
0%
5
5
17%
2
7%
7
5
16%
3
10%
8
1
4%
2
2
7%
2
7%
4
2
6%
2
7%
4
0%
0
0%
0
0%
0
0%
0
23
92%
43
19
66%
25
83%
44
21
68%
23
77%
44
2 or More Races
0
0%
0
Native
Hawaiian/Pacific
Islander
0
0%
0
1
3%
1
0%
Unknown
Total
1
0%
29
24
1
26
0%
0
92%
44
4%
0%
1
0%
55
29
1
25
4%
0%
1
0%
54
29
1
30
3%
1
0%
59
31
30
61
Tenure Status
Tenured
23
79%
23
23
79%
23
26
90%
26
28
90%
28
Tenure-Track
5
17%
5
5
17%
5
2
7%
2
2
6%
2
Not Applicable
1
3%
1
1
3%
1
1
3%
1
1
3%
1
Total
29
29
29
29
29
29
31
LAS_PSY_PSYCH_BA_Q
31
Self-Study Template 15
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 majority of the full time faculty maintain very active programs of research, publishing in peer-reviewed journals and
presenting at scientific conferences both nationally and internationally. Additionally several faculty members have
secured large grants to fund their research.
Dr. Andrea Bergman
Publications:
Bergman, A. (2010). From the outside, looking in. Women & Therapy, 33(3), 281-285.
Kong, G., & Bergman, A. (2010). A social-motivational model of problematic drinking in
emerging adulthood. Addictive Behavior, 35, 855-860.
Owens, M., & Bergman, A. (2010) Alcohol use, misuse and antisocial behavior during late
adolescence: Characteristics of a sample attending a GED program. Journal of Child and
Adolescent Substance Abuse, 19(1), 78-98.
Dr. Elizabeth Brondolo
Publications:
Weiss, S. M., Tobin, J. N., Antoni, M., Ironson, G., Ishii, M., Vaughn, A., Cassells, A., Jones, D.,
Schneiderman, N., Brondolo, E., LaPerriere, A., Lopez, M., Villar-Loubet, O., Kumar, M., Page,
J. B., and SMART/EST Women’s Project Team, (2010). Enhancing the health of women living
with HIV: The SMART/EST Women’s Project. International Journal of Women’s Health, 2, 115.
Brondolo, E., Brady, N., Libby, D., and Pencille, M., (2010). Racism as a psychosocial stressor.
In RJ Contrada and A Baum, Handbook of Stress Science: Biology, Psychology, and Health. pp
167-184.
Schoenthaler, A., Schwartz, J.E., Cassells, A., Tobin, J.N., and Brondolo, E., (July, 8, 2010)
Daily interpersonal conflict predicts masked hypertension in an urban sample. American Journal
of Hypertension, doi:10.1038/ajh.2010.141.
Brondolo, E., Love, E. E., Pencille, M., Schoenthaler, A., and Ogedegbe, G., (2011). Racism and
hypertension: A review of the empirical evidence and implications for clinical practice. American
Journal of Hypertension, advance online publication 17 February 2011.
Grants:
A grant for $275, 000 in direct costs (about $440, 000 total) from CDC-NIOSH entitled “A web
based program to reduce risk for PTSD in medical examiner personnel.” September 2010 to
August 2012.
Dr. Elissa Brown
Publications:
Campbell, C. L., Brown, E. J., & Okwara, L. (2011). Addressing trauma and interpersonal
violence in military families: A review of the literature and case illustration. Cognitive and
Behavioral Practice, 18, 131-143.
LAS_PSY_PSYCH_BA_Q
Self-Study Template 16
Brown, M., Pope, A., Brown, E. J. (2010 on-line; in press, print). Treatment of primary nocturnal
enuresis in children: A review. Child: Care, Health & Development. doi: 10.1111/j.13652214.2010.01146.x.
Grants:
Department of Justice, Office of Juvenile Justice and Delinquency Prevention, $1,000,000
The project goal is to conduct a randomized clinical trial comparing Alternatives for Families: A
Cognitive Behavioral Therapy (AF-CBT) to manualized treatment-as-usual for African/Caribbean
and Latino families exposed to various forms of violence.
Proposals for private and corporate funds for the PARTNERS Program: Hedge Funds Care,
Verizon, Roy R. and Marie S. Neuberger Foundation, Inc., Ittleson Foundation, Inc., the van
Ameringen Foundation, Inc., the Phillips-Van Heusen Foundation, the Herman Goldman
Foundation, and City Council Member James F. Gennaro, The Langeloth Foundation, Marion E.
Kenworthy and Sarah H. Swift Foundation, Robert Wood Johnson Foundation.
Private donations over the past year: $90,000.
Department of Justice, 3/1/09-5/31/11, $74,997
BRIDGES Project (Ongoing 3/2009 – 5/2011)
The goal of this project is to conduct a public awareness campaign on rights and services of covictims
of homicide in the Asian and Latino communities of Queens, NY.
Dr. William Chaplin
Publications:
Berlin, H. A., Koran, L.M., Jenike, M.A., Shapira, N.A., Chaplin, W., Pallanti, S., & Hollander,
E. (2011). Double-blind, placebo-controlled trial of topiramate augmentation in treatmentresistant
obsessive-compulsive disorder. Journal of Clinical Psychiatry August 10, 2010 (Epub
ahead of print).
Zafar, M. U., Paz-Yepes, M., Shimbo, D., Vilahur, G., Burg, M. M., Chaplin, W., Fuster, V.,
Davidson, K. W., & Badimon, J.J. (2010). Anxiety is a better predictor of platelet reactivity in
coronary artery disease patients than depression. European Heart Journal, 13, 1573-1582.
Grants:
Co-Investigator 1 R01 HL092860-01A1. Faith-Based Approaches in the Treatment of
Hypertension (FAITH). Dr. Olugbenga G. Ogedegbe, PI. Subcontract to St Johns for $106,437
($41,338 indirect costs) renewable for five years. 2009-2014 Total = $532,185.
Dr. Tamara Del Vecchio
Publications:
Del Vecchio, T., & Rhoades, K. (2010). Bi-directional influences in mother-toddler dyads. Infant
and Child Development, 19, 516-529.
Del Vecchio, T. (2011). Instrumental aggression. In S. Goldstein & J. Naglieri (Eds.)
Encyclopedia of Child Behavior and Development (p. 823). New York, NY: Springer.
Del Vecchio, T. (2011). Intentionality. In S. Goldstein & J. Naglieri (Eds.) Encyclopedia of Child
Behavior and Development (p. 830). New York, NY: Springer.
Del Vecchio, T. (2011). Peer nominations. In S. Goldstein & J. Naglieri (Eds.) Encyclopedia of
Child Behavior and Development (p. 1074). New York, NY: Springer.
LAS_PSY_PSYCH_BA_Q
Self-Study Template 17
Del Vecchio, T. (2011). Proactive aggressors. In S. Goldstein & J. Naglieri (Eds.) Encyclopedia
of Child Behavior and Development (p. 1159). New York, NY: Springer.
Del Vecchio, T. (2011). Rejecting-neglecting parents. In S. Goldstein & J. Naglieri (Eds.)
Encyclopedia of Child Behavior and Development (p. 1243). New York, NY: Springer.
Dr. Raymond DiGiuseppe
Publications:
Dryden, W., DiGiuseppe, R., & Neenan, M. (2010). A Primer on Rational Emotive Behavioral
Therapy, Third Edition. Champaign, Illinois: Research Press.
DiGiuseppe, R., & Tafrate, R. (2011). The Anger Regulation and Expression Scale for Youth:
Manual. Toronto, Ontario, Canada: MultiHealth Systems.
Hollon, S. D., & DiGiuseppe, R, (2010). Cognitive psychotherapies. In J. C. Norcross, & G.
VandenBos (Eds.) History of psychotherapy: Continuity and change (2nd ed.). Washington, DC:
American Psychological Association.
Fuller, J. R., DiGiuseppe, R., O’Leary, S., Fountain, T (electronically published (April 4, 2010).
An Open Trial of a Comprehensive Anger Treatment Program on an Outpatient Sample.
Behavioural and Cognitive Psychotherapy., 38(4), 485-490. doi:10.1017/S1352465810000019.
DiGiuseppe, R. (2011). A comprehensive treatment program for a case of disturbed anger.
Cognitive and Behavioral Practice, 18, 235–240.
Dr. Dawn Flanagan
Publications:
Flanagan, D. P., & Alfonso, V. C. (Eds.) (2011). Essentials of Specific Learning Disability
Identification. New York: Wiley.
Flanagan, D. P., Alfonso, V. C., & Mascolo, J. T. (2011). A CHC-based Operational Definition
of SLD: Integrating Multiple Data Sources and Multiple Data Gathering Methods. In Flanagan,
D. P., & Alfonso, V. C. (Eds.), Essentials of Specific Learning Disability Identification. New
York, NY: John Wiley & Sons.
Sotelo-Dynega, M., Flanagan, D. P., & Alfonso, V. C. (2011). Specific Learning Disabilities: An
Overview of Definitions, Classification Systems and Methods of Identification. In Flanagan, D.
P., & Alfonso, V. C. (Eds.), Essentials of Specific Learning Disability Identification. New York,
NY: John Wiley & Sons.
Flanagan, D. P., & Alfonso, V. C. (2011). RTI Data and Cognitive Assessment are Both Useful
for SLD Identification and Intervention Planning. In N. Mather & L. E. Jaffe (Eds.), Expert
Psychological Report Writing. New York, NY: John Wiley & Sons.
Flanagan, D. P., Alfonso, V. C., Mascolo, J. T., & Hale, J. B. (2011). The Wechsler Intelligence
Scale for Children-Fourth Edition in neuropsychological practice. In A. Davis (Ed.), Handbook of
pediatric neuropsychology (pp. 397-414). New York: Springer Publishing.
Flanagan, D. P., Ortiz, S. O., Alfonso, V. C., & Dynda, A. (2010). Integrating Cognitive
Assessment in School Neuropsychological Evaluations (pp. 101-140). In D. C. Miller (Ed.), Best
LAS_PSY_PSYCH_BA_Q
Self-Study Template 18
practices in school neuropsychology: Guidelines for effective practice, assessment, and evidencebased
intervention. New York: John Wiley and Sons.
Dr. Beverly Greene
Publications:
Greene, B. (2010, December). Riding Trojan Horses from Symbolism To Structural Change: In
Feminist Psychology, Context Matters. Invited Carolyn Wood Sherif Award Paper. Psychology
of Women Quarterly: Journal of the Society for the Psychology of Women of the American
Psychological Association, 34,4,443-457.
Kelly, J., & Greene, B. (2010). Diversity within African American Female Therapists:
Variability in Client’s Expectations and Assumptions about the Therapist. Psychotherapy:
Journal of the Division of Psychotherapy of the American Psychological Association, 47, 2, 186.
Greene, B. 2010). Epilogue: Intersectionality and Complexity of Identity: How the Personal
Shapes the Professional Psychotherapist. In B. Greene & D. Brodbar (Eds.), A Minyan of
Women: Family dynamics, Jewish identity and Psychotherapy Practice (pp.308-327) UK:
Routledge. Also co-published as refereed journal special issue : Women & Therapy: A Feminist
Quarterly,33,3/4,452-471.
Greene, B. & Brodbar, D. (Eds. ). ( 2010). A Minyan of Women: Family dynamics, Jewish
Identity and Psychotherapy Practice. London, UK: Routledge (also co published as a special
issue of the refereed journal: Women & Therapy: A Feminist Quarterly, 33,3/4,).
Nevid, J., Rathus, S., & Greene, B. (2010). Abnormal Psychology in a Changing World.
Englewood Cliffs, N.J.: Prentice Hall.
Dr. Ernest Hodges
Publications:
Peets, K., Hodges, E. V. E., & Salmivalli, C. (2011). Actualization of social cognitions into
aggressive behavior toward disliked targets. Social Development, 20, 233-250.
Card, N. A., & Hodges, E. V. E. (2010). It takes two to fight in school, too: A social relations
model of the psychometric properties and relative variance of dyadic aggression and victimization
in middle school. Social Development, 19, 447-469.
Tobin, D. D., Menon, M., Menon, M., Spatta, B. C., Hodges, E. V. E., & Perry, D. G. (2010). The
intrapsychics of gender: A model of self-socialization. Psychological Review, 117, 601-622.
Salmivalli, C., Peets, K., & Hodges, E. V. E. (2011). Bullying. In P. K. Smith & C. H. Hart
(Eds.), The Wiley-Blackwell handbook of childhood social development (pp. 510-528). WileyBlackwell Publishing.
Grants:
Longitudinal trajectories of internalizing and externalizing problems among Finnish youth. PI:
Christina Salmivalli: Project funded by the Academy of Finland. Subcontracts for 8/1/10 1/31/11 and 8/1/11 - 1/31/12: ~$100,000
Dr. John Hogan
Publications:
LAS_PSY_PSYCH_BA_Q
Self-Study Template 19
Hogan, J. D., & Denmark, F. L. (Co-editors) (2010, Fall). Special Issue: The many faces of
psychology. New York State Psychologist, 22 (3).
Dr. Jeffrey Nevid
Publications:
Nevid, J. S., Rathus, S. A., & Greene, B. (2011). Abnormal psychology in a changing world (8th
ed.) Upper Saddle River, NJ: Prentice-Hall.
Rathus, S. A., Nevid, J. S., & Fichner-Rathus, L. (2011). Human sexuality in a world of diversity.
(8th ed.). Boston: Allyn & Bacon.
Kumar, A., & Nevid, J. (2010). Acculturation and the perception of mental illness within the
Asian Indian Community. Cultural Diversity and Ethnic Minority Psychology, 16, 274-283.
Nevid, J. S. & McClelland, N. (2010). Measurement of implicit and explicit attitudes toward
Barack Obama. Psychology & Marketing, 27, 989-1000.
Nevid, J. S. (2010). Implicit measures of consumer response—The search for the Holy Grail of
marketing research. Introduction to Special Issue. Psychology & Marketing, 27, 913-920.
Dr. Samuel Ortiz
Publications:
Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., Cohen, M., Davis, A.,
Decker, S.,Denckla, M., Dumont, R., Elliott, C., Feifer, S., Fiorello, C., Flanagan, D., FletcherJanzen, E., Geary, D., Gerber, M., Gerner, M., Goldstein, S., Gregg, N., Hagin, R., Jaffe, L.,
Kaufman, A., Kaufman, N., Keith, T., Kline, F., Kochhar-Bryant, C., Lerner, J., Marshall, G.,
Mascolo, J., Mather, N., Mazzocco, M., McCloskey, G., McGrew, K., Miller, D., Miller, J.,
Mostert, M., Naglieri, J., Ortiz, S., Phelps, L., Podhajski, B., Reddy, L., Reynolds, C., Riccio, C.,
Schrank, F., Schultz, E., Semrud-Clikeman, M., Shaywitz, S., Simon, J., Silver, L., Swanson, L.,
Urso, A., Wasserman, T., Willis, J., Wodrich, D., Wright, P. & Yalof, J. (2010). Critical Issues in
Response-to-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities
Identification and Intervention: An expert white paper consensus. Learning Disabilities Quarterly,
33, 223-236.
Flanagan, D.P., Fiorello, C., & Ortiz, S. O. (2010). Enhancing practice through application of
Cattell-Horn-Carroll theory and research: A “third method” approach to specific learning
disability identification. Psychology in the Schools, 47(7), 739-760.
Ortiz, S. O. (2011). Separating Cultural and Linguistic Difference (CLD) from Specific Learning
Disability (SLD) in the Evaluation of Diverse Students. In D. P. Flanagan and V. C. Alfonso
(Eds.), Essentials of Specific Learning Disability Identification (pp. 299-326). Hoboken, NJ:
Wiley & Sons, Inc.
Ortiz, S. O. (2011). Difference versus Disorder: Nondiscriminatory Assessment of an English
Learner Suspected of Learning Disability. In N. Mather & L. Jaffe (Eds.) Comprehensive
Evaluations: Case Reports for Psychologists, Diagnosticians, and Special Educators (pp. 128136). New York: Wiley & Sons, Inc.
Dr. Alice Pope
Publications:
Snyder, H., & Pope, A.W. (2010). Psychosocial adjustment in children and adolescents with
LAS_PSY_PSYCH_BA_Q
Self-Study Template 20
craniofacial anomaly: Diagnosis-specific patterns. Cleft Palate Craniofacial Journal, 47,
264-272.
Klein, T. P., Pope, A. W., & Tan, E. (2010). Fathers' perspectives on parenting a child with a
craniofacial anomaly. Journal of Pediatric Health Care, 24(5), 300-304.
Brown, M. L., Pope, A. W. and Brown, E. J. (2010). Treatment of primary nocturnal enuresis in
children: a review. Child: Care, Health and Development, no. doi: 10.1111/j.13652214.2010.01146.x
Kelter, J.D., & Pope, A.W. (2011). The effect of child gender on teachers’ responses to
oppositional defiant disorder. Child and Family Behavior Therapy, 33, 49-57.
Dr. Miguel Roig
Publications:
Roig, M. (2010). Plagiarism: An ounce of prevention …ASQ Higher Education Brief June 2010.
Roig, M. (2010). Plagiarism and self-plagiarism: What every author should know. Biochemia
Medica. 20 (3):295-300.
Dr. Marlene Sotelo-Dynega
Publications:
Sotelo-Dynega, M., Flanagan, D.P., Alfonso, V.C., 2010, Overview of Specific Learning
Disabilities In D.P. Flanagan, & V.C. Alfonso (Eds.), Essentials of Specific Learning Disability
Identification, John Wiley & Sons, Inc.
Sotelo-Dynega, M., Terjesen, M.D., Kassay, K.S., Dowdy, E., Harris, B., Meskin, M., Stokes, J.,
2010, Preparing faculty for a training program in school psychology in Vietnam. Trainers of
School Psychology Forum.
Dr. Mark Terjesen
Publications:
Terjesen, M.D. (Winter 2011). Behavioral Interventions in Schools: Evidence-Based Positive
Strategies: A Book Review. The School Psychologist, 65 (1), 35-39.
Kassay, K. & Terjesen, M. (November-December 2010). The Practice of School Psychology in
Vietnam: A Historical Review and Future Directions. The Los Angeles Psychologist, 14-15.
Pochtar, R. & Terjesen, M.D. (2010). Current Status and Future Directions of Clinical
Psychology in Vietnam. The Clinical Psychologist, 63 (4), 5-9.
Waldecker, C.E. & Terjesen, M.D. (2010). Child Abuse Reporting: What School Psychologists
in New York Know and What They Need to Know. The School Psychologist.
Terjesen, M.D., Kassay, K.S., Sotelo-Dynega, M., Dowdy, E., Harris, B., Meskin, M., & Stokes,
J. (2010). Preparing Faculty for a Training Program in School Psychology in Vietnam. The
Trainers Forum. 29 (3), 6-21.
Ferro, P, Camhi, R, Fasciani, L, & Terjesen, M. (2010). A Cyberbullying Assessment Among High
LAS_PSY_PSYCH_BA_Q
Self-Study Template 21
School Students. Retrieved from http://www.education.com/reference/article/cyberbullyingassessmenthigh-school/
Terjesen, M.D. (2010). President’s Message: National Training Conference: The Evolution of a
Profession. The Trainers Forum. 29 (2), 2-5.
Grants:
Psi Chi: Psychology Honors Society Faculty Grant: $1915 (funded). Title of project: Developing
Best Practices for Autism Identification and Intervention in Vietnam
Hanoi National University of Education, Hanoi Vietnam and L&L International Consulting:
$14,000.00 (funded). The purpose of the award is to provide the ability to travel to Vietnam to
conduct School Psychology research and hire Vietnamese researchers in Vietnam to assist with
his research. (Continued from 2009-2010)
Dr. Scyatta Wallace
Publications:
Wallace, S.A., McLellan-Lemal, E., Harris, M., Townsend, T., Miller, K.S. (2011, Online First
April). Why Take an HIV Test? Concerns, Benefits and Strategies to Promote HIV testing
among low-income heterosexual African American young adults. Health Education and
Behavior.
Grants:
Wallace, S.A. (PI) Promoting HIV Testing among low income heterosexual young adult Black
men
Budget: $918,347 (direct)
Years funded: 2007-11
Funder: Centers for Disease Control and Prevention
Type: External
Status: Funded
Wallace, S.A. (PI). Neighborhood characteristics, drug use, and HIV risk among African
American youth
Budget: $75,000 (direct)
Years funded: 2007-10
Funder: NIDA
Type: External
Status: Funded
Budget: Up to $35,000 for each year of funding
Wallace, S.A. (PI). IMPACT II- Consequences of marijuana use among youth., $2,000 , 2010
(September), Brooklyn Community Foundation, Centers for Disease Control and Prevention,
External, Received, Funded
Dr. Kate Walton
Publications:
Alfano, L., Hildebrandt, T., Bannon, K., Walker, C., & Walton, K. E. (2011). The impact of
gender on the assessment of body checking behavior. Body Image, 8, 20-25.
Jackson, J. J., Wood, D., Bogg, T., Walton, K. E., Harms, P. D., & Roberts, B. W. (2010). What
do conscientious people do? Development and validation of the Behavioral Indicators of
Conscientiousness Scale (BIC). Journal of Research in Personality, 44, 501-511.
Lodi-Smith, J., Jackson, J. J., Bogg, T., Walton, K. E., et al. (2010). Mechanisms of health: The
impact of conscientiousness, social environment, and health-related behaviors on health.
LAS_PSY_PSYCH_BA_Q
Self-Study Template 22
Psychology and Health, 25, 305-319.
Mneimne, M., Powers, A. S., Walton, K. E., Kosson, D. S., Fonda, S., & Simonetti, J. (2010).
Toward an integration of the right hemisphere and valence models of emotion processing. Brain
and Cognition, 74, 10-17.
Dr. Robin Wellington
Wellington,Robin, Napolitano, Barbara, Bilder, Robert M., & Szeszko, Philip (2012) Effects of aging on prefrontal
subregions and hippocampal volumes in young and middle-aged health humans. Human Brain Mapping, 34, 2129-2140.
Schulder ,Michael & Wellington Robin L. (2012) Functional MRI: Application to Clinical Practice In Cortical Mapping
in Clinical Practice. Yoshor and Eli. (Eds), (pp. 45-54)
Dr. Jenny Zhou
Publications:
Zhou, Z. (2011). The clinical interview in mathematics assessment and intervention: The case of
fractions (pp.351-366). In M. A., Bray & T.J. Kehle (eds.), Oxford Handbook of School
Psychology. New York: Oxford University Press.
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)
A number of our faculty have been the recipients of research reductions and graduate fellows in support of their research
endeavors. Additionally, faculty have been supported financially to attend various conferences such as “Teaching
Psychology” and American Association of Colleges and Universities summer institute for teaching and leadership in
STEM fields.
5g.
The table below shows the amount of external funding received by the department. If available, please provide
the dollar amount of externally funded research for full-time faculty supporting the program under review. (Program
dollar amounts are available through departmental records.)
5h.
Please comment on the table below that shows trends in overall course evaluation and instructional vibrancy for
your program (if available), your college and the university. (Suggested limit ½ page)
Psychology (Q)
Overall Evaluation (Spring)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
3.99
4.30
4.09
3.96
4.38
4.28
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).
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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)
All full time faculty members have terminal degrees (Ph.D. or PsyD).
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)
Overall classrooms are adequate. Obviously, the new building has more space and better furniture (desks, tables etc..)
However, space continues to be an issue with respect to research labs.
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)
In general faculty (and students) are dissatisfied with the HVAC system. Some classrooms and offices are either
extremely warm or extremely cold making it a very uncomfortable learning environment. However, classroom lighting
and acoustics are quite good. With respect to offices, the quality varies considerably. Some faculty have larger space and
believe them to be adequate, while others are extremely small rendering them too crowded to meet with students.
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)
There have been minor office renovations to remove environmental hazards (mold, mildew) and to repair damage due to
flooding and hurricane Sandy.
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)
The undergraduate program (Queens Campus) provided 16,428 credit hours of instruction, which resulted in $11,378,883
net tuition revenue along with other direct revenue consisting of $133,311, total revenue of $11,512,194. After expenses,
our program generated a profit of $6,698, 982. This profit margin at the undergraduate level allows the department to
offset the deficit generated by the clinical doctoral program. The doctoral program provides benefits to our
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undergraduates which are immeasurable. Having doctoral programs generates additional opportunities for undergraduates
to engage in empirical research and informal interactions at colloquia.
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)
Plans initiated for the future:
In concert with the President’s strategic plan we are planning to enhance and expand our global partnerships with
universities abroad. One initiative is to expand our program in Seville, Spain (from 5 weeks to a full semester) We plan
to develop a stronger partnership with area universities to foster collaboration between the students of both universities
and allow our students to be more fully immersed in the area culture. Additionally we are working towards identifying
locations for internship opportunities to provide students with additional learning experiences not possible under the
current model. We are also considering the feasibility of other short term or embedded courses during the standard
academic year in other parts of the world, (Possibly Gediz University in Izmir, Turkey) Short term and embedded courses
have the benefit of affording students who cannot be out of the country for an entire semester the opportunity to study
abroad and make use of financial aid (not possible during short term programs in the summer sessions)
In accordance with high impact practices, we are striving to develop more opportunities for students to participate in
research by partnering with area medical facilities. Given the increasing size of our major, it will become increasingly
important to avail ourselves of area resources in order to provide both research and internship opportunities to all of our
students. As admission to graduate school becomes even more competitive, opportunities for experiential learning will be
key components for student success.
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