AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Biological Sciences BS Q
Date Submitted to Department/Division Chair: September, 2015
Overview and Program Review Summary: Please summarize this program’s mission and its relationship to the vision and mission of
St. John’s University, and the program’s School/College. Identify similar programs regionally and nationally and distinguish this
program from them. In addition, summarize your findings as they relate to (1) program quality, (2) market growth potential, and (3)
student learning. Also, summarize any significant changes, achievements (by faculty and students and the program itself), and plans
for the future. Finally, based on the information gleaned from the data in the self-study, give an overall rating of the program’s
Enrollment/Market Potential by categorizing it as one of the following: (1) Enhance; (2) Maintain; (3) Reduce support, Phase out,
Consolidate, or Discontinue.
(Suggested limit 1 page)
The mission of the Department of Biological Sciences (DBS) is to provide a nurturing and intellectually
stimulating environment in which students develop their knowledge of basic principles of biological sciences
and their practical applications. We are committed to excellence in both teaching and our research programs; we
do this in an environment that emphasizes faithfulness to the mission of St. John’s University, and service to our
community.
1. Program Quality
The program has three major strengths. First, the enrollment is very strong, and keeps growing. Second, most
Biology faculty are highly accomplished scholars, as evidenced by their publications and record-high
extramural research funding awards. Third, our top students are highly successful, as evidenced by their MCAT
scores and acceptances to best MD and PhD programs in the country.
2. Market Growth Potential
The program enrollment has risen annually for the past
decade, from 514 students in 2004 to about 770 students
in 2014 (Fig. 1); this represents an increase of about
50%, making Biology the largest major in St. John’s
College. We anticipate that this trend will continue, since
the US Department of Labor projects significant growth
in employment for biologists, physicians, other healthcare professionals, and STEM fields in general.
Fig. 1
3. Student Learning
Most of our students achieve the learning goals we have
set for the program. We have expended significant effort in the Department to offer a multitude of opportunities
for students to have direct contact with faculty and graduate students and engage students in faculty research.
Our laboratories are filled with undergraduate research students and we take a selection of students to a national
scientific meeting each year. Some of our students earn co-authorships on faculty research publications, and
many of our students are accepted every year to strong MD and PhD programs.
Self-Study Template 1
LAS_BIO_BIO.SCI_BS_Q
While the program has several significant strengths and performs very well in many areas, our efforts are
hampered by three main obstacles: (1) Low number of tenured or tenure-track faculty, and extremely high (in
2014, 74:1) student to faculty ratio. (2) Insufficient research laboratory space; this limits faculty research and
engagement of students in faculty research. (3) Decreasing academic reputation of St. John’s University, this
probably affects all University programs.
Recommendation: Enhance (but with adequate support).
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)
Pope Francis noted, “scientific advancements can be used for the benefit of people”. Improving people’s lives
and environment requires the understanding and application of the basic scientific principles governing bodies,
minds, and ecosystems. We prepare our students intellectually and spiritually through engagement in the
scientific process, while carefully respecting the diverse religious beliefs of our students.
Biology is currently the most popular major among undergraduate students attending St. John’s. This trend will
most likely continue, since during times of economic hardship, students tend to gravitate to financially stable
professions such as physicians, dentists, physician assistants or medical technologists, for which Biology is the
most common major. This is in accordance with the SJU mission to improve people’s lives. Our goal is to
provide our students with the best possible education, so that they are competitive and successful in their
carriers and graduate schools. As an example, two of our undergraduate students received special awards, the
first ever given to SJU. McNair student Janine Flores was awarded the Obama Peace Prize Fellowship, and
honors student Adeel Zubair was awarded the Goldwater Research Fellowship.
To reach out to our community and high school students, the Biology Department has organized a new
community service program “St. John’s University Science Honors Program for High School Students”. The
program consists of Saturday morning lectures given by our faculty, and there is no cost for the students. It was
motivated by our desire to do something for high school students living in Queens and NYC, to inspire them,
and show them that sciences and research are "cool". We had an enormous response from the students and their
parents, and students from more than 25 different high schools in NYC and Queens have enrolled in the
program.
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)
Most B. S. students in Biological Sciences (700+) plan on going to medical school, dental school, PA program,
biomedical research, or other health-related graduate programs. The Biology Department places great emphasis
on excellence of scholarship and teaching. We train students in the life sciences through a combination of
didactic courses and hands-on experiences in laboratories. In addition, we focus on student engagement through
involving students in faculty research. We host as many students as possible in undergraduate research
laboratories, since, in science, this is the ultimate form of engagement. Unfortunately, the number of students
we can accommodate is always less than the number of students wishing to take part in this component of our
program. Nevertheless, each year, several undergraduate students are co-authors on scientific publications and
travel to scientific meetings.
Self-Study Template 2
LAS_BIO_BIO.SCI_BS_Q
The DBS has also initiated a series of successful short study abroad courses given during the summer presession or winter intercession. These include studying island resource allocation and environment in Bermuda,
and studying evolutionary biology at the Galapagos Islands. During the trip to the Galapagos, Biology students
visited the St. Vincent de Paul orphanage in Quito to spend some time with the children.
Biology and biomedical field are inherently global. Regarding the global themes inside the classroom, very few
topics are as global as climate change and the ecological/environmental changes associated with urbanization
and development in the third world. These issues are addressed in our Core Bio1000 class, which is required
for all biology majors. In addition, the nutrition and health of the world population, as well as the spread of
infectious diseases, such as HIV, H1N1 influenza and Ebola (taught in Bio2280 Microbiology and Bio3460
Immunology) are also important global issues.
An important theme in Biology and the biomedical sciences is global competitiveness. Our Biology
undergraduates will have to compete for medical schools, other top graduate programs, and jobs with graduates
from top universities in the US, as well as in Asia and Europe. The best way that we can prepare our students
for this global competition is to offer rigorous science courses taught by world-class faculty, and to engage
students in productive research that would increase their competitiveness.
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)
The DBS focuses on excellence in teaching and research, and on student engagement through participation in
faculty research in research laboratories. Within 2009-2014, the DBS has received more than $3.5 million in
external research funding, and many undergraduate students have had the opportunity to participate in research,
travel to scientific meetings, and become co-authors on scientific publications. As an example, in 2011, the
McNair student Janine Flores was awarded the Obama Peace Prize Fellowship, and another undergraduate
student, Adeel Zubair, received the prestigious Goldwater Fellowship for his research; this is the first time this
Fellowship was awarded to SJU.
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
Self-Study Template 3
LAS_BIO_BIO.SCI_BS_Q
STANDARD 2.
2a.
The program attracts, retains, and graduates high quality students.
Undergraduate SAT and High School Average
SAT
2005
2006
High School Average
2007
2008
2009
2005
2006
2007
2008
2009
Program
1119
1096
1120
1123
1128
89
89
90
91
90
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
BIOLOGY
Fall 2012
Computed
1,118
Fall 2013
Computed
1,107
Computed
1,128
1,127
Freshmen High School Average
Fall 2010
Fall 2011
High School
BIOLOGY
Fall 2012
High School
89
Fall 2013
High School
88
High School
89
89
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
Self-Study Template 4
LAS_BIO_BIO.SCI_BS_Q
Intended college major for 2012 college-bound seniors
SAT
Test-Takers
Intended College Major
Mean Scores
Number
Percent (%)
Critical Reading
Mathematics
Total
5,565
4.1%
436
447
883
22,619
16.7%
480
499
979
Biological and Biomedical Sciences
Health Professions and Related Clinical Services
*For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
2b.
Undergraduate 1st Year Retention Rate
Fall
2003
2004*
2005
2006
2007
2008**
# Fresh
# Ret
%
Program
79%
78%
78%
78%
83%
169
126
75%
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
Total
BIO
188
2010
Returned
DNR
Total
#
%
#
%
142
76%
46
24%
179
2011
Returned
DNR
Total
#
%
#
%
135
75%
44
25%
194
2012
Returned
DNR
#
%
#
%
146
75%
48
25%
Total
195
Returned
DNR
#
%
#
%
142
73%
53
27%
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
Self-Study Template 5
LAS_BIO_BIO.SCI_BS_Q
2c.
Undergraduate 6 Year Graduation Rate
Fall
1999
2000
2001
2002
2003
Program
60%
57%
52%
60%
57%
School/
College
Average Rate
61%
59%
58%
60%
57%
University
64%
59%
61%
61%
58%
Fall
2004
2005
2006
2007
School/College
Average Rate - Q
57%
57%
57%
51%
Total University
58%
58%
59%
55%
Fall 2004 cohort
Total
BIO
2d.
160
Graduated
#
54%
Fall 2005 cohort
Total
174
Graduated
#
57%
Fall 2006 cohort
Total
201
Graduated
#
53%
Fall 2007 cohort
Total
161
Graduated
#
63%
Graduate Standardized Test Scores
N.A.
Comments: Refer to Charts 2a – 2d in your response. (Suggested limit 1/2 page)
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
Hofstra University and Fordham University were chosen as our peer institutions because they are local, private,
and (sub)urban universities similar to St John’s. As aspirational institutions, Boston College and Notre Dame
University were chosen because they are both catholic, private, and (sub)urban institutions. All these
institutions offer primarily undergraduate education and a smaller graduate program similar to St John’s, but all
have a student body of 12-15,000 students which is slightly smaller than that of St John’s.
SAT scores (critical reading and math) of freshman students at St John’s university are similar to that of Hofstra
University (average of 1155 for 2013) and slightly lower than that of Fordham University (1160-1350), and
much lower than that of Boston College and Notre Dame, both accepting student with an average SAT of 1250
to 1430. Our freshman Biology major retention rate is similar to that of Hofstra University (78%) but lower than
that of Fordham (89%), Boston College (95%), and Notre Dame (98%). The undergraduate 6-year graduation
Self-Study Template 6
LAS_BIO_BIO.SCI_BS_Q
rate of our Biology majors (57% average) is similar to students at Hofstra University (55%), but lower than that
of students attending Boston College (91%) and Notre Dame (96%). These data show that there is a direct
correlation between the SAT scores and the 6-year graduation rate. High school GPA averages were not
compared because some institutions do not consider GPAs but rather their class ranking, and thus data related to
that were not available.
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. Biology BS students do not take any licensure or professional certification exams.
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of
Students
2005
2006
2007
2008
2009
Majors
549
575
551
571
634
Minors
4
16
16
16
11
553
591
567
587
645
Total
MAJORS
BIO
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
BS
661
669
684
710
BS/MS
6
4
24
31
BIO3
BS/OD
1
1
3
3
BIO5
BS/DPM
1
Total
668
674
712
744
Does not include second majors
MINORS
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Minors
Minors
Minors
Minors
Biology
15
25
24
27
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Total
Total
Total
Total
Self-Study Template 7
LAS_BIO_BIO.SCI_BS_Q
Total
2h.
683
699
735
771
Number of degrees granted during the past five years. See table below.
Academic Year
Degrees
Granted
04/05
05/06
06/07
07/08
08/09
BS
SJC -UG-Q
74
BIO
94
95
Biology
99
88
BS
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
137
128
150
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 26- Biological and Biomedical Sciences.
20092010
20102011
20112012
Bachelor's
Local1
1,032
National
86,400
1,218
1,204
90,003
95,849
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.
For more information please visit: http://nces.ed.gov/ipeds/datacenter/Default.aspx
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)
St John’s Biology enrollment has increased on average 4.3% every year between 1010 and 2013. However, the
graduation rate increased dramatically (56-70%) after 2009. Because of the lack of data for the year 2009/2010,
comparison with local and national average can only be done for years 2010, 2011, and 2012. For these years,
the Biology BS graduation rate increased slightly slower than that of the national average (9.4% vs. 11%) and
local average (9.4% vs. 17%).
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)
The Freshman Center advises and follows the progress of all freshman students, including Biology BS students.
All full-time faculty members have office hours to advise students, monitor their progress, and provide support
for students who seek help. The DBS offers 3 hr/week of tutoring carried out by Biology PhD students for all
Self-Study Template 8
LAS_BIO_BIO.SCI_BS_Q
undergraduate students taking any of the biology core classes (BIO 1000, 2000, 3000). In addition, faculty
members refer students to the University Learning Commons for extra support. The Provost’s and Dean’s
offices collaborate with all full-time faculty and adjunct faculty members via an on-line “early alert” system to
provide help to struggling students. In addition, all full-time faculty members are involved in advising students
as part of the class registration process.
2j.
If available, provide information on the success of graduates in this program as it relates to employment or attending
graduate school. (Suggested limit 1/4 page)
2k.
Please comment on the students’ competencies in the program. Support your response using data provided below and any
other data available. (Suggested limit 1/3 page)
BS Biology average cumulative GPA is similar to that of students within the college or campus wide, which is
remarkable, considering that sciences are considered more difficult to study. BS/MS and BS/OD student’s
average cumulative GPA is higher than that of students within the college or university wide, which reflects the
higher standards for admission of these students in these Biology programs.
Standard 2.
Additional comments if needed: (Suggested limit 1 page)
A prerequisite for attracting and retaining high quality BS students is to offer hands-on research experience.
With the current faculty to student ratio of 74:1, too few students have the privilege to gain this type of
experience. However, the few students who got this opportunity were very successful. Between 2010 and 1013,
21 undergraduate students were co-authors on peer-reviewed published papers.
Self-Study Template 9
LAS_BIO_BIO.SCI_BS_Q
STANDARD 3. The program engages in ongoing systematic planning that is aligned with the University and School/College
planning, direction, and priorities.
3a.
How does your program’s strategic goal/objectives link to your School/College plan and the University’s strategic plan?
http://www.stjohns.edu/about/leadership/strategic-planning
The College’s “Strategic Direction” as defined in the document linked to above, emphasizes its role in teaching
the university core, creating new programs of study, improving retention and graduation rates, and increasing
enrolments.
University Core Curriculum: Although several of our tenured full-time faculty have participated actively in
teaching the Scientific Inquiry core course in the past, the consensus among the department is that our first
obligation is to Biology majors: The more technically demanding biology courses that train our future
physicians and scientists are our most critical responsibility. Our tenured full-time faculty are deployed
primarily with this in mind. The University has also created a tenure track specifically for faculty specialized in
teaching the core.
New Programs of Study: Biology is changing with extraordinary speed. The rapidly growing importance of
computation in biology is perhaps best illustrated with the observation that the cost of sequencing DNA has
decreased faster over the past 15 years than the speed of microchips has increased (the famous Moore’s Law”).
The only way that biologists can begin to deal with the massive amounts of data now being generated by
automated sequencing technologies is through computational manipulation of the data sets. We have initiated a
bioinformatics course in an attempt to keep our students aware of these developments.
Scientific research efforts are increasingly interdisciplinary and involve the interactions of increasingly large
teams of specialists. The development of interdisciplinary science programs, involving the coordination of
biology, chemistry, mathematics, physics, and computer science departments is already in progress at a number
of universities and colleges. We will be happy to participate in conversations towards the development of such
programs if the University is willing to commit significant resources to the effort.
Improving Retention and Graduation Rates: Data in the accompanying table indicate that St. John’s biology
majors are retained and graduate at rates very close to (usually slightly above, occasionally slightly below)
College and University as a whole. Although we always strive to improve retention and graduation rates, the
relative rigor of the biology major, requiring extensive coursework in chemistry, physics, and mathematics in
addition to biology, could indicate that the Department of Biological Sciences is doing a relatively good job of
retaining and graduating its undergraduate majors. It might also be noted that some of the university’s strongest
undergrads transfer to other institutions, commenting that they do not feel sufficiently challenged here. We are
prepared to challenge them, but this requires a dedication of resources to the smaller specialized advanced topic
courses that can engage these students.
Increasing enrolments: Even as overall enrolment at the university has declined in recent years, the number of
declared biology majors has increased, from 676 in 2010 to 750 in 2013. During this same period the number
of full-time tenure track faculty in the department has been reduced by a third.
Self-Study Template 10
LAS_BIO_BIO.SCI_BS_Q
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?
Strengths and Opportunities: Enrolment of majors in the program continues to increase. Students are aware
that the many professional tracks available to biologists, from healthcare to pharmaceutical and biotech to basic
research and public health, are growing in importance and opportunities in the 21st century. The high level of
outside funding (relative to others in the College/University) of this department’s research programs are
evidence of these opportunities. Students (both undergraduate and graduate) are clambering for opportunities to
participate in our research programs (many more than we can accommodate).
Weaknesses and Threats: Limitations of space in St. Albert Hall make it difficult to attract new faculty with
research programs competitive for outside funding, and severely limit the number of students that can be
accommodated in research labs. With the growing recognition that participation in research is strongly
correlated with retention, graduation, and career success in the sciences, this weighs heavily on the department’s
future prospects. The same limitation in resources discourage the development of interdisciplinary science
programs. The President’s Council of Advisors in Science and Technology have recently published a document
(PCAST Report) recommending a major overhaul to undergraduate science teaching emphasizing
interdisciplinary approaches and the implementation of inquiry-based (research project-based) laboratories for
virtually all undergraduate science labs. Although we have implemented a few project-based courses,
modifying all of our undergraduate science courses to follow this recommendation will require considerably
more space and resources than we currently work with.
Our local and national competitors have recognized the public need and prospective students’ interest in
biomedical fields, and have invested heavily into sciences. Specifically, Adelphi University has announced the
creation of a brand new College of Nursing and Public Health that will be almost 100,000 square ft and will
include high tech labs. Hofstra University has opened a new medical school in 2011, and even Molloy College
has raised money for a new science building. It would be a smart long-term strategy to invest more into sciences
at St. John’s University. This is supported by the fact that even though the University enrollment has been
decreasing in the last couple of years, the Biology BS enrollment has been steadily increasing.
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.
Biotech is an increasingly hot field. The Bureau of Labor Statistics, Department of Labor prjects a 20%
increase in demand for biochemists/biophysicists (the biological job category most closely corresponding to the
program followed by the majority of our biology majors) between 2010 and 2020. Thirteen of the twenty
fastest growing occupations listed by the Bureau of Labor Statistics are Helath/Life Science related
(http://www.bls.gov/ooh/fastest-growing.htm), consistent with the increase in biological science majors we are
currently experiencing even as the overall enrolment at the University is falling.
Fastest growing occupations and occupations having the largest numerical increase in employment by level of education and
training projected.
Self-Study Template 11
LAS_BIO_BIO.SCI_BS_Q
Fastest Growing Occupations
Change, 2010-20
Percent
Numeric
Biochemist and Biophysicists
31%
7,700
Biomedical Engineers
62%
9,700
14%
10,900
Biological Technicians
Occupations having the
largest numerical increase in
employment
Biological Technicians
Change, 2010-20
Percent
Numeric
14%
10,900
Projected Changes in Related Occupations (2010 – 2020)
Changes, 2010-20
Grow much faster than average – Increase 21% or more
Percent
Numeric
Biomedical Engineers
62%
9,700
Biochemist and Biophysicists
31%
7,700
Changes, 2010-20
Grow much faster than average – Increase 7 to 14.9%
Biological Technicians
Percent
Numeric
14%
10,900
*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.
2.
3.
Standards within the discipline
Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study abroad
experiences.
The University Core competencies
1. Standards within the discipline: In the past 25 years there has been an explosion in knowledge about
life and living organisms. Entire new areas of Biology have developed and become dominant themes in the
discipline. For example, a Biology textbook of 1975 typically mentioned DNA in only a few lines. Today’s
General Biology texts have hundreds of pages (if not every page) focused on this one molecule. As new areas
have entered the field, none of the old ideas departed, and General Biology courses have become over packed
with information, such that students are so busy memorizing that there is little time for reflection or critical
thinking. In response to this, the DBS has split its conventional 2-semester Fundamentals of Biology course into
3 semesters. The first semester focuses on Ecology, genetics and evolution; the second is an introduction to cell
and molecular biology, while the third is an organismic, physiological and developmental, biology semester.
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LAS_BIO_BIO.SCI_BS_Q
The remainder of our curriculum affords students ample choices to accommodate whatever goal they have set
for him/herself. This includes choosing at least 5 different upper level elective courses in biology that span the
discipline.
Disciplinary standards for undergraduate Biology “typically consist of one year of Physics with lab; 2.5
years of Chemistry, some with labs; some calculus and possibly some statistics; and a variety of biology
courses…including genetics, biochemistry, cell biology, microbiology, evolution/ecology, and a seminar.”
(BIO2010: transforming undergraduate education for future research biologists. Committee on Undergraduate
Biology Education to Prepare Research Scientists for the 21st Century, National Research Council of the
National Academies, 2003). The program is in alignment with these standards with minor exceptions. (Both
calculus and statistics are required. On the other hand only 2 years of Chemistry is required, although many
majors also take 1 semester of biochemistry as an elective.).
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and
study abroad experiences: The curriculum in the Department of Biological Sciences is in line with the
university strategic plan and mission. To assure the integrity, consistency, and validity of curriculum all courses
taught in the DBS, including online and hybrid courses are developed in compliance with St. John’s University
policy and aim to further knowledge of the fundamentals of biology.
Outside the classroom, we engage our undergraduate students in formal settings such as research
laboratories. Qualified undergraduate students may register for BIO 4953 and 4954, Undergraduate Research, to
conduct research under the close instruction of one of our faculty. Additionally, two internship courses were
developed and approved, Bio 4955 and Bio 4956. The department has created a billboard outside of the main
office, recognizing students who have gone on to amazing opportunities after graduation. To improve the
experience for high achieving students who are interested in medicine we have created a biomedical track,
which provides extra support for students with a GPA above 3.5. For all students we have also created two
tutoring sessions for undergraduates in one of the 3 introductory biology classes to attend. These sessions are
run by advanced Ph.D. students, so that undergraduate students have additional people to approach with
questions. One of our faculty member, Dr. Hirshfield, received the McNair Scholar’s Most Valuable Mentor
Award in 2012 for his work with undergraduate students.
Study abroad experiences have been difficult for Biology majors due to the cascading nature of our
curriculum and to the requirements for admission to health professional schools, which normally do not accept
foreign credentials. To address this, we have offered highly successful offshore courses during intersession
(Evolution in the Galapagos Islands, Island Resource Allocation in Bermuda). Additionally, a National Science
Foundation research grant, awarded to one of our faculty, funded in a 2-week research trip to Perth, Australia
for two of our undergraduates in August 2014. As the Strategic Plan says, our “overarching goal is to provide
our students with the skills to become leaders in the quest to foster global harmony and peace and to mitigate
poverty and social injustice in the global community.” Since the Biology curriculum is fundamental to prehealth programs such as those that lead to medical school, our focus on Mission, Engagement and Globalization
has particular impact in the world. Academic service learning has been incorporated into several courses,
including those conducted abroad. A very popular course in Evolution is conducted every year in the Galapagos
Islands where Darwin made important discoveries; an academic service learning project in which students plant
trees and shrubs in Ecuador is an integral part of this course. Another popular Global Studies course is one in
ecological systems that takes place in Bermuda. Here the students provide service to a local orphanage as part
of their work.
3. The University Core competencies: The Department of Biological Sciences, while a large department,
has been able to incorporate the University Core Competencies into our curriculum.
Self-Study Template 13
LAS_BIO_BIO.SCI_BS_Q
A. Critical Thinking: Many of our faculty have participated in the Title III Program, which placed great
emphasis on the development of critical thinking and information literacy skills. This has entered our
curriculum through the rewriting of many of our laboratory exercises so that students are presented with data
that must be analyzed, and which must be integrated into knowledge gained from outside sources. We have
created a new course, Bio 4420 Inquiry-based Genetics, which allows students to actively participate in research
and critical thinking in a classroom setting. This allows more students to be engaged in the research process.
B. Information Literacy: See comment above.
C. Skillful Writing: Virtually every laboratory exercise in the Fundamentals of Biology sequence, and in
many upper division courses as well, feature the preparation of written laboratory reports. We have been using a
uniform grading rubric to guide students (and teaching assistants) in preparing better reports. We have found
that students do better on their reports when they have a defined rubric.
D. Oral Presentation Skills: At least 3 upper division courses require their students to make at least one
oral presentation to the class, generally reporting the results of a laboratory experiment they have conducted.
E. Quantitative Reasoning: Every laboratory exercise in our program requires some level of quantitative
reasoning to adequately analyze data and draw conclusions.
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
We have 39 courses in the BS program in the DBS. The syllabi have been updated fall 2014 and contain the
suggested elements of a syllabus. These syllabi are all uploaded to the syllabus drive and follow a similar
format. They have the following sections: Title page with St. John’s letterhead, Prerequisites, Corequisites,
Course Goals and Learning Outcomes, Format and Procedures, Course requirements, Units of Instruction,
Bibliography, and New York State Education Department requirement.
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)
The Department has undertaken a comprehensive reevaluation of its assessment model with a view
towards reducing the number of specific objectives (currently there are 12). It became apparent that, while there
were multiple objectives, they fell into three main, and frequently interacting, domains:
1. Knowledge of foundational principles, specifically evolutionary history and mechanisms; energy
transformations in living systems; structure and function of cells; heredity from perspective of Mendelian and
molecular genetics; mechanisms and patterns of growth, reproduction, and development; structure and function
of organisms; ecological relationships among organisms, populations, communities, and their physical
environment; biological diversity and a broad range of taxonomic groups.
2. The ability to design, carry out and interpret experiments in biology.
3. Communication of biological ideas through reports and presentations.
In order to implement these assessments several differing approaches have been employed.
Domains 2 and 3 are addressed in the laboratory components of virtually all of our courses, and that is where
the assessment is conducted. Most laboratory exercises culminate in the preparation of a report, which follows a
standard format. In such reports the student must be able to describe the purpose of the experiment, its design
Self-Study Template 14
LAS_BIO_BIO.SCI_BS_Q
and how the experiment advances the state of knowledge in the field. There must be an analysis component in
which the student relates his/her results to what might have been expected based on a literature review, and a
discussion of the relationship of the experiment’s outcome to the field. Each of the required components is
enumerated in the scoring rubric that the laboratory instructor uses to evaluate the student’s performance. We
have applied this assessment in three courses: General Physiology, Immunology and Cell/Molecular Biology
with similar results. In all cases more than the target 80% of students achieved a score of good-outstanding.
Closer examination revealed that clarity of writing was the dominant difficulty encountered. As a consequence
we will be spending more time at the beginning of each course explaining that good scientific writing is neither
verbose nor cursed with “fancy” words – that it is just simple expository writing.
Students in the General Physiology course design and carry out an experiment for the last 1/3 of the semester.
They then make an oral presentation of their design, results and interpretation to the remainder of the class.
While the class votes on the grade to be assigned, the instructor completes a grading rubric that assesses the
essential components of the presentation. Results of this assessment indicate that students are sufficiently
capable of design, execution and presentation of their experiments.
The most difficult domain to assess is #1, “Knowledge of Foundational Principles.” This is so because
of the very large number of students we have as majors, and they are intermixed with non-majors (pharmacy,
PA, non-Biology pre-med, etc.) in our Fundamentals of Biology sequence. Since the basic principles are
covered comprehensively only in this sequence, we have chosen to use the grade outcome of BIO 1000, 2000
and 3000 for Biology majors as the principle assessment tool for this domain. We have set the standard for
satisfactory attainment of this objective at 75% of Biology majors earning at least a C-minus average in all three
courses. While this may seem to be a low bar, we note that many students in this course, which is their first
college science course, will not continue in Biology because it is just too difficult. Thus, they are assessed, but
are not actually members of the cohort that will complete their education as Biology majors.
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)
Our BS program has been accredited by the American Society for Biochemistry and Molecular Biology.
Since 2009, the DBS faculty have been awarded 9 NIH awards totaling nearly 3.29 million dollars; 3
NSF awards totaling $775,000; a Norwegian Research Council award totaling $940,000; and 2 Western Norway
Health Authority Awards totaling $930,000. These awards show how active and successful our faculty members
are in research. Since 2009, our faculty have been authors on roughly 100 journal articles and book chapters.
Included on these manuscripts were more than 40 undergraduate students.
In 2011, two of our undergraduates were awarded very prestigious awards, specifically the Obama Peace
Prize Fellowship and the Goldwater Research Fellowship. Additionally, we have had one faculty member
elected as a Fellow to the American Association for the Advancement of Science (AAAS) in 2014. A second
faculty member received an Outstanding Researcher Award from the Northeastern Weed Science Society in
2013.
The department has coordinated a Science Development Initiative with Brown University, connecting
our students to researchers at Brown U and allowing them opportunities to pursue Ph.D. degrees from Brown U.
So far three St. John’s alumni have received Ph.D.’s from Brown U. and fourth student is currently working on
his degree there.
Standard 4.
Additional comments if needed. (Suggested limit 1 page)
Self-Study Template 15
LAS_BIO_BIO.SCI_BS_Q
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
5a.
Below you will find the number of students enrolled as majors and minors in the program. Please complete the table by
adding the number of full-time faculty assigned to the program. Then calculate the student to full-time faculty ratio.
#
Majors/
FT
Faculty
FT
PT
Total
Majors
534
15
549
555
Minors
3
1
4
16
Majors
& Minors
Combine
d
537
16
553
571
# of FTE
Students
(Majors
&
Minors)
537.0
0
5.3
3
542.3
3
# of FTE
Faculty
assigned
to the
program
16
9
19
Fall 2005
FTE
Student/
FTE
Faculty
Ratio
Fall 2006
FT
PT
Fall 2007
Total
20
MAJORS
Total
FT
545
6
551
563
16
15
1
16
16
20
591
560
7
567
579
571.0
0
6.6
7
577.6
7
560.0
0
2.3
3
562.3
3
16
12
20.0
17
15
22.0
28.9
Fall 2010
Total
F
PT
8
P
Fall 2009
Total
PT
13
16
11
8
587
632
13
645
579.0
0
2.6
7
581.6
7
632.0
0
4.3
3
636.3
3
16
21
23.3
17
9
P
634
11
24.9
F
Total
621
Fall 2012
Total
FT
571
24.1
Fall 2011
P
Majors
PT
575
28.5
F
FT
Fall 2008
20.3
31.3
Fall 2013
Total
F
P
Total
Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors
661
13
674
668
17
685
704
18
722
729
21
750
Self-Study Template 16
LAS_BIO_BIO.SCI_BS_Q
Fall 2010
Fall 2011
F
Total
Minors
MINORS
F
Fall 2012
Total
F
P
15
15
25
25
22
F
Total
MAJORS/MINORS
FTE MAJORS
1
23
26
Fall 2011
26
Fall 2012
Fall 2013
F
P
Total
F
P
Total
F
P
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
676
13
689
693
17
710
726
19
745
Fall 2010
Total
Total
Minors Minors Minors Minors Minors Minors Minors Minors
Fall 2010
Total
Fall 2013
Fall 2011
F
P
Total
Total Total Total
755
Fall 2012
21
776
Fall 2013
F
P
Total
F
P
Total
F
P
Total
F
P
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
7
762
676
4.333 680.333
693
5.667 698.667
726
6.333 732.333 755
Includes second majors
Fall 2010
Fall 2011
Fall 2012
Fall 2013
# of FTE faculty assigned to
the program
19
19
21
21
FTE Student/FTE Faculty
Ratio
35.8
36.8
34.9
36.3
Important Notes:
Self-Study Template 17
LAS_BIO_BIO.SCI_BS_Q
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.
The figure for majors includes first and any second majors.
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
Fall 2005
Fall 2006
Fall 2007
Fall 2008
Fall 2009
#
%
#
%
#
%
#
%
#
%
3420
55%
3279
50%
3515
58%
3268
61%
3458
62%
PT Faculty
2849
45%
3215
50%
2585
42%
2125
39%
2163
38%
Total
6269
100%
6494
100%
6100
100%
5393
100%
5621
100%
Taught
FT Faculty
% consumed by
Non-Majors
63%
59%
59%
53%
52%
Fall 2005 – Fall 2007 includes Scientific Inquiry courses.
Credit Hrs
Taught
Fall 2010
Number
F-T Faculty
3,423
Percent
57.6%
Fall 2011
Number
3,596
Percent
56.5%
Fall 2012
Number
3,847
Percent
64.1%
Fall 2013
Number
4,351
Percent
69.1%
Self-Study Template 18
LAS_BIO_BIO.SCI_BS_Q
P-T Faculty (inc
Admin)
2,515
42.4%
2,774
43.5%
0.0%
Total
% Consumed
by Non-Majors
5,938
51.2%
35.9%
0.0%
100%
3,039
2,158
6,370
53.6%
30.9%
0.0%
100%
3,416
1,944
6,005
0.0%
100%
2,883
48.0%
6,295
100%
2,999
47.6%
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time faculty (including
administrators).
Courses
Taught
Fall 2005
#
Fall 2006
%
Fall 2007
Fall 2008
Fall 2009
#
%
#
%
#
%
#
%
46
58%
54
68%
41
66%
43
64%
FT Faculty
48
59%
PT Faculty
34
41%
34
43%
26
33%
21
34%
24
36%
Total
82
100%
80
100%
80
100%
62
100%
67
100%
Fall 2005 – Fall 2007 includes Scientific Inquiry courses.
Courses Taught
Fall 2010
Number
Fall 2011
Percent
Number
Fall 2012
Percent
Number
Fall 2013
Percent
Number
Percent
F-T Faculty
44
65.7%
56
57.7%
42
58.3%
45
62.5%
P-T Faculty (inc
Admin)
23
34.3%
41
42.3%
30
41.7%
27
37.5%
0.0%
Total
67
100%
0.0%
97
100%
0.0%
72
100%
0.0%
72
100%
Self-Study Template 19
LAS_BIO_BIO.SCI_BS_Q
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 has undergone very significant personnel changes within the last 4 years. In the 2010 VSO we
have lost 4 faculty members and in the 2014 VSO we have lost 5 faculty members. In addition, 2 faculty
members became administrators since 2010. During the same time, we were able to hire only 3 faculty
members. At the present time (Fall 2015), the Department has 7 tenured, 4 tenure-track, and 1 contract faculty
members. Thus, the department is 64% tenured. We are 62% white, 38% Asian, and 73% male. Our faculty
represents a wide variety of geographic origins, coming from across the United States, Europe, and China.
The department currently has no black or Hispanic faculty. We hope to remedy this situation by hiring members
of minority groups as the positions become available. However, we realize that competition for highly qualified
minority scientists is fierce and many other departments have the same goal. The Department would also like to
increase the number of female faculty members. The recruitment of highly qualified faculty members is aided
by the fact that we have a doctoral program. On the other hand, the limited availability of laboratory space and
very modest start-up package make the recruitment more challenging.
Self-Study Template 20
LAS_BIO_BIO.SCI_BS_Q
Developmental Plan
2005
FT
2006
PT
Total
#
%
#
%
Male
10
63%
11
69%
Female
6
38%
5
Total
16
100%
Black
0
Hispanic
FT
2007
PT
Total
#
%
#
%
21
10
63%
9
50%
31%
11
6
38%
9
16
100%
32
16
100%
0%
1
6%
1
0
0
0%
0
0%
0
Asian
3
19%
3
19%
White
13
81%
11
Unknown
0
0%
Total
16
100%
Tenured
13
Tenure-Track
FT
2008
PT
Total
#
%
#
%
19
10
59%
6
50%
50%
15
7
41%
6
18
100%
34
17
100%
0%
0
0%
0
0
0
0%
0
0%
0
6
3
19%
8
44%
69%
24
13
81%
10
1
6%
1
0
0%
16
100%
32
16
100%
81%
13
13
2
13%
2
Not Applicable
1
6%
Total
16
100%
FT
2009
PT
Total
#
%
#
%
16
10
63%
9
60%
50%
13
6
38%
6
12
100%
29
16
100%
0%
0
0%
0
0
0
0%
0
0%
0
11
3
18%
1
8%
56%
23
14
82%
8
0
0%
0
0
0%
18
100%
34
17
100%
81%
13
13
2
13%
2
1
1
6%
16
16
100%
FT
PT
Total
#
%
#
%
19
10
59%
10
59%
20
40%
12
7
41%
7
41%
14
15
100%
31
17
100%
17
100%
34
0%
1
7%
1
0
0%
0
0%
0
0
0%
0
0%
0
0
0%
0
0%
0
4
3
19%
6
40%
9
4
24%
8
47%
12
67%
22
13
81%
8
53%
21
13
76%
9
53%
22
3
25%
3
0
0%
0
0%
0
0
0%
0
0%
0
12
100%
29
16
100%
15
100%
31
17
100%
17
100%
34
76%
13
13
81%
13
15
88%
15
3
18%
3
0
0%
3
2
12%
2
1
1
6%
1
3
19%
0
0
0%
0
16
17
100%
17
16
100%
16
17
100%
17
Gender
Ethnicity
Tenure Status
Self-Study Template 21
LAS_BIO_BIO.SCI_BS_Q
2010
FT
2011
PT
Total
#
%
#
%
Male
9
60%
11
61%
Female
6
40%
7
39%
Total
15
FT
2012
PT
Total
#
%
#
%
20
10
71%
10
48%
13
4
29%
11
52%
33
14
FT
2013
PT
Total
#
%
#
%
20
11
73%
10
53%
15
4
27%
9
47%
35
15
FT
PT
Total
#
%
#
%
21
12
75%
8
42%
20
13
4
25%
11
58%
15
34
16
Gender
18
21
19
19
35
Ethnicity
Black
0%
1
6%
1
0%
0%
0
0%
0%
0
0%
2
11%
2
Hispanic
0%
1
6%
1
0%
0%
0
0%
1
5%
1
0%
1
5%
1
13%
10
56%
12
67%
16
20%
11
58%
14
25%
9
47%
13
0%
0
0%
0
0%
0
0%
0
0%
0
33%
19
33%
19
37%
19
75%
7
37%
19
2 or More Races
0
0%
0
Native Hawaiian/Pacific Islander
0
0%
0
0
0%
0
Asian
2
Native American
White
0%
13
Unknown
87%
6
0%
Total
15
0%
18
2
14%
14
0%
12
0
86%
7
0%
33
14
0%
21
3
0%
12
0
80%
7
0%
35
15
0%
19
4
12
0
0%
34
16
19
35
Tenure Status
Tenured
12
80%
12
11
79%
11
12
80%
12
13
81%
13
Tenure-Track
2
13%
2
2
14%
2
2
13%
2
2
13%
2
Not Applicable
1
7%
1
1
7%
1
1
7%
1
1
6%
1
Total
15
15
14
14
15
15
16
Self-Study Template 22
LAS_BIO_BIO.SCI_BS_Q
16
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)
Most of the program faculty attend annual scientific meetings in their discipline and specifically attend the
sessions on pedagogy at those annual meetings. The workshops sponsored by St. John’s Center for Teaching
and Learning are also well-attended by the program faculty. Faculty have participated in university workshops
on Blackboard, podcasting, Campus Guides, and Ped1, the distance learning course.
 Drs Chris Bazinet and Anne Dranginis were named National Academies Education Fellows in the Life
Sciences in 2012 after spending one week at Yale University at an intensive workshop in teaching methods
in Biology sponsored by the National Academy of Sciences, the Institute of Medicine, the National
Research Council and the Howard Hughes Medical Institute. Drs Bazinet and Dranginis shared their
experiences by producing a seminar at St. John’s Center for Teaching and Learning for the benefit of the
university community.
 In 2013, Dr. Vancura attended 3-day conference sponsored by the Association of American Colleges and
Universities (AACU) “Transforming STEM Education: Inquiry, Innovation, Inclusion, and Evidence.
 Dr. Schramm attended several national conferences on the subject of assessment in higher education,
sponsored by the Association of American Colleges and Universities (AACU), the Middle States
Commission on Higher Education, and the American Society for Biochemistry and Molecular Biology
(ASBMB).
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)
The Department believes that faculty development occurs in 3 stages: (i) hiring the best faculty, (ii) mentoring
the new faculty, and (iii) supporting faculty and providing opportunities for professional growth.
• The Department has hired 5 tenure-track faculty within the last 4 years. These new faculty members already
became effective classroom instructors and engage students in their laboratories. Two of these faculty already
secured a significant extramural funding.
• The most important aspect of science faculty development is laboratory research, which has been supported in
terms of funds and time by the University and the Department. The Department established a new program that
provides incentives for faculty to teach well and publish: an additional distribution of departmental funds is
given to faculty who: (i) receive high student evaluation of their courses, or (ii) publish original papers.
• Senior faculty members mentor new hires. Dr. Vancurova mentors Dr. Yu, who was hired in 2012. In 2014,
Dr. Yu obtained his first NIH grant.
• The program has rescheduled departmental seminars to encourage attendance by faculty as well as students.
These weekly seminars are given by noted research scientists from another institution, who typically spend part
of the day visiting individual faculty in their offices and laboratories before or after the seminar. These visits are
rich sources of information and collaboration for faculty.
• The program also sponsors a weekly Data Club at which graduate students take turns presenting their research
data, which is discussed by members of the program.
• Scientific equipment has been obtained for use by faculty of the entire program and housed in shared facilities
set up and maintained by the program. These are major pieces of equipment that are ordinarily too expensive for
an individual laboratory, and are suitable for shared use. They include scintillation counter, Typhoon imager,
Self-Study Template 23
LAS_BIO_BIO.SCI_BS_Q
and a real time PCR instrument, which were all purchased with funds from the university’s Science Advisory
Committee.
5g.
The table below shows the amount of external funding received by the department. If available, please provide the dollar
amount of externally funded research for full-time faculty supporting the program under review. (Program dollar amounts are
available through departmental records.)
Fiscal Year
External
Funding
04/05
05/06
06/07
07/08
08/09
1,224,543
1,153,444
732,355
269,960
352,950
$ Amount
Program
$ Amount
Department
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
572,250
-
793,607
1,521,924
The external funding is primarily from NIH (National Institutes of Health) and NSF (National Science
Foundation) to support research of the program faculty. After a steady decline since 2004/2005 until
2010/2011, the Department, despite being severely understaffed, was able to reverse the trend and achieve the
highest level of external funding in 2012/2013. The Department considers the external funding to be extremely
important, because it provides engagement opportunities for our students and contributes to the academic
reputation of the entire University.
Self-Study Template 24
LAS_BIO_BIO.SCI_BS_Q
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)
Instructional Vibrancy (Spring)
2011
2012
2013
2011
2012
2013
Biological
Sciences BS (Q)
4.05
3.96
4.02
4.26
4.26
4.29
Saint John’s
College
3.95
4.01
4.00
4.28
4.33
4.33
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).
The overall course evaluations and instructional vibrancy in Biological Sciences are very comparable to the
values for St. John’s College and University.
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 full time faculty assigned to the program have terminal degree (PhD).
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)
The program does NOT have the faculty and resources required to meet its mission and goals due to the
extremely high student to faculty ratio and insufficient amount of laboratory space to accommodate new faculty.
Given the size of the program, this is a very serious problem that will negatively affect the future success of the
College and University.
The trend of increasing number of Bio majors and
decreasing number of faculty results in a very high student
to faculty ratio. In 1992, the ratio of undergraduate students
to full time faculty was 15:1, in 2005, it was 34:1, in 2013,
it was 46:1, and in 2014/2015, it is 74:1 (Figure 3). This
is, by far, the highest student to faculty ratio at SJU and the
entire University. This is probably also one of the highest
student to faculty ratio in the country.
Number of Bio-majors and Faculty
The number of undergraduate Bio-majors has been steadily increasing: in 1992, the enrollment of Bio-majors
was 212; in 2005 it was 549, and in fall 2014, the enrollment was 744 (Fig. 2). This 350% increase has made
Biology one of the most popular majors at SJU. During the same time, the number of full-time faculty remained
relatively steady at 14-17 until AY 2013/2014. In AY
Fig. 2
2014/2015, the number of full-time faculty members in
DBS is 10.
2005
2009
2014
Self-Study Template 25
LAS_BIO_BIO.SCI_BS_Q
Student to Faculty Ratio
We cannot maintain the quality of service we provide to our
Fig. 3
students, and increase their engagement, satisfaction and
retention, with 74:1 student to full-time faculty ratio. It will be
extremely difficult to provide even basic services to Biology
majors, such as academic advisement during registration, and
writing letters of references. Without these basic services, the
students’ progression and completion of the major, as well as their
acceptance to graduate programs or finding employment will be
jeopardized. The needs of Biology majors will not be met.
2005
2009
2014
Compared to the average SJU student to faculty ratio of 19:1, and
to the student to faculty ratios at Biology departments of
comparable colleges (DePaul University, 17:1; Fordham, 12:1; Villanova, 11:1; the Catholic University of
America, 7:1), the DBS at SJU is alarmingly understaffed. Due to the limited number of faculty, most of our
upper division courses contain 40-50 students, while our introductory courses frequently reach 150
students/section. Even more worrisome to us is the limitation that our current faculty size places on available
research opportunities for undergraduates, an important aspect of the program’s student engagement plan.
However, if the Department is given the opportunity and resources to hire new faculty, we will use it to develop
a very strong department that will contribute to the future success and academic reputation of the College and
University in a very significant way. We are a research-intensive department and all faculty are expected to
produce research publications and extramural funding on a regular basis. To accomplish the goal of hiring
highly qualified faculty, we need (i) renovated laboratory space, (ii) tenure-track faculty positions, and (iii)
increased start-up funds (the average start-up funds in Biology have not increased in 20 years).
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)
Biology is currently the most popular major among undergraduate students attending St. John’s. This trend will
most likely continue, since during times of economic hardship, students tend to gravitate to financially stable
professions such as physicians, dentists, physician assistants or medical technologists, for which Biology is the
most common major.
However, while the number of undergraduate Bio-majors has been steadily increasing during the last five years,
the number of full-time faculty has decreased, and the departmental budget has remained flat. Specifically, in
2005, the number of Bio-majors was 549; in 2009, it was 634; and in 2014, the enrollment was 744 (Fig. 2). In
contrast, the number of full-time faculty has decreased from 16 in 2005 to 10 in 2014 (Fig. 2).
This increasing number of undergraduate students and decreasing number of full time faculty has had a
detrimental effect on the student to faculty ratio, which was 34:1 in 2005, 37:1 in 209, and 74:1 in 2014 (Fig. 3).
This is, by far, the highest student to faculty ratio at SJU and the entire University. This is probably also one of
the highest student to faculty ratio in the country.
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LAS_BIO_BIO.SCI_BS_Q
A similar alarming trend has been seen in the Earned Income/Departmental Budget ratio. While in 2005, the
Earned Income from Instruction was $8,280,898 and the Direct Instructional Cost (Departmental Budget) was
$2,735,000, in 2009, it was $10,158,028 and $3,825,000, respectively. Thus, while the Earned Income increased
by almost $2,000,000, the Direct Instructional Cost increased only about $1,000,000.
This flat budget has had a negative impact on student instructions in teaching laboratories that lack adequate
funding.
External funding ($)
Remarkably, while the number of faculty has decreased, and
the student to faculty ratio has increased, the income from
externally funded grants has dramatically increased. Whereas
in 2009, the amount of external funding was $885,000, in
2014, the amount of external funding of the Biology
Department was $3,5000,000 (Fig. 4). The increased external
funding is a result of good hiring and mentoring, and
2009
increased expectations for faculty tenure and promotions. The
increased income from external grants has enabled the DBS
to engage more undergraduate students in research
laboratories, and to increase student’s participation on
publications and federally funded projects. In addition, the
external funding is an important factor determining the academic reputation of SJU.
2014
2009
2014
In summary, the Biology Department has been highly cost effective in terms of obtaining external
funding, and engaging students in research laboratories. However, at the same time, the Department has not
had adequate resources for teaching laboratories, and the 74:1 student to faculty ration is alarmingly high. In
order to remain competitive with neighboring universities, such as Hofstra or Queens College, we need to
support our most popular major, and decrease the student/faculty ratio. We need to hire new competitive fulltime faculty, and provide them with adequate laboratory space and mentoring, while increasing the
faculty expectations for tenure and promotion. In addition, the Departmental Budget should follow the
increased students’ enrollment.
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 2014, the Biology Department had 744 undergraduate students, but only 10 full time Faculty, representing
the student to faculty ratio 74:1. This situation had been predicted since 2005, since at that time, eight faculty
members (50% of the Biology faculty that time) were over 60 years of age, and were expected to consider
taking the VSO when offered. In 2014, four Biology faculty members took the VSO, reducing the number of
full time faculty to 10. Not surprisingly, students and faculty are not satisfied with the current 74:1
student to faculty ratio.
The DBS needs to hire new competitive full-time faculty who would be able to obtain and maintain external
funding and engage students in research laboratories. The Department will need two additional research
laboratories that would accommodate the newly hired faculty. The newly hired faculty will be mentored, and
expected to have external funding when applying for tenure.
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LAS_BIO_BIO.SCI_BS_Q
Importantly, The Department will need to address the effective utilization of current research laboratory
space. In order to be effective, the space utilization needs to be linked with scholarship and research
productivity. Without effective space utilization, the Department (and University) cannot improve and be costeffective.
Similarly, the space in the Animal Facility, and the utilization of resources obtained through the Science
Advisory Committee (SAC) need to be linked to research productivity and obtained external funding in order
to be effective, minimize waste, and improve scholarship.
The Department needs to have an increased budget to cover the increasing cost of laboratory supplies (due
to the increasing enrollment of students and increasing prices) and higher cost of maintenance and repair of
laboratory equipment (due to the increasing age of the equipment).
Additional limitation and source of students’ complaints is the unsatisfactory temperature control in the
teaching laboratories. Sometimes these laboratories have temperatures below 60F, while at other times the
temperature is over 90F.
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)

None
6d.
If external data that describes the cost effectiveness of the program has been provided by your School/College Dean, please
comment on the program’s cost-effectiveness. (Suggested limit 1 page)
The Total Revenue of the Program is $15,870,749, the Total Expenses are $6,313,340, and the corresponding
Contribution Margin #1 is $9,557,409.
Thus, the Biology BS program is extremely cost effective. While the number of Bio-majors has increased
from 634 in 2009, to 744 in 2014, the number of full time faculty has decreased from 17 to 10 during the same
time (Fig. 1). Remarkably, during the same time, the amount of external funding has increased from $885,000
in 2009 to more than $3,500,000 in 2014 (Fig. 3). The new Biomedical Track for students with high GPA
(>3.5) has been developed to increase student satisfaction, and Biology students received prestigious awards,
such as the Goldwater Award and Obama Prize, for the first time in SJU history.
Considering that during economically challenging times, students gravitate to stable professions such as
biomedical fields, it is reasonable to expect that the Biology student enrollment will continue to rise. Nearby
universities have already recognized the public need and prospective students’ interest in biomedical fields, and
have invested heavily into sciences. Specifically, Adelphi University has announced the creation of a brand new
College of Nursing and Public Health that will be almost 100,000 square ft and will include high tech labs.
Hofstra University has opened a new medical school in 2011, and even Molloy College has raised money for a
new science building.
It would be a smart long-term strategy to invest more into sciences at SJU. However, in order for this to be
cost effective, the utilization of resources would need to be tied to scholarship and academic productivity.
Standard 6.
Additional comments if needed. (Suggested limit 1 page)
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LAS_BIO_BIO.SCI_BS_Q
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)
One of the previous program reviews awarded the B.S. Program in Biology the “Center of Excellence” status.
Since then, we have continued to focus our efforts on maintaining a high level of teaching, scholarship,
research, and external funding. Our efforts have been partly hampered by the loss of 10 faculty members due to
the two rounds of VSO during the last 6 years. On the other hand, we were able to hire 5 highly qualified
faculty who have already made a major contribution to the Department, College, and University. Dr. Moller,
hired in 2011, is currently serving as a Vice Provost for Graduate Education and Research. Dr. Yu, hired in
2012, already secured $495,000 grant from the NIH.
Our future efforts will focus on three areas:
A. We will continue our efforts to keep increasing the enrollment in the program. Students’ demand for
Biology remains strong, since Biology major serves as a pathway for careers in biomedical and health
professions. Given the outlook for these jobs, demand is expected to increase in the future. To bolster the
enrollment in the program, we have established the PMD Track (Pre-medical track in molecular biosciences for
Bio majors”) and we have run highly successful Honors Program for high school students from Queens and
Nassau counties. We will continue to fine-tune our curriculum and we will strive to provide research
opportunities for the program students to increase their acceptance to medical schools and achieve their career
goals.
B. We will hire highly qualified faculty who, in addition to teaching, will publish, obtain and maintain
extramural funding, and engage students in research in their laboratories. However, the hiring of qualified
faculty critically depends on the availability of adequate research space.
C. We will continue to encourage, promote, and support faculty/student research and scholarship which we
view as a critical component of success for the Department, College, and University. Faculty research is also
one of the important factors that determine the academic reputation of the University, which, in turn, is
important for student enrollment.
Self-Study Template 29
LAS_BIO_BIO.SCI_BS_Q