AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: College of Professional Studies
Program Reviewed: Healthcare Informatics BS Q
Date Submitted to Department/Division Chair:
Overview and Program Review Summary: Please summarize this program’s mission and its relationship to the vision
and mission of St. John’s University, and the program’s School/College. Identify similar programs regionally and
nationally and distinguish this program from them. In addition, summarize your findings as they relate to (1) program
quality, (2) market growth potential, and (3) student learning. Also, summarize any significant changes, achievements
(by faculty and students and the program itself), and plans for the future. Finally, based on the information gleaned
from the data in the self-study, give an overall rating of the program’s Enrollment/Market Potential by categorizing it as
one of the following: (1) Enhance; (2) Maintain; (3) Reduce support, Phase out, Consolidate, or Discontinue.
(Suggested limit 1 page)
STANDARD 1. The purpose of the program reflects and supports the strategic vision and mission of St. John’s
University, and the program’s School/College.
1a.
What evidence can you provide that demonstrates that the program embodies the Catholic, Vincentian, and
metropolitan identity of St. John’s University? www.stjohns.edu/about/out-mission. (Suggested limit 1/3 page)
1b.
What evidence can you provide that demonstrates that the program embodies the University’s vision.
www.stjohns.edu/about/out-mission/vision-statement. (Suggested limit 1/3 page)
1c.
What evidence can you provide that demonstrates that the program embodies the vision and mission of the
program’s School/College? (Suggested limit 1/3 page)
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
CPS__HCL_BS_Q
Self-Study Template 1
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
Freshmen SAT Scores
Fall 2010
Fall 2013
Computed
Computed
HCI
955
1,020
Freshmen High School Average
Fall 2010
Fall 2013
High School
HCI
High School
83
91
SAT Scores
High School Average
2010
2011
2012
2013
2010
2011
2012
2013
School/
College - Q
1013
1014
1025
1028
84
84
85
86
Total
University
1097
1087
1096
1104
87
87
88
89
Intended college major for 2012 college-bound seniors
SAT
Intended College Major
Health Professions and Related Clinical Services
TestTakers
Mean Scores
Number
Percent
(%)
Critical
Reading
Mathematics
Writing
22,619
16.7%
480
499
478
* For further information, please visit
http://media.collegeboard.com/digitalServices/pdf/research/NY_12_03_03_01.pdf .
CPS__HCL_BS_Q
Self-Study Template 2
Undergraduate 1st Year Retention Rate
2b.
Total
2009
Returned
#
%
DNR
# %
Total
HCI
2
2010
Returned
#
%
50%
1
#
1
DNR
%
50%
2011
Returned
#
%
Total
DNR
# %
Total
2012
Returned
#
%
DNR
# %
Fall
2009
2010
2011
2012*
# Fresh
# Ret
%
School/
College - Q
74%
74%
71%
766
575
75%
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
Not Applicable
Fall
2004
2005
2006
2007
School/College
Average Rate - Q
53%
52%
50%
47%
Total University
58%
58%
59%
55%
2d.
Graduate Standardized Test Scores
CPS__HCL_BS_Q
Self-Study Template 3
Not Applicable
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
2f.
If applicable, describe the program’s student performance over the past five years on licensure or professional
certification exams relative to regional and national standards. (Suggested limit 1/4 page)
2g.
Number of majors and minors enrolled over the past five years. See table below.
MAJORS
HCI
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
BS
Total
6
11
14
20
6
11
14
20
Fall 2012
Minors
MINORS
HCI
1
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Total
Total
Total
Total
Total
2h.
6
11
15
20
Number of degrees granted during the past five years. See table below.
11/12
12/13
Degrees Conferred Degrees Conferred
CPS-UG-Q
Healthcare Informatics
Total
CPS__HCL_BS_Q
BS
1
3
1
3
Self-Study Template 4
Below is comparison degrees conferred data for local and national institutions based on data retrieved from the IPEDS
website. This is based on the Classification of Instructional Program (CIP) Code of 51-Health Professions and Related
Programs.
20092010
20102011
20112012
Bachelors
Local
2,261
2,238
2,591
National 129,634 143,430 163,440
1
Local institution include: Adelphi University, Columbia University, CUNY Queens College, Fordham University,
Hofstra University, Iona College, C.W. Post University, Manhattan College, New York University, Pace University,
Seton Hall University, Stony Brook University, and Wagner College.
Comments : Based on the data in 2g and 2h, how do these trends compare to institutional, regional and national
patterns? (Suggested limit 1/2 page)
2i.
What mechanisms are in place to monitor students’ progress toward degree? And, to what extent is there a
collaborative effort to provide quality advising and support services to students? (Suggested limit 1/4 page)
2j.
If available, provide information on the success of graduates in this program as it relates to employment or
attending graduate school. (Suggested limit 1/4 page)
2k.
Please comment on the students’ competencies in the program. Support your responses using data provided
below and any other data available. (Suggested limit 1/3 page)
CPS
Healthcare
Informatics
BS
Q
Spring 2011
Spring 2012
Spring 2013 Spring 2014
CUM GPA
CUM GPA
CUM GPA
CUM GPA
2.9
2.8
3.0
3.0
Program
CPS__HCL_BS_Q
Self-Study Template 5
CPS
Spring 2011
Spring 2012
Spring 2013
Spring 2014
CUM GPA
CUM GPA
CUM GPA
CUM GPA
3.2
3.3
D
Q
3.0
3.1
3.1
3.1
S
3.1
3.1
3.1
3.1
Total
3.0
3.1
3.1
3.1
Spring 2011
Spring 2012
Spring 2013
Spring 2014
CUM GPA
CUM GPA
CUM GPA
CUM GPA
3.1
3.1
3.2
3.2
College and Campus
Undergraduate
Level - all campuses
CUM GPA is after the Spring Semester based on students enrolled in that semester.
Standard 2.
Additional comments if needed: (Suggested limit 1 page)
STANDARD 3. The program engages in ongoing systematic planning that is aligned with the University and
School/College planning, direction, and priorities.
3a.
How does your program’s strategic goal/objectives link to your School/College plan and the University’s strategic
plan? http://www.stjohns.edu/about/leadership/strategic-planning
3b.
What is the evidence of monitoring the external and internal environments, specifically what are the strengths,
weaknesses, opportunities and threats facing the program? How were they identified? What actions have been taken
in response to these findings? What characteristics of the program suggest a competitive edge against other programs
regionally and nationally?
CPS__HCL_BS_Q
Self-Study Template 6
3c.
What is the current and future market demand for the program? Information can be found at
http://www.bls.gov/news.release/ecopro.toc.htm
Projected Changes in Related Occupations (2010 – 2020)
Changes, 2010-20
Grow Much Faster Than Average - Increase 21% or More %
Percent
Medical Records and Health Information Technicians
21%
Numeric
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
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study
abroad experiences.
3. The University Core competencies
4b.
The syllabi for the courses within this program incorporate the suggested elements of a syllabus – an example of
which can be found at the following St. John’s University Center for Teaching and Learning link. (Suggested limit 1/3
page) http://stjohns.campusguides.com/content.php?pid=71651&sid=984766
4c.
Describe the assessment model currently in place for the program and indicate the extent to which disciplinary
and core knowledge, competence, and values are met, as well as findings and action plans for improvement. For
reference, visit WeaveOnline – https://app.weaveonline.com//login.aspx; Digication – https://stjohns.digication.com/.
(Suggested limit 1/2 page)
4d.
What, if any, external validations, e.g. specialized accreditations, external awards, other validations of quality
has the program received? (Suggested limit 1/3 page)
Standard 4.
Additional comments if needed. (Suggested limit 1 page)
CPS__HCL_BS_Q
Self-Study Template 7
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
5a.
Below you will find the number of students enrolled as majors and minors in the program. Please complete the
table by adding the number of full-time faculty assigned to the program. Then calculate the student to full-time faculty
ratio.
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
5
1
6
10
1
11
13
1
14
17
3
20
Fall 2012
MINORS
F
Total
Minors
Minors
HCI
1
1
Fall 2010
Total
MAJORS/MINORS
Fall 2011
FTE MAJORS
Fall 2013
F
P
Total
F
P
Total
F
P
Total
F
P
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
5
1
6
10
1
11
14
1
15
17
3
20
Fall 2010
Total
Fall 2012
Fall 2011
Fall 2012
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
5.00
0.33
5.33
10.00
0.33
10.33
14.00
0.33
14.33
17.00
1.00
18.00
Fall 2010
Fall 2011
Fall 2012
Fall 2013
# of FTE faculty assigned
to the program
FTE Student/FTE Faculty
Ratio
CPS__HCL_BS_Q
Self-Study Template 8
Important Notes:
FTE Students = Number of FT Students + (number of PT Students/3)
FTE Faculty = Number of FT Faculty + (number of PT Faculty/3)
This methodology is used by SJU for all external reporting and includes both first and 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 Hrs Taught
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Number
Percent
Number
Percent
Number
Percent
Number
Percent
F-T Faculty
2,061
42.2%
2,223
40.5%
2,094
39.4%
2,028
40.2%
P-T Faculty (inc
Admin)
2,820
57.78%
3,270
59.53%
3,225
60.6%
3,015
59.8%
Total
4,881
100%
5,493
100%
5,319
100%
5,043
100%
% Consumed by
Non-Majors
3,156
64.7%
3,243
59.0%
3,258
61.3%
2,934
58.2%
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 2010
Number
Fall 2011
Percent
Number
Fall 2012
Percent
Number
Fall 2013
Percent
Number
Percent
F-T Faculty
36
43.4%
41
44.1%
39
43.3%
36
41.9%
P-T Faculty (inc
Admin)
47
56.6%
52
55.9%
51
56.7%
50
58.1%
0.0%
Total
CPS__HCL_BS_Q
83
100%
0.0%
93
100%
0.0%
90
100%
0.0%
86
100%
Self-Study Template 9
5d.
What is the representative nature of faculty in terms of demographics, tenure and diversity? (See departmental
information on next page). How well does this support the program? (Suggested limit 1/2 page)
CPS__HCL_BS_Q
Self-Study Template 10
Departmental Data
2010
FT
2011
PT
T
#
%
#
%
Male
7
54%
20
80%
Female
6
46%
5
20%
Total
13
FT
2012
PT
T
#
%
#
%
27
6
46%
23
85%
11
7
54%
4
15%
38
13
FT
2013
PT
T
#
%
#
%
29
7
50%
22
81%
11
7
50%
5
19%
40
14
FT
PT
T
#
%
#
%
29
7
50%
20
77%
27
12
7
50%
6
23%
13
41
14
Gender
25
27
27
26
40
Ethnicity
Black
0%
0%
1
4%
1
1
7%
1
4%
2
3
1
7%
2
8%
3
0%
1
1
7%
0
0%
1
85%
34
11
79%
21
81%
32
2 or More Races
1
4%
1
Native Hawaiian/Pacific Islander
0
0%
0
0
0%
0
Hispanic
1
Asian
8%
0%
American Indian/Alaskan Native
1
8%
White
11
85%
Unknown
1
1
23
0%
Total
13
4%
1
0%
1
4%
1
0%
1
1
8%
92%
34
11
85%
0%
25
0%
1
8%
0%
0
1
3
23
0%
38
13
4%
1
0%
1
4%
1
0%
1
1
7%
1
4%
2
11%
3
1
7%
2
7%
0%
1
1
7%
85%
34
11
79%
0%
27
0
23
0%
40
14
0%
27
0
0%
41
14
26
40
Tenure Status
Tenured
11
85%
11
10
77%
10
10
71%
10
11
79%
11
Tenure-Track
2
15%
2
3
23%
3
4
29%
4
3
21%
3
0%
0
0%
0
0%
0
0%
0
Not Applicable
Total
13
CPS__HCL_BS_Q
13
13
13
14
Self-Study Template 11
14
14
14
5e.
What evidence exists that the program’s faculty have engaged in research and scholarship on teaching and/or
learning in the program’s field of study? (Suggested limit 1/2 page)
5f.
What initiatives have been taken in the past five years to promote faculty development in support of the
program? (Suggested limit 1/2 page)
5g.
The table below shows the amount of external funding received by the department. If available, please provide
the dollar amount of externally funded research for full-time faculty supporting the program under review. (Program
dollar amounts are available through departmental records.)
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount Program
$ Amount Department
-
-
14,000
-
5h.
Please comment on the table below that shows trends in overall course evaluations instructional vibrancy for
your program (if available), your college and the university. (Suggested limit ½ page)
Overall Evaluation (Spring)
Instructional Vibrancy (Spring)
2011
2012
2013
2011
2012
2013
HCI BS (Q)
-
-
-
-
-
-
College of
Professional
Studies
4.04
4.09
4.14
4.34
4.33
4.43
Total
Undergraduate
4.01
3.21
4.07
4.27
4.29
4.35
CPS__HCL_BS_Q
Self-Study Template 12
Note: Institutional Vibrancy is the average of the first 14 questions on the course evaluation, with questions pertaining
to course organization, communication, faculty-student interaction, and assignments/grading. All course evaluation
questions range from 1 (Strongly Disagree) to 5 (Strongly Agree).
5i.
What percentage of full time faculty assigned to this program have terminal degrees or industry certifications
renewed within the past 2 years? Comment. (Suggested limit 1 /3page)
Standard 5.
Comments: Indicate to what extent the program has the faculty resources required to meet its mission
and goals. Include references from 5a – 5i. (Suggested limit 1 page)
Standard 5.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 6. The program has adequate resources to meet its goals and objectives. And, it is cost-effective.
6a.
Narrative/Supportive Technological Environment - Comment on classrooms and labs meeting industry-standards
for quality and availability of hardware, software, and peripherals; library space, holdings and services; science
laboratories, TV studios, art/computer graphic labs; etc. (Suggested limit 1 page)
6b.
Narrative/ Supportive Physical Environment - Comment on level of faculty and student satisfaction with HVAC;
faculty and student satisfaction with classroom lighting, crowdedness, and acoustics; flexible teaching environments,
and faculty offices, etc.. (Suggested limit 1 page)
6c.
To what extent has the University funded major capital projects, e.g., renovations, which are linked directly to
the program during the past five years? (Bulleted list)
6d.
If external data that describes the cost effectiveness of the program has been provided by your School/College
Dean, please comment on the program’s cost-effectiveness. (Suggested limit 1 page)
Standard 6.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 7. Effective actions have been taken based on the findings of the last program review and plans have
been initiated for the future.
CPS__HCL_BS_Q
Self-Study Template 13
Comments: (Suggested limit 1page)
CPS__HCL_BS_Q
Self-Study Template 14