AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: The School of Education
Program Reviewed: Adolescent Ed (Bio/Eng/Mth/Phy/Span/Social Studies) MSED 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)
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
Not applicable to Graduate Programs.
2b.
Undergraduate 1st Year Retention Rate
Not applicable to Graduate Programs.
2c.
Undergraduate 6 Year Graduation Rate
Not applicable to Graduate Programs.
EDU_C&I_ADOL.ED_MSED_Q
Self-Study Template 1
2d.
Graduate Standardized Test Scores
Fall
2005
2006
2007
2008
2009
School/College
Average Rate
486/568
427/565
452/489
474/497
469/523
Regional
Comparison
N/A
N/A
N/A
N/A
N/A
Program
See below
National
Comparison
See below
National
Comparison
The National Overall Average for verbal is 150.6 and a quantitative of 151.9, based on those tested between August 1,
2011 and April 30, 2013. However, Masters programs in teacher certification at the School of Education do not currently
use GRE scores as entrance requirements.
New Graduate Students
GRE Verbal
Mean Scores
Fall 2011
Adolescence MSED old
430
new
Fall 2012
Fall 2013
510
460
150
157
New Graduate Students GRE
Quantitative
Mean Scores
Fall 2011
Adolescence
MSED old
new
598
Fall 2012
Fall 2013
575
595
149
156
As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a
scale of 200-800(old) and after 8/1/11 on a scale of 130-170(new)
Based on students with valid scores in BANNER - therefore n maybe small in some cases.
EDU_C&I_ADOL.ED_MSED_Q
Self-Study Template 2
New Graduate Students GRE Verbal
Mean Scores
Fall 2010
EDU-Q
old
453
Fall 2011
459
new
Fall 2012
Fall 2013
424
399
149
149
New Graduate Students GRE Quantitative
Mean Scores
Fall 2010
EDU-Q
old
489
Fall 2011
535
new
Fall 2012
Fall 2013
531
480
145
145
As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a scale of 200800(old) and after 8/1/11 on a scale of 130-170(new)
General test percentage distribution of scores within intended graduate major field that is based on the performance of
seniors and non-enrolled college graduates who were tested on the verbal and quantitative examination.
GRE
Intended Graduate Major
Secondary Education*
Test-Takers
1,275
Mean Score (Verbal)
154
Mean Score (Quantitative)
151
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
EDU_C&I_ADOL.ED_MSED_Q
Self-Study Template 3
2f.
If applicable, describe the program’s student performance over the past five years on licensure or professional
certification exams relative to regional and national standards. (Suggested limit 1/4 page)
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
309
309
312
290
275
Minors
0
0
0
0
0
309
309
312
290
275
Total
Fall 2010 Fall 2011 Fall 2012 Fall 2013
Majors
MAJORS
Majors
Majors
Majors
ADE
Adolescence Edu - Non Cert.
MSED
AEB
Adolescence Edu/Biology
MSED
2
1
1
3
AEC
Adolescence Education: Career
MSED
162
158
105
83
AEE
Adolescence Edu/English
MSED
6
5
5
5
AEET
Adolescence Edu: Eng 7-12 (TF)
MSED
21
20
AEF
Adolescence Education: Field
MSED
2
AEM
Adolescence Edu/Mathematics
MSED
5
7
6
AERP
Adolescent Edu Residency Prog
MSED
62
33
AESP
Adolescence Edu/Spanish
MSED
2
AESS
Adolescence Edu/Social Stud
MSED
4
AMC
Alt. Cert.-Adol Math 7-12 (TF)
MSED
28
AMSP
Adolescent Math Special Educa
MSED
37
MCE5
Middle Childhood 5-6 Extension
ADVCRT
NM
MCE7
Middle Childhood 7-9 Extension
Alter Cert. Child Ed MID Math
EDU_C&I_ADOL.ED_MSED_Q
3
1
4
88
6
63
82
56
1
4
2
CERT
1
MSED
5
3
ADVCRT
NM
MDM
1
1
3
3
1
Self-Study Template 4
Total
2h.
255
263
331
242
Number of degrees granted during the past five years. See table below.
Academic Year
EDUGR-Q
Degrees
Granted
04/05
05/06
06/07
07/08
08/09
MSED
97
90
54
103
100
Adolescence Edu - Non
Cert.
04/05
05/06
07/08
08/09
09/10
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
MSED
1
Adolescence Edu: Eng 7- MSED
12 (TF)
19
Adolescence Edu/Biology MSED
2
Adolescence Edu/English MSED
2
Adolescence
Edu/Mathematics
2
MSED
Adolescence Edu/Social MSED
Stud
5
Adolescence
Edu/Spanish
1
MSED
1
20
13
1
2
3
2
4
1
4
4
1
3
1
4
1
1
1
2
30
31
26
38
48
Adolescence Education: MSED
Field
8
12
5
3
1
2
EDU_C&I_ADOL.ED_MSED_Q
1
1
22
MSED
1
3
Adolescence Education: MSED
Career
Adolescent Edu
4
1
40
34
17
Self-Study Template 5
Residency Prog
Alt. Cert.-Adol Math 7-12 MSED
(TF)
52
Alter Cert. Child Ed MID MSED
Math
2
Total
96
42
59
49
48
38
22
2
100
111
116
69
59
2
89
105
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 13-Education.
20092010
20102011
20112012
Masters
Local
3,756
National 182,139
3,619
3,242
185,009
178,062
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)
EDU_C&I_ADOL.ED_MSED_Q
Self-Study Template 6
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)
EDU_C&I_ADOL.ED_MSED_Q
Self-Study Template 7
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?
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 and occupations having the largest numerical increase in employment by level of education
and training projected.
Fastest Growing
Occupations
Middle School Teachers,
except Special and
Career/Technical
Education
Career/Technical
Education Teachers, Middle
School
Change, 2010-20
Percent
Numeric
17%
108,300
9%
55,300
Occupations having
the largest numerical
increase in
employment
Middle School Teachers,
except Special and
Career/Technical
Education
Change, 2010-20
Percent
Numeric
17%
108,300
Projected Changes in Related Occupations (2010 – 2020)
Changes, 2010-20
Grow much faster than average – Increase 15 to 20.9%
Percent
Middle School Teachers, except Special and Career/Technical
17%
Education
Numeric
108,300
Change, 2010-20
Grow about as fast as average - Increase 7 to 14.9%
Percent
Career/Technical Education Teachers, Middle School
EDU_C&I_ADOL.ED_MSED_Q
9%
Numeric
55,300
Self-Study Template 8
*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)
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.
EDU_C&I_ADOL.ED_MSED_Q
Self-Study Template 9
Fall 2005
Fall 2006
Fall 2007
Fall 2008
Fall 2009
# Majors/
FT Faculty
FT
PT
Total
FT
PT
Total
FT
PT
Total
FT
PT
Total
FT
PT
Total
Majors
32
277
309
23
286
309
14
298
312
14
276
290
58
217
275
Minors
0
0
0
0
0
Majors
& Minors
Combined
32
277
309
23
286
309
14
298
312
14
276
290
58
217
275
# of FTE
Students
(Majors &
Minors)
32
92
124
23
95
118
14
99
113
14
92
106
58
72
130
# of FTE
Faculty
assigned
to the
program
0
0
0
0
0
FTE
Student/
FTE
Faculty
Ratio
0
0
0
0
0
EDU_C&I_ADOL.ED_MSED_Q
Self-Study Template 10
Fall 2010
MAJORS
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
68
187
255
72
191
263
Fall 2010
Total FTE MAJORS
83
248
331
Fall 2011
28
214
242
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
72
64
136
83
83
166
28
68
62.667 130.667
Fall 2010
Fall 2011
Fall 2012
71.333 99.333
Fall 2013
# of FTE faculty assigned
to the program
FTE Student/FTE Faculty
Ratio
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.
EDU_C&I_ADOL.ED_MSED_Q
Self-Study Template 11
Credit Hours
Taught
Fall 2005
#
Fall 2006
Fall 2007
Fall 2008
Fall 2009
%
#
%
#
%
#
%
#
%
1610
23%
1496
22%
2241
34%
2070
31%
2762
38%
PT Faculty
5345
77%
5177
78%
4332
66%
4665
69%
4587
62%
Total
6955
100%
6673
100%
6573
100%
6735
100%
7349
10%
FT Faculty
% consumed
by
Non-Majors
9%
Credit Hrs Taught
10%
13%
Fall 2010
Number
6%
Fall 2011
Percent
Number
Fall 2012
Percent
Number
6%
Fall 2013
Percent
Number
Percent
F-T Faculty
2,004
31.2%
1,806
32.3%
1,686
32.0%
2,196
45.1%
P-T Faculty (inc Admin)
4,426
68.8%
3,792
67.7%
3,581
68.0%
2,668
54.9%
0.0%
Total
6,430
100.0%
Fall 2010
% Consumed by NonMajors
501
EDU_C&I_ADOL.ED_MSED_Q
0.0%
5,598
100.0%
0.0%
5,267
Fall 2011
8%
586
100.0%
Fall 2012
10%
314
0.0%
4,864
100.0%
Fall 2013
6%
541
11%
Self-Study Template 12
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
#
%
#
%
#
%
#
%
22
26%
35
39%
41
32%
40
44%
FT Faculty
26
31%
PT Faculty
58
69%
62
74%
55
61%
88
68%
51
56%
Total
84
100%
84
100%
90
100%
129
100%
91
100%
Courses Taught
2010
Number
2011
Percent
Number
2012
Percent
Number
Fall 2013
Percent
Number
Percent
F-T Faculty
33
40.7%
43
35.8%
25
33.8%
40
51.3%
P-T Faculty (inc
Admin)
48
59.3%
77
64.2%
49
66.2%
38
48.7%
0.0%
Total
81
100.0%
0.0%
120
100.0%
0.0%
74
100.0%
0.0%
78
100.0%
This methodology is used by SJU for all external reporting
EDU_C&I_ADOL.ED_MSED_Q
Self-Study Template 13
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)
EDU_C&I_ADOL.ED_MSED_Q
Self-Study Template 14
Departmental Data
2005
FT
2006
PT
Total
#
%
#
%
Male
2
14%
23
64%
Female
12
86%
13
Total
14
100%
Black
2
Hispanic
FT
2007
PT
Total
#
%
#
%
25
2
13%
30
46%
36%
25
13
87%
35
36
100%
50
15
100%
14%
2
6%
4
2
1
7%
1
3%
2
Asian
1
7%
0
0%
White
9
64%
33
Unknown
1
7%
Total
14
100%
Tenured
8
Tenure-Track
FT
2008
PT
Total
#
%
#
%
32
2
13%
32
49%
54%
48
14
88%
33
65
100%
80
16
100%
13%
7
11%
9
2
1
7%
1
2%
2
1
1
7%
0
0%
92%
42
11
73%
55
0
0%
1
0
0%
36
100%
50
15
100%
57%
8
9
5
36%
5
Not Applicable
1
7%
Total
14
100%
FT
2009
PT
Total
#
%
#
%
34
1
7%
38
54%
51%
47
14
93%
32
65
100%
81
15
100%
13%
4
6%
6
2
2
13%
1
2%
3
1
1
6%
0
0%
85%
66
11
69%
59
2
3%
2
0
0%
65
100%
80
16
100%
60%
9
11
6
40%
6
1
0
0%
14
15
100%
FT
PT
Total
#
%
#
%
39
2
11%
32
53%
34
46%
46
16
89%
28
47%
44
70
100%
85
18
100%
60
100%
78
13%
5
7%
7
2
11%
3
5%
5
2
13%
1
1%
3
2
11%
1
2%
3
1
1
7%
0
0%
1
1
6%
0
0%
1
91%
70
10
67%
62
89%
72
13
72%
55
92%
68
1
2%
1
0
0%
2
3%
2
0
0%
1
2%
1
65
100%
81
15
100%
70
100%
85
18
100%
60
100%
78
69%
11
11
73%
11
11
64%
11
4
25%
4
4
27%
4
7
38%
7
0
1
6%
1
0
0%
0
1
0%
0
15
16
100%
16
15
100%
15
18
100%
18
Gender
Ethnicity
Tenure Status
EDU_C&I_ADOL.ED_MSED_Q
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)
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
04/05
05/06
06/07
07/08
08/09
1,664,288
1,329,166
2,247,935
736,181
603,505
$ Amount
Program
$ Amount Department
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
270,000
296,251
272,859
413,000
$ Amount
Program
$ Amount
Department
Comments (Suggested limit ½ page)
EDU_C&I_ADOL.ED_MSED_Q
Self-Study Template 16
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)
Adolescent Ed
(Bio/Eng/Mth/Phy/
Span/SST (Q)
School of
Education
Total Graduate
Overall Evaluation (Spring)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
4.22
4.39
4.46
4.42
4.56
4.57
4.24
4.33
4.3
4.4
4.48
4.49
4.14
4.16
4.3
4.37
4.39
4.52
Note: Instructional 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 1/3 page)
Standard 5.
Comments: Indicate to what extent the program has the faculty resources required to meet its mission
and goals. Include references from 5a – 51. (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)
EDU_C&I_ADOL.ED_MSED_Q
Self-Study Template 17
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)
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)
EDU_C&I_ADOL.ED_MSED_Q
Self-Study Template 18