AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: Tobin College of Business
Program Reviewed: Accounting BS SI
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)
Self-Study Template 1
TCB_ACC_ACCT_BS_SI
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
Queens Campus
SAT
High School Average
2005
2006
2007
2008
2009
2005
2006
2007
2008
2009
Accounting
1088
1099
1092
1089
1096
88.6
88.3
88.3
87.3
88.5
School/College
1094
1079
1111
1100
1112
87
87
88
87
89
University
1068
1075
1075
1087
1092
86
87
87
87
88
Freshmen SAT Scores
Fall 2010
Fall 2011
Fall 2012
Computed Computed
Accounting
Computed Computed
1,099
1,119
Freshmen High School Average
Fall 2010
High
Accounting
Fall 2013
1,126
Fall 2011
Fall 2012
High School
1,112
Fall 2013
High School High School
88
88
89
91
2010
SAT Scores
2011
2012
High School Average
2011
2012
2013
2010
School/
College - Q
1111
1113
1116
1112
87
87
87
89
Total University
1097
1087
1096
1104
87
87
88
89
2013
Staten Island Campus
SAT
2005
2006
2007
High School Average
2008
Program
1034
1086
1046
1103
School/ College
1044
1072
1051
1125
University
1068
1075
1075
1087
2009
2005
1099
2006
2007
2008
2009
92
90
87
88
87
1108
87
88
88
88
88
1092
86
87
87
87
89
Freshmen SAT Scores
Fall 2010
Computed
Accounting
Fall 2011
Computed
1,114
Fall 2012
Computed
1,079
Fall 2013
Computed
1,112
1,054
Self-Study Template 2
TCB_ACC_ACCT_BS_SI
Freshmen High School Average
Fall 2010
Fall 2011
High School
Fall 2012
High School
Accounting
Fall 2013
High School
86
High School
87
90
89
SAT Scores
High School Average
2010
2011
2012
2013
2010
2011
2012
2013
School/
College - SI
1111
1054
1116
1080
88
85
88
89
Total
University
1097
1087
1096
1104
87
87
88
89
Intended college major for 2012 college-bound seniors
TestTakers
Number
SAT
Intended College Major
Percent
(%)
10.9%
Critical
Reading
474
Business Management, Marketing, and Related Support
14,762
Services
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
2b.
Mean Scores
Mathematics
Total
511
985
Undergraduate 1st Year Retention Rate
Queens Campus
Fall
2003
2004*
2005
2006
2007
2008**
# Fresh
# Ret
%
Program
79%
84%
83%
84%
73%
107
83
78%
School/ College
79%
74%
81%
81%
75%
445
346
78%
University
78%
78%
78%
79%
76%
3268
2557
78%
2009
Total
ACC
70
2010
Returned
DNR
#
%
#
%
51
73%
19
27%
Total
68
2011
Returned
DNR
#
%
#
%
60
88%
8
12%
Total
75
2012
Returned
DNR
#
%
#
%
57
76%
18
24%
Total
81
Returned
DNR
#
%
#
%
63
78%
18
22%
Self-Study Template 3
TCB_ACC_ACCT_BS_SI
Fall
2009
2010
2011
2012*
# Fresh
# Ret
%
School/
College - Q/M
79%
83%
76%
376
299
80%
Total University
78%
78%
76%
2757
2195
80%
* The % of students started in Fall 2012 and returned to the program in Fall 2013
Staten Island Campus
Fall
2003
2004*
2005
2006
2007
2008**
# Fresh
# Ret
%
Program
85
90
75
97
90
23
20
87%
School/ College
76
75
80
90
90
64
53
83%
78%
78%
78%
79%
76%
3268
2557
78%
Total
Returned
University
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
ACC
14
2010
Returned
DNR
#
%
#
%
12
86%
2
14%
Total
2011
Returned
5
DNR
Total
#
%
#
%
4
80%
1
20%
2012
Returned
9
DNR
#
%
#
%
6
67%
3
33%
26
DNR
#
%
#
%
23
88%
3
12%
Fall
2009
2010
2011
2012**
# Fresh
# Ret
%
School/
College - SI
93%
85%
77%
42
36
86%
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 4
TCB_ACC_ACCT_BS_SI
2c.
Undergraduate 6 Year Graduation Rate
Queens Campus
Fall
1999
2000
2001
2002
2003
Program
69%
59%
73%
67%
63%
School/ College Average
Rate
63%
62%
65%
63%
62%
University
64%
59%
61%
61%
58%
2004
Graduated
#
%
73 45
62%
Total
ACC
2005
Graduated
#
%
82 54
66%
2006
Graduated
#
%
109 67
61%
Total
Total
2007
Graduated
#
%
80 51
64%
Total
Fall
2004
2005
2006
2007
School/College
Average Rate Q/M
59%
58%
61%
59%
Total University
58%
58%
59%
55%
Staten Island Campus
Fall
1999
2000
2001
2002
2003
Program
79%
63%
86%
74%
70%
School/College Average Rate
67%
76%
78%
71%
64%
University
64%
59%
61%
61%
53%
Fall
2004
2005
2006
2007
School/College
Average Rate - SI
58%
68%
66%
68%
Total University
58%
58%
59%
55%
Self-Study Template 5
TCB_ACC_ACCT_BS_SI
2d.
Graduate Standardized Test Scores
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.
Queens Campus
Fall
Number of Students
MAJORS
2005
2006
2007
2008
2009
Majors
435
489
474
487
499
Minors
Total
4
439
8
497
9
483
15
502
5
504
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
ACC3
BS/MS
ACC2
BS/MS
ACCZ
BS/MBA
ACCF
BS
14
16
15
17
ACC
BS
363
387
328
318
5
3
13
15
32
22
8
53
27
42
13
4
BS/MBA
NM
ACC2
1
BS/MS
28
Total
467
455
406
396
Staten Island Campus
Fall
Number of Students
Majors
Minors
Total
2005
2006
108
2
110
2007
127
0
127
2008
123
0
123
2009
130
0
130
131
0
131
Self-Study Template 6
TCB_ACC_ACCT_BS_SI
MAJORS
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
ACC2
BS/MS
ACCF
BS
ACC
BS
74
56
52
57
BS/MBA
14
22
13
5
ACC2
16
9
8
1
BS/MS
Total
2
104
87
73
65
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)
2h.
Number of degrees granted during the past five years. See table below.
Queens Campus
Degrees
Granted
BS
04/05
85
Academic Year
06/07
106
05/06
71
07/08
94
08/09
125
07/08
30
08/09
27
Staten Island Campus
Degrees
Granted
BS
04/05
31
Academic Year
06/07
28
05/06
26
Queens
TCB-UG
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
ACC2
Accounting
BS
83
83
91
ACC3
BS/Accounting MS/Tax
BS
54
28
22
ACCF
Accounting/Finance
BS
1
7
7
138
118
120
Total
10/11
11/12
12/13
Degrees Conferred Degrees Conferred Degrees Conferred
TCB-UG-SI
ACC2
Accounting
BS
41
30
30
Self-Study Template 7
TCB_ACC_ACCT_BS_SI
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 52-Business, Management, Marketing,
and Related Support Services.
20092010
20102011
20112012
Bachelors
Local
4,149
National 358,293
4,315
4,362
365,093
366,815
1
Local institutions 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.
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)
Self-Study Template 8
TCB_ACC_ACCT_BS_SI
2k.
Please comment on the students’ competencies in the program. Support your response using data provided
below and any other data available. (Suggested limit 1/3 page)
Standard 2.
Additional comments if needed: (Suggested limit 1 page)
STANDARD 3. The program engages in ongoing systematic planning that is aligned with the University and
School/College planning, direction, and priorities.
3a.
How does your program’s strategic goal/objectives link to your School/College plan and the University’s strategic
plan? http://www.stjohns.edu/about/leadership/strategic-planning
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.
Self-Study Template 9
TCB_ACC_ACCT_BS_SI
Fastest growing occupations and occupations having the largest numerical increase in employment by level of education
and training projected.
Change, 2010-20
Fastest Growing Occupations
Bookkeeping, Accounting, and
Auditing Clerks
Accountant and Auditors
Percent
14%
16%
Numeric
259,000
Occupations having the
largest numerical
increase in employment
Bookkeeping, Accounting,
and Auditing Clerks
Change, 2010-20
Percent
14%
Numeric
259,000
190,700
Projected Changes in Related Occupations (2010 – 2020)
Grow faster than average - Increase 15 to 20.9%
Bookkeeping, Accounting, and Auditing Clerks
Accountant and Auditors
Changes, 2010-20
Percent
14%
Numeric
259,000
16%
190,700
*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)
Self-Study Template 10
TCB_ACC_ACCT_BS_SI
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.
Queens Campus
Fall 2005
# Majors/
FT Faculty
FT
PT
Total
Queens Campus
Majors
420
15
435
Minors
4
4
FT
Fall 2006
PT
Total
FT
Fall 2007
PT
Total
FT
Fall 2009
PT
Total
18
489
8
455
8
19
1
474
9
480
15
7
487
15
487
5
12
499
5
7
502
492
12
504
424
15
439
479
18
497
463
20
483
495
# of FTE
Students
(Majors &
Minors)
424
5
429
479
6
485
463
7
470
495
# of FTE
Faculty
assigned to
the program
5
1
6
.75
4.75
4
71.5
FT
471
8
Majors
& Minors
Combined
FTE Student/
FTE Faculty
Ratio
Fall 2008
PT
Total
4
102.1
1
5
94
4
2
1
497
492
4
496
5
4.25
.75
5
99.4
99.2
Self-Study Template 11
TCB_ACC_ACCT_BS_SI
Staten Island Campus
Fall 2005
# Majors/
FT Faculty
FT
PT
Total
Staten Island Campus
Majors
106
2
108
Minors
2
2
FT
Fall 2007
PT
Total
FT
Fall 2008
PT
Total
FT
Fall 2009
PT
Total
FT
126
1
127
0
118
5
123
0
128
2
130
0
130
1
131
0
1
127
118
5
123
128
2
130
130
1
131
126
118
120
128
1
1.33
Majors
& Minors
Combined
108
2
110
126
# of FTE
Students
(Majors &
Minors)
108
1
109
126
# of FTE
Faculty
assigned to
the program
1.67
.25
1.92
1
FTE Student/
FTE Faculty
Ratio
Fall 2006
PT
Total
0
1
56.8
2
1
126
1
.
129
130
1.33
1.67
120
0
130
1.67
97
77.8
Queens
Fall 2010
Fall 2011
P
Total
F
P
Total
F
P
Total
F
P
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
451
16
467
447
8
Fall 2010
MAJORS/MINORS
FTE MAJORS
455
397
9
Fall 2011
406
389
7
Fall 2012
396
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
452
16
468
447
8
455
397
9
406
389
7
396
Fall 2010
Total
Fall 2013
F
MAJORS
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
452
5.333
457.333
447
2.667
449.667
397
3
400
389
2.333
391.333
Self-Study Template 12
TCB_ACC_ACCT_BS_SI
Fall 2010
Fall 2011
Fall 2012
Fall 2013
# of FTE faculty assigned
to the program
FTE Student/FTE Faculty
Ratio
SI
Fall 2010
Fall 2011
F
P
Total
F
P
Total
F
P
Total
F
P
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
102
2
104
84
3
Fall 2010
MAJORS/MINORS
FTE MAJORS
87
70
3
Fall 2011
73
64
1
Fall 2012
65
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
102
2
104
84
3
87
70
3
73
64
1
65
Fall 2010
Total
Fall 2013
Majors
MAJORS
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
84
1
85
70
1
71
64
102
Fall 2010
0.667 102.667
Fall 2011
Fall 2012
0.333 64.333
Fall 2013
# of FTE faculty assigned to
the program
FTE Student/FTE Faculty
Ratio
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.
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
Self-Study Template 13
TCB_ACC_ACCT_BS_SI
Taught
#
%
#
%
#
%
#
%
#
%
FT Faculty
3550
68%
3718
69%
4576
71%
5602
81%
5488
74%
PT Faculty
Total
1698
5248
32%
100%
1669
5387
31%
100%
1906
6482
29%
100%
1312
6914
19%
100%
1905
7393
26%
100%
% consumed
by
NonMajors
32%
Credit Hrs Taught
32%
29%
Fall 2010
Number
41%
Fall 2011
Percent
Number
Fall 2012
Percent
Number
22%
Fall 2013
Percent
Number
Percent
F-T Faculty
5,751
77.1%
4,571
66.6%
4,621
76.5%
4,684
79.0%
P-T Faculty (inc Admin)
1,706
22.9%
2,293
33.4%
1,423
23.5%
1,245
21.0%
0.0%
Total
7,457
0.0%
100%
6,864
Fall 2010
% Consumed by NonMajors
1,620
0.0%
100%
6,044
Fall 2011
21.7%
100%
Fall 2012
1,446
21.1%
1,344
0.0%
5,929
100%
Fall 2013
22.2%
1,431
24.1%
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time
faculty (including administrators).
Accounting and Taxation Programs
Courses
Taught
#
Fall 2005
%
#
%
#
%
#
%
#
%
FT Faculty
56
68%
59
70%
65
73%
66
79%
71
73%
PT Faculty
Total
26
82
32%
100%
25
84
30%
100%
24
89
27%
100%
18
84
21%
100%
26
97
27%
100%
Courses Taught
Fall 2006
Fall 2010
Number
F-T Faculty
69
Fall 2007
Fall 2011
Percent
76.7%
Number
80
Fall 2008
Fall 2009
Fall 2012
Percent
70.2%
Number
80
Fall 2013
Percent
79.2%
Number
80
Percent
80.8%
Self-Study Template 14
TCB_ACC_ACCT_BS_SI
P-T Faculty (inc Admin)
21
23.3%
34
0.0%
Total
90
100%
29.8%
21
0.0%
114
100%
20.8%
19
0.0%
101
100%
19.2%
0.0%
99
100%
Self-Study Template 15
TCB_ACC_ACCT_BS_SI
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)
Departmental Data
2005
FT
2006
PT
Total
#
%
#
%
Male
14
74%
11
61%
Female
5
26%
7
Total
19
100%
Black
1
Hispanic
FT
2007
PT
Total
#
%
#
%
25
14
70%
14
78%
39%
12
6
30%
4
18
100%
37
20
100%
5%
0
0%
1
0
0
0%
0
0%
0
Asian
3
16%
1
6%
White
15
79%
14
Unknown
0
0%
Total
19
100%
Tenured
16
Tenure-Track
FT
2008
PT
Total
#
%
#
%
28
15
71%
11
73%
22%
10
6
29%
4
18
100%
38
21
100%
0%
1
6%
1
0
0
0%
0
0%
0
4
0
0%
3
17%
78%
29
17
85%
10
3
17%
3
3
15%
18
100%
37
20
100%
84%
16
18
3
16%
3
Not Applicable
0
0%
Total
19
100%
FT
2009
PT
Total
#
%
#
%
26
14
70%
9
82%
27%
10
6
30%
2
15
100%
36
20
100%
0%
0
0%
0
0
0
0%
0
0%
0
3
3
14%
1
7%
56%
27
17
81%
13
4
22%
7
1
5%
18
100%
38
21
100%
90%
18
18
2
10%
2
0
0
0%
19
20
100%
FT
PT
Total
#
%
#
%
23
15
71%
12
86%
27
18%
8
6
29%
2
14%
8
11
100%
31
21
100%
14
100%
35
0%
2
18%
2
0
0%
2
14%
2
0
0%
1
9%
1
0
0%
0
0%
0
4
3
15%
1
9%
4
3
14%
1
7%
4
87%
30
16
80%
6
55%
22
16
76%
10
71%
26
1
7%
2
1
5%
1
9%
2
2
10%
1
7%
3
15
100%
36
20
100%
11
100%
31
21
100%
14
1000%
35
86%
18
17
85%
17
17
81%
17
3
14%
3
3
15%
3
4
19%
4
0
0
0%
0
0
0%
0
0
0%
0
20
21
100%
21
20
100%
20
21
100%
21
Gender
Ethnicity
Tenure Status
Self-Study Template 16
TCB_ACC_ACCT_BS_SI
2010
FT
2011
PT
Total
#
%
#
%
Male
14
70%
9
82%
Female
6
30%
2
18%
Total
20
FT
2012
PT
Total
#
%
#
%
23
15
71%
12
75%
8
6
29%
4
25%
31
21
FT
2013
PT
Total
#
%
#
%
27
17
71%
11
92%
10
7
29%
1
8%
37
24
FT
PT
Total
#
%
#
%
28
18
72%
12
100%
30
8
7
28%
0%
7
36
25
Gender
11
16
12
12
37
Ethnicity
Black
0%
Hispanic
0%
Asian
3
15%
2
1
18%
2
0%
0%
0
0%
9%
4
0%
0
64%
24
3
14%
2
3
13%
2
0%
0%
0
0%
19%
6
0%
0
63%
27
5
21%
3
2
25%
3
0%
1
8%
1
0%
0
0%
1
8%
1
17%
7
20%
3
25%
8
0%
0
0%
0
50%
24
58%
26
0%
0
5
American Indian/Alaskan
Native
White
0%
17
85%
7
2 or More Races
0%
17
81%
10
1
0%
18
75%
6
1
0%
19
76%
7
1
Native Hawaiian/Pacific
Islander
Unknown
Total
0%
20
1
11
9%
1
0%
31
21
1
16
6%
1
0%
37
24
1
12
8%
1
0%
36
25
12
37
Tenure Status
Tenured
15
75%
15
15
71%
15
15
63%
15
16
64%
16
Tenure-Track
3
15%
3
4
19%
4
7
29%
7
8
32%
8
Not Applicable
2
10%
2
2
10%
2
2
8%
2
1
4%
1
Total
20
20
21
21
24
24
25
25
Self-Study Template 17
TCB_ACC_ACCT_BS_SI
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.)
External Funding
$ Amount Program
04/05
Fiscal Year
06/07
05/06
07/08
08/09
$ Amount Department
External
Funding
$ Amount
Program
Fiscal Year
09/10
$ Amount
Department
10/11
-
11/12
-
12/13
-
-
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)
Accounting
(SI)
Tobin College
of Business
Total
Undergraduate
Overall Evaluation (Spring)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
4.21
4.19
4.45
4.34
4.37
4.58
3.95
3.98
4.00
4.22
4.26
4.2i8
4.01
3.21
4.07
4.27
4.29
4.35
Self-Study Template 18
TCB_ACC_ACCT_BS_SI
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 1/3 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 – 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)
Self-Study Template 19
TCB_ACC_ACCT_BS_SI
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)
Self-Study Template 20
TCB_ACC_ACCT_BS_SI